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The Narrative of Mathematics Teachers

Elementary School Mathematics Teachers’ Features of Education, Knowledge, Teaching and Personality

Edited by Dorit Patkin and Avikam Gazit

The issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners.

Beyond Observations

Narratives and Young Children

Susanne Garvis, Elin Eriksen Ødegaard and Narelle Lemon

This book provides important insights into narratives and young children. It is structured to help others learn more about the importance of narrative approaches and early childhood education. The first section of the book explores the concept of narrative across the current research field. The second section explores a range of different narrative methods related to young children.
Readers will discover how narrative methods empower children to be heard and respected by adults. They will also discover the importance of narrative methods in allowing a sharing of understanding, knowledge and trust in contemporary times.
Overall, the book aims to encourage readers to critically reflect on new ways of thinking about contemporary research and young children.

Projekt Frühkindliche Erziehung

Ein Lehr- und Lernbuch

Michael Obermaier, Cornelia Rosemarie Huber and Cornelia Hoffmann

Learning in the Making

Disposition and Design in Early Education

Margaret Carr, Carolyn Jones, Wendy Lee, Anne B. Smith, Kate Marshall and Judith Duncan

This book presents an international perspective on environmental educational and specifically the influence that context has on this aspect of curriculum. The focus is on environmental education both formal and non formal and the factors that impact upon its effectiveness, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ). An important feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (25 countries and 2 regions in total). The book addresses topics such as: the development of environmental education in different countries, its implementation, the influence of political, cultural, societal or religious mores; governmental or ministerial drives; economic or other pressures driving curriculum reform; the influence of external assessment regimes on environmental education, and so on.

Shades of Globalization in Three Early Childhood Settings

Views from India, South Africa, and Canada

Ailie Cleghorn and Larry Prochner

Shades of Globalization casts an ethnographic eye on the interplay between local and global influences on the organization and activities within three early childhood settings, each of which is located in a context of rapid social change. Stemming from a four-year study of early childhood thought and practice, each of the eight chapters touches on a different aspect of the three case study preschools, one each in India, South Africa, and an aboriginal community in Canada. The authors take a critical perspective on taken-for-granted assumptions about what constitutes the most appropriate preschool experience for children, querying for example, the meaning of school readiness within local communities.
This book will appeal to those who have an interest in the diversity of children’s lives and preschool experiences throughout the world - education and social policy makers, teacher educators, teachers, pre-service student teachers, day-care workers, parents, community leaders, governmental and non-governmental organizations and consultants, early childhood program planners and evaluators, community development workers, university lecturers, and developmental psychologists.
Ailie Cleghorn is Professor of Education at Concordia University in Montreal. She teaches in the Educational Studies Masters Program and conducts research that is grounded in her field of comparative sociology of education. Earlier publications include Issues in African Education: Sociological Perspectives, with Ali A. Abdi (Palgrave-MacMillan) and Missing the Meaning: The Development and Use of Print and Non-Print Text Materials in Diverse School Settings, with Alan Peacock (Palgrave-MacMillan).
Larry Prochner is Professor of Early Childhood Education at the University of Alberta. His research centres on the historical and comparative study of education. Recent publications include The History of Early Childhood Education in Canada, Australia, and New Zealand (University of British Columbia Press), and Early Childhood Care and Education: Theory and Practice, with Prerana Mohite (Concept Publishers).
The Afterword is written by Professor Jessica Ball, School of Child and Youth Care, University of Victoria, British Columbia. Professor Ball is the Principal Investigator on projects in the Early Childhood Development Intercultural Partnerships program at the University of Victoria. She is also Coordinator of First Nations Partnership Programs - a two-year diploma program in early childhood education and youth care, delivered through partnerships with Indigenous communities and post-secondary institutions in western Canada. She has worked extensively to protect cultural diversity and support development of community-based services to promote optimal child health and development.