{"title":"Teaching Methods","description":"","products":[{"product_id":"enacting-praxis_9780807782071","title":"Enacting Praxis","description":"\u003cp\u003e\u003cb\u003e2024 AESA Critics' Choice Book Award\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIn this collection of writing and reflection, readers are invited to reclaim the connection between curriculum studies and the work of educators in schools and society. As the curriculum field has grown more complex and theoretical, our schools have become more corporatized, standardized, and dehumanized. This volume focuses on curriculum theory’s power to assist practitioners in creating positive change. Chapters highlight the work of seven influential curriculum studies scholars: \u003cb\u003e Maxine Greene, Gloria Ladson-Billings, Janet Miller, William Pinar, William Schubert, William Watkins, \u003c\/b\u003eand \u003cb\u003e Carter G. Woodson\u003c\/b\u003e. After introducing and contextualizing the work of each featured theorist, the text includes chapters by scholar–practitioners working as K–12 teachers, teacher educators, and community educators who have been influenced by the theorist’s ideas. These essays illustrate how curriculum studies scholarship influences practice in a variety of places; explore the ways that curriculum studies theorizing can be an intervention against technical pedagogical or curricular approaches; and focus on the importance of “conversations” between theory and practice.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePresents a historical overview of curriculum studies by recounting a brief history of the field from the 1800s through the present.\u003c\/li\u003e\n\u003cli\u003eProvides a beginner-friendly introduction to seven highly influential theorists in the field of curriculum studies. \u003c\/li\u003e\n\u003cli\u003ePairs the ideas of key curriculum scholars with practitioners who illustrate how curriculum studies theories influence their practice.\u003c\/li\u003e\n\u003cli\u003eConcludes with a chapter that highlights key themes and calls for increased focus on curriculum work in schools.\u003c\/li\u003e\n\u003cli\u003eIncludes an appendix of curriculum studies resources, including key journals, conferences, organizations, and suggestions for future reading.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Kelly P. Vaughan","offers":[{"title":"Default Title","offer_id":43037206741094,"sku":"9780807782071","price":49.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807782071.jpg?v=1771608275"},{"product_id":"enacting-praxis_9780807769065","title":"Enacting Praxis","description":"\u003cp\u003e\u003cb\u003e2024 AESA Critics' Choice Book Award\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIn this collection of writing and reflection, readers are invited to reclaim the connection between curriculum studies and the work of educators in schools and society. As the curriculum field has grown more complex and theoretical, our schools have become more corporatized, standardized, and dehumanized. This volume focuses on curriculum theory’s power to assist practitioners in creating positive change. Chapters highlight the work of seven influential curriculum studies scholars: \u003cb\u003e Maxine Greene, Gloria Ladson-Billings, Janet Miller, William Pinar, William Schubert, William Watkins, \u003c\/b\u003eand \u003cb\u003e Carter G. Woodson\u003c\/b\u003e. After introducing and contextualizing the work of each featured theorist, the text includes chapters by scholar–practitioners working as K–12 teachers, teacher educators, and community educators who have been influenced by the theorist’s ideas. These essays illustrate how curriculum studies scholarship influences practice in a variety of places; explore the ways that curriculum studies theorizing can be an intervention against technical pedagogical or curricular approaches; and focus on the importance of “conversations” between theory and practice.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePresents a historical overview of curriculum studies by recounting a brief history of the field from the 1800s through the present.\u003c\/li\u003e\n\u003cli\u003eProvides a beginner-friendly introduction to seven highly influential theorists in the field of curriculum studies. \u003c\/li\u003e\n\u003cli\u003ePairs the ideas of key curriculum scholars with practitioners who illustrate how curriculum studies theories influence their practice.\u003c\/li\u003e\n\u003cli\u003eConcludes with a chapter that highlights key themes and calls for increased focus on curriculum work in schools.\u003c\/li\u003e\n\u003cli\u003eIncludes an appendix of curriculum studies resources, including key journals, conferences, organizations, and suggestions for future reading.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Kelly P. Vaughan","offers":[{"title":"Default Title","offer_id":43037205561446,"sku":"9780807769065","price":49.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807769065.jpg?v=1771608274"},{"product_id":"the-educators-guide-to-designing-games-and-creative-active-learning-exercises_9780807781418","title":"The Educator’s Guide to Designing Games and Creative Active-Learning Exercises","description":"\u003cp\u003eEvery educator’s imaginative instincts will be guided by this book’s practical design method, which harnesses the power of play for student learning. Teachers from all disciplines and levels can create a full spectrum of engaging exercises through the authors’ six accessible ALLURE steps: \u003c\/p\u003e\u003cp\u003eAsk where to apply the play. \u003c\/p\u003e\u003cp\u003eList the mental moves. \u003c\/p\u003e\u003cp\u003eLink the mental moves to the play. \u003c\/p\u003e\u003cp\u003eUnderstand how the learning principles operate.\u003c\/p\u003e\u003cp\u003eRun the activity-game. \u003c\/p\u003e\u003cp\u003eEvaluate the learner experience. \u003c\/p\u003e\u003cp\u003eAlong with principles from game-based learning pedagogy, readers will explore a framework of original complex mechanic teaching templates that will help their fledgling instructional activities cross the bridge into fully formed games. Beginners and veterans will find multiple entry points, from adding a single playful element (student roles in discussions) to more elaborate designs (riddles and simulations). They will also learn different levels of producing physical tabletop components (cards, boards, plastic pieces) or light digital options (discussion board riddles, Google Slides games). Born from the authors’ extensive experiences running professional development workshops, this guide has been frequently requested by classroom teachers, college instructors, librarians, and instructional designers. While examples are all drawn from secondary and higher education environments, the ALLURE method is also being used in workshops with elementary-level teachers, including homeschool instructors; business trainers; and digital and analogue game designers.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers hands-on, practical advice about how to be more playful with your students, with a focus on nondigital activities and games.\u003c\/li\u003e\n\u003cli\u003eWritten in the language of instructional design, so advanced knowledge about games or technology is not required.\u003c\/li\u003e\n\u003cli\u003eProvides creative instructional techniques that will boost student engagement for both in-person and online instruction.\u003c\/li\u003e\n\u003cli\u003eIncludes more than two dozen original illustrations and designs to aid understanding. \u003c\/li\u003e\n\u003cli\u003eAddresses the need for accessible, inclusive learning environments.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eTo obtain a set of flashcards that summarize the book’s concepts, or to read about other resources, see the authors’ website: http:\/\/allureofplay.com.\u003c\/p\u003e","brand":"Joe Bisz","offers":[{"title":"Default Title","offer_id":43037209788518,"sku":"9780807781418","price":41.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807781418.jpg?v=1771608138"},{"product_id":"enacting-praxis_9780807769072","title":"Enacting Praxis","description":"\u003cp\u003e\u003cb\u003e2024 AESA Critics' Choice Book Award\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIn this collection of writing and reflection, readers are invited to reclaim the connection between curriculum studies and the work of educators in schools and society. As the curriculum field has grown more complex and theoretical, our schools have become more corporatized, standardized, and dehumanized. This volume focuses on curriculum theory’s power to assist practitioners in creating positive change. Chapters highlight the work of seven influential curriculum studies scholars: \u003cb\u003e Maxine Greene, Gloria Ladson-Billings, Janet Miller, William Pinar, William Schubert, William Watkins, \u003c\/b\u003eand \u003cb\u003e Carter G. Woodson\u003c\/b\u003e. After introducing and contextualizing the work of each featured theorist, the text includes chapters by scholar–practitioners working as K–12 teachers, teacher educators, and community educators who have been influenced by the theorist’s ideas. 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Vaughan","offers":[{"title":"Default Title","offer_id":43037204349030,"sku":"9780807769072","price":150.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807769072.jpg?v=1771608274"},{"product_id":"the-educators-guide-to-designing-games-and-creative-active-learning-exercises_9780807767726","title":"The Educator’s Guide to Designing Games and Creative Active-Learning Exercises","description":"\u003cp\u003eEvery educator’s imaginative instincts will be guided by this book’s practical design method, which harnesses the power of play for student learning. Teachers from all disciplines and levels can create a full spectrum of engaging exercises through the authors’ six accessible ALLURE steps: \u003c\/p\u003e\u003cp\u003eAsk where to apply the play. \u003c\/p\u003e\u003cp\u003eList the mental moves. \u003c\/p\u003e\u003cp\u003eLink the mental moves to the play. \u003c\/p\u003e\u003cp\u003eUnderstand how the learning principles operate.\u003c\/p\u003e\u003cp\u003eRun the activity-game. \u003c\/p\u003e\u003cp\u003eEvaluate the learner experience. \u003c\/p\u003e\u003cp\u003eAlong with principles from game-based learning pedagogy, readers will explore a framework of original complex mechanic teaching templates that will help their fledgling instructional activities cross the bridge into fully formed games. Beginners and veterans will find multiple entry points, from adding a single playful element (student roles in discussions) to more elaborate designs (riddles and simulations). They will also learn different levels of producing physical tabletop components (cards, boards, plastic pieces) or light digital options (discussion board riddles, Google Slides games). Born from the authors’ extensive experiences running professional development workshops, this guide has been frequently requested by classroom teachers, college instructors, librarians, and instructional designers. 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While examples are all drawn from secondary and higher education environments, the ALLURE method is also being used in workshops with elementary-level teachers, including homeschool instructors; business trainers; and digital and analogue game designers.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers hands-on, practical advice about how to be more playful with your students, with a focus on nondigital activities and games.\u003c\/li\u003e\n\u003cli\u003eWritten in the language of instructional design, so advanced knowledge about games or technology is not required.\u003c\/li\u003e\n\u003cli\u003eProvides creative instructional techniques that will boost student engagement for both in-person and online instruction.\u003c\/li\u003e\n\u003cli\u003eIncludes more than two dozen original illustrations and designs to aid understanding. \u003c\/li\u003e\n\u003cli\u003eAddresses the need for accessible, inclusive learning environments.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eTo obtain a set of flashcards that summarize the book’s concepts, or to read about other resources, see the authors’ website: http:\/\/allureofplay.com.\u003c\/p\u003e","brand":"Joe Bisz","offers":[{"title":"Default Title","offer_id":43037207822438,"sku":"9780807767733","price":124.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807767733.jpg?v=1771608138"},{"product_id":"cooperative-games-in-education_9780807780886","title":"Cooperative Games in Education","description":"\u003cp\u003e\u003ci\u003eCooperative Games in Education \u003c\/i\u003eis the first comprehensive guide to the world of cooperative play and games for pre-K–12 learning. 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In this edited volume, the authors argue that past practice is inadequate and issue a mandate for a new approach to educator preparation. Articulating a clear definition of community-engaged teacher preparation, they focus on national and international initiatives that have been sustained over time and are having a direct impact on student learning. Chapters are written by school, university, and community partners who speak to the innovation, creativity, commitment, and persistence required to reinvent teacher preparation. 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It includes a thorough pedagogical rationale and guidelines for practice, a survey of related research and scholarship, engaging anecdotes, illustrations, historical background, and an array of sample games to try. In cooperative games, players win or lose together, sharing the experience of fun and challenge. No one can be eliminated in a cooperative game. What is eliminated is us-versus-them perception and zero-sum thinking. When students come to see each other as allies, rather than rivals, there are profound interpersonal effects that enhance community, inclusion, and a positive classroom climate where all can learn and thrive. 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By integrating CEC into their teacher education classrooms, chapter authors have found that they can reliably unsettle their teacher candidates’ understandings about the nature of teaching and learning and recenter their attention on the intellectual originality and creativity of \u003ci\u003eall\u003c\/i\u003e young people. In this way, CEC provides valuable tools in the work of creating more equitable and democratic classrooms. Such tools are needed in a broader environment that overvalues instrumental approaches to achieving specified learning outcomes. Readers will find practices that empower and sustain the deep intellectual engagement of all learners. Integrating classroom narratives and other forms of documentation, this resource illustrates the kinds of profound changes in understanding that have occurred for teacher candidates as a result of working with CEC.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOpens both the teacher educator and teacher candidates to new ways of teaching, learning, and being in classrooms.\u003c\/li\u003e\n\u003cli\u003eDemonstrates how the practice works to counter deficit thinking by revealing students’ brilliance.\u003c\/li\u003e\n\u003cli\u003eUses narratives and other forms of documentation to characterize the potential of CEC within a diverse array of teacher education classrooms.\u003c\/li\u003e\n\u003cli\u003ePortrays the many ways in which CEC has been integrated into different disciplinary and institutional settings, illustrating the common intellectual and interpersonal dynamics at work.\u003c\/li\u003e\n\u003cli\u003eChapter authors all studied Critical Exploration in the Classroom (CEC) with its originator, Eleanor Duckworth.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Mary Kay Delaney","offers":[{"title":"Default Title","offer_id":43037222633574,"sku":"9780807765180","price":32.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807765180.jpg?v=1771608306"},{"product_id":"hope-and-joy-in-education_9780807779446","title":"Hope and Joy in Education","description":"\u003cp\u003eStudents, parents, and educators are increasingly frustrated, demoralized, burned out, and discontented with education and schooling today. 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This accessible, lively resource explains the value of cooperative games with guidance to help teachers use them for maximum social-emotional and academic benefit. \u003ci\u003eCooperative Games in Education \u003c\/i\u003ewill also interest the broader community of administrators, therapists, school psychologists, game designers, child-care providers, and others who care for children and need tools that foster healthy development, positive relationships, and joy. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eDiscussion of relevant research and theory.\u003c\/li\u003e\n\u003cli\u003eBest practices for choosing and facilitating cooperative games, including how to integrate them into any curriculum, guide post-game reflection, and convert traditional competitive games to cooperative ones. \u003c\/li\u003e\n\u003cli\u003eA full chapter of educational cooperative games correlated to their educational purpose.\u003c\/li\u003e\n\u003cli\u003eDiscussion of some of the most salient applications of cooperative games, such as social-emotional learning, academic subject-area instruction, cooperative learning, trauma-sensitive practice, bullying prevention, early childhood education, and more.\u003c\/li\u003e\n\u003cli\u003eUser-friendly features such as questions for reflection, end-of-chapter games, charming author-generated illustrations, and classroom vignettes. \u003c\/li\u003e\n\u003cli\u003eA synthesis of interdisciplinary scholarship that includes the work of Montessori, Piaget, Froebel, and Dewey, as well as perspectives from neuroscience and evolutionary biology. \u003c\/li\u003e\n\u003cli\u003eThe fascinating history of cooperative games, from their origin as a tool for peace education to their current role as a pop-culture entertainment phenomenon.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Suzanne Lyons","offers":[{"title":"Default Title","offer_id":43037213687910,"sku":"9780807766675","price":96.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807766675.jpg?v=1771608230"},{"product_id":"david-hansen-and-the-call-to-teach_9780807779187","title":"David Hansen and The Call to Teach","description":"\u003cp\u003e\u003ci\u003eThe Call to Teach \u003c\/i\u003ehas been used in teacher education and educational research courses the world over. 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It describes policies and practices drawn from a study of “high data use” teacher education programs from around the country that have strategically engaged the challenges of learning to use data for program improvement. Readers will see how the data-use work carried out in these programs strengthened local program identity and coherence. 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By integrating CEC into their teacher education classrooms, chapter authors have found that they can reliably unsettle their teacher candidates’ understandings about the nature of teaching and learning and recenter their attention on the intellectual originality and creativity of \u003ci\u003eall\u003c\/i\u003e young people. In this way, CEC provides valuable tools in the work of creating more equitable and democratic classrooms. Such tools are needed in a broader environment that overvalues instrumental approaches to achieving specified learning outcomes. Readers will find practices that empower and sustain the deep intellectual engagement of all learners. 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Set in 1990s Chicago, but startlingly relevant today, this powerful adaptation of a long-time educator favorite is sure to inspire a new generation of teachers, students, and anyone who is concerned about the future of public education.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features: \u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA comics format that draws readers in and adds to the power of Michie’s original text. \u003c\/li\u003e\n\u003cli\u003eEach chapter is adapted and illustrated by a different artist, most of whom are young people of color. \u003c\/li\u003e\n\u003cli\u003eA new introduction and afterword by Michie and Alexander-Tanner that contextualize this comic edition.\u003c\/li\u003e\n\u003cli\u003eStudents reflect on their experiences inside and outside of school. \u003c\/li\u003e\n\u003cli\u003eHighlights critical, present-day issues in K–12 schools, such as culturally relevant curriculum, cross-cultural teaching, racial justice, and the social contexts of teaching.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Gregory Michie","offers":[{"title":"Default Title","offer_id":43037231054950,"sku":"9780807763254","price":34.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807763254.jpg?v=1774629067"},{"product_id":"hope-and-joy-in-education_9780807765111","title":"Hope and Joy in Education","description":"\u003cp\u003eStudents, parents, and educators are increasingly frustrated, demoralized, burned out, and discontented with education and schooling today. 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Francyne Huckaby, John Lupinacci, and Anita Patterson, this book reminds readers that the classroom is still a magical space, brimming with the brilliant and creative energy of young people. \u003ci\u003eHope and Joy in Education\u003c\/i\u003e was developed in association with the Ikeda Center for Peace, Learning, and Dialogue.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIllustrates the power of Daisaku Ikeda’s ideas to confront the challenging societal contexts and conditions that schools and educators face day in and day out.\u003c\/li\u003e\n\u003cli\u003eShares narratives that employ critical and antiracist lenses to examine the authors’ own activist work with different populations across multiple contexts.\u003c\/li\u003e\n\u003cli\u003eConsiders Daisaku Ikeda’s contributions relative to established and emerging trends in education, including the Deweyan tradition, ecojustice education, critical race feminism, and others.\u003c\/li\u003e\n\u003cli\u003eProvides cross-cultural examples and insights bolstering the current resurgence of humanistic, qualitative aspects of teaching and learning. \u003c\/li\u003e\n\u003cli\u003eShows how the essential qualities of hope and joy fortify fields and themes that have been squeezed out by political agendas and standardized testing.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Isabel Nuñez","offers":[{"title":"Default Title","offer_id":43037222174822,"sku":"9780807765111","price":111.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807765111.jpg?v=1771608307"},{"product_id":"the-power-of-community-engaged-teacher-preparation_9780807779507","title":"The Power of Community-Engaged Teacher Preparation","description":"\u003cp\u003eDiscover how and why community-engaged teacher preparation is a powerful and vital approach to address an educational system that is historically deficient, discriminatory, and decidedly inequitable. In this edited volume, the authors argue that past practice is inadequate and issue a mandate for a new approach to educator preparation. Articulating a clear definition of community-engaged teacher preparation, they focus on national and international initiatives that have been sustained over time and are having a direct impact on student learning. Chapters are written by school, university, and community partners who speak to the innovation, creativity, commitment, and persistence required to reinvent teacher preparation. They also underscore the complexity of this work, the humility necessary to reflect and reconsider, and the true spirit of authentic solidarity among university, school, and community partners required to seek and secure equity for children in schools.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eProvides a critical examination of structural inequity in education and ways to address it through community-engaged teacher preparation. \u003c\/li\u003e\n\u003cli\u003eDescribes a teacher preparation model that is enacted in solidarity with members of historically marginalized populations.\u003c\/li\u003e\n\u003cli\u003eOffers clear guidance on what is meant by culturally relevant and culturally sustaining pedagogies with examples of how these frameworks are being operationalized.\u003c\/li\u003e\n\u003cli\u003eExplores the obstacles and opportunities involved in the implementation process.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Patricia Clark","offers":[{"title":"Default Title","offer_id":43037217947750,"sku":"9780807779507","price":36.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807779507.jpg?v=1771608290"},{"product_id":"using-data-to-improve-teacher-education_9780807779248","title":"Using Data to Improve Teacher Education","description":"\u003cp\u003eThis book offers concrete examples of how data can be used by faculty, staff, and program leaders to improve their collective work as teacher educators. Strong external accountability mandates often lead to tensions that undermine local morale and motivation. This volume focuses on the practical work of navigating these tensions so that valuable programmatic change can happen. It describes policies and practices drawn from a study of “high data use” teacher education programs from around the country that have strategically engaged the challenges of learning to use data for program improvement. Readers will see how the data-use work carried out in these programs strengthened local program identity and coherence. Representing a collaborative effort between researchers and practitioners, this volume presents lessons learned to assist teacher educators who are engaged daily with the challenges of making data useful and used in their programs. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExamples of how tensions between external mandates for accountability and program improvement can be navigated in ways that are grounded in local program values.\u003c\/li\u003e\n\u003cli\u003eDetailed case study portraits of individual programs that offer a full and action-oriented sense of data use work.\u003c\/li\u003e\n\u003cli\u003eStrategies for ensuring that data systems are responsive to multiple stakeholders, such as faculty, administrators, students, and policymakers.\u003c\/li\u003e\n\u003cli\u003eA diversity of perspectives and experiences from small liberal arts colleges, large teacher preparation institutions, and research-intensive universities.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Charles A. 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Davis Outstanding Book Award\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e2023 Society of Professors of Education (SPE) Outstanding Book Award Honorable Mention\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eWhen teachers and students are both engaged in the educational enterprise, \u003cb\u003eevery day has the potential to be transformative\u003c\/b\u003e. \u003ci\u003eLesson Planning with Purpose\u003c\/i\u003e takes readers on a journey through many pathways to engaging and meaningful educational experiences. \u003c\/p\u003e\u003cp\u003eThe text first discusses \u003ci\u003eperceptive teaching\u003c\/i\u003e: the belief that teachers must know themselves and their students while cultivating culturally sensitive, safe, and inviting spaces for learning for all students. Next, \u003cb\u003efive unique approaches to lesson planning are explored: behaviorist, constructivist, aesthetic, ecological, and integrated social–emotional learning\u003c\/b\u003e. Each chapter provides the rationale for the approach, its theoretical background, practical applications, and critiques and considerations. \u003cb\u003eChapters end with a sample lesson\u003c\/b\u003e that can be compared across approaches. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA comprehensive examination of multiple approaches to lesson planning. \u003c\/li\u003e\n\u003cli\u003eGuidance for teachers on when to choose various approaches, as well as how they might mix and match and blend ideas. \u003c\/li\u003e\n\u003cli\u003eUser-friendly lesson plan templates, sample lessons, and discussion questions.\u003c\/li\u003e\n\u003cli\u003eAn appendix with lesson plan examples written by practicing teachers across content areas and age groups.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Christy McConnell","offers":[{"title":"Default Title","offer_id":43037225812070,"sku":"9780807778616","price":33.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807778616.jpg?v=1771608140"},{"product_id":"in-search-of-wonderful-ideas_9780807779484","title":"In Search of Wonderful Ideas","description":"\u003cp\u003eDrawing on the work of Eleanor Duckworth, this volume examines Critical Exploration in the Classroom (CEC)—a \u003ci\u003elearning-teaching research \u003c\/i\u003epractice that positions teachers as researchers of their students’ sense-making and learners as theorizers and investigators. By integrating CEC into their teacher education classrooms, chapter authors have found that they can reliably unsettle their teacher candidates’ understandings about the nature of teaching and learning and recenter their attention on the intellectual originality and creativity of \u003ci\u003eall\u003c\/i\u003e young people. In this way, CEC provides valuable tools in the work of creating more equitable and democratic classrooms. Such tools are needed in a broader environment that overvalues instrumental approaches to achieving specified learning outcomes. Readers will find practices that empower and sustain the deep intellectual engagement of all learners. Integrating classroom narratives and other forms of documentation, this resource illustrates the kinds of profound changes in understanding that have occurred for teacher candidates as a result of working with CEC.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOpens both the teacher educator and teacher candidates to new ways of teaching, learning, and being in classrooms.\u003c\/li\u003e\n\u003cli\u003eDemonstrates how the practice works to counter deficit thinking by revealing students’ brilliance.\u003c\/li\u003e\n\u003cli\u003eUses narratives and other forms of documentation to characterize the potential of CEC within a diverse array of teacher education classrooms.\u003c\/li\u003e\n\u003cli\u003ePortrays the many ways in which CEC has been integrated into different disciplinary and institutional settings, illustrating the common intellectual and interpersonal dynamics at work.\u003c\/li\u003e\n\u003cli\u003eChapter authors all studied Critical Exploration in the Classroom (CEC) with its originator, Eleanor Duckworth.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Mary Kay Delaney","offers":[{"title":"Default Title","offer_id":43037219356774,"sku":"9780807779484","price":32.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807779484.jpg?v=1771608306"},{"product_id":"david-hansen-and-the-call-to-teach_9780807764572","title":"David Hansen and The Call to Teach","description":"\u003cp\u003e\u003ci\u003eThe Call to Teach \u003c\/i\u003ehas been used in teacher education and educational research courses the world over. This volume celebrates that landmark text and examines the far-reaching impact of David Hansen’s teaching and scholarship. Essays by international educators and scholars explore his influence on our understanding of a whole host of important themes, including the moral dimensions of teaching, educational research, teacher education, and the philosophy of education. Contributing authors from eight countries consider the influence of Hansen’s ideas from the vantage point of our contemporary educational scene, and from their own unique cultural perspectives. \u003ci\u003eDavid Hansen and The Call to Teach\u003c\/i\u003e continues the conversation about the meaning of teaching through the concept of vocation as initiated by Hansen in \u003ci\u003eThe Call to Teach\u003c\/i\u003e and examines its potential to renew the practice of teaching within today’s educational landscape.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eThe first book to consider the wide-ranging influence of David Hansen’s scholarship.\u003c\/li\u003e\n\u003cli\u003eAn international perspective with authors from the United States, China, The United Kingdom, India, Spain, Ireland, Canada, and Norway.\u003c\/li\u003e\n\u003cli\u003eA collective effort to retrieve and renew the language of vocation in teaching for the purpose of teacher renewal.\u003c\/li\u003e\n\u003cli\u003eAn afterword by David T. 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It describes policies and practices drawn from a study of “high data use” teacher education programs from around the country that have strategically engaged the challenges of learning to use data for program improvement. Readers will see how the data-use work carried out in these programs strengthened local program identity and coherence. Representing a collaborative effort between researchers and practitioners, this volume presents lessons learned to assist teacher educators who are engaged daily with the challenges of making data useful and used in their programs. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExamples of how tensions between external mandates for accountability and program improvement can be navigated in ways that are grounded in local program values.\u003c\/li\u003e\n\u003cli\u003eDetailed case study portraits of individual programs that offer a full and action-oriented sense of data use work.\u003c\/li\u003e\n\u003cli\u003eStrategies for ensuring that data systems are responsive to multiple stakeholders, such as faculty, administrators, students, and policymakers.\u003c\/li\u003e\n\u003cli\u003eA diversity of perspectives and experiences from small liberal arts colleges, large teacher preparation institutions, and research-intensive universities.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Charles A. Peck","offers":[{"title":"Default Title","offer_id":43037220536422,"sku":"9780807764701","price":36.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807764701.jpg?v=1771608326"},{"product_id":"lesson-planning-with-purpose_9780807763988","title":"Lesson Planning with Purpose","description":"\u003cp\u003e\u003cb\u003e2021 American Association for Teaching and Curriculum (AATC) O.L. Davis Outstanding Book Award\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e2023 Society of Professors of Education (SPE) Outstanding Book Award Honorable Mention\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eWhen teachers and students are both engaged in the educational enterprise, \u003cb\u003eevery day has the potential to be transformative\u003c\/b\u003e. \u003ci\u003eLesson Planning with Purpose\u003c\/i\u003e takes readers on a journey through many pathways to engaging and meaningful educational experiences. \u003c\/p\u003e\u003cp\u003eThe text first discusses \u003ci\u003eperceptive teaching\u003c\/i\u003e: the belief that teachers must know themselves and their students while cultivating culturally sensitive, safe, and inviting spaces for learning for all students. Next, \u003cb\u003efive unique approaches to lesson planning are explored: behaviorist, constructivist, aesthetic, ecological, and integrated social–emotional learning\u003c\/b\u003e. Each chapter provides the rationale for the approach, its theoretical background, practical applications, and critiques and considerations. \u003cb\u003eChapters end with a sample lesson\u003c\/b\u003e that can be compared across approaches. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA comprehensive examination of multiple approaches to lesson planning. \u003c\/li\u003e\n\u003cli\u003eGuidance for teachers on when to choose various approaches, as well as how they might mix and match and blend ideas. \u003c\/li\u003e\n\u003cli\u003eUser-friendly lesson plan templates, sample lessons, and discussion questions.\u003c\/li\u003e\n\u003cli\u003eAn appendix with lesson plan examples written by practicing teachers across content areas and age groups.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Christy McConnell","offers":[{"title":"Default Title","offer_id":43037234004070,"sku":"9780807763988","price":33.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807763988.jpg?v=1771608139"},{"product_id":"in-the-shadow-of-authoritarianism_9780807776926","title":"In the Shadow of Authoritarianism","description":"\u003cp\u003e\u003ci\u003eIn the Shadow of Authoritarianism\u003c\/i\u003e explores how American educators, in the wake of World War I, created a student-centered curriculum in response to authoritarian threats abroad. For most of the 20th century, American educators lived in the shadow of ideological, political, cultural, and existential threats (including Prussianism, propaganda, collectivism, dictatorship, totalitarianism, mind control, the space race, and moral relativity). To meet the perceived threat, the American curriculum was gradually moved in a more student-centered direction that focused less on “what to think” and more on “how to think.” This book examines the period between World War I and the 1980s, focusing on how U.S. schools countered the influence of fascist and communist ideologies, as well as racial discrimination. Fallace also considers this approach in light of current interests in the Common Core State Standards.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePlaces American educational ideas in a global context.\u003c\/li\u003e\n\u003cli\u003eOutlines how events overseas shaped, challenged, and supported the ideals of progressive and postwar education.\u003c\/li\u003e\n\u003cli\u003eDiscusses a major reorientation in democratic education from ideological commitment to ideological skepticism before and after World War II. \u003c\/li\u003e\n\u003cli\u003eExamines how leading American educators cited the work of educational philosopher John Dewey in different ways before and after World War II.\u003c\/li\u003e\n\u003cli\u003eTraces how educators responded to epistemological issues surrounding propaganda and indoctrination, precursors to “fake news” and “alternative facts.”\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Thomas D. 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Rodgers’s curriculum integrates mindfulness practice with reflection, using presence as a bridge between the two. Drawing on her own experiences and those of her students, the author demonstrates how reflective teaching is grounded in a living and evolving philosophy of practice.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eShows educators how to mentally and emotionally connect themselves to their students, their classroom, and their teaching.\u003c\/li\u003e\n\u003cli\u003eProvides a tested structure for reflective practice based on both the work of John Dewey and the author’s own practice.\u003c\/li\u003e\n\u003cli\u003eIncludes a course outline for teaching presence that can be used by teacher educators, professional developers, and teacher inquiry groups.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Carol R. 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Using comics to tell the story, this edition weaves back and forth, like the original, between Michie’s awakening as a young teacher and the first-person stories of his students. Set in 1990s Chicago, but startlingly relevant today, this powerful adaptation of a long-time educator favorite is sure to inspire a new generation of teachers, students, and anyone who is concerned about the future of public education.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features: \u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA comics format that draws readers in and adds to the power of Michie’s original text. \u003c\/li\u003e\n\u003cli\u003eEach chapter is adapted and illustrated by a different artist, most of whom are young people of color. \u003c\/li\u003e\n\u003cli\u003eA new introduction and afterword by Michie and Alexander-Tanner that contextualize this comic edition.\u003c\/li\u003e\n\u003cli\u003eStudents reflect on their experiences inside and outside of school. \u003c\/li\u003e\n\u003cli\u003eHighlights critical, present-day issues in K–12 schools, such as culturally relevant curriculum, cross-cultural teaching, racial justice, and the social contexts of teaching.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Gregory Michie","offers":[{"title":"Default Title","offer_id":43037237674086,"sku":"9780807763261","price":105.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807763261.jpg?v=1774629067"},{"product_id":"reclaiming-accountability-in-teacher-education_9780807759325","title":"Reclaiming Accountability in Teacher Education","description":"\u003cp\u003e\u003cb\u003eWinner of the 2019 Society of Professors of Education Outstanding Book Award\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eWinner of 2018 AESA Critic’s Choice Award\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eTeacher accountability has been a major strategy for “fixing” education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes that reproduce inequity, and sustains multi-layered collaboration with diverse communities. The authors analyze and critique major accountability initiatives, including Department of Education regulations, CAEP accreditation procedures, NCTQ teacher preparation reviews, and edTPA, and expose the lack of evidence behind these policies, as well as the negative impact they are having on teacher education. However, the book does \u003ci\u003enot\u003c\/i\u003e conclude that accountability is the wrong direction for the next generation of teacher education. Instead, the authors offer a clear and achievable vision of accountability for teacher education based on a commitment to equity and democracy.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eProposes a new approach to reclaim accountability: democratic accountability in teacher education.\u003c\/li\u003e\n\u003cli\u003eOffers a historical overview of accountability in the era of education reform. \u003c\/li\u003e\n\u003cli\u003eEmbraces accountability and reconstructs its targets, purposes, and consequences in keeping with the larger democratic project.\u003c\/li\u003e\n\u003cli\u003eIntroduces an accessible framework for investigating dimensions of accountability policy and practice.\u003c\/li\u003e\n\u003cli\u003eDeconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Marilyn Cochran-Smith","offers":[{"title":"Default Title","offer_id":43037242097766,"sku":"9780807759325","price":88.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807759325.jpg?v=1755866962"},{"product_id":"lesson-planning-with-purpose_9780807763995","title":"Lesson Planning with Purpose","description":"\u003cp\u003e\u003cb\u003e2021 American Association for Teaching and Curriculum (AATC) O.L. 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Each chapter provides the rationale for the approach, its theoretical background, practical applications, and critiques and considerations. \u003cb\u003eChapters end with a sample lesson\u003c\/b\u003e that can be compared across approaches. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA comprehensive examination of multiple approaches to lesson planning. \u003c\/li\u003e\n\u003cli\u003eGuidance for teachers on when to choose various approaches, as well as how they might mix and match and blend ideas. \u003c\/li\u003e\n\u003cli\u003eUser-friendly lesson plan templates, sample lessons, and discussion questions.\u003c\/li\u003e\n\u003cli\u003eAn appendix with lesson plan examples written by practicing teachers across content areas and age groups.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Christy McConnell","offers":[{"title":"Default Title","offer_id":43037223452774,"sku":"9780807763995","price":102.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807763995.jpg?v=1771608140"},{"product_id":"in-the-shadow-of-authoritarianism_9780807759370","title":"In the Shadow of Authoritarianism","description":"\u003cp\u003e\u003ci\u003eIn the Shadow of Authoritarianism\u003c\/i\u003e explores how American educators, in the wake of World War I, created a student-centered curriculum in response to authoritarian threats abroad. For most of the 20th century, American educators lived in the shadow of ideological, political, cultural, and existential threats (including Prussianism, propaganda, collectivism, dictatorship, totalitarianism, mind control, the space race, and moral relativity). To meet the perceived threat, the American curriculum was gradually moved in a more student-centered direction that focused less on “what to think” and more on “how to think.” This book examines the period between World War I and the 1980s, focusing on how U.S. schools countered the influence of fascist and communist ideologies, as well as racial discrimination. Fallace also considers this approach in light of current interests in the Common Core State Standards.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePlaces American educational ideas in a global context.\u003c\/li\u003e\n\u003cli\u003eOutlines how events overseas shaped, challenged, and supported the ideals of progressive and postwar education.\u003c\/li\u003e\n\u003cli\u003eDiscusses a major reorientation in democratic education from ideological commitment to ideological skepticism before and after World War II. \u003c\/li\u003e\n\u003cli\u003eExamines how leading American educators cited the work of educational philosopher John Dewey in different ways before and after World War II.\u003c\/li\u003e\n\u003cli\u003eTraces how educators responded to epistemological issues surrounding propaganda and indoctrination, precursors to “fake news” and “alternative facts.”\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Thomas D. 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In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes that reproduce inequity, and sustains multi-layered collaboration with diverse communities. The authors analyze and critique major accountability initiatives, including Department of Education regulations, CAEP accreditation procedures, NCTQ teacher preparation reviews, and edTPA, and expose the lack of evidence behind these policies, as well as the negative impact they are having on teacher education. However, the book does \u003ci\u003enot\u003c\/i\u003e conclude that accountability is the wrong direction for the next generation of teacher education. 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Their findings not only provide good readable stories, but also offer a unique look at people involved in real learning. 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The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today’s teachers navigate the Common Core State Standards. The book’s field-tested conceptual framework elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenges, and curriculum resources. \u003ci\u003eUn-Standardizing Curriculum\u003c\/i\u003e shows teachers what they can do to “un-standardize” knowledge in their own classrooms, while working toward high standards of academic achievement.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eClassroom vignettes to help teachers bridge theory with practice in the context of commonly faced pressures and expectations.\u003c\/li\u003e\n\u003cli\u003eGuidance for teachers who want to develop their classroom practice, including the possibilities and spaces teachers have within a standardized curriculum.\u003c\/li\u003e\n\u003cli\u003eAttention to multiple subject areas and levels of schooling, making the book applicable across a wide range of teacher education programs.\u003c\/li\u003e\n\u003cli\u003eA critique of the tensions between school reforms and progressive classroom practice.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Christine E. 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This unique illustration of the practical application of sociological theory and research strategies shows how they can be utilized in reconstructing classrooms to simultaneously achieve goals of equity and development of higher order thinking. The innovation of this approach, Complex Instruction (CI), has a systematic knowledge base that permits examination of implementation, staff development, equal-status interaction, and outcomes of achievement and cognitive development. The work of this group of researchers is testimony to the exciting potential that sociological theory and research have for the field of education.\u003c\/p\u003e","brand":"Elizabeth G. 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This practical handbook will help teachers learn how to use these enlivening techniques in their daily practice to stimulate students’ intellectual activity and growth.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA comprehensive description of imagination’s role in thinking and learning. \u003c\/li\u003e\n\u003cli\u003eField-tested teaching strategies for the K–12 classroom. \u003c\/li\u003e\n\u003cli\u003eCross-curricular examples showing Imaginative Education making a real difference for teachers and students.\u003c\/li\u003e\n\u003cli\u003eA “cognitive toolkit” to spur active learning and meaningful interaction.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Kieran Egan","offers":[{"title":"Default Title","offer_id":43037258743910,"sku":"9780807757123","price":38.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807757123.jpg?v=1771608188"},{"product_id":"narrative-inquiry-in-practice_9780807777534","title":"Narrative Inquiry in Practice","description":"\u003cp\u003eThis unique collection of exemplars explores narrative as a powerful means of inquiry, while also examining its possible limitations. 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It deals with aspirations and struggles which large numbers of teachers have described and which all of us share. It searches into meanings we all seek to embrace. While it centers on teachers, most of what it contains applies to people in other walks of life. It has been written for teachers with the help of teachers. The research findings underlying it are noted mainly in the Appendix. The emphasis in the text is on what these findings mean from a personal point of view.\u003c\/p\u003e\u003cp\u003eThis is a personal document, for the voices of those who helped prepare it speak through it. Many of them, in the course of the study, glowed with the dedication of their calling, bristled with anger, trembled with fear, wept as only troubled souls can weep. Many of them unveiled a little of the pride and shame and tenderness people usually keep concealed from one another, and they also voiced hopeful expectations of things to be. They spoke in the language through which people reveal their weaknesses. This is also the language of humility and courage and kindness, through which people reveal their strength.\u003c\/p\u003e\u003cp\u003eThe author and his associates have also tried to speak with this voice, for the concerns expressed by the people in this study are our concerns. Many of them said they have been anxious—so have we. Many spoke of their loneliness—we, too, have tasted the loneliness that flows through so many of the tides of life. Many said they search for meaning—we, too, are involved in this search. Many expressed faith and hope; unless we shared this hope, there would be no point in undertaking a study such as this, and it would be foolish to remain in the teaching profession.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eContents\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eFOREWORD Stephen M. Corey\u003c\/p\u003e\u003cp\u003eCHAPTER ONE\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eBackground and Theme\u003c\/p\u003e\u003cp\u003eMajor Concerns\u003c\/p\u003e\u003cp\u003eUnderlying Sources\u003c\/p\u003e\u003cp\u003eCHAPTER TWO\u003c\/p\u003e\u003cp\u003eAnxiety\u003c\/p\u003e\u003cp\u003eAnxiety as an Essential Concept in Education\u003c\/p\u003e\u003cp\u003eThe Nature and Some of the Conditions of Anxiety\u003c\/p\u003e\u003cp\u003eSome Theories of Anxiety\u003c\/p\u003e\u003cp\u003eAnxiety and Fear\u003c\/p\u003e\u003cp\u003ePerception, Feeling, and Impulse in Anxiety\u003c\/p\u003e\u003cp\u003eAnxiety in Childhood and Youth\u003c\/p\u003e\u003cp\u003eTeachers’ Reactions to the Personal Implications of Anxiety\u003c\/p\u003e\u003cp\u003eCHAPTER THREE\u003c\/p\u003e\u003cp\u003eLoneliness\u003c\/p\u003e\u003cp\u003eConditions Contributing to Loneliness\u003c\/p\u003e\u003cp\u003eLoneliness and Self-Alienation\u003c\/p\u003e\u003cp\u003eHomelessness\u003c\/p\u003e\u003cp\u003eCHAPTER FOUR\u003c\/p\u003e\u003cp\u003eThe Search for Meaning\u003c\/p\u003e\u003cp\u003eEducation and the Search for Meaning\u003c\/p\u003e\u003cp\u003eHelping Others through Facing Oneself\u003c\/p\u003e\u003cp\u003eHopelessness and Despair\u003c\/p\u003e\u003cp\u003eThe Paradox of Meaninglessness\u003c\/p\u003e\u003cp\u003eReligion\u003c\/p\u003e\u003cp\u003eHumility\u003c\/p\u003e\u003cp\u003eCHAPTER FIVE\u003c\/p\u003e\u003cp\u003eSex\u003c\/p\u003e\u003cp\u003eCHAPTER SIX\u003c\/p\u003e\u003cp\u003eHostility\u003c\/p\u003e\u003cp\u003eExternalized Hostility\u003c\/p\u003e\u003cp\u003eThe Feeling of Being Abused\u003c\/p\u003e\u003cp\u003eUsing the Arts of Love to Accomplish the Purposes of Hate\u003c\/p\u003e\u003cp\u003eHostility in Education\u003c\/p\u003e\u003cp\u003eAttitudes toward Authority\u003c\/p\u003e\u003cp\u003eHostility, Guilt, and Anxiety\u003c\/p\u003e\u003cp\u003eThe Right to Be Angry\u003c\/p\u003e\u003cp\u003eCHAPTER SEVEN\u003c\/p\u003e\u003cp\u003eCompassion\u003c\/p\u003e\u003cp\u003eLove of Self and Love for Others\u003c\/p\u003e\u003cp\u003eSo Small in the Infinite Scheme of Things —\u003c\/p\u003e\u003cp\u003e—And Yet So Great\u003c\/p\u003e\u003cp\u003eBIBLIOGRAPHY\u003c\/p\u003e","brand":"Arthur T. 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