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Drawing for Science Education

An International Perspective

Edited by Phyllis Katz

This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking—sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader.
Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates’ understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques.
The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education:
- An instance of observation (Audubon, Linnaeus);
- A process (how plants grow over time, what happens when chemicals combine);
- Conceptions of what science is and who does it;
- Images of identity development in science teaching and learning.

Sci-Book

STEPS to STEM – Student Science Notebook

Aaron D. Isabelle and Gilbert A. Zinn

A “Sci-Book” or “Science Notebook” serves as an essential companion to the science curriculum supplement, STEPS to STEM. As students learn key concepts in the seven “big ideas” in this program (Electricity & Magnetism; Air & Flight; Water & Weather; Plants & Animals; Earth & Space; Matter & Motion; Light & Sound), they record their ideas, plans, and evidence. There is ample space for students to keep track of their observations and findings, as well as a section to reflect upon the use of “Science and Engineering Practices” as set forth in the Next Generation Science Standards (NGSS).
Using a science notebook is reflective of the behavior of scientists. One of the pillars of the Nature of Science is that scientists must document their work to publish their research results; it is a necessary part of the scientific enterprise. This is important because STEPS to STEM is a program for young scientists who learn within a community of scientists. Helping students to think and act like scientists is a critical feature of this program. Students learn that they need to keep a written record if they are to successfully share their discoveries and curiosities with their classmates and with the teacher. Teachers should also model writing in science to help instill a sense of purpose and pride in using and maintaining a Sci-Book. Lastly, students’ documentation can serve as a valuable form of authentic assessment; teachers can utilize Sci-Books to monitor the learning process and the development of science skills.

A Companion to Interdisciplinary STEM Project-Based Learning

For Educators by Educators (Second Edition)

Edited by Robert M. Capraro, Mary Margaret Capraro, Jennifer G. Whitfield and Matthew J. Etchells

This text contains 24 Project-Based Learning (PBL) lessons written by high school teachers (adaptable for middle school) that include lesson appropriate for all subjects. All the PBL lessons in the book were used in urban high-school classrooms. The lessons were developed over a three-year period while working with the Aggie Science, Technology, Engineering, and Mathematics (STEM) Center. The PBL lessons are mostly extended activities but adaptable to various situations and are interdisciplinary covering science, mathematics, technology, engineering, social studies, and language arts objectives. Each chapter contains the information necessary to implement each lesson, including handouts, scenario descriptions, rubrics for scoring, and all the elements likely to ensure successful implementation. All lessons include both formative and summative assessment tools as well as a separate section on assessment with sample multiple-choice items matched to high-stakes assessments common in most states. This practical book is the perfect companion to the handbook for learning about implementing PBLs: Project-based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach.

Doing Educational Research

A Handbook (Second Edition)

Series:

Edited by Kenneth Tobin and Shirley R. Steinberg

In the second edition of Doing Educational Research, we explore a variety of critical issues and methodologies. Authors include some of the most influential voices selected from across the spectrum of career disciplines. The scholars provide detailed insights into dimensions of the research process that engage both students and experienced researchers with key concepts and recent innovations in the art of doing research.
The contributors adopt a stance that is practical as it introduces beginning scholars to social inquiry, and innovative as it transforms the boundaries of conversations about educational research. Doing Educational Research appears at a critical moment in which educational researchers are pushed to align with a pervasive scientism that embraces tenets of crypto-positivism.
The book addresses logics of inquiry, underpinning cutting-edge approaches to educational research that extend far beyond limited visions that are presented through the lenses of positivism. The chapters explore a variety of methodologies including action research, bricolage, ethnography, hermeneutics, historiography, media-based research, psychoanalysis, and conversation analysis, in a matrix of social theory, authentic inquiry, critical pedagogy, and differences in epistemology, ontology, and axiology. A diverse array of complex topics are presented in accessible forms and will compel both scholars and students.

A Man Comes from Someplace

Stories, History, Memory from a Lost Time

Series:

Judith Pearl Summerfield

A Man Comes from Someplace: Stories, History, Memory from a Lost Time is a cultural study of a multi-generational Jewish family from a shtetl in southwestern Ukraine before World War I to their international lives in the 21st century. The narrative, told from multiple perspectives, becomes a transformative space for re-presenting family stories as cultural performance. The study draws from many sources: ethnographic interviews with an oral storyteller (the author’s father), family letters, papers from immigration and relief organizations of the 1920s, eyewitness reports, newspaper clippings, photographs, maps, genealogy, and cultural, historical, and literary research.
The book investigates the ways family stories can be collected, interpreted, and re-presented to situate story in history and to re-envision connections between the past, present, and future. Family stories become memory sites for interrogating questions of loss and displacement, exile, immigration, survival, resilience, and identity. Stories function as antidotes to trauma, a means of making sense of the world. Memory is an act of resistance, the refusal to be silenced or erased, the insistence that we know the past and remember those who came before.

American Circumstance

Anniversary Edition

Series:

Patricia Leavy

Paige Michaels comes from the kind of wealth that few experience. The daughter of a notoriously successful banker who wielded great political power, she grew up in an extraordinary world peopled by the leaders of tomorrow. Now one mistake rooted in her past is threatening to unravel her perfect life.
After years as a stay-at-home mother in New Jersey, Mollie Johnston convinces her husband to move back New York, to fulfill her dream of living amid the bright lights. Mollie is uncomfortable in her own body and always worried about how others see her. Once she sees how the other half lives, will she come to see herself and her marriage more clearly?

Gwen McAndrews is the ultimate New York socialite, and the envy of those impressed by her grandeur, but is there more than meets the eye? Along with Paige, Mollie and Gwen, a cast of characters’stories are interwoven into the text—parents, children, care-takers, childhood friends, old lovers and spouses.

American Circumstance is a novel about appearance versus reality; how people’s lives and relationships look to others versus how they are experienced, and the complex ways that social class shapes identity and relationships. American Circumstance provides a window into the replication of wealth, power and privilege. Through the protagonist’s work with an international women’s organization the novel is underscored with a narrative about how gender, social class and race intertwine on a global scale, and problems are all relative. There are also strong narratives about how family and friends influence identity and the things we say and don’t say to each other.

While fictional, American Circumstance is grounded in autoethnographic observations and more than a decade of teaching and research about gender, class, race, identity and relationships. The novel can be used as supplemental reading in courses that deal with gender, social class, power, family systems, relational communication, intimate relationships and/or identity, or it can be read entirely for pleasure.
The author is happy to provide you with sample class assignments, activities and discussion questions. If you adopt this book the author is also available to Skype into your class for a book talk upon mutually convenient scheduling. To request class materials or schedule a Skype visit please email her at pleavy7@aol.com
Click here to view and download SAMPLE CLASS ACTIVITIES

American Circumstance has been nominated for the following awards:
Bonnie Ritter Book Award 2014 (Top 10 Finalist) sponsored by the National Communication Association
PEN/Faulkner Award for Fiction 2014
The Mirra Komarovsky Award for the Outstanding Sociology Book of the Year 2014 sponsored by the Eastern Sociological Society
The Emily Toth Award for the Best Single Work In Women’s Studies by One or More Authors 2014 sponsored by the Popular Culture Association and American Culture Association
Outstanding Qualitative Book of the Year 2014 sponsored by the International Congress of Qualitative Inquiry

Cover Art by Gioia Chilton

Miracle of Education

The Principles and Practices of Teaching and Learning in Finnish Schools (Second Revised Edition)

Edited by Hannele Niemi, Auli Toom and Arto Kallioniemi

Finnish pupils’ success in international student assessment tests and the characteristics of the Finnish educational system are the focus of interest all around in the world. The significance of Finnish educational policy and societal atmosphere are continuously discussed. This book provides explanations, answers and reflections to these questions. Over 30 expert authors have contributed to this book by bringing their own specific research-based points of view.
The second edition of the book introduces the new national curriculum for basic education that now provides guidelines for school-based curricula. Students’ learning with engagement and schools as learning communities are core visions of the reform. The authors also reflect on the PISA 2012 results. The book gives an example on how to use PISA information for national improvements. In Finland, all evaluations are enhancement-led and this also includes PISA measurements.
The book illustrates how teaching and learning of different subjects is realized in Finnish schools and describes the essential characteristics and methods of teaching, learning materials and research on these issues.
The book provides important insight and reflections to international researchers, teachers, students, journalists and policy makers, who are interested in teaching and learning in Finnish schools. It shows the results of the systematic and persistent work that has been done on education and schooling in Finland.
The main features of education in Finland are:
- Strong equity policy.
- Teachers as autonomous and reflective academic experts.
- Flexible educational structures and local responsibility for curriculum development.
- Evaluation for improvements, not for ranking.
- No national testing, no inspectorate.
- Research-based teacher education.
- Teachers’ high competence in content knowledge and pedagogy.
- Trust in education and teachers.

Failure to Thrive in Constructivism

A Cross-Cultural Malady

Series:

Marilyn Dahl

Western educators constantly look for ways to make the process of learning more meaningful, to kindle the spark that initiates a lifelong pursuit of knowledge and creative innovation. Recent theories have favored the development of critical learning skills over the acquisition of facts. However, these theories are rooted in Western democratic and egalitarian assumptions, some of which exist in no other culture on earth. Although it seems logical that any learner, set at liberty to explore the world, would naturally develop the ability to think critically and analytically, it is important to point out that Western logic is not universal, and what seems natural is, in fact, a product of the Western independence-oriented worldview.
This book examines the consequences of taking a full-blown constructivist approach into Arabic tertiary education, and uncovers some interesting hidden factors that prevent cognitive progress in this environment. This seemingly natural approach to learning does not, in fact, come naturally, but requires careful preparation to enable learners to accept cognitive experiences that may be culturally uncomfortable.

Growing up Indigenous

Developing Effective Pedagogy for Education and Development

Raymond Nichol

This impressive book is founded on very good scholarship and the knowledge gained from a career studying and working with a number of Indigenous communities. The true strength of the book relates to its capacity to give life to the story as it unfolds through the personal testimony and the history of communities involved. The way they wrestled variously with integration and assimilation is equally fascinating. The style of writing is lucid and driven by a passionate concern for justice. The approach is critical and perceptive.
Professor Anthony Edwards, Liverpool Hope University, UK.
This is an excellent book. Raymond Nichol does a very good job of providing relevant applications to facilitate the incorporation of Indigenous knowledge and pedagogies into education and development in Australia and Melanesia. They are intelligent suggestions that deserve to be put to the test of practice. Overall, I was impressed by this comprehensive and coherent work. I am particularly familiar with the Melanesian material used and can state clearly that is both interpreted and handled appropriately. Finally, stylistically it is a joy to read.
Professor Tom O’Donahue, School of Education, University of Western Australia.
This is a fascinating account of traditional socialisation and Indigenous forms of learning in Australia and Melanesia. It draws from rich ethnographic, historical and educational material.
There has never been a greater need for a socially and historically informed, yet critical account, of the mismatch between traditional ways, realities of life in Indigenous communities, villages and enclaves, and the forms of education provided in schools.
Raymond Nichol, a specialist in Indigenous education and pedagogy, surveys the links, too often disparities, between ethnographic detail of life ‘on the ground’ and the schooling provided by nation states in this vast region. Most importantly, he explores and suggests ways community developers and educators, Indigenous and non-Indigenous, may work to bridge the gaps in social rights, educational and economic development. This is relevant for all Indigenous communities, their survival and development.
Many vexed issues are discussed, such as race, ethnicity, identity, discrimination, self-determination, development, and relevant, effective pedagogical, learning and schooling strategies.

Bettina Roesken

Hidden Dimensions in the Professional Development of Mathematics Teachers presents the field of mathematics teacher professional development both from a theoretical and an empirical perspective. In particular, the initiative Mathematics Done Differently that has been run in Germany is presented, in whose context the data of the empirical study was gathered.
The empirical findings led to postulating a model describing teachers’ individual growth pathways and to providing implications for constructing practices that are based on what teachers really need.