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New Titles and Key Backlist 2012

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“ ”

Visible learningfor Teachers

maximizing impact on learning

Visible Learning for Teachers is a terrific book and will be a winner. People won’t be disappointed. it is beautifully organized and written.

– Michael Fullan, author and International Leader on education change, Canada

Applying the research from John Hattie’s ground-breaking book, Visible Learning, and organized around the decisions that a teacher is asked to make on a regular basis – preparing, starting, conducting, and ending a lesson or series of lessons – this text shows pre-service and in service teachers how to make a real impact on student learning.

new

See page 2 for more

information.

inTernaTional guide To sTudenT achieVemenTEdited by John hattie and eric m. anderman

This volume brings together and critically examines the major influences shaping student cognitive achievement and considers their relative importance.

Visible learninga Synthesis of over 800 meta-analyses relating to achievement

John hattie

“it is perhaps education’s equivalent to the search for the holy grail – or the answer to life, the universe and everything.”

– Times Educational Supplement, November 21, 2008

alSo of intereSt:

See page 2

See page 2

new

To request your complimentary exam copy, visit: www.routledge.com/u/VlfT

John haTTie


Welcome to Routledge

Curriculum and InstructionNew Titles and Key Backlist 2012

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ContentsCurriculum and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Curriculum Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Social Studies Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Mathematics Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Art, Music and Drama Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Student Teaching and Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Ordering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back of Catalog

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CurrICulum and InstruCtIon

NEW IN 20124th Edition

Motivation and Learning Strategies for College SuccessA Focus on Self-Regulated Learning

Myron H. Dembo, and Helena Seli, both at University of Southern California, USA

This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The focus is on relevant information and features designed to help

students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom.

New in the Fourth Edition:

•moreemphasisonresearchfindings

•expandeddiscussionofmotivation

•researchaboutneuroscienceinrelationshiptomotivation and learning

•loatestbrain-basedlearningresearch

•morestudentreflections

•newexercises

•companionwebsite.

August 2012: 7 x 10: 360ppHb: 978-0-415-89419-7: $135.00Pb: 978-0-415-89420-3: $49.95

For more information, visit: www.routledge.com/9780415894203

NEW

Visible Learning for TeachersMaximizing Impact on Learning

John Hattie, University of Melbourne, Australia

In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than 15 years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.

Visible Learning for Teachers takes the next step and brings

those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step by step guidance to the successful implementation of visible learning and visible teaching in the classroom.

This book:

•linksthebiggesteverresearchprojectonteachingstrategies to practical classroom implementation

•championsbothteacherandstudentperspectives and contains step-by-step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up

•offerschecklists,exercises,casestudiesandbestpractice scenarios to assist in raising achievement

•includeswholeschoolchecklistsandadviceforschoolleaders on facilitating visible learning in their institution

•nowincludesadditionalmeta-analysesbringingthetotal cited within the research to over 900

•comprehensivelycoversnumerousareasoflearningactivity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.

Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ”how do we maximise achievement in our schools?”

2011: 6-3/4 x 9-3/4: 280ppHb: 978-0-415-69014-0: $160.00Pb: 978-0-415-69015-7: $40.95eBook: 978-0-203-18152-2


NEW IN 2012

International Guide to Student AchievementEdited by John Hattie, University of Melbourne, Australia and Eric M. Anderman, Ohio State University, USA

Enhanced student achievement is arguably the most important outcome of schooling at any level. Unfortunately, there are so many, often competing, claims about how to enhance student achievement that the views often talk across each other. This leads to an ”everything goes” attitude toward interventions and the

acceptance of weak measures of achievement. The result is that in many schools each teacher is permitted to introduce their own methods and interventions.

This volume brings together and critically examines the majorinfluencesshapingstudentcognitiveachievementand considers their relative importance. It does not tell people what to do in their schools and classrooms. It simplyprovidesthemwiththefirst-evercompendium of research that summarizes what is known about the majorinfluencesshapingstudentsacademicachievement. Readers can then creatively apply this knowledge base to their own school and classroom organizational patterns, their curriculums and teaching strategies, and their teacher training programs. The entries can, therefore, be viewed as intellectual building blocks to be creatively mixed and matched into new or existing educational arrangements.

Key features of this groundbreaking book include the following:

•Organization–Influencesareorganizedbytheirpoint of origin: 1) student 2) home 3) school 4) classroom 5) teacher 6) curriculum 7) teaching approach 7) teaching strategy and 8) national/international setting.

•Entries – Most entries range from 2,000-2,500 words (3-4 pages) and are structured as follows: 1)introduction2)researchfindings3)recommendationsfor practice and 4) brief list of annotated references.

•Presentation – In order to be accessible to all stakeholders in education (teachers, teacher educators and their students, administrators, policy makers, concerned parents), entry writers have kept their articles as nontechnical as possible.

•Expertise – Each entry is written by a recognized expert on the topic at hand.

September 2012: 8-1/2 x 11: 750ppHb: 978-0-415-87898-2: $295.00Pb: 978-0-415-87901-9: $114.95eBook: 978-0-203-85039-8


BESTSELLER

Visible LearningA Synthesis of Over 800 Meta-Analyses Relating to Achievement

John Hattie

2008: 8-1/2 x 11: 382ppHb: 978-0-415-47617-1: $160.00Pb: 978-0-415-47618-8: $50.95eBook: 978-0-203-88733-2


CurrICulum and InstruCtIon 3

Browse and order online: www.routledge.com/education

NEW IN 2012

Critical Pedagogy and Social ChangeCritical Analysis on the Language of Possibility

Seehwa Cho, University of St. Thomas, USA

Series: Critical Social Thought

At its core, the main goal of critical pedagogy is deceptively simple – to construct schools and education as agents of change. While noble and ambitious, it is not always realistic in a climate of increased commodification,privatizationof schooling, and canned curriculum. By assuming rather than articulating its own possibilities, critical pedagogy literature itself is often its own

worst enemy in its call for transformation. With such challenges from both within and without, is the idea of liberatory pedagogy for social change out of reach or can critical educators really achieve the rather high call for social change? What alternative visions of schooling does critical pedagogy truly offer against the mainstream pedagogy? In short, what are the political projects of critical pedagogy?

This powerful and accessible book breaks with tradition by teasing out mere assumptions, providing a concrete illustration and critique of today’s critical pedagogy. Veteran teacher educator Seehwa Cho begins the book with an engaging overview of the history of critical pedagogy and a clear, concise breakdown of key concepts and terms. Not content to hide behind rhetoric, Cho forces herself and the reader to question the most basic assumptions of critical pedagogy, such as what a vision of social change really means. After a thoughtful and pithy analysis of the politics, possibilities and agendas of mainstream critical pedagogy, Cho takes the provocative step of arguing that these dominant discourses are ultimatelywhatstiflethepossibilityfortruesocial change. Without focusing on micro-level approaches to alternatives, Cho concludes by laying out some basic principles and future directions for critical pedagogy.

August 2012: 6 x 9: 180ppHb: 978-0-415-88610-9: $125.00Pb: 978-0-415-88611-6: $39.95eBook: 978-0-203-82921-9


NEW IN 2012

Understanding Language in Diverse ClassroomsA Primer for All Teachers

Marilyn Shatz, University of Michigan, USA, and University of North Carolina, Wilmington, USA and Louise Wilkinson, Syracuse University, USA

With the increasing linguistic and cultural diversity of students in US schools, all teachers, regardless of the content area or grade they teach, need research-based strategies for assisting all students to gain English proficiency.Thispractical,concise guide shows teachers what they need to know about language, how it is learned, how it is used, and how

teaching about it can be incorporated into lessons throughout the curriculum.

Understanding Language in Diverse Classrooms offers a model of how leaning takes place and describes the critical role of teachers in that model. It includes comparison charts showing how some of the most common heritage languages represented among present-day students compare with English, and it provides examples of hands-on materials including checklists, rating scales, and sample lessons to help teachers prepare to teach all their students in diverse classrooms. Each chapter ends with questions to stimulatediscussionandreflectiononmajorchapterpoints, to enable readers to review and evaluate the information and then integrate it into their own practice.



NEW IN 20122nd Edition

Instructional Strategies for Middle and High SchoolBruce Larson and Timothy Keiper, both at Western Washington University, USA

Instructional Strategies for Middle and High School is an accessible, practical, and engaging methods textbook that introduces pre-service teachers to various instructional strategies and helps them to decide how and when to use these methods in the classroom. Classrooms are comprised of diverse learners, and aspiring teachers will face complex decisions about the

assessment of student learning and classroom management. Veteran teacher educators Bruce Larson and Timothy Keiper offer practical suggestions for ways to integrate effective classroom management and valid assessment techniques with each instructional strategy. Instructional Strategies for Middle and High School equips pre-service teachers with the methodological tools to promote understanding, conceptual awareness, and learning for every child in the classroom.

Features and updates to this new edition include:

•clear,step-by-stepdescriptionsandillustrativein-classvideos of seven instructional techniques and that pre-service teachers can realistically implement within the classroom setting

•increasedcoverageonteachingEnglishlanguagelearners, including a “Making Your Lesson More Meaningful for ELLs” feature now included in every instructional strategy chapter

•“EnhancingYourTeachingWithTechnology”featureincluded in every instructional strategy chapter

•freshinteriordesigntobetterhighlightpedagogicalelements and key features, all to better engage students

•fullyrevampedandcomprehensivecompanionwebsite, with both student and instructor materials that stress real-world application of strategies, classroom assessment and management.

October 2012: 7 x 10: 344ppHb: 978-0-415-89814-0: $145.00Pb: 978-0-415-89813-3: $54.95


Learning Gardens and Sustainability EducationBringing Life to Schools and Schools to Life

Dilafruz Williams and Jonathan Brown, both at Portland State University, USA

Offering a fresh approach to bringing life to schools and schools to life, this book goes beyondtoutingthebenefitsoflearninggardenstosurveythemasawhole-systemsdesignsolution with potential to address myriad interrelated social, ecological, and educational issues. The theoretical and conceptual framework presented creatively places soil at the center of the discourse on sustainability education and learning garden design and pedagogy. Seven elements and attributes of living soil and learning gardens are presented as a guide for sustainability education: cultivating a sense of place; fostering curiosity and wonder; discovering rhythm and scale; valuing biocultural diversity; embracing practical experience; nurturing interconnectedness. The living soil of learning gardens forms the basis of a new metaphoric language serving to contest dominant mechanistic metaphors presently influencingeducationaldiscourse.Studentvoicesandexamplesfromurbanschoolsprovidepractical understanding of how bringing life to schools can indeed bring schools to life.

2011: 6 x 9: 238ppHb: 978-0-415-89981-9: $140.00Pb: 978-0-415-89982-6: $39.95eBook: 978-0-203-15681-0


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collaborate with our readers and the organizations they represent.If you or your organization

would like to discuss partnership opportunities, from reciprocal marketing

activities to commercial enterprises, please do get in touch.

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NEW IN 2012

Practice What You TeachSocial Justice Education in the Classroom and the Streets

Bree Picower, Montclair State University, USA

Many teachers enter the profession with a desire to ”make a difference.” But given who most teachers are, where they come from, and what pressure they feel to comply with existing school policies, how can they take up this charge? Practice What You Teach follows three different groups of educators to explore the challenges of developing and supporting teachers’ sense

of social justice and activism at various stages of their careers: White pre-service teachers typically enrolled in most teacher education programs, a group of new teachers attempting to integrate social justice into their teaching, and experienced educators who see their teaching and activism as inextricably linked. Teacher educator Bree Picower delves into each of these group’s triumphs and challenges, providing strategies and suggestions for all teachers along with her in-depth analysis.

By understanding all these challenges, pre-service and in-service teachers, along with teacher educators, will be in a better position to develop the kind of political analysis that lays the foundation for teacher activism. This timely resource helps prepare and support all educators to stand up for equity and justice both inside and outside of the classroom and offers a more nuanced portrait of what the struggle to truly ”make a difference” looks like.

May 2012: 6 x 9: 160ppHb: 978-0-415-89538-5: $125.00Pb: 978-0-415-89539-2: $39.95


Educating for Diversity and Social JusticeAmanda Keddie, University of Queensland, Australia

Series: Routledge Research in Education

Drawing on both empirical research and pedagogical theory, this book offers an account of how rapid social change is generating new challenges and priorities for schools, provides insightful examples of how educators are productively responding to these challenges, and provides key frames of reference (generalizable to broader school populations) to support educators in addressing cultural diversity and social change in just and equitable ways.

2011: 6 x 9: 188ppHb: 978-0-415-89015-1: $125.00eBook: 978-0-203-12788-9


Cultural Validity in AssessmentAddressing Linguistic and Cultural Diversity

Edited by María del Rosario Basterra, Mid-Atlantic Equity Consortium, Inc., USA, Elise Trumbull, Education Consultant, USA and Guillermo Solano-Flores, University of Colorado, Boulder, USA

Series: Language, Culture, and Teaching

This guide for educators looks at major issues in language testing and provides knowledge, techniques, and strategies to design and implement assessments for use in classrooms that maximize fairness and validity for all students.

2010: 6 x 9: 320ppHb: 978-0-415-99979-3: $140.00Pb: 978-0-415-99980-9: $44.95eBook: 978-0-203-85095-4


Social Justice Pedagogy Across the CurriculumThe Practice of Freedom

Edited by Thandeka K. Chapman, University of Wisconsin, Milwaukee, USA and Nikola Hobbel, Humboldt State University, USA

Series: Language, Culture, and Teaching

This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms, providing the knowledge and tools educators need to teach for and about social justice across the curriculum in K-12 classrooms.

2010: 6 x 9: 344ppHb: 978-0-415-80600-8: $145.00Pb: 978-0-415-80604-6: $48.95eBook: 978-0-203-85448-8


2nd Edition

Readings for Diversity and Social JusticeEdited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren J. Blumenfeld, Iowa State University, USA, Carmelita Castaneda, University of Wyoming in Laramie, USA, Heather W. Hackman, St. Cloud State University, USA, Madeline L. Peters and Ximena Zuniga, both at University of Massachusetts, Amherst, USA

Offering over 130 selections from some of the foremost scholars in from a wide range offields,Readings for Diversity and Social Justice is the indispensible volume for every student, teacher, and social justice advocate.

2010: 7 x 10: 688ppHb: 978-0-415-99139-1: $145.00Pb: 978-0-415-99140-7: $49.95


2nd Edition

Teaching for Diversity and Social JusticeEdited by Maurianne Adams, Lee Anne Bell and Pat Griffin

For nearly a decade, Teaching for Diversity and Social Justice hasbeenthedefinitivesourcebook of theoretical foundations and curricular frameworks for social justice teaching practice. This thoroughly revised second edition continues to provide teachers and facilitators with an accessible pedagogical approach to issues of

oppression in classrooms. This book presents a well-constructed foundation for engaging the complex and often daunting problems of discrimination and inequality in American society, and includes a CD-ROM with extensive appendices for participant handouts and facilitator preparation.

2007: 7 x 10: 496ppHb: 978-0-415-95199-9: $150.00Pb: 978-0-415-95200-2: $47.95


Bestsellers

CurrICulum and InstruCtIon 5


Handbook of Research on Learning and InstructionEdited by Richard E. Mayer, University of California, Santa Barbara, USA and Patricia A. Alexander, University of Maryland, College Park, USA

Series: Educational Psychology Handbook

During the past twenty years researchers have made exciting progress in the science of learning and the science of instruction. This handbook examines learning and instruction in a variety of environments and with a variety of learners.

2010: 7 x 10: 520ppHb: 978-0-415-80460-8: $305.00Pb: 978-0-415-80461-5: $114.95eBook: 978-0-203-83908-9


Parental Involvement and Academic SuccessWilliam Jeynes, California State University, Long Beach, USA

This volume examines cutting-edge research to provide a thorough understanding of the history, practice, theories, and impact of parental involvement and what aspects of it can best maximize the educational outcomes of students.

2010: 6 x 9: 240ppHb: 978-0-415-99053-0: $145.00Pb: 978-0-415-99054-7: $44.95eBook: 978-0-203-84344-4


What Expert Teachers DoEnhancing Professional Knowledge for Classroom Practice

John Loughran, Monash University, Australia

Internationally respected teacher educator John Loughran argues that teachers’ knowledge of what they do is largely tacit and often misunderstood. In this book, he distils the essence of professional practice for classroom teachers who want to become really accomplished practitioners.

2010: 6-1/4 x 9-1/4: 240ppPb: 978-0-415-57967-4: $46.95eBook: 978-0-203-85147-0


Learning Outside the ClassroomTheory and Guidelines for Practice

Simon Beames, Pete Higgins and Robbie Nicol, all at University of Edinburgh, Scotland

Learning Outside the Classroom outlines theory and practice that will enable and encourage teachers to systematically and progressively incorporate meaningful outdoor learning opportunities into their daily teaching activities in a wide variety of environments and with diverse populations of pupils.Thisisthefirsttextbookbased around the curriculum for prospective and practicing

primary and secondary teachers and other outdoor educators. The principles and examples presented are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. Although the focus of this book is ”the real world” beyond the classroom, it is also about good teaching – wherever it takes place. While there are chapters on practical issues such as risk-management and supervising groups outdoors, the chapters on curriculum, sustainability, curiosity, responsibility, and educational communities will serve as a valuable guide for anyone interested in applying educational theory to practice.

2011: 6 x 9: 144ppHb: 978-0-415-89361-9: $135.00Pb: 978-0-415-89362-6: $29.95


A Learning Community in the Primary ClassroomJere Brophy and Janet Alleman, both at Michigan State University, USA and Barbara Knighton, Winans Elementary School, USA

This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describes in rich detail and illustrates with excerpts from recorded lessons how primary teachers can engage their students in social studies lessons and activities that are structured around powerful ideas and have applications to their lives

outside of school. The teaching portrayed connects concepts and skills emphasized in national and state standards, taught in ways that build on students’ prior experiences in their local communities and connect with their family backgrounds and home cultures.

2010: 6 x 9: 288ppHb: 978-0-8058-5573-9: $135.00Pb: 978-0-8058-5574-6: $49.95eBook: 978-0-203-85182-1


Enhancing Student Learning in Middle SchoolMartha Casas, University of Texas at El Paso, USA

A comprehensive introduction to middle school teaching, this textbook focuses explicitly on instructional strategies that encourage adolescents to become active participants in their own learning.

2010: 7 x 10: 384ppHb: 978-0-415-80176-8: $145.00Pb: 978-0-415-80177-5: $47.95eBook: 978-0-203-84710-7


Intelligence and Intelligence TestingRichard B. Fletcher, University of Auckland, New Zealand and John Hattie, University of Melbourne, Australia

There can be no denying the enduring appeal of IQ over the last century. It is probably one of the most misunderstood yet highly researched psychological constructs ever. Such has been the controversy surrounding thistopicthatitisdifficulttodistinguishfactfromfiction.Intelligence and Intelligence Testing is a text that aims to address that.

This book examines the controversial psychological construct that is IQ, discussing and reviewing the history and current status of the research on intelligence and providing an overview of its development, measurement and use. From Galton, Spearman and Binet to the relatively recent controversy caused by the research of Herrnstein and Murray, this important book makes a major claim about the importance today of ”problem solving on demand” as one of the key components of today’s notions of intelligence.

Chapters include coverage of:

•intelligenceandschooling

•culturaldifferencesinviewsofintelligence

•thehistoryofIQtestinganditsemergenceinto public consciousness

•IQaspredictorofeducationalandoccupationaloutcomes

•psychometricsandmeasurementofintelligence

•thefutureofintelligenceresearch.

Written by Richard B. Fletcher and John Hattie, the author of the highly-regarded Visible Learning, this textbook will be invaluable for all undergraduate and Masters level students studying the theory of intelligence and the impact of testing on educational. Detailed and annotated further reading lists and a glossary of terms are also included.

2011: 6-1/4 x 9-1/4: 128ppHb: 978-0-415-60091-0: $125.00Pb: 978-0-415-60092-7: $32.95eBook: 978-0-203-83056-7


Also available:For other books by John HattieSee page 2 for more details.



4th Edition

A Teacher’s Guide to Education LawMichael Imber, University of Kansas, USA and Tyll van Geel, Emeritus Professor, University of Rochester, USA

This clearly written text, adapted from its parent volume, Education Law, provides a concise introduction to topics in education law that are most relevant to teachers.

2010: 7 x 10: 368ppHb: 978-0-415-87577-6: $160.00Pb: 978-0-415-99463-7: $51.95eBook: 978-0-203-85988-9


Place- and Community-Based Education in SchoolsGregory A. Smith, Lewis and Clark College, USA and David Sobel, Antioch New England Graduate School, USA

Series: Sociocultural, Political, and Historical Studies in Education

This book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

2010: 184ppHb: 978-0-415-87518-9: $145.00Pb: 978-0-415-87519-6: $39.95eBook: 978-0-203-85853-0


BESTSELLER

Reflective TeachingAn Introduction

Kenneth M. Zeichner and Daniel P. Liston

Series: Reflective Teaching and the Social Conditions of Schooling

1996: 6 x 9: 112ppPb: 978-0-8058-8050-2: $24.95


2nd Edition

Becoming a Teacher through Action ResearchProcess, Context, and Self-Study

Donna Kalmbach Phillips and Kevin Carr, both at George Fox University, USA

Becoming a Teacher through Action Research skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specificallyontheneedsofpre-service teachers.

2010: 8-1/2 x 11: 264ppHb: 978-0-415-80105-8: $140.00Pb: 978-0-415-80106-5: $44.95eBook: 978-0-203-86177-6


Teaching for Student LearningBecoming an Accomplished Teacher

Dick Arends and Ann Kilcher, Paideia Consulting Group, Canada

Teaching for Student Learning shows teachers how to integrate research and the wisdom of practice into their teaching, emphasizing how accomplished teachers acquire and apply evidence-based practices in support of student learning.

2010: 7 x 10: 456ppHb: 978-0-415-99888-8: $170.00Pb: 978-0-415-96530-9: $64.95eBook: 978-0-203-86677-1


3rd Edition

Motivating Students to LearnJere E. Brophy, Michigan State University, USA

Writtenspecificallyforteachers,this book offers a wealth of research-based principles for motivating students to learn.

2010: 7 x 10: 360ppHb: 978-0-415-80069-3: $170.00Pb: 978-0-415-80070-9: $59.95eBook: 978-0-203-85831-8


CurrICulum theoryStudies in Curriculum Theory Series

NEW

The Education of ErosA History of Education and the Problem of Adolescent Sexuality

Dennis L. Carlson, Miami University, USA

The Education of Eros is the firstandonlycomprehensivehistory of sexuality education and the “problem” of adolescent sexuality from the mid-twentieth century to the beginningofthetwenty-first. It explores how professional health educators, policy makers, and social and religious conservatives differed in their approaches, and battled over what gets taught about

sexuality in schools, but all shared a common understanding of the adolescent body and adolescent desire as a problem that required a regulatory and disciplinary education. It also looks the rise of new social movements in civil society and the academy in the last half of the twentieth century that began to re-frame the “problem” of adolescent sexuality in a language of rights, equity, and social justice. Situated within critical social theories of sexuality, this book offers a tool for re-framing the conversation about adolescent sexuality and reconstructing the meaning of sexuality education in a democratic society.

February 2012: 6 x 9: 216ppHb: 978-0-415-80851-4: $125.00eBook: 978-0-203-14017-8


Disavowed KnowledgePsychoanalysis, Education, and Teaching

Peter Maas Taubman, Brooklyn College/ City University of New York, USA

Thisisthefirstandonlybook to detail the history of the century-long relationship between education and psychoanalysis. It provides not only a historical context but also a psychoanalytically informed analysis.

2011: 6 x 9: 224ppHb: 978-0-415-89050-2: $135.00Pb: 978-0-415-89051-9: $41.95eBook: 978-0-203-82950-9


CurrICulum theory 7


NEW IN 2012

What Does Gandhi Mean for Curriculum Theory?Rethinking Education in New Times

Erik Malewski, Purdue University, USA

Revealing the tensions between his personal struggles as a mortal grappling with desire and his public persona as a spiritualandpoliticalfigurehead,thisbookexaminesGandhi’s educational efforts – his curriculum and pedagogy. Exploring the ways he used personal triumphs and pitfalls in his teaching of the public, it considers the extent to which educators’ own lived histories frame their presentoutlooksandbeliefsandexertinfluenceontheircurriculum and pedagogy. By highlighting such interrelationships, it situates the teaching life of Mahatma Gandhi at the center of perennial problems and questions inthecurriculumfield:negotiatingthebordersbeeneducative experiences and disciplinary formation, appropriate distances between teachers and students, and tendencies toward dominance in spite of liberatory intentions. Using post-structural, psychoanalytic, and autobiographical theories, it argues that Gandhi’s efforts to eliminate antagonisms without harming opposing subjects was as much an internal struggle as it was a struggle with social structures, one that can speak with great force to educators who recognize the pivotal roles of the personal and social in the classroom.

December 2012: 6 x 9: 160ppHb: 978-0-415-89850-8: $125.00eBook: 978-0-203-80191-8


NEW IN 2012

Curricular ConversationsPlay is the (Missing) Thing

Margaret Macintyre Latta, University of Nebraska-Lincoln, USA

Curricular Conversations is about play as a medium for teaching and learning that asks teachers and students to participate through adapting, changing, building and creating meaning. Its central theme is this: Play is the thing that brings aesthetic curricular complications near educators and their students, making the lived consequences very vivid, tangible, and possible.

Viewing curriculum as genuine inquiry into what is worth knowing, rather than simply a curricular document, this bookexploresthesignificancesinstilledandnurturedthrough aesthetic play, acting as sustenance for textured curricular conversations, holding catalytic power for investing in lives of passionate engagement with the world, understood as always in the making. Each chapter delves into the space a given artwork reveals. The artworks act as points of departure and/or generative vehicles, foregrounding the roles and possibilities of play within curricular conversations. The translations to the nature of curriculum across disciplines and interests and the lived consequences for learners, learning, and the future are considered, and the reasons to enter into and invest in aesthetic play are explicated.

October 2012: 6 x 9Hb: 978-0-415-89752-5: $135.00Pb: 978-0-415-89753-2: $39.95eBook: 978-0-203-80401-8


NEW

Pragmatism, Postmodernism, and Complexity TheoryThe ’Fascinating Imaginative Realm’ of William E. Doll, Jr.

Edited by Donna Trueit

Thefirstcollectionofthekeyworks of the major curriculum studies scholar William E. Doll, Jr., this volume provides an overview of his scholarship over hisfifty-yearcareeranddocuments the theoretical and practical contribution he has madetothefield.Thebookisorganizedinfivethematicsections:PersonalReflections;Dewey, Piaget, Bruner, Whitehead: Process And

Transformation; Modern/Post-Modern: Structures, Forms andOrganization;ComplexityThinking;andReflectionson Teaching.

The complicated intellectual trajectory through pragmatism, postmodernism and complexity theory not onlytestifiestoDoll’sindividuallifetimeworksbutisalsointimately related to the landscape of education to which he has made an important contribution. Of interest to curriculum scholars around the world, the bookwillholdspecialsignificanceforgraduatestudentsandjuniorscholarswhocameoftheageinthefield Doll helped create: one crafted by postmodernism and, more recently, complexity theory.

April 2012: 6 x 9: 288ppHb: 978-0-415-80873-6: $145.00eBook: 978-0-203-13897-7


Engendering Curriculum HistoryPetra Hendry, Louisiana State University, USA

How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory

approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space. Curriculum history is understoodasanemergent,notafinished,process–asan unending dialogue that creates spaces for conversation inwhichmultiple,conflicting,paradoxicalandcontradictory interpretations can be generated as a means to stimulate more questions, not grand narratives.

2011: 6 x 9: 272ppHb: 978-0-415-88566-9: $145.00Pb: 978-0-415-88567-6: $51.95eBook: 978-0-203-83900-3


Languages of EducationProtestant Legacies, National Identities, and Global Aspirations

Daniel Tröhler, University of Luxembourg, Luxembourg

In this landmark contribution to the study of the formation of the modern school, Daniel Tröhler applies one of the most recognized methods of historical research to an analysis of the ”language” of the academic discipline of education. Arguing the value of looking at languages rather than arguments – langues rather than paroles – this method of historical research is used to examine the background of different philosophies, theories, or arguments of education, specificallyrepublicanismandProtestantism.Tröhler’sargument is that such analysis is essential to tracing back educational arguments to the ideological core of their concerns, and thus to understanding in international perspective the historical development of education systems and organizations and to evaluating their different theoretical and political approaches and claims. Elegantly written, with the historianís attention to archival material, this book enables the reader to understand the complex and different social, cultural, religious, and political context factors embedded in the ”thought” of schooling and its objects of scrutiny – its notions of the child and teacher. Languages of Education is essential reading for scholars and students across the fieldsofhistoryandphilosophyofeducation,curriculumstudies, and comparative education.

2011: 6 x 9: 276ppHb: 978-0-415-99508-5: $140.00eBook: 978-0-203-82842-7


What Does Understanding Mathematics Mean for Teachers?Relationship as a Metaphor for Knowing

Yuichi Handa, California State University at Chico, USA

This book opens up alternative ways of thinking and talking about ways in which a person can ”know” a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject.

In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaître sense is to know a person, a place, or even a thing – namely, an other – in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflectionwithatouchofempiricalinput,thisbookfleshesoutanimageforwhatapersonísconnaîtreknowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.

2011: 6 x 9: 168ppHb: 978-0-415-88597-3: $140.00eBook: 978-0-203-83743-6


CurrICulum theory8


Studies in Curriculum Theory Series (continued)

2nd Edition

What Is Curriculum Theory?William F. Pinar, University of British Columbia, Canada

This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become ”educated” in the present moment.

Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts

and interpretive social sciences – to understand the curriculum,definedhereas”complicatedconversation.”Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s.

Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present – a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.

2011: 6 x 9: 296ppHb: 978-0-415-80410-3: $140.00Pb: 978-0-415-80411-0: $41.95eBook: 978-0-203-83603-3


2nd Edition

Cultures of CurriculumEdited by Pamela Bolotin Joseph, University of Washington – Bothell, USA

Using ”cultures of curriculum” as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society.

2010: 6 x 9: 320ppHb: 978-0-415-99186-5: $145.00Pb: 978-0-415-99187-2: $45.95eBook: 978-0-203-83727-6


Handbook of Public PedagogyEducation and Learning Beyond Schooling

Edited by Jennifer A. Sandlin, Brian D. Schultz and Jake Burdick

2009: 7 x 10: 712ppHb: 978-0-415-80126-3: $270.00Pb: 978-0-415-80127-0: $124.95eBook: 978-0-203-86368-8


Curriculum Studies Handbook – The Next Moment Edited by Erik Malewski

2009: 7 x 10: 584ppHb: 978-0-415-98948-0: $260.00Pb: 978-0-415-98949-7: $114.95eBook: 978-0-203-87779-1


NEW IN 2012

Curriculum, Syllabus Design and EquityA Primer and Model

Edited by Allan Luke and Annette Woods, both at Queensland University of Technology, Australia and Katie Weir,GriffithUniversity,Australia

Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questions involved, this book is distinctive in looking to the technical form of the curriculum rather than its

content for solutions. The editors and contributors, all leadinginternationalscholars,advanceaunified,principled approach to the design of curriculum and syllabus documents that aims for high quality/high equity educational outcomes and enhances teacher professionalism with appropriate system prescription.

Stressing local curriculum development capacity and teacherprofessionalresponsestospecificcommunityandstudent contexts, this useful, practical primer introduces andunpacksdefinitionsofcurriculum,syllabus,theschoolsubject, and informed professionalism; presents key principles of design; discusses a range of approaches; and offers clear, realistic guidelines for the tasks of writing curriculumdocumentsanddesigningofficialsyllabiandprofessional development programs at system and school levels. Providing a foundational structure for syllabus design work, Curriculum, Syllabus Design, and Equity is relevant for teachers, teacher educators, and curriculum policy workers everywhere who are engaged in the real work of curriculum writing and implementation.

June 2012: 6 x 9: 232ppHb: 978-0-415-80319-9: $135.00Pb: 978-0-415-80320-5: $44.95eBook: 978-0-203-83345-2


NEW IN 2012

The Limits of Democratic Education as a Curricular ProblemDaniel Friedrich, Columbia University, Teachers College, USA

Series: Routledge Cultural Studies in Knowledge, Curriculum, and Education

By repositioning democratic education not as something that can be achieved by following a certain, proven process, but as an inherently paradoxical enterprise in its dealings with the tension between schooling as the intentional production of citizens and the uncertainties of democracy, an alternative way of reading the curriculum emerges. This book aims not at arriving at the right combination of theory, policy and praxis that will provide the democratic utopia, but at historicizing the discourses that have shaped the ways in which we thinkandactinthefieldofeducation.

July 2012: 6 x 9: 144ppHb: 978-0-415-80911-5: $125.00


Want more information on a book?

Visit the direct URL found at the bottom of the title description.

CurrICulum theory 9


NEW IN 2012

Knowledge, Power, and EducationThe Selected Works of Michael W. Apple

Edited by Michael W. Apple, University of Wisconsin-Madison, USA

For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. His seminal Ideology and Curriculum was a watershed title in critical education studies and has remained in print since its publication in 1979. The more than two dozen books and hundreds of papers, articles,

and chapters published since have likewise all contributed to a greater understanding of the relationship between and among the economy, political and cultural power in society on the one hand ‘and the ways in which education is thought about, organized and evaluated’ on the other.

In this collection, Apple brings together 15 of his key writings in one place, providing an overview not just of hisowncareerbutthelargerdevelopmentofthefield.A new introduction re- examines the scope of his work andhisearlierarguments,andreflectsonwhatremainsto be done for those committed to critical education.

December 2012: 6 x 9: 240ppHb: 978-0-415-52899-3: $140.00eBook: 978-0-203-11811-5

For more information, visit:www.routledge.com/9780415528993


The Curriculum Studies ReaderEdited by David J. Flinders, Indiana University, USA and Stephen J. Thornton, University of South Florida, USA

Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in thefield.

December 2012: 7 x 10: 464ppHb: 978-0-415-52076-8: $150.00Pb: 978-0-415-52075-1: $51.95eBook: 978-0-203-12185-6


NEW IN 2012

Can Education Change Society?Michael W. Apple, University of Wisconsin-Madison, USA

Despite the vast differences between the Right and the Left over the role of education in the production of inequality one common element both sides share is a sense that education can and should do something about society, to either restore what is being lost or radically alter what is there now. The question was perhaps put most succinctly early by the radical educator George Counts in

1932 when he asked ”Dare the School Build a New Social Order?,” challenging entire generations of educators to participate in, actually to lead, the reconstruction of society. Over 70 years later, celebrated educator, author and activist Michael Apple revisits Counts’ now iconic works and again asks the seemingly simply question of whether education truly has the power to change society.

In this groundbreaking work, Apple pushes educators toward a more substantial understanding of what schools do and what we can do to challenge the relations of dominance and subordination in the larger society. This touchstone volume is both provocative and honest about the ideological and economic conditions that groups in society are facing and is certain to become another classic in the canon of Apple’s work and the literature on education more generally.

October 2012: 6 x 9: 192ppHb: 978-0-415-87532-5: $125.00Pb: 978-0-415-87533-2: $31.95


Critical Curriculum LeadershipA Framework for Progressive Education

Rose M. Ylimaki, University of Arizona, USA

This book is an examination of curriculum leadership in the wake of U.S. testing mandates and school reforms. Drawing from an original study and from existing literature and research in the field,Ylimakiexplorestheformation of curriculum leadership in relation to broader cultural and political shifts. She shows how traditional leadership frameworks have come up short, and makes the case for an

alternative leadership theory at the intersection of educational leadership and curriculum studies. She offers critical theories, strategies, research examples, problem-posing cases, and research ideas essential for curriculum leadership in the present conservative era. Critical Curriculum Leadership will appeal to the many educational leadership scholars and practitioners who are interested in developing effective and socially just curricula in their schools and districts as well as curriculum scholars who are interested in leadership issues.

2010: 6 x 9: 232ppHb: 978-0-415-87621-6: $135.00Pb: 978-0-415-87622-3: $39.95eBook: 978-0-203-83505-0


NEW IN 20123rd Edition

Curriculum Development in the Postmodern EraTeaching and Learning in an Age of Accountability

Patrick Slattery, Texas A&M University, USA

This landmark text was one ofthefirsttointroduceandanalyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970sand1980s.Thefieldcontinues to evolve in dynamic and important ways. This new edition brings readers up to date on the major research themes (postmodernism,

ecological, hermeneutics, aesthetics and arts-based research, race, class, gender, sexuality, and classroom practices) within the historical development of the fieldfromthe1950stothepresent.Likethepreviouseditions, it is unique in providing a comprehensive overview in a relatively short and highly accessible text. Provocative and powerful narratives (both biography and autoethnography) throughout invite readers to engage the complex theories in a personal conversation. School-based examples allow readers to make connections to schools and society, teacher education, and professional development of teachers. Curriculum Development in the Postmodern Era ultimately serves as a challenge to renew and reform schools and society in the spirit of the democratic and interdisciplinary vision of the Reconceptualization of curriculum studies.

Features:

•comprehensiveoverviewofthecontemporarycurriculumfieldandresearchthemesinarelativelyshort and highly accessible text

•discussionandandanalysisofpostmodernism,criticaltheory, hermeneutics, aesthetics, and race, class, gender, sexuality research as well as topics often not included in curriculum studies texts (i.e., theology, chaos theory, ecology)

•provocativeandpowerfulnarratives(bothbiographyand autoethnography) invite readers to engage the complex theories in a personal conversation

•thoughtfulandpurposefulconnectionstotoschoolsand society, teacher education, and professional development of teachers.

Changes in the Third Edition:

•newglossary–briefsummariesinthetextdirectreadersto the Companion Website to read the entire entries

•newanalysisofthecurrentaccountabilitymovementin schools including the charter school movement.

•moreinternationalreferencesclearlyconnectedtointernational contexts

•morenarrativesinvitereaderstoengagethecomplextheories in a personal conversation

•companionwebsite–newforthisedition (www.routledge.com\cw\slattery) – includes annotated glossary, video clips, invited narratives on theologyandaesthetics,annotatedfilmlist,imagesofart installations, photos, links to additional resources).



CurrICulum theory10


Curriculum, Pedagogy and Educational ResearchThe Work of Lawrence Stenhouse

Edited by John Elliott and Nigel Norris, both at University of East Anglia, UK

This book describes Stenhouse’s contribution to education, explores the contemporary relevance of his thinking and brings his work to the attention of a wide range of students, teachers, teacher educators and others involved in education.

2011: 6-1/4 x 9-1/4: 176ppHb: 978-0-415-66456-1: $135.00eBook: 978-0-203-81811-4


How Dogmatic Beliefs Harm Creativity and Higher-Level ThinkingEdited by Don Ambrose, Rider University, USA and Robert J. Sternberg, Oklahoma State University, USA

Series: Educational Psychology

In a world plagued by enormous, complex problems requiring long-range vision and interdisciplinary insights, the needtoattendtotheinfluenceof dogmatic thinking on the development of high ability and creative intelligence is pressing. This volume introduces the problem of dogmatism broadly, explores the nature and nuances of dogmatic thinking from various disciplinary perspectives,

and applies the gleaned insights to what is known about creativity.Bringingtogetherleadingthinkersinthefieldsof creative studies and education, and in other relevant fields(history,sociology,psychology)whoseworkpertainsto the various dimensions of dogmatism and the ethical problems it generates, this panoramic view represents interdisciplinary bridge building with the potential to generate new insights about the education of creative young minds.

2011: 6 x 9: 238ppHb: 978-0-415-89460-9: $125.00Pb: 978-0-415-89461-6: $44.95eBook: 978-0-203-81309-6


Beyond Learning by DoingTheoretical Currents in Experiential Education

Jay W. Roberts, Earlham College, USA

What is experiential education? What are its theoretical roots? Where does this approach come from? Offering a fresh and distinctive take, this book is about going beyond ”learning by doing” through an exploration of its underlying theoretical currents.

As an increasingly popular pedagogical approach, experiential education encompasses a variety of

curriculum projects from outdoor and environmental education to service learning and place-based education. Whileeachofthesesub-fieldshasitsownhistoryandparticular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of ”learning by doing” and ”direct experience” in the educational process. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book allows readers to see how the approaches connect to larger conversations and histories in education and social theory, placing experiential education in social and historical context.

2011: 6 x 9: 144ppHb: 978-0-415-88207-1: $135.00Pb: 978-0-415-88208-8: $41.95eBook: 978-0-203-84808-1


Critical Curriculum StudiesEducation, Consciousness, and the Politics of Knowing

Wayne Au, University of Washington, Bothell, USA


Critical Curriculum Studies offers a novel framework for thinking about how curriculum relates to students’ understanding of the world around them. Wayne Au brings together curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative curriculum that challenges existing inequity in

social, educational, and economic relations. Making use of the work of important scholars such as Freire, Vygotsky, Hartsock, Harding, and others, Critical Curriculum Studies, argues that we must understand the relationship between the curriculum and the types of consciousness we carry out into the world.

2011: 6 x 9: 144ppHb: 978-0-415-87711-4: $130.00Pb: 978-0-415-87712-1: $32.95


World Yearbook of Education 2011CurriculuminToday’sWorld:ConfiguringKnowledge, Identities, Work and Politics

Edited by Lyn Yates, University of Melbourne, Australia and Madeleine Grumet, University of Chapel Hill, USA

Series: World Yearbook of Education

How do curriculum, conceptions of knowledge and the schooling experiences of young people engage the great issues of this tumultuous time? Curriculumisalwaysinfluencedby the events that shape our world, but when testing and bench-marking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to

analyzeandreflectonthewaytheeventsofthelastdecadehaveinfluencedthecurriculumintheircountries.As they address nationalism in the face of economic globalization,theinternationalfinancialcrisis,immigration and the culture of diaspora, they ask how national loyalties are balanced with international relationships and interests. They ask how the rights of women, and of ethnic and racial groups are represented. They ask what has changed about history and civics post 9/11, and they ask how countries that have experienced profound political and economic changes have addressed them in curriculum.

These interactions and changes are a subject of particular interest for an international yearbook in that they are almost always permeated by global movements andinfluencedbymultinationalbodiesandpractices.And as these essays show, in curriculum, global and international issues are explicitly or implicitly also about local and national interests and about how citizens engage their rights and responsibilities.

This volume brings together a new approach to perspectives on curriculum today and a new collection of insights into the changes from different parts of the world which discuss:

•Howistheworldrepresentedincurriculum?

•Howdoresponsestoworldeventsshapethestorieswe tell students about who they are and can be?

Thisbookwillbeofgreatbenefittoeducationalresearchers and policy-makers, as well as undergraduate and postgraduate students.

2011: 6-1/4 x 9-1/4: 272ppHb: 978-0-415-57582-9: $140.00eBook: 978-0-203-83049-9


You can now follow Routledge Education on

www.twitter.com/routledgeed

CurrICulum theory 11


Knowledge that Counts in a Global CommunityExploring the Contribution of Integrated Curriculum

Léonie J. Rennie, Curtin University, Australia, Grady Venville, University of Western Australia, Australia and John Wallace, University of Toronto, Canada

As the third millennium progresses, we are faced with increasing pressures relating to climate change and the sustainability of life on Earth. Concerned citizens are realizing that the responsibility to respond is both local and global. There is an increasing sense of urgency about the need to reform the processes of schooling and curriculum to better prepare students for

global citizenship. Educators, policy makers and the wider community are seeking information about how to proceed with this reform effort, particularly how alternative and integrated approaches to curriculum can be used to engage students with the important issues of our time.

Knowledge that Counts in a Global Community explores the potential contribution of curriculum integration in a context where school curricula are typically segregated by discipline. It offers curriculum integration as a powerful tool for educating young citizens so that they can understand and respond to global concerns. It argues for an informed citizenry who can think broadly across disciplines, and contribute sensibly and pragmatically to local problems with an eye on how this translates to making a global difference. In its examination of the twin themes of global knowledge and curriculum integration, the book explores the nature of:

•curriculumintegration

•knowledge

•learning.

Theauthorsreflectontheseissuesfromperspectivesgained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships among curriculum integration, knowledge and learning. Throughout the book, the authors emphasize the central curriculum question, what kinds of outcomes do we wantforstudentsofthetwentyfirstcentury?

This book will provide a valuable resource for academic educators, researchers, teachers and others interested in educational policy reform.

2011: 6-1/4 x 9-1/4: 160ppHb: 978-0-415-57337-5: $135.00Pb: 978-0-415-57338-2: $44.95eBook: 978-0-203-81747-6


EcoJustice EducationToward Diverse, Democratic, and Sustainable Communities

Rebecca A. Martusewicz, Eastern Michigan University, USA, Jeff Edmundson, University of Oregon, USA and John Lupinacci, Eastern Michigan University, USA

Series: Sociocultural, Political, and Historical Studies in Education

’Authentic hope is the gift Rebecca Martusewicz, Jeff Edmundson, and John Lupinacci offer readers of EcoJustice Education…. We learn what it means to recover the ancient arts and skills of cultivating commons, common sense, and community collaborations in our hard times.’ – Madhu Suri Prakash, Pennsylvania State University, USA

“EcoJustice Education should become a core part of teacher education programs across the country as it provides both the theory and examples of classroom practices essential for making the transition to a sustainable future.” – C.A. Bowers, author, international speaker, and retired professor

Designed for introductory social foundations or multicultural education courses, this text offers a powerful model for cultural ecological analysis and pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. The Companion Website for this book (www.routledge.com/textbooks/9780415872515) offers a wealth of resources linked to each chapter.

2011: 6 x 9: 360ppHb: 978-0-415-87250-8: $140.00Pb: 978-0-415-87251-5: $44.95eBook: 978-0-203-83604-0


Design Research on Learning and Thinking in Educational SettingsEnhancing Intellectual Growth and Functioning

Edited by David Yun Dai, University at Albany, USA

Series: Educational Psychology

The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioninginthetwenty-firstcentury. Taking a new approach to this long-debated issue, it looks at how a design research-based science of learning (with its practical models and related design

research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordancesandconstraints.Morespecifically:

•Howcanspecificdomainsorsubjectmattersbetaughtfor broad intellectual development?

•Howcantechnologybeintegratedinenhancinghuman functioning?

•Howcanthesocialorganizationofclassroomlearningbe optimized to create social norms for promoting deep intellectual engagement and personal growth?

Part I is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focusonhowdesignresearchmightfillinanimportanta niche in addressing these issues. Part II presents specificdesignworkintermsofdesignprinciples,models, and prototypes.

2011: 6 x 9: 312ppHb: 978-0-415-88050-3: $140.00Pb: 978-0-415-88051-0: $52.95eBook: 978-0-203-84957-6


NOW IN PAPERBACk

Critical DispositionsEvidence and Expertise in Education

Greg Dimitriadis, University at Buffalo, SUNY, USA

Set against the current proliferation of global ”difference” and economic realignment, Critical Dispositions explores the notions of ”evidence” and ”expertise” in times of material scarcity. Both have come to the forefront of national and international debate in education as ”evidence” and ”evidence-based” research and pedagogical practices continue as major trends in educational policy. Greg Dimitriadis maintains this debate is best understood as part of a broader rise in professional and managerial discourses in various aspects of educational research and practice. Each aims to control and contain some aspect of research andpracticeinwaysthatareincreasinglyspecificandtargeted.

Asdemonstratedthroughexamplesfromcriticalintellectualsandartistsoutsidethefieldofeducation,thiscurrentproliferationofspecific,autonomousfieldsofinquiryandpracticemarks a much deeper ambivalence about our contemporary moment and how we understand it. Following Bourdieu and other theorists, Dimitriadis argues that educational researchersandpractitionerstodaymustbeincreasinglyself-reflexiveaboutthepositions

theytakeupinvariousfieldsofinquiry,whattheyallowustoseeandtounderstand,whattheyblindusto.Thiskindofself-reflexivity,however,isbecomingincreasinglydifficulttodayasmaterialdemandsanddislocationsareforcingeducatorstooccupyparticularfieldsinmorespecificways.Unpackingthistensionandofferingalternative”thinkingtools” is at the core of this volume.

2011: 6 x 9: 158ppHb: 978-0-415-88564-5: $115.00Pb: 978-0-415-88565-2: $44.95eBook: 978-0-203-83916-4


CurrICulum theory12


Developmental Cognitive Science Goes to SchoolEdited by Nancy L. Stein and Stephen Raudenbush, both at The University of Chicago, USA

This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction.

2010: 6 x 9: 360ppHb: 978-0-415-98883-4: $155.00Pb: 978-0-415-98884-1: $51.95eBook: 978-0-203-83753-5


The Textbook as DiscourseSociocultural Dimensions of American Schoolbooks

Edited by Eugene F. Provenzo, Jr., University of Miami, USA, Annis N. Shaver, Cedarville University, USA and Manuel Bello, Miami Dade College, USA

This book is about the social, political and cultural content of elementary and secondary textbooks in American education. It focuses on the nature of the discourses – the content and context – that represent what is included in textbooks.

2010: 6 x 9: 360ppHb: 978-0-415-88646-8: $155.00Pb: 978-0-415-88647-5: $53.95eBook: 978-0-203-83602-6


Sourcebook of Experiential EducationKey Thinkers and Their Contributions

Edited by Thomas E. Smith, Raccoon Institute, USA and Clifford E. Knapp, Northern Illinois University, USA, Emeritus

This sourcebook book provides a much-needed overview and foundationsforthefieldofexperiential education, through portraits of philosophers, educators, and other practitioners whose work is relevant to understanding its philosophy and methodology.

2010: 7 x 10: 334ppHb: 978-0-415-88441-9: $155.00Pb: 978-0-415-88442-6: $58.95eBook: 978-0-203-83898-3


Critical MulticulturalismTheory and Praxis

Edited by Stephen May, University of Auckland, Australia and Christine E. Sleeter, California State University, Monterey Bay, USA

This book brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice.

2010: 6 x 9: 232ppHb: 978-0-415-80284-0: $140.00Pb: 978-0-415-80285-7: $46.95eBook: 978-0-203-85805-9


soCIal studIes eduCatIon

NEW IN 2012

The Political ClassroomEvidence and Ethics in Democratic Education

Diana E. Hess, University of Wisconsin – Madison, USA and Paula McAvoy, Illinois State University, USA


Most people agree that schools should prepare young people for democratic life. Yet in the United States there has never been agreement on what types of skills, dispositions, and knowledge ought to be taught, nor even agreement on how they should be taught. Grounded in thick empirical description and rich in ethical debate, The Political Classroom isthefirstbooktofocuson

how democratic education is actually taught in real schools with real teachers and students.

Based on one of the largest, mixed-methods studies of civic education ever undertaken, award-winning author Diana Hess and Paula McAvoy provide a systemic analysis of various approaches to teaching young people about democracy and democratic participation that exist in high schools throughout United States. By bringing the tools of social science and philosophy into conversation, this book engages readers in an examination of some persisting, important, and challenging dilemmas that are inherent in the process of educating young people to actively participate in political and civil society. Both clear and thoughtful in their presentation, Hess and McAvoy promote a coherent plan for improving the quality of classroom-based democratic education.

November 2012: 6 x 9: 224ppHb: 978-0-415-88098-5: $140.00Pb: 978-0-415-88099-2: $36.95


Controversy in the ClassroomThe Democratic Power of Discussion

Diana E. Hess


2009: 6 x 9: 216ppHb: 978-0-415-96228-5: $135.00Pb: 978-0-415-96229-2: $38.95eBook: 978-0-203-87888-0


NEW

Confronting Challenges to the Liberal Arts CurriculumPerspectives of Developing and Transitional Countries

Edited by Patti McGill Peterson, American Council on Education, USA

Thisbookfillsanimportantgapintheliteraturebyexaminingthecontext,content,challenges, and successes of implementing liberal arts coursework within undergraduate curriculum. Thus, this volume explores how curricular content is decided, how educational programs are being structured, and whether countries are viewing higher education as more than just the preparation of students for specialized knowledge.

By providing detailed case studies of these countries at crucial transition points in their higher education systems, each chapter outlines the state of higher education system and the government’s role, the impact of imported models, the presence of a liberal education, the curricular formation, and best examples of successful programs. Ultimately, this volume depicts howglobalinfluenceshavecometorestindevelopingcountriesandhowmarketforcesfarremoved from faculty and students have shaped the undergraduate curriculum. This valuable book will be of interest to scholars and researchers in Higher Education as well as practitioners working to foster student and faculty exchange and raise awareness of curricular issues.

April 2012: 6 x 9: 256ppHb: 978-0-415-50605-2: $150.00 • Pb: 978-0-415-50606-9: $46.95 • eBook: 978-0-203-12732-2


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NEW IN 2012

Building Students’ Historical LiteraciesLearning to Read and Reason with Historical Texts & Evidence

Jeffrey Nokes, Brigham Young University, USA

How can teachers incorporate the richness of historical resources into classrooms in ways that are true to the discipline of history and are pedagogically sound? This book explores the notion of historical literacy, adopts a research-supported stance on literacy processes, and promotes the integration of content-area literacy instruction into history content teaching. It is unique in itsfocusonthediscipline-specificliteraciesofhistoricalinquiry. Addressing literacy from a historian’s rather than a literacy specialist’s point of view, this book surveys a broad range of texts including those that historians and non-historians both use and produce in understanding history; and includes a wide variety of practical instructional strategies immediately available to teachers.

History teachers who read this book will receive the practical tools they need in order to help their students reach the national standards for history teaching. With the recent inclusion of a historical literacy component of the English Language Arts Common Core Standards Initiative, this book is also highly relevant to English, language arts, and reading teachers, who are expected, under the new guidelines, to engage their students in historical reading and writing.

December 2012: 6 x 9: 224ppHb: 978-0-415-80897-2: $135.00Pb: 978-0-415-80898-9: $44.95eBook: 978-0-203-13732-1


Making CitizensTransforming Civic Learning for Diverse Social Studies Classrooms

Beth C. Rubin, Rutgers University, USA

Making Citizens illustrates how social studies can recapture its civic purpose through an approach that incorporates meaningful civic learning into middle and high school classrooms. The book explains why social studies teachers, particularly those working in diverse and urban areas, should infuse civic education into their teaching, and outlines how this can be done effectively.

Directed at both pre-service and in-service social studies teachers and designed for easy integration into social studies methods courses, this book follows students and teachers in social studies classrooms as they experience a new approach to the traditional, history-oriented social studies curriculum, using themes, essential questions, discussion, writing, current events and action research to explore enduring civic questions. Following the experiences of three teachers working at three diverse high schools, Beth C. Rubin considers how social studies classrooms might become places where young people study, ponder, discuss and write about relevant civic questions while they learn history.

2011: 6 x 9: 168ppHb: 978-0-415-87461-8: $130.00Pb: 978-0-415-87462-5: $34.95


NEW

Teaching History with MuseumsStrategies for K-12 Social Studies

Alan S. Marcus, University of Connecticut, USA, Jeremy D. Stoddard, College of William & Mary, USA and Walter W. Woodward, University of Connecticut, USA

Teaching History with Museums provides an introduction and overview of the rich pedagogical power of museums. In this comprehensive textbook, the authors show how museums offer a sophisticated understanding of the past and develop habits of mind in ways that are not easily duplicated in the classroom. Using engaging cases to illustrate accomplished history

teaching through museum visits, this text provides pre- and in-service teachers, teacher educators, and museum educators with ideas for successful visits to artifact and display-based museums, historic forts, living history museums, memorials, monuments, and other heritage sites. Each case is constructed to be adapted and tailored in ways that will be applicable to any classroom and encourage students to think deeply about museums as historical accounts and interpretations to be examined, questioned, and discussed.

2011: 7 x 10: 200ppHb: 978-0-415-89164-6: $140.00Pb: 978-0-415-89165-3: $38.95eBook: 978-0-203-13641-6


Teaching History with FilmStrategies for Secondary Social Studies

Alan S. Marcus, University of Connecticut, USA, Scott Alan Metzger, Pennsylvania State University, USA, Richard J. Paxton,PacificUniversity,USAandJeremy D. Stoddard, College of William & Mary, USA

Teaching History with Film provides a fresh, engaging, and clear overview of teaching with filmtoeffectivelyenhancesocial studies instruction.

2010: 7 x 10: 208ppHb: 978-0-415-99954-0: $140.00Pb: 978-0-415-99956-4: $41.95eBook: 978-0-203-86299-5


Teaching Global HistoryA Social Studies Approach

Alan J. Singer, Hofstra University, USA

Teaching Global History challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. It explains how to organize the curriculum around broad social studies concepts and themes and student questions about humanity, history, and the contemporary world. All

chapters include lesson ideas, a sample lesson plan with activity sheets, primary source documents, and helpful charts, graphs, photographs, and maps. High school students’ responses are woven in throughout. Additional material corresponding to each chapter is posted online at http://people.hofstra.edu/alan_j_singer.

The traditional curriculum tends to highlight the Western heritage, and to race through epochs and regions, leaving little time for an in-depth exploration of concepts and historical themes, for the evaluation of primary and secondary sources, and for students to draw their own historical conclusions. Offering an alternative to such pre-packaged textbook outlines and materials, this text is a powerful resource for promoting thoughtful reflectionanddebateaboutwhattheglobalhistorycurriculum should be and how to teach it.

2011: 7 x 10: 224ppHb: 978-0-415-87548-6: $150.00Pb: 978-0-415-87549-3: $54.95eBook: 978-0-203-83236-3


4th Edition

Doing HistoryInvestigating With Children in Elementary and Middle Schools

Linda S. Levstik, University of Kentucky, USA and Keith C. Barton, Indiana University, USA

Offering a unique perspective on teaching and learning history in the elementary and middle grades, this popular text uses case studies to show children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum.

2010: 8-1/2 x 11: 240ppPb: 978-0-415-87301-7: $43.95eBook: 978-0-203-83493-0


soCIal studIes eduCatIon14


Instructional Strategies for Middle and Secondary Social StudiesMethods, Assessment, and Classroom Management

Bruce E. Larson and Timothy A. Keiper, both at Western Washington University, USA

Instructional Strategies for Middle and Secondary Social Studies is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educators Bruce E. Larson and Timothy A. Keiper offer detailed descriptions of a

range of teaching techniques, from lectures to role plays to student-directed investigations. It provides a practical guide for considering when to use what strategy, how to determine that students meet learning objectives with a particular strategy, and how to keep the learning environment positive.

Special features include:

•clear,step-by-stepdescriptionsofthesevencategoriesof instructional strategies that social studies teachers need most to engage all students and promote student learning

•practicalwaystomanagethelearningenvironmentand assess student learning for each of the instructional strategies

•rich,detailedandsocialstudies-specificexamplestoillustrate each concept or teaching method described

•guidelinesfordecidinghoweachstrategymightallowfor diverse learners and differentiated learning environments

•clearandconcreteguidelinesforsettingcourse goals and objectives as well as writing unit plans and lesson plans.

For any aspiring social studies teacher who wants to make the most informed decisions about day-to-day instructional strategies, the unique integration and contextualization of curriculum, instruction, assessment, and classroom management that this textbook offers will make this an invaluable resource.

2011: 7 x 10: 312ppHb: 978-0-415-87705-3: $140.00Pb: 978-0-415-87706-0: $46.95eBook: 978-0-203-82989-9


Gaming the PastUsing Video Games to Teach Secondary History

Jeremiah McCall, Secondary Teacher, Cincinnati Country Day School, USA

Despite the growing number of books designed to radically reconsider the educational value of video games as powerful learning tools, there are very few practical guidelines conveniently available for prospective history and social studies teachers who actually want to use these teaching and learning tools in their classes. As the games and learning fieldcontinuestogrowin

importance, Gaming the Past provides social studies teachers and teacher educators help in implementing this unique and engaging new pedagogy. This book focusesonspecificexamplestohelpsocialstudieseducators effectively use computer simulation games to teach critical thinking and historical analysis. Chapters cover the core parts of conceiving, planning, designing, and implementing simulation based lessons. Additional topics covered include:

•talkingtocolleagues,administrators,parents,andstudents about the theoretical and practical educational value of using historical simulation games.

•selectingsimulationgamesthatarealignedtocurricular goals

•determininghardwareandsoftwarerequirements,purchasing software, and preparing a learning environment incorporating simulations

•planninglessonsandimplementinginstructionalstrategies

•identifyingandavoidingcommonpitfalls

•developingactivitiesandassessmentsforusewithsimulation games that facilitate the interpretation and creation of established and new media.

Also included are sample unit and lesson plans and worksheets as well as suggestions for further reading. Thebookendswithbriefprofilesofthemajorityofhistorical simulation games currently available from commercial vendors and freely on the Internet.

2011: 6 x 9: 216ppHb: 978-0-415-88759-5: $130.00Pb: 978-0-415-88760-1: $36.95eBook: 978-0-203-83183-0


2nd Edition

Teaching U.S. History as MysteryDavid Gerwin and Jack Zevin, both at Queens College/ City University of New York, USA

Presenting history as contested interpretations of compelling problems, this text offers principles, strategies, and documentary materials from key periods in U.S. history to promoteproblem-finding and problem-solving in social studies classrooms.

2010: 7 x 10: 256ppHb: 978-0-415-99226-8: $140.00Pb: 978-0-415-99227-5: $34.95eBook: 978-0-203-85604-8


Teaching World History as MysteryJack Zevin and David Gerwin, both at Queens College/ City University of New York, USA

This text presents a philosophy, methodology, and examples for world history instruction based on inquiry and problem-solving methods that promote reasoning and judgment and restore a sense of imagination and participation to classroom learning.

2010: 7 x 10: 256ppHb: 978-0-415-99224-4: $140.00Pb: 978-0-415-99225-1: $36.95eBook: 978-0-203-85605-5


Handbook of Research in Social Studies EducationEdited by Linda S. Levstik and Cynthia A. Tyson

This Handbook outlines the current state of research in social studies education – a complex, dynamic, challenging fieldwithcompetingperspectives about appropriate goals,andon-goingconflictover the content of the curriculum – and, equally important, encourages new research needed to move the fieldforwardtofosterthecivic

competence which advocates for the social studies have long claimed as a fundamental goal.

2008: 7 x 10: 424ppHb: 978-0-8058-5535-7: $280.00Pb: 978-0-8058-5536-4: $114.95eBook: 978-0-203-93022-9


Teaching Economics in Troubled TimesTheory and Practice for Secondary Social Studies

Edited by Mark C. Schug, University of Wisconsin-Milwaukee, USA and William C. Wood, James Madison University, USA

Teaching Economics in Troubled Times is a one-stop collection that helps pre- and in-service social studies teachers to foster an understanding of classic content as well as recent economic developments.

2010: 6 x 9: 232ppHb: 978-0-415-87771-8: $135.00Pb: 978-0-415-87772-5: $39.95eBook: 978-0-203-83887-7


sCIenCe and teChnology eduCatIon 15


The Challenge of Rethinking History EducationOn Practices, Theories, and Policy

Bruce A. VanSledright, University of Maryland, College Park, USA

”Bruce A. VanSledright’s The Challenge of Rethinking History Education: On Practices, Theories, and Policy is a powerful and ambitious model for teaching more intellectually demanding – and satisfying – history in schools. The structure is unique, intriguing, and (particularly for classroom practitioners) approachable. It is also the

kind of work that a short review really cannot do justice and that merits a full reading. History education will benefit if the book soon sees service in teacher education methods courses and professional development programs.” – Teachers College Record

In The Challenge of Rethinking History Education, Bruce A. VanSledright argues for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation.

2010: 6 x 9: 232ppHb: 978-0-415-87378-9: $140.00Pb: 978-0-415-87379-6: $37.95eBook: 978-0-203-84484-7


sCIenCe and teChnology eduCatIon

NEW IN 2012

Children’s Ways with Science and LiteracyIntegrated Multimodal Enactments in Urban Elementary Classrooms

Edited by Maria Varelas and Christine C. Pappas, both at University of Illinois at Chicago (Emerita), USA

Science is often a forgotten subject in primary grades as various mandates require teachers to focus on teachingyoungstudentstoachievespecificreading and mathematical competencies. This book offers empirical evidence and real examples of how integrated science-literacy curriculum in urban primary-grade classrooms gives students opportunities to learn science and to develop positive images of themselves as scientists. The Integrated Science Literacy Enactments approach builds on multimodal, multidimensional, and dialogically-oriented teaching and learning pedagogical principles. Readers see how, as children engage with texts, material objects, dialogue, ideas, and symbols in their classroom community, they are helped to put together their own understandings and ways with words withthoseofthescientificcommunity.Indoingso,theybecome learners of both science and literacy. The book features both researcher and teacher perspectives. It takes a critical orientation to literacy development and its intersections with science learning in schools that educate predominately children of color, many of whom struggle with poverty and have been traditionally underestimated, underserved, and underrated in science classrooms.Inalltheseways,itisasignificantcontribution to a critically under-researched area of science education.

December 2012: 6 x 9: 224ppHb: 978-0-415-89784-6: $135.00Pb: 978-0-415-89785-3: $42.95


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

Edited by Anthony E. Kelly, Richard A. Lesh and John Y. Baek

2008: 7 x 10: 560ppHb: 978-0-8058-6058-0: $290.00Pb: 978-0-8058-6059-7: $114.95eBook: 978-1-4106-1794-1


Teaching and Learning in Science Series

NEW IN 2012

Integrating Science, Technology, Engineering, and MathematicsIssues,Reflections,andWaysForward

Edited by Léonie Rennie, Curtin University, Australia, Grady Venville, University of Western Australia, Australia and John Wallace, University of Toronto, Canada

Featuring actual case studies of teachers’ attempts to integrate their curriculum, their reasons for doing so, how they did it, andtheirreflectionsontheoutcomes, this book encourages science educators to consider the purposes and potential outcomes of this approach and raises important questions about the place of science in the school curriculum. It takes an honest approach to real issues that arise

in curriculum integration in a range of education contexts at the elementary and middle school levels. The clear documentation and critical analysis of the contribution of science in curriculum integration – its implementation and its strengths and weaknesses – will assist teachers, science educators, and researchers to understand how this approach can work to engage students and improve their learning, as well as how it does not happen easily, and how various factors can facilitate or hinder successful integration.

May 2012: 6 x 9: 160ppHb: 978-0-415-89756-3: $135.00Pb: 978-0-415-89757-0: $39.95eBook: 978-0-203-80389-9


Rethinking the Way We Teach ScienceThe Interplay of Content, Pedagogy, and the Nature of Science

Louis Rosenblatt, Consultant, Teaching Institute for Essential Science, USA

Informal and readable, this book draws on current research and theory in science education, literacy, and educational psychology, as well as the history and philosophy of science, to make its case for transforming the way science is taught.

2010: 6 x 9: 184ppHb: 978-0-415-87733-6: $140.00Pb: 978-0-415-87734-3: $39.95eBook: 978-0-203-84327-7


VIEW INSIDE RouTlEdgE BooKs

Did you know that many of our books now have “View Inside” functionality that allows you to browse

online content before making any purchasing decisions?

For more information visit www.routledge.com.

sCIenCe and teChnology eduCatIon16


Teaching and Learning in Science Series (continued)

NEW IN 2013

Student Thinking and Learning in SciencePerspectives on the Nature and Development of Learners’ Ideas

Keith S. Taber, University of Cambridge, UK

This readable and informative primer on a major topic in science education offers science education students and classroom teachers a survey of key ideas about students’ ideas and thinking in science. Focused on the secondary age range, and drawing on perspectives found in the international research literature, it is well illustrated with examples of thinking about widely taught science topics elicited from students.

Student Thinking and Learning in Science builds a bridge between theory and practice by offering clear accounts of key ideas from research, and showing how they relate to actual examples of students talking about science topics. Understanding of student thinking in science can inform science teaching which is more satisfying for teachers, less confusing and frustrating for learners, and soultimatelycanleadtobothgreaterscientificliteracyand more positive attitudes to science.

September 2013: 6 x 9: 208ppHb: 978-0-415-89731-0: $140.00Pb: 978-0-415-89735-8: $41.95eBook: 978-0-203-69508-1


Exploring the Landscape of Scientific LiteracyEdited by Cedric Linder, Uppsala University, Sweden, and University of the Western Cape, South Africa, Leif Östman, Uppsala University, Sweden, Douglas A. Roberts, University of Calgary, Canada, Per-Olof Wickman, Stockholm University, Sweden, Gaalen Ericksen, University of British Columbia, Canada and Allan MacKinnon, Simon Fraser University, Canada

Offering new ways to look at the key ideas and practices associated with promoting scientificliteracy,thisbooktakes a pragmatic and inclusive perspective on curriculum reform and learning and presents a future vision for science education research and practice.

2010: 6 x 9: 312ppHb: 978-0-415-87435-9: $145.00Pb: 978-0-415-87436-6: $51.95eBook: 978-0-203-84328-4


Designing and Teaching the Elementary Science Methods CourseSandra K. Abell, University of Missouri, USA, Ken Appleton, Central Queensland University, Australia and Deborah L. Hanuscin, University of Missouri, USA

This guide for elementary science teacher educators outlines the theory, principles, and strategies they need to know in order to plan and carry out instruction for future elementary science teachers, and provides classroom examples anchored to those principles. The book is grounded in the theoretical framework of pedagogical content knowledge (PCK).

2010: 6 x 9: 320ppHb: 978-0-8058-6339-0: $150.00Pb: 978-0-8058-6340-6: $46.95eBook: 978-0-203-85913-1


NEW IN 2012

Communication and Engagement with Science and TechnologyIssues and Dilemmas

Edited by John K. Gilbert, University of Reading, UK and Susan M. Stocklmayer, The Australian National University, Australia

Science communication seeks to engage individuals and groups with evidence-based information about the nature, outcomes, and social consequences of science and technology. This text provides an overview of this burgeoningfield–theissueswithwhichitdeals,whatisknown about it, the challenges that it faces. It introduces students to the research-based literature, shows how this literature relates to actual or potential practice, and includes suggestions for activities, including the conduct of empirical enquiries, to explore the research/practice interface. It is an ideal text for science and technology communication courses and a valuable resource for faculty,students,andprofessionalsinthisfield.

November 2012: 6 x 9: 240ppHb: 978-0-415-89625-2: $135.00Pb: 978-0-415-89626-9: $44.95eBook: 978-0-203-80752-1


NEW IN 2013

Science EducationLearning to Construct a New World

Michael Reiss, Institute of Education, University of London, UK

Series: Foundations and Futures of Education

Science education as currently undertaken in schools is generally too narrow in its conceptualisation and this is a major reason why it fails to engage many young people. Thisbookprovidesaunifiedframeworkforunderstandingthe scope, the purpose and the pedagogies of science education in the settings of school, out-of-school, further education, higher education and lifelong learning. It shows how science education can be reframed in a way that is true to science, true to education and engages with learners, of whatever age.

There are a number of reasons why such a book is timely. For a start, increasing globalisation means that we need a better vision of how science learning in a country can connect to international issues in a way that does not simply involve the importation of Western values and practices. More pragmatically, governments in “developed” countries are increasingly aware that too many people currently become turned off science during their formative years. At the same time, it is increasingly evident that school science usually does not take enough account of student diversity, particularly with regard to howstudentslearnscienceandwhattheyfindengaging.

There is an urgent need for science education, both inside and outside of schools, to recapture a vision of how we can understand the natural world and how we should wisely and considerately make use of that knowledge. The book therefore is wide ranging yet strongly focused, using examples to illustrate its general points. It draws on writings about epistemology, about the history and philosophy of science, about the nature of learning and the purpose of the curriculum. It critically examines present assumptions about science education, whether statedornot,andproposespecific,ifsometimesonlypartial, solutions.

April 2013: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-60357-7: $135.00Pb: 978-0-415-60358-4: $44.95


Innovating Science Teacher EducationA History and Philosophy of Science Perspective

Mansoor Niaz, Universidad de Oriente, Venezuela

This book presents an overview of the history and philosophy of science, explores its methodological and educational implications, and develops innovative teaching strategies, based on actual classroom practice, that emphasize ”science-in-the-making.”

2010: 6 x 9: 240ppHb: 978-0-415-88237-8: $145.00Pb: 978-0-415-88238-5: $42.95eBook: 978-0-203-84753-4


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From ‘Science in the Making’ to Understanding the Nature of ScienceAn Overview for Science Educators

Mansoor Niaz, Universidad de Oriente, Venezuela

The Nature of Science is highly topical among science teacher educators and researchers. Increasingly, it is a mandated topic in state curriculum documents. This book draws together recent research on Nature of Science studies within a historical and philosophical framework suitable for students and teacher educators. Traditional science curricula and textbooks present science

asafinishedproduct.Takingadifferentapproach,thisbook provides a glimpse of “science in the making” – scientificpracticeimbuedwitharguments,controversies,and competition among rival theories and explanations. Teaching about “science in the making” is a rich source of motivating students to engage creatively with the science curriculum.

Readers are introduced to “science in the making” through discussion and analysis of a wide range of historical episodes from the early nineteenth century to earlytwenty-firstcentury.Recentcutting-edgeresearchis presented to provide insight into the dynamics of scientificprogress.Morethan90studiesfrommajorscience education journals, related to nature of science arereviewed.Atheoreticalframework,fieldtested with in-service science teachers, is developed for moving from “science in the making” to understanding the Nature of Science.

2011: 6 x 9: 264ppHb: 978-0-415-80758-6: $150.00eBook: 978-0-203-14647-7


Science Learning and InstructionTaking Advantage of Technology to Promote Knowledge Integration

Marcia C. Linn, University of California at Berkeley, USA and Bat-Sheva Eylon, Weizman Institute of Science, Israel

Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction ineachprimaryscientificdomain: earth science, life

science, and physical science. Calling for more in depth andlessfleetingcoverageofsciencetopicsinordertoaccomplish knowledge integration, the book highlights the importance of designing the instructional materials, theexamplesthatareintroducedineachscientificdomain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policiesbasedonresearchfindingsfrominstructionthatemphasizes such understanding.

2011: 6 x 9: 360ppHb: 978-0-8058-6054-2: $130.00Pb: 978-0-8058-6055-9: $39.95


Epistemology and Science EducationUnderstanding the Evolution vs. Intelligent Design Controversy

Edited by Roger S. Taylor, State University of New York, Oswego and Michel Ferrari, University of Toronto, Canada

This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy.

2010: 6 x 9: 320ppHb: 978-0-415-96379-4: $145.00Pb: 978-0-415-96380-0: $52.95eBook: 978-0-203-83963-8


Teaching Science to English Language LearnersJoyce Nutta, University of Central Florida, USA, Nazan U. Bautista, Miami University, USA and Malcolm B. Butler, University of South Florida, USA

This book offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science.

2010: 7 x 10: 208ppHb: 978-0-415-99624-2: $140.00Pb: 978-0-415-99625-9: $37.95eBook: 978-0-203-85057-2


The Really Useful Elementary Science BookJeffrey W. Bloom, Northern Arizona University, USA

Perfect as a companion to any elementary science methods textbook or as a stand alone reference for practitioners, The Really Useful Elementary Science Book is a resource teachers will want to reach for again and again.

2010: 7 x 10: 224ppHb: 978-0-415-99808-6: $150.00Pb: 978-0-415-95819-6: $39.95eBook: 978-0-203-84840-1


2nd Edition

Teaching Science to Every ChildUsing Culture as a Starting Point

John Settlage, University of Connecticut, USA and Sherry Southerland, Florida State University, USA

Providing timely and practical guidance about teaching science to all students, this text gives particular emphasis to making science accessible to populations who are typically pushed to the fringe – especially students of color and English language learners. Central to thistextistheideathatsciencecanbeviewedasaculture,includingspecificmethodsofthinking, particular ways of communicating, and specialized kinds of tools. By using culture as a starting point and connecting it to effective instructional approaches, this text gives elementary and middle school science teachers a valuable framework to support the science learning of every student.

Changes in the Second Edition: Three new chapters; technological tools and resources embedded throughout each chapter; increased attention to the role of theory as it relates to science teaching and learning; expanded use of science process skills; updated and expanded Companion Website (www.routledge.com/textbooks/9780415892582).

2011: 7 x 10: 416ppHb: 978-0-415-89257-5: $140.00Pb: 978-0-415-89258-2: $51.95eBook: 978-0-203-81778-0


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NEW IN 2012

Teaching and Learning in the Digital AgeLouise Starkey, Victoria University of Wellington, New Zealand

Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context.

By examining teaching with digital technologies through new learning theories cognizant

of the digital age, it aims to both advance thinking and offer strategies for teaching technology-savvy students that will enable meaningful learning experiences.

Illustrated throughout with case studies from across the subjects and the age range, key issues considered include:

•howyoungpeoplecreateandshareknowledgebothin and beyond the classroom and how current and new pedagogies can support this level of achievement

•theuseofcomplexitytheoryasaframeworktoexplore teaching in the digital age

•thewaylearningoccurs–onewayexchanges,onlineand face to face interactions, learning within a framework of constructivism, and in communities

•whatwemeanbycriticalthinking,whyitisimportantin a digital age, and how this can occur in the context of learning

•howstudentscancreateknowledgethroughavarietyof teaching and learning activities, and how the knowledge being created can be shared, critiqued and evaluated.

With an emphasis throughout on what it means for practice, this book aims to improve understanding of how learning theories currently work and can evolve in the future to promote truly effective learning in the digital age. It is essential reading for all teachers, student teachers, school leaders, those engaged in Masters’ level work, as well as students on Education Studies courses.

May 2012: 6-3/4 x 9-3/4: 160ppHb: 978-0-415-66362-5: $155.00Pb: 978-0-415-66363-2: $40.95


NEW IN 2012

Fostering Success of Ethnic and Racial Minorities in STEMThe Role of Minority Serving Institutions

Edited by Robert T. Palmer and Dina C. Maramba, both at State University of New York-Binghamton, USA and Marybeth Gasman, University of Pennsylvania, USA

Various reports, policymakers, and national leaders have expressed the importance of the United States increasing its production of workers skilled in science, technology, engineering, and mathematics (STEM) in order to be competitive in the global economy. Given the growing minority population in the United States, it is critical that higher education policies,

pedagogies, climates, and initiatives are effective in promoting racial and ethnic minority students’ educational attainment in STEM.

MinorityServingInstitutions(MSIs)haveshownefficacyin facilitating the success of racial and ethnic minority students in STEM and are collectively responsible for producing nearly one-third of the nation’s minority STEM graduates. In Fostering Success of Racial and Ethnic Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education. Each chapter concludes with recommendations on institutional practice, policy, and lessons that institutions could use on their campuses to foster better retention and persistence among minority students. Higher Education leaders and administrators interested in encouraging achievement among racial and ethnic minoritystudentsinSTEMeducationwillfindthisbook a welcomed and timely addition to the discourse on promoting minority student success.

October 2012: 6 x 9Hb: 978-0-415-89946-8: $140.00Pb: 978-0-415-89947-5: $44.95eBook: 978-0-203-18103-4


Teaching Online

A Practical Guide3rd Edition

Susan Ko and Steve RossenSusan Ko and Steve Rossen

New ediTiON!

A leader in the online field, this best-selling resource offers exceptional practical advice,

new teaching examples, faculty interviews, and an updated resource section.

March 2010Pb: 978-0-415-99726-3Hb: 978-0-415-99733-1

eBook: 978-0-203-85520-1

To read more about this title, view the table of contents or purchase a copy, please visit:

www.routledge.com/9780415997263


VIEW INSIDE RouTlEdgE BooKs

Did you know that many of our books now have “View Inside” functionality that allows you to browse online content before making any purchasing decisions?

For more information visit www.routledge.com.

mathematICs eduCatIon 19


mathematICs eduCatIon


Teaching Secondary MathematicsDavid Rock, University of Massachusetts Dartmouth, USA Douglas K. Brumbaugh, University of Central Florida, USA

Solidly grounded in up-to-date research, theory and technology, Teaching Secondary Mathematics is a practical, student-friendly, and popular text for secondary mathematics methods courses. It provides clear and useful approaches for mathematics teachers, and shows how concepts typically found in a secondary mathematics curriculum can be taught in a

positive and encouraging way.

The thoroughly revised fourth edition combines this pragmatic approach with truly innovative and integrated technology content throughout. Synthesized content between the book and comprehensive companion website offers expanded discussion of chapter topics, additional examples and technological tips. An online graphic calculator invites students to interact with the math content of the book, while video clips provide chapter by chapter illustrations of classroom instructional strategies.

Each chapter features tried and tested pedagogical techniques, problem solving challenges, discussion points, activities, mathematical challenges, and student-life based applications that will encourage students to think and do.

New in this edition:

•acompanionwebsiterepletewithchapter-by-chaptervideo lessons, teacher tools, problem solving Q&As, helpful links and resources, and embedded graphing calculators

•updatedicons,includingNCTMcorestandardsandmath history, that connect to key strands that readers willfindindispensibleastheybuildtheirprofessionalknowledge and skills

•problemsolvingchallengesandstickyquestionsfeatured in each chapter encourage students to think through everyday issues and possible solutions

•freshinteriordesigntobetterhighlightpedagogicalelements and key features, all to better engage students.

October 2012: 7-1/2 x 9-3/4: 480ppPb: 978-0-415-52049-2: $72.95eBook: 978-0-203-12157-3


NEW IN 2012

Statistics for K-8 EducatorsRobert Rosenfeld, Vermont Math Initiative, USA

This book offers an introduction to descriptive and inferential statistics tailored to the teaching and research needs of K-8 educators. Using statistics to tell a story, veteran teacher educator Robert Rosenfeld pushes readers away from simply performing a calculation to truly understanding the statistical concepts themselves. In addition to helping educators develop this statistical habit of

mind, Rosenfeld also focuses on developing an understanding of the statistics in published research and on interpreting school data, which can be applied in school assessment and educational research.

Features of this must-read resource include:

•numerousexercisesandactivitiesthroughoutthat arerelatedspecificallytotheworldofeducatorsandare designed to foster conversation and small group discussion

•connectionsdrawnbetweenstatisticsandtheregularmathematics curriculum to aid teachers who do classroom-based action research

•asectioncoveringthebasicconceptsofstandardizedtests, such as summative versus formative assessment, and standards-based versus norm-referenced tests.

Accessibly written and conversational in tone, Statistics for K-8 Educators provides the technical foundation to help teachers make good sense of quantitative information connected to their classrooms and to their schools.

June 2012: 7 x 10: 288ppHb: 978-0-415-89988-8: $140.00Pb: 978-0-415-89989-5: $41.95eBook: 978-0-203-15574-5


Learning to Read the NumbersIntegrating Critical Literacy and Critical Numeracy in K-8 Classrooms A Co-Publication of The National Council of Teachers of English and RoutledgeDavid J. Whitin and Phyllis E. Whitin, both at Wayne State University, USA

Showing that being a critical reader of numerical information is an essential part of literacy today, this book offers strategies and examples teachers can use to help students become both critical composers and critical readers of texts.

2010: 6 x 9: 144ppHb: 978-0-415-87430-4: $130.00Pb: 978-0-415-87431-1: $35.95eBook: 978-0-203-84266-9


NEW IN 2012

Elementary Mathematics through TechnologyIntegrating Technology, Mathematical Content and Pedagogy

Maria Mitchell

Teaching with technology is a vital component of today’s elementary mathematics teaching, but it’s often treated as a ”tack-on” rather than a truly integrated component of the curriculum. Elementary Mathematics through Technology walks readers step by step through the process of interweaving math content pedagogy and the most current technology available to enhance the teaching and learning of mathematics. More than mere suggested web links, this fresh approach to math methods and content features:

•anoverviewofdigitaltechnologiesavailabletodaywith concrete suggestions for putting them to best practice in the elementary mathematics classroom

•effectivewaystoincorporatesocialnetworkingtoolsthat today’s students know, but that have not yet been embraced in the classroom

•technology-basedmodellessonsandsampleactivitiesthat provide coverage of both the standards as espoused by the National Council of Teachers of Mathematics (NCTM) and the International Society for Technology in Education standards (NETS)

•extensivetables,diagrams,graphics,cartoons,andother visual components that help clarify concepts.

Accessibly written and full of examples, strategies, and more, this text is sure to guide pre- and in-service teachers through the necessary thinking to meaningfully integrate today’s technologies, mathematical content, and pedagogy.

September 2012: 6 x 9Hb: 978-0-415-80379-3: $150.00Pb: 978-0-415-80380-9: $58.95


Geometry as Objective Science in Elementary School ClassroomsMathematics in the Flesh

Wolff-Michael Roth, University of Victoria, Canada

Series: Routledge International Studies in the Philosophy of Education

Grounded in philosophical approaches to cognition, this book presents a radical reframing of how children learn geometrical concepts in their early years. The book exhibits the shortcomings of other theories, including embodiment and enactivist approaches and advances an understanding of mathematicsintheflesh.

2011: 6 x 9: 312ppHb: 978-0-415-89157-8: $140.00


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NEW IN 2012

How Chinese Teach Mathematics and Improve TeachingEdited by Yeping Li, Texas A&M University, USA and Rongjin Huang, University of Colorado Denver, USA

How Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China. It combines contributions from Chinese scholars with commentary from key Western scholars to offer multiple perspectives in viewing and learning about some important and distinctive features of mathematics classroom instruction. Viewing classroom instruction as part of teachers’ instructional practices, this book goes beyond teachers’ in-classroom instructional practice by also examining Chinese teachers’ approaches and practices in developing and improving teaching. Through this unique approach, How Chinese Teach Mathematics and Improve Teaching expands and unpacks the otherwise fragmented knowledge about Chinese practices in developing and carrying out mathematics classroom instruction.

This book is indispensible reading for those interested in Chinese practices in mathematics teaching, and is a key book for teacher educators, school administrators and policy makers in expanding ways of supporting and helping mathematics teachers in instructional development and improvement.

June 2012: 6 x 9: 272ppHb: 978-0-415-89500-2: $130.00


Mathematics Teacher NoticingSeeing Through Teachers’ Eyes

Edited by Miriam Sherin, Northwestern University, USA and Vicki Jacobs and Randy Philipp, both at CRMSE, USA

Thisisthefirstbookto examine research on mathematics teacher noticing – how teachers pay attention to and make sense of what happens in the complexity of instructional situations.

2010: 6 x 9: 280ppHb: 978-0-415-87862-3: $145.00Pb: 978-0-415-87863-0: $48.95eBook: 978-0-203-83271-4


How We ThinkA Theory of Goal-Oriented Decision Making and its Educational Applications

Alan H. Schoenfeld, University of California at Berkeley, USA

”Reading this book is a must for members of the mathematics education community, not only because of the standing of its author and his writing style, but also because of the issue it addresses which is at the core of todayís agenda: mathematics teaching and the need for theoretical frameworks to study it.” – Abraham Arcavi, ZDM: The

International Journal on Mathematics Education

In How We Think, esteemed scholar and mathematician Alan Schoenfeld proposes a groundbreaking theory and model about how we think and act in the classroom and beyond.

2010: 6 x 9: 264ppHb: 978-0-415-87864-7: $135.00Pb: 978-0-415-87865-4: $47.95eBook: 978-0-203-84300-0


The Mathematics that Every Secondary School Math Teacher Needs to KnowAlan Sultan and Alice F. Artzt, both at Queens College, City University New York, USA

This clear, interactive, learner-centered text and resource will help pre-service and in-service secondary mathematics teachers gain the deep mathematical insight they need to teach their students in a multifaceted way that is interesting, developmental, connected, deep, understandable, and

often, surprising and entertaining.

2010: 8-1/2 x 11: 760ppHb: 978-0-415-99412-5: $89.95Pb: 978-0-415-99413-2: $89.95eBook: 978-0-203-85753-3


A Focus on FractionsBringing Research to the Classroom

Marjorie M. Petit, Vermont Mathematics Partnership Ongoing Assessment Project, USA, Robert E. Laird, University of Vermont, USA and Edwin L. Marsden, Norwich University, USA

A Focus on Fractionsisthefirstbook to make cognitive research on how students develop their understanding of fraction concepts readily accessible and understandable to pre- and in-service K–8 mathematics educators.

2010: 6 x 9: 208ppHb: 978-0-415-80150-8: $140.00Pb: 978-0-415-80151-5: $39.95eBook: 978-0-203-85551-5


2nd Edition

Knowing and Teaching Elementary MathematicsTeachers’ Understanding of Fundamental Mathematics in China and the United States

Liping Ma

This second edition includes the original studies that compare US and Chinese elementary teachers’ mathematical understanding and offers a framework for grasping the mathematical content necessary to develop the thinking of school children.

2010: 6 x 9: 232ppHb: 978-0-415-87383-3: $140.00Pb: 978-0-415-87384-0: $37.95eBook: 978-0-203-85634-5


Studies in Mathematical Thinking and Learning Series

art, musIC, and drama eduCatIon 21


art, musIC, and drama eduCatIon


Planning Process DramaEnriching Teaching and Learning

Pam Bowell, Bishop Grosseteste University, UK and Brian S. Heap, University of the West Indies, Trinidad and Tobago

This clear and accessible book provides a practical, step-by-step guide to the planning of process drama. Groundedintheoryandillustratedinpractice,itidentifiesand explains the principles of planning and shows how they can be applied across age ranges and curricula.

Drawing on the authors’ wide-ranging practical experience and research, examples are built up and run throughout the book, at each step showing how and why the teachers’ planning decisions were made. This new and extensively revised edition incorporates new material toreflectrecentunderstandingofhowlearningtakesplace, a wider range of examples illustrating the planning principles in practice and a substantial and completely new section that moves the reader on from the planning phase to the ”thinking on your feet” required as the drama unfolds.

Inthetenyearssincethepublicationofthefirsteditionof Planning Process Drama, this approach to drama for learninghasbecomeevermorefirmlyestablished,internationally, as a powerful and dynamic methodology. Written as a conversation between reader and authors, Planning Process Drama will help practitioners to update andrefinetheirpracticeandstrengthentheirunderstanding,skillsandconfidence.

November 2012: 6-3/4 x 9-3/4: 192ppHb: 978-0-415-50862-9: $155.00Pb: 978-0-415-50863-6: $42.95eBook: 978-0-203-12533-5


Art and Social Justice EducationCulture as Commons

Edited by Therese M. Quinn and John Ploof, both at The School of the Art Institute of Chicago, USA and Lisa J. Hochtritt, Rocky Mountain College, USA

Art and Social Justice Education offers inspiration and tools for educators to craft critical, meaningful, and transformative arts education curriculum and arts integration projects. The images, descriptive texts, essays, and resources are grounded within a clear social justice framework and linked to ideas about culture as commons. Essays and a section written by and for teachers who have

already incorporated contemporary artists and ideas into their curriculums help readers to imagine ways to use the content in their own settings. This book is enhanced by a Companion Website (www.routledge.com/cw/quinn) featuring artists and artworks, project examples, and dialogue threads for educators.

Proposing that art can contribute in a wide range of ways to the work of envisioning and making a more just world, this imaginative, practical, and engaging sourcebook of contemporary artists’ works and educationresourcesadvancesthefieldofartseducation,locally, nationally, and internationally, by moving beyond models of discipline-based or expressive art education. It will be welcomed by all educators seeking to include the arts and social justice in their curricula.

2011: 6 x 9: 248ppHb: 978-0-415-87906-4: $140.00Pb: 978-0-415-87907-1: $49.95eBook: 978-0-203-85247-7


Cultivating the Arts in Education and TherapyMalcolm Ross, Formerly of University of Exeter, UK

The constituency for education and therapy in the arts is rapidly expanding beyond the conventional school and clinical settings to include the wider community. In Cultivating the Arts in Education and Therapy, Malcolm Ross integrates traditional Chinese Five Element Theory, also known as The Five Phases of Change, with contemporary Western

psychological and cultural studies, to form a new Syncretic Model of creative artistic practice.

The Syncretic Model is explored and validated through an analysis of interviews with practicing, successful artists, and in a comprehensive review of the latest neuro-scientificresearchintohumanconsciousnessandemotion. The book addresses the well-documented difficultiesexperiencedbyartsteachersandtherapistsintervening in, supporting and evaluating the creative development of individual students and clients.

This groundbreaking text repositions the arts as central to the effective initiation and management of change in contemporary society. Besides being of wide general interest, it will have particular relevance for practicing and trainee arts teachers, arts therapists and community artists. With the demand for their services growing and pressure to demonstrate effectiveness mounting, the arts community is looking to build bridges between the different arts, and between arts education and therapy across national boundaries. This book offers a fresh, coherent, and challengingframeworkforarevitalizedreflectivepracticefromanexperiencedauthorityinthefield.

2011: 6-3/4 x 9-3/4: 228ppHb: 978-0-415-60365-2: $128.00Pb: 978-0-415-60366-9: $39.95eBook: 978-0-203-81881-7


Art TeachingElementary through Middle School

George Szekely, University of Kentucky, USA and Julie Alsip Bucknam, Eastern Kentucky University, USA

Art Teaching speaks to a new generation of art teachers in a changing society and fresh art world. Comprehensive and up-to-date, it presents fundamental theories, principles, creative approaches, and resources for art teaching in elementary through middle-school. Key sections focus on how children make art, why they make art, the unique qualities of children’s art, and how artistic development can be encouraged in school and at home. Important aspects of curriculum development, integration, evaluation, art room management, and professional development are covered. A wide range of art media with sample art activities is included.

Taking the reader to the heart of the classroom, this practical guide describes the realities, challenges, and joys of teaching art, discusses the art room as a zone for creativity, and illustrates how to navigate in a school setting in order to create rich art experiences for students. Many textbooks provide information; this book also provides inspiration. Future

and practicing teachers are challenged to think about every aspect of art teaching and to begin formulating independent views and opinions.

2011: 8-1/2 x 11Hb: 978-0-415-99057-8: $160.00Pb: 978-0-415-99058-5: $89.95eBook: 978-0-203-83238-7


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art, musIC, and drama eduCatIon22


The Routledge International Handbook of Creative LearningEdited by Julian Sefton-Green, Pat Thomson, University of Nottingham, UK, Ken Jones, University of Keele, UK and Liora Bresler, University of Illinois at Urbana-Champaign, USA

The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of

fully realizing young people’s potential.

Until now there has been no single text bringing togetherthesignificantliteraturethatexploresthedimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research.

Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists.

Sections include:

•ageneralintroductiontothefieldofcreativelearning

•artslearningtraditions,withsubsectionsondiscreteart forms such as drama and visual art

•accountsofpracticefromartist-teacherpartnerships

•wholeschoolchangeandreforms

•curriculumchange

•assessment

•evaluativecasestudiesofimpactandeffect

•globalstudiesofpolicychangearoundcreativelearning.

2011: 6-3/4 x 9-3/4: 504ppHb: 978-0-415-54889-2: $220.00


2nd Edition

Rethinking Contemporary Art and Multicultural EducationNew Museum

Rethinking Contemporary Art and Multicultural Education builds upon the pedagogy of thefirsteditiontopresentnewpossibilities and modes of understanding art, culture, and their relationships to students and ourselves.

2010: 448ppHb: 978-0-415-88346-7: $155.00Pb: 978-0-415-96085-4: $54.95


Teaching the Arts to Engage English Language LearnersMargaret Macintyre Latta and Elaine Chan, both at University of Nebraska-Lincoln, USA

Written for prospective and practicing visual arts, music, drama, and dance educators, Teaching the Arts to Engage English Language Learners offers guidance for engaging ELLs, alongside all learners, through artistic thinking.

2010: 7 x 10: 264ppHb: 978-0-415-87385-7: $140.00Pb: 978-0-415-87386-4: $37.95eBook: 978-0-203-83723-8


4th Edition

Creativity in the ClassroomSchools of Curious Delight

Alane Jordan Starko

2009: 7 x 10: 356ppHb: 978-0-415-99706-5: $170.00Pb: 978-0-415-99707-2: $60.95eBook: 978-0-203-87149-2


The Pedagogy of CreativityAnna Herbert, Lund University, Sweden

This book represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories.

2010: 6-1/4 x 9-1/4: 160ppHb: 978-0-415-54886-1: $135.00Pb: 978-0-415-54887-8: $42.95


student teaChIng and teaCher eduCatIon


Ability Profiling and School FailureOne Child’s Struggle to Be Seen As Competent

Edited by Kathleen M. Collins, Pennsylvania State University, USA

Ability Profiling and School Failure, Second Edition explores the social and contextual forces that shape the appearance of academic ability and disability andhowtheseforcesinfluencethe perception of academic underachievement of minority students. At the book’s core is a powerful case study of a competentfifthgrader,anAfrican American boy growing up in a predominantly white,

rural community, who was excluded from participating in science and literacy discourses within his classroom community. The case study allows for the integration of the story of the student’s struggle to be seen as competent with the author’s perspective as a researcher and teacher-educator engaged in professional development with the teacher.

This new edition situates the book and its case study within current conversations about disability studies and recent research into the overrepresentation of minority students in special education. Ability Profiling and School Failure, Second Edition explores the situated and socially constructed nature of ability, identity, and achievement, and illustrates the role of educational and social exclusion in positioning students within particular identities.

July 2012: 6 x 9: 272ppHb: 978-0-415-89822-5: $150.00Pb: 978-0-415-89823-2: $37.95eBook: 978-0-203-80253-3


student teaChIng and teaCher eduCatIon 23


NEW

Teaching as a Design ScienceBuilding Pedagogical Patterns for Learning and Technology

Diana Laurillard, University of London, UK

Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-firstcentury,inalleducational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals – architects, engineers, programmers – teachers have

to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession.

Every day, teachers design and test new ways of teaching, using technology to help their students. Sadly, their discoveries remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively.

Teacher professional development has not embedded in the teacher’s everyday role the idea that they could discover something worth communicating to other teachers, or build on each others’ ideas. Could the culture change?

From this unique perspective on the nature of teaching, DianaLaurillardarguesthatatwenty-firstcenturyeducation system needs teachers who work collaboratively to design effective and innovative teaching.

April 2012: 6 x 9: 272ppHb: 978-0-415-80385-4: $130.00Pb: 978-0-415-80387-8: $39.95eBook: 978-0-203-12508-3


The New Lives of TeachersChristopher Day and Qing Gu, both at University of Nottingham, UK

Series: Teacher Quality and School Development

Drawing upon a variety of academic disciplines this book explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research.

2010: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-48459-6: $140.00Pb: 978-0-415-48460-2: $47.95eBook: 978-0-203-84790-9


NEW IN 2012

Using Social Media Effectively in the ClassroomKay Seo, University of Cincinnati, USA

The rapid expansion of blogs, Twitter, wikis, and virtual worlds has dramatically transformed the landscape of education. Through highly accessible networks, these new media can integrate students into a learning community by enabling them to create, customize, and share content online. Using Social Media Effectively in the Classroom shows educators how to:

•utilizesocialmediatobestsupportlearners

•resolvepotentialproblems

•createapowerfulsenseofcommunitywithinuser-centered Web 2.0 technologies.

Moving beyond basic explanations of technologies and how to use them, Using Social Media Effectively in the Classroom provides research-based, jargon-free, practical examples of what works, what doesnít, and why when it comes to social media. Organized according to the systemic process of instructional design, contributors describe innovative strategies for incorporating social mediaintoeducationalsettingsaswellassignificantissues to be taken into consideration at each phase of planning, designing, teaching, and evaluation.

August 2012: 6 x 9: 200ppHb: 978-0-415-89679-5: $130.00Pb: 978-0-415-89680-1: $39.95


Learning to Teach in Urban SchoolsThe Transition from Preparation to Practice

Etta R. Hollins, University of Missouri, Kansas City, USA

This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of the journey of a team

of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district. Learning to Teach in Urban Schools offers rare insight into how teachers can transform their own practice and in the process, transform the culture of low performing urban schools.

2011: 6 x 9: 120ppHb: 978-0-415-89385-5: $135.00Pb: 978-0-415-89386-2: $39.95eBook: 978-0-203-81550-2


Essentials of Online Course DesignA Standards-Based Guide

Marjorie Vai, Freelance Consultant and Writer, USA and Kristen Sosulski, New York University, USA

In spite of the proliferation of online learning in higher education, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them.

Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the

fieldofonlinelearningandteaching.Pedagogical,organizational and visual design principles are presented and modeled throughout the book and users will quickly learn from the guide’s hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline.

The guide’s key features include:

•apracticalapproachinformedbytheory

•cleaninteriordesignthatoffersstraightforwardguidance from page one

•clearandjargon-freelanguage

•examples,screenshots,andillustrationstoclarifyandsupport the text

•aCompanionWebsitewithexamples,adaptabletemplates, interactive learning features, and online resources

•achecklistofonlinecoursedesignstandardsthatreaders can use to self-evaluate.

Essentials of Online Course Design serves as a best-practice model for designing online courses. After readingthisbook,readerswillfindthatpreparingforonline teaching is, contrary to popular belief, a satisfying and engaging experience. The core issue is simply good design: pedagogical, organizational, and visual.

2011: 7 x 10: 224ppHb: 978-0-415-87299-7: $135.00Pb: 978-0-415-87300-0: $34.95


ProposalsIf you have an idea for a new book in the area please contact us using the details found at the front of the catalog.

For guidance on how to structure your proposal please visit:

www.routledge.com/info/authors

student teaChIng and teaCher eduCatIon24


NEW

Working-Class Minority Students’ Routes to Higher EducationRoberta Espinoza, California State University, USA


While stories of working-class and minority students overcoming obstacles to attend and graduate from college tend to emphasize the individualistic and meritocratic aspect, this book – based in extensive empiral study of American high school classrooms, and in theories of social and cultural capital – examines the social relations that often underpin such successes, highlighting thesignificantformalandinformalacademicinterventionsby educators and other education professionals.

January 2012: 6 x 9: 144ppHb: 978-0-415-80672-5: $125.00


Personal Epistemology and Teacher EducationEdited by Jo Brownlee, Queensland University of Technology, Australia, Gregory Schraw, University of Nevada, Las Vegas, USA and Donna Berthelsen, Queensland University of Technology, Australia


This edited volume examines the role of personal epistemology in teaching across early childhood, primary, secondary and tertiary contexts, and the implications for teacher education, incorporating the most up-to-date research and theorisinginthefield.

2011: 6 x 9: 310ppHb: 978-0-415-88356-6: $140.00


3rd Edition

Handbook of Research on Teacher EducationEnduring Questions in Changing Contexts

Edited by Marilyn Cochran-Smith, Sharon Feiman-Nemser, D. John McIntyre and Kelly E. Demers

Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators.

2008: 7 x 10: 1392ppHb: 978-0-8058-4776-5: $245.00Pb: 978-0-8058-4777-2: $119.95eBook: 978-0-203-93869-0


Teaching in a NutshellNavigating Your Teacher Education Program as a Student Teacher

Clare Kosnik and Clive Beck, both at Ontario Institute for Studies in Education, University of Toronto, Canada

Designed to help student teachers develop an approach to teaching that is both theoretical and practical, this text focuses on key aspects of teaching rather than trying to ”cover the waterfront.” Based on extensive research on teachers’ views, their own long experience as teacher educators, and other sources, the authors recommend 7 priorities for teaching and teacher education:

•programplanning

•pupilassessment

•classroomorganizationandcommunity

•inclusiveeducation

•subjectcontentandpedagogy

•professionalidentity

•avisionforteaching.

Each chapter deals in turn with one of these priorities, using a common format. Activities throughout help readers understand what the priority means in both theory and practice.

This text is a companion to the authors’ 2009 book for teacher educators, Priorities in Teacher Education: The 7 Key Elements of Pre-Service Preparation. By making these 7 priorities and related knowledge explicit, it helps student teachers to acquire essential knowledge and skills, to understand the teaching/learning process more fully, and above all to be as prepared as possible for the demanding work of teaching.

2011: 6 x 9: 144ppHb: 978-0-415-88806-6: $140.00Pb: 978-0-415-88807-3: $33.95eBook: 978-0-203-83269-1


Narrative LearningIvor F. Goodson, University of Brighton, UK, Gert Biesta, University of Stirling, UK, Michael Tedder, University of Exeter, UK and Norma Adair

Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life histories, this bookseekstodefineanewlearning theory, based on the life-story narrative.

2010: 6-1/4 x 9-1/4: 152ppHb: 978-0-415-48893-8: $125.00Pb: 978-0-415-48894-5: $42.95eBook: 978-0-203-85688-8


Routledge Resources for Teaching in Higher EducationThe one stop shop for your teaching needs!Aimed at supporting the Higher Education teaching professional, this website highlights books that offer essential guidance, tips, and techniques that are sure to enhance your teaching practice.

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Index 25


IndexAAbell, Sandra K. . . . . . . . . . . . . . . . . . . . . . . 16Ability Profiling and School Failure . . . . . . . . 22Adair, Norma . . . . . . . . . . . . . . . . . . . . . . . . 24Adams, Maurianne . . . . . . . . . . . . . . . . . . . . . 4Alexander, Patricia A. . . . . . . . . . . . . . . . . . . . 5Alleman, Janet . . . . . . . . . . . . . . . . . . . . . . . . 5Ambrose, Don . . . . . . . . . . . . . . . . . . . . . . . 10Anderman, Eric M. . . . . . . . . . . . . . . . . . . . . . 2Apple, Michael W. . . . . . . . . . . . . . . . . . . . . . 9Appleton, Ken . . . . . . . . . . . . . . . . . . . . . . . 16Arends, Dick . . . . . . . . . . . . . . . . . . . . . . . . . . 6Art and Social Justice Education . . . . . . . . . . 21Art Teaching . . . . . . . . . . . . . . . . . . . . . . . . . 21Artzt, Alice F. . . . . . . . . . . . . . . . . . . . . . . . . 20Au, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . . 10

BBarton, Keith C. . . . . . . . . . . . . . . . . . . . . . . 13Basterra, María del Rosario . . . . . . . . . . . . . . . 4Bautista, Nazan U. . . . . . . . . . . . . . . . . . . . . 17Beames, Simon . . . . . . . . . . . . . . . . . . . . . . . . 5Beck, Clive . . . . . . . . . . . . . . . . . . . . . . . . . . 24Becoming a Teacher through

Action Research . . . . . . . . . . . . . . . . . . . . . . 6Bell, Lee Anne . . . . . . . . . . . . . . . . . . . . . . . . . 4Bello, Manuel . . . . . . . . . . . . . . . . . . . . . . . . 12Berthelsen, Donna . . . . . . . . . . . . . . . . . . . . 24Beyond Learning by Doing . . . . . . . . . . . . . . 10Biesta, Gert . . . . . . . . . . . . . . . . . . . . . . . . . . 24Bloom, Jeffrey W. . . . . . . . . . . . . . . . . . . . . . 17Blumenfeld, Warren . . . . . . . . . . . . . . . . . . . . 4Bowell, Pam . . . . . . . . . . . . . . . . . . . . . . . . . 21Bresler, Liora . . . . . . . . . . . . . . . . . . . . . . . . . 22Brophy, Jere E. . . . . . . . . . . . . . . . . . . . . . . 5, 6Brown, Jonathan . . . . . . . . . . . . . . . . . . . . . . . 3Brownlee, Jo . . . . . . . . . . . . . . . . . . . . . . . . . 24Bucknam, Julie Alsip . . . . . . . . . . . . . . . . . . . 21Building Students’ Historical Literacies . . . . . . 13Burdick, Jake . . . . . . . . . . . . . . . . . . . . . . . . . . 8Butler, Malcolm B. . . . . . . . . . . . . . . . . . . . . . 17

CCan Education Change Society? . . . . . . . . . . . 9Carlson, Dennis L. . . . . . . . . . . . . . . . . . . . . . . 6Carr, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Casas, Martha . . . . . . . . . . . . . . . . . . . . . . . . . 5Castaneda, Carmelita . . . . . . . . . . . . . . . . . . . 4Challenge of Rethinking History Education,

The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Chan, Elaine . . . . . . . . . . . . . . . . . . . . . . . . . 22Chapman, Thandeka K. . . . . . . . . . . . . . . . . . 4Children’s Ways with Science and Literacy . . . 15Cho, Seehwa . . . . . . . . . . . . . . . . . . . . . . . . . 3Cochran-Smith, Marilyn . . . . . . . . . . . . . . . . 24Collins, Kathleen M. . . . . . . . . . . . . . . . . . . . 22Communication and Engagement with

Science and Technology . . . . . . . . . . . . . . . 16Confronting Challenges to the Liberal Arts

Curriculum . . . . . . . . . . . . . . . . . . . . . . . . 12Controversy in the Classroom . . . . . . . . . . . . 12Critical Curriculum Leadership . . . . . . . . . . . . . 9Critical Curriculum Studies . . . . . . . . . . . . . . 10Critical Dispositions . . . . . . . . . . . . . . . . . . . . 11Critical Multiculturalism . . . . . . . . . . . . . . . . . 12Critical Pedagogy and Social Change . . . . . . . . 3Critical Social Thought (series) . . . . . . . 3, 10, 12Cultivating the Arts in Education

and Therapy . . . . . . . . . . . . . . . . . . . . . . . 21Cultural Validity in Assessment . . . . . . . . . . . . 4Cultures of Curriculum . . . . . . . . . . . . . . . . . . 8Curricular Conversations . . . . . . . . . . . . . . . . . 7

Curriculum Development in the Postmodern Era . . . . . . . . . . . . . . . . . . . . . . 9

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

Curriculum Studies Reader, The . . . . . . . . . . . . 9Curriculum, Pedagogy and Educational

Research . . . . . . . . . . . . . . . . . . . . . . . . . . 10Curriculum, Syllabus Design and Equity . . . . . . 8

DDai, David Yun . . . . . . . . . . . . . . . . . . . . . . . 11Day, Christopher . . . . . . . . . . . . . . . . . . . . . . 23Dembo, Myron H. . . . . . . . . . . . . . . . . . . . . . . 2Demers, Kelly E. . . . . . . . . . . . . . . . . . . . . . . 24Design Research on Learning and Thinking

in Educational Settings . . . . . . . . . . . . . . . 11Designing and Teaching the Elementary

Science Methods Course . . . . . . . . . . . . . . 16Developmental Cognitive Science Goes to

School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Dimitriadis, Greg . . . . . . . . . . . . . . . . . . . . . . 11Disavowed Knowledge . . . . . . . . . . . . . . . . . . 6Doing History . . . . . . . . . . . . . . . . . . . . . . . . 13

EEcoJustice Education . . . . . . . . . . . . . . . . . . . 11Edmundson, Jeff . . . . . . . . . . . . . . . . . . . . . . 11Educating for Diversity and Social Justice . . . . . 4Education of Eros, The . . . . . . . . . . . . . . . . . . 6Educational Psychology Handbook (series) . . . . 5Educational Psychology Series (series) . . . 10, 11Elementary Mathematics through

Technology . . . . . . . . . . . . . . . . . . . . . . . . 19Elliott, John . . . . . . . . . . . . . . . . . . . . . . . . . . 10Engendering Curriculum History . . . . . . . . . . . 7Enhancing Student Learning in

Middle School . . . . . . . . . . . . . . . . . . . . . . . 5Epistemology and Science Education . . . . . . . 17Ericksen, Gaalen . . . . . . . . . . . . . . . . . . . . . . 16Espinoza, Roberta . . . . . . . . . . . . . . . . . . . . . 24Essentials of Online Course Design . . . . . . . . 23Exploring the Landscape of Scientific Literacy . .16Eylon, Bat-Sheva . . . . . . . . . . . . . . . . . . . . . . 17

FFeiman-Nemser, Sharon . . . . . . . . . . . . . . . . 24Ferrari, Michel . . . . . . . . . . . . . . . . . . . . . . . . 17Fletcher, Richard B . . . . . . . . . . . . . . . . . . . . . . 5Flinders, David J. . . . . . . . . . . . . . . . . . . . . . . . 9Focus on Fractions, A . . . . . . . . . . . . . . . . . . 20Fostering Success of Ethnic and Racial

Minorities in STEM . . . . . . . . . . . . . . . . . . . 18Foundations and Futures of Education

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Friedrich, Daniel . . . . . . . . . . . . . . . . . . . . . . . 8From ‘Science in the Making’ to

Understanding the Nature of Science . . . . . 17

GGaming the Past . . . . . . . . . . . . . . . . . . . . . . 14Gasman, Marybeth . . . . . . . . . . . . . . . . . . . . 18Geometry as Objective Science in Elementary

School Classrooms . . . . . . . . . . . . . . . . . . . 19Gerwin, David . . . . . . . . . . . . . . . . . . . . . . . . 14Gilbert, John K. . . . . . . . . . . . . . . . . . . . . . . . 16Goodson, Ivor F . . . . . . . . . . . . . . . . . . . . . . 24Griffin,Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Grumet, Madeleine . . . . . . . . . . . . . . . . . . . . 10Gu, Qing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

HHackman, Heather W. . . . . . . . . . . . . . . . . . . . 4Handa, Yuichi . . . . . . . . . . . . . . . . . . . . . . . . . 7Handbook of Public Pedagogy . . . . . . . . . . . . 8

Handbook of Research in Social Studies Education . . . . . . . . . . . . . . . . . . . . . . . . . 15

Handbook of Research on Learning and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Handbook of Research on Teacher Education . .24Hanuscin, Deborah L. . . . . . . . . . . . . . . . . . . 16Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . 2, 5Hendry, Petra . . . . . . . . . . . . . . . . . . . . . . . . . 7Herbert, Anna . . . . . . . . . . . . . . . . . . . . . . . . 22Hess, Diana E. . . . . . . . . . . . . . . . . . . . . . . . . 12Higgins, Pete . . . . . . . . . . . . . . . . . . . . . . . . . . 5Hobbel, Nikola . . . . . . . . . . . . . . . . . . . . . . . . 4Hochtritt, Lisa J. . . . . . . . . . . . . . . . . . . . . . . 21Hollins, Etta R. . . . . . . . . . . . . . . . . . . . . . . . 23How Chinese Teach Mathematics and

Improve Teaching . . . . . . . . . . . . . . . . . . . 20How Dogmatic Beliefs Harm Creativity and

Higher-Level Thinking . . . . . . . . . . . . . . . . 10How We Think . . . . . . . . . . . . . . . . . . . . . . . 20Huang, Rongjin . . . . . . . . . . . . . . . . . . . . . . . 20

IImber, Michael . . . . . . . . . . . . . . . . . . . . . . . . 6Instructional Strategies for Middle and High

School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Instructional Strategies for Middle and

Secondary Social Studies . . . . . . . . . . . . . . 14Integrating Science, Technology, Engineering,

and Mathematics . . . . . . . . . . . . . . . . . . . . 15Intelligence and Intelligence Testing . . . . . . . . 5International Guide to Student Achievement . . 2

JJacobs, Vicki . . . . . . . . . . . . . . . . . . . . . . . . . 20Jeynes, William . . . . . . . . . . . . . . . . . . . . . . . . 5Jones, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . 22Joseph, Pamela Bolotin . . . . . . . . . . . . . . . . . . 8

kKeddie, Amanda . . . . . . . . . . . . . . . . . . . . . . . 4Keiper, Timothy A. . . . . . . . . . . . . . . . . . . . . 14Kilcher, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . 6Knapp, Clifford E. . . . . . . . . . . . . . . . . . . . . . 12Knighton, Barbara . . . . . . . . . . . . . . . . . . . . . . 5Knowing and Teaching Elementary

Mathematics . . . . . . . . . . . . . . . . . . . . . . . 20Knowledge that Counts in a Global

Community . . . . . . . . . . . . . . . . . . . . . . . . 11Knowledge, Power, and Education . . . . . . . . . 9Kosnik, Clare . . . . . . . . . . . . . . . . . . . . . . . . 24

LLaird, Robert E. . . . . . . . . . . . . . . . . . . . . . . . 20Language, Culture, and Teaching Series

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Languages of Education . . . . . . . . . . . . . . . . . 7Larson, Bruce E. . . . . . . . . . . . . . . . . . . . . . . 14Latta, Margaret Macintyre . . . . . . . . . . . . . 7, 22Laurillard, Diana . . . . . . . . . . . . . . . . . . . . . . 23Learning Community in the Primary Classroom,

A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Learning Gardens and Sustainability Education . .3Learning Outside the Classroom . . . . . . . . . . . 5Learning to Read the Numbers . . . . . . . . . . . 19Learning to Teach in Urban Schools . . . . . . . . 23Levstik, Linda S. . . . . . . . . . . . . . . . . . . . 13, 15Li, Yeping . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Limits of Democratic Education as a

Curricular Problem, The . . . . . . . . . . . . . . . . 8Linder, Cedric . . . . . . . . . . . . . . . . . . . . . . . . 16Linn, Marcia C. . . . . . . . . . . . . . . . . . . . . . . . 17Liston, Daniel P. . . . . . . . . . . . . . . . . . . . . . . . . 6Loughran, John . . . . . . . . . . . . . . . . . . . . . . . . 5Luke, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Lupinacci, John . . . . . . . . . . . . . . . . . . . . . . . 11

MMa, Liping . . . . . . . . . . . . . . . . . . . . . . . . . . 20Maas Taubman, Peter . . . . . . . . . . . . . . . . . . . 6MacKinnon, Allan . . . . . . . . . . . . . . . . . . . . . 16Making Citizens . . . . . . . . . . . . . . . . . . . . . . 13Malewski, Erik . . . . . . . . . . . . . . . . . . . . . . . 7, 8Maramba, Dina C. . . . . . . . . . . . . . . . . . . . . 18Marcus, Alan S. . . . . . . . . . . . . . . . . . . . . . . . 13Marsden, Edwin L. . . . . . . . . . . . . . . . . . . . . 20Martusewicz, Rebecca A. . . . . . . . . . . . . . . . 11Mathematics Teacher Noticing . . . . . . . . . . . 20Mathematics that Every Secondary School

Math Teacher Needs to Know, The . . . . . . 20May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . 12Mayer, Richard E. . . . . . . . . . . . . . . . . . . . . . . 5McAvoy, Paula . . . . . . . . . . . . . . . . . . . . . . . 12McCall, Jeremiah . . . . . . . . . . . . . . . . . . . . . 14McIntyre, D. John . . . . . . . . . . . . . . . . . . . . . 24Metzger, Scott Alan . . . . . . . . . . . . . . . . . . . 13Mitchell, Maria . . . . . . . . . . . . . . . . . . . . . . . 19Motivating Students to Learn . . . . . . . . . . . . . 6Motivation and Learning Strategies for

College Success . . . . . . . . . . . . . . . . . . . . . . 2

NNarrative Learning . . . . . . . . . . . . . . . . . . . . . 24New Lives of Teachers, The . . . . . . . . . . . . . . 23New Museum . . . . . . . . . . . . . . . . . . . . . . . . 22Niaz, Mansoor . . . . . . . . . . . . . . . . . . . . . . . 17Nicol, Robbie . . . . . . . . . . . . . . . . . . . . . . . . . 5Nokes, Jeffrey . . . . . . . . . . . . . . . . . . . . . . . . 13Norris, Nigel . . . . . . . . . . . . . . . . . . . . . . . . . 10Nutta, Joyce . . . . . . . . . . . . . . . . . . . . . . . . . 17

OÖstman, Leif . . . . . . . . . . . . . . . . . . . . . . . . . 16

PPalmer, Robert T. . . . . . . . . . . . . . . . . . . . . . . 18Pappas, Christine C. . . . . . . . . . . . . . . . . . . . 15Parental Involvement and Academic Success . . 5Paxton, Richard J. . . . . . . . . . . . . . . . . . . . . . 13Pedagogy of Creativity, The . . . . . . . . . . . . . . 22Personal Epistemology and Teacher

Education . . . . . . . . . . . . . . . . . . . . . . . . . 24Peters, Madeline L. . . . . . . . . . . . . . . . . . . . . . 4Peterson, Patti McGill . . . . . . . . . . . . . . . . . . 12Petit, Marjorie M. . . . . . . . . . . . . . . . . . . . . . 20Philipp, Randy . . . . . . . . . . . . . . . . . . . . . . . . 20Phillips, Donna Kalmbach . . . . . . . . . . . . . . . . 6Picower, Bree . . . . . . . . . . . . . . . . . . . . . . . . . 4Pinar, William F. . . . . . . . . . . . . . . . . . . . . . . . . 8Place- and Community-Based Education in

Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Planning Process Drama . . . . . . . . . . . . . . . . 21Ploof, John . . . . . . . . . . . . . . . . . . . . . . . . . . 21Political Classroom, The . . . . . . . . . . . . . . . . . 12Practice What You Teach . . . . . . . . . . . . . . . . . 4Pragmatism, Post-modernism, and

Complexity Theory . . . . . . . . . . . . . . . . . . . . 7Provenzo, Jr., Eugene F. . . . . . . . . . . . . . . . . . 12

QQuinn, Therese M. . . . . . . . . . . . . . . . . . . . . 21

RRaudenbush, Stephen . . . . . . . . . . . . . . . . . . 12Readings for Diversity and Social Justice . . . . . 4Really Useful Elementary Science Book, The . 17Reflective Teaching . . . . . . . . . . . . . . . . . . . . . 6Reflective Teaching and the Social Conditions

of Schooling Series (series) . . . . . . . . . . . . . . 6Reiss, Michael . . . . . . . . . . . . . . . . . . . . . . . . 16Rennie, Léonie . . . . . . . . . . . . . . . . . . . . . . . 15

Index26


Rennie, Léonie J. . . . . . . . . . . . . . . . . . . . . . . 11Rethinking Contemporary Art and

Multicultural Education . . . . . . . . . . . . . . . 22Rethinking the Way We Teach Science . . . . . 15Roberts, Douglas A. . . . . . . . . . . . . . . . . . . . 16Roberts, Jay W. . . . . . . . . . . . . . . . . . . . . . . . 10Rock, David . . . . . . . . . . . . . . . . . . . . . . . . . . 19Rosenblatt, Louis . . . . . . . . . . . . . . . . . . . . . . 15Rosenfeld, Robert . . . . . . . . . . . . . . . . . . . . . 19Ross, Malcolm . . . . . . . . . . . . . . . . . . . . . . . . 21Roth, Wolff-Michael . . . . . . . . . . . . . . . . . . . 19Routledge Cultural Studies in Knowledge,

Curriculum, and Education (series) . . . . . . . . 8Routledge International Handbook of

Creative Learning, The . . . . . . . . . . . . . . . . 22Routledge International Handbooks of

Education (series) . . . . . . . . . . . . . . . . . . . . 22Routledge International Studies in the

Philosophy of Education (series) . . . . . . . . . 19Routledge Research in Education (series) . . 4, 24Rubin, Beth C. . . . . . . . . . . . . . . . . . . . . . . . 13

SS. Heap, Brian . . . . . . . . . . . . . . . . . . . . . . . . 21Sandlin, Jennifer A. . . . . . . . . . . . . . . . . . . . . . 8Schoenfeld, Alan H. . . . . . . . . . . . . . . . . . . . 20Schraw, Gregory . . . . . . . . . . . . . . . . . . . . . . 24Schug, Mark C. . . . . . . . . . . . . . . . . . . . . . . . 14Schultz, Brian D. . . . . . . . . . . . . . . . . . . . . . . . 8Science Education . . . . . . . . . . . . . . . . . . . . . 16Science Learning and Instruction . . . . . . . . . . 17Sefton-Green, Julian . . . . . . . . . . . . . . . . . . . 22Seli, Helena . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Seo, Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Settlage, John . . . . . . . . . . . . . . . . . . . . . . . . 17Shatz, Marilyn . . . . . . . . . . . . . . . . . . . . . . . . . 3Shaver, Annis N. . . . . . . . . . . . . . . . . . . . . . . 12

Sherin, Miriam . . . . . . . . . . . . . . . . . . . . . . . 20Singer, Alan J. . . . . . . . . . . . . . . . . . . . . . . . . 13Slattery, Patrick . . . . . . . . . . . . . . . . . . . . . . . . 9Sleeter, Christine E. . . . . . . . . . . . . . . . . . . . . 12Smith, Gregory A. . . . . . . . . . . . . . . . . . . . . . . 6Smith, Thomas E. . . . . . . . . . . . . . . . . . . . . . 12Sobel, David . . . . . . . . . . . . . . . . . . . . . . . . . . 6Social Justice Pedagogy Across the Curriculum . .4Sociocultural, Political, and Historical Studies

in Education (series) . . . . . . . . . . . . . . . . 6, 11Solano-Flores, Guillermo . . . . . . . . . . . . . . . . . 4Sosulski, Kristen . . . . . . . . . . . . . . . . . . . . . . 23Sourcebook of Experiential Education . . . . . . 12Southerland, Sherry . . . . . . . . . . . . . . . . . . . 17Starkey, Louise . . . . . . . . . . . . . . . . . . . . . . . 18Statistics for K-8 Educators . . . . . . . . . . . . . . 19Stein, Nancy L. . . . . . . . . . . . . . . . . . . . . . . . 12Sternberg, Robert J. . . . . . . . . . . . . . . . . . . . 10Stocklmayer, Susan M. . . . . . . . . . . . . . . . . . 16Stoddard, Jeremy D. . . . . . . . . . . . . . . . . . . . 13Student Thinking and Learning in Science . . . 16Studies in Curriculum Theory Series

(series) . . . . . . . . . . . . . . . . . . . . . . . . . 6, 7, 8Studies in Mathematical Thinking and

Learning Series (series) . . . . . . . . . . . . . . . . 20Sultan, Alan . . . . . . . . . . . . . . . . . . . . . . . . . 20Szekely, George . . . . . . . . . . . . . . . . . . . . . . 21

TTaber, Keith S. . . . . . . . . . . . . . . . . . . . . . . . . 16Taylor, Roger S. . . . . . . . . . . . . . . . . . . . . . . . 17Teacher Quality and School Development

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Teacher’s Guide to Education Law, A . . . . . . . . 6Teaching and Learning in Science Series

(series) . . . . . . . . . . . . . . . . . . . . . . . . . 15, 16Teaching and Learning in the Digital Age . . . 18

Teaching as a Design Science . . . . . . . . . . . . 23Teaching Economics in Troubled Times . . . . . 14Teaching English Language Learners across the

Curriculum (series) . . . . . . . . . . . . . . . . 17, 22Teaching for Diversity and Social Justice . . . . . 4Teaching for Student Learning. . . . . . . . . . . . . 6Teaching Global History . . . . . . . . . . . . . . . . 13Teaching History with Film . . . . . . . . . . . . . . 13Teaching History with Museums . . . . . . . . . . 13Teaching in a Nutshell . . . . . . . . . . . . . . . . . . 24Teaching Science to English Language

Learners . . . . . . . . . . . . . . . . . . . . . . . . . . 17Teaching Science to Every Child . . . . . . . . . . . 17Teaching Secondary Mathematics . . . . . . . . . 19Teaching the Arts to Engage English

Language Learners . . . . . . . . . . . . . . . . . . 22Teaching U.S. History as Mystery . . . . . . . . . . 14Teaching World History as Mystery . . . . . . . . 14Teaching/Learning Social Justice (series) . . . . . . 4Tedder, Michael . . . . . . . . . . . . . . . . . . . . . . . 24Textbook as Discourse, The . . . . . . . . . . . . . . 12Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . . 22Thornton, Stephen J.. . . . . . . . . . . . . . . . . . . . 9Tröhler, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . 7Trueit, Donna . . . . . . . . . . . . . . . . . . . . . . . . . 7Trumbull, Elise . . . . . . . . . . . . . . . . . . . . . . . . . 4Tyson, Cynthia A. . . . . . . . . . . . . . . . . . . . . . 15

UUnderstanding Language in Diverse

Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . 3Using Social Media Effectively in the

Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 23

VVai, Marjorie . . . . . . . . . . . . . . . . . . . . . . . . . 23van Geel, Tyll . . . . . . . . . . . . . . . . . . . . . . . . . . 6

VanSledright, Bruce A. . . . . . . . . . . . . . . . . . 15Varelas, Maria . . . . . . . . . . . . . . . . . . . . . . . . 15Venville, Grady . . . . . . . . . . . . . . . . . . . . 11, 15Visible Learning for Teachers . . . . . . . . . . . . . . 2

WWallace, John . . . . . . . . . . . . . . . . . . . . . 11, 15Weir, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . 8What Does Gandhi Mean for Curriculum

Theory? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7What Does Understanding Mathematics

Mean for Teachers? . . . . . . . . . . . . . . . . . . . 7What Expert Teachers Do . . . . . . . . . . . . . . . . 5What Is Curriculum Theory? . . . . . . . . . . . . . . 8Whitin, David J. . . . . . . . . . . . . . . . . . . . . . . . 19Whitin, Phyllis E. . . . . . . . . . . . . . . . . . . . . . . 19Wickman, Per-Olof . . . . . . . . . . . . . . . . . . . . 16Wilkinson, Louise . . . . . . . . . . . . . . . . . . . . . . 3Williams, Dilafruz . . . . . . . . . . . . . . . . . . . . . . 3Wood, William C. . . . . . . . . . . . . . . . . . . . . . 14Woods, Annette . . . . . . . . . . . . . . . . . . . . . . . 8Woodward, Walter W. . . . . . . . . . . . . . . . . . 13Working-Class Minority Students’ Routes to

Higher Education . . . . . . . . . . . . . . . . . . . . 24World Yearbook of Education (series) . . . . . . 10World Yearbook of Education 2011 . . . . . . . 10

YYates, Lyn . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Ylimaki, Rose M. . . . . . . . . . . . . . . . . . . . . . . . 9

ZZeichner, Kenneth M. . . . . . . . . . . . . . . . . . . . 6Zevin, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . 14Zuniga, Ximena . . . . . . . . . . . . . . . . . . . . . . . . 4

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