teacher education 2009 (us)

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Routledge Education

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TEACHER EDUCATION 2008/2009TABLE OF CONTENTS

Methods, Curriculum and Instruction .....1

Field Experience, Student Teachingand Teacher Research ...........................7

Teacher Education................................11

Index ....................................................14

Order Form ..........................................16

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METHODS, CURRICULUM AND INSTRUCTION

METHODS, CURRICULUMAND INSTRUCTION

FORTHCOMING

2nd EditionCultures of CurriculumPPaammeellaa BBoolloottiinn JJoosseepphh, University ofWashington at Bothell, US

Using “cultures of curriculum” as a lens, this clear,compelling text reveals and critically examines thebelief systems and classroom practices of curricularorientations in contemporary American society. It isdesigned to foster awareness, examination, anddeliberation about the curricula planned for and car-ried out in classrooms and schools; to inspire con-versations about theory and practice as well aspolitical, social, and moral issues; and to expandcritical consciousness about approaches to curricu-lum and practice. Readers are encouraged to giveserious attention to the issues this book raises forthem, and to join with their colleagues, students,and communities in considering how to create cur-ricula with purpose and congruent practices. Aframework of inquiry is presented to facilitate suchreflection and to accomplish these goals.

Series: Studies in Curriculum TheoryNovember 2009: 256ppHb: 978-0-415-99186-5: £70.00 $125.00Pb: 978-0-415-99187-2: £20.99 $39.95www.routledge.com/9780415991872

Curriculum in AbundanceDDaavviidd WW.. JJaarrddiinnee, University of Calgary,Canada and SShhaarroonn FFrriieesseenn, GalileoEducational Network Association andUniversity of Calgary, Canada and PPaattrriicciiaaCClliiffffoorrdd, Galileo Educational NetworkAssociationSeries: Studies in Curriculum TheoryMarch 2006: 224ppPb: 978-0-8058-5601-9: £22.99 $36.50eBook: 978-1-4106-1436-0

NEW

2nd EditionBack to theBasics ofTeaching andLearning“Thinking the WorldTogether”DDaavviidd WW.. JJaarrddiinnee,

University of Calgary, Canada, PPaattrriicciiaaCClliiffffoorrdd, Galileo Educational NetworkAssociation, and SShhaarroonn FFrriieesseenn, GalileoEducational Network Association andUniversity of Calgary, Canada

“To read this book is to be transformed. I inviteall readers to partake of that journey.”

—William E. Doll, Louisiana State University, From the Foreword

“[This book] audaciously challenges the appropri-ation of the idea of basics in/of education byconservative thinkers. Much of its beauty lies inits refusal to lose sight of the stubborn particu-lars of classroom life—real children—and sailaway into the lofty clouds of theory and philo-sophical reflection…No one in education canread this book and be unmoved by it, nor, per-haps, be unchanged by it.”

—Paul Ernest, University of Exeter

This book is about an ecological-interpretive imageof ‘the basics.’ Readers are invited to imagine whatwould happen to our understanding of teaching andlearning if we stepped away from the image ofbasics-as-breakdown under which education laborstoday—an image of fragmentation, isolation, andthe consequent dispensing, manipulation and con-trol of the smallest, simplest, most meaningless bitsand pieces of the living inheritances that are entrust-ed to teachers and learners in schools. Essaysdetailing everyday, lived events in classrooms life arepresented to help readers see beneath the surfaceordinariness of these events to uncover and exam-ine the underlying complex and contested meaningsthey contain. Valuable for practicing teachers andstudent-teachers interested in re-imagining what isbasic to their work and the work of their students,the text also provides examples of interpretiveinquiry that will be helpful for graduate students andscholars in curriculum, teaching and learning whoare interested in pursuing this form of research andwriting.

This edition is cast in a new direction, yet remainsrooted in the same heartbreaking desire as the first:to win back the debate regarding ‘the basics’ fromthe narrow-minded version that is rampant in edu-cational theory and practice today.

June 2008: 248ppPb: 978-0-8058-3980-7: £21.99 $33.95eBook: 978-1-4106-1774-3www.routledge.com/9780805839807

FORTHCOMING

Handbook of Social Justicein EducationWWiilllliiaamm CC.. AAyyeerrss, University of Illinois atChicago, US, TThheerreessee QQuuiinnnn, School of theArt Institute of Chicago, US and DDaavviiddOOmmaattoossoo SSttoovvaallll, University of Illinois atChicago, US

This Handbook—a comprehensive, up-to-datereview of the field—addresses, from multiple per-spectives, education theory, research, and practicein historical and ideological context, with an empha-sis on social movements for justice. Each of thenine sections explores a primary theme of socialjustice and education:

• Historical and Theoretical Perspectives

• International Perspectives on Social Justice inEducation

• Race and Ethnicity, Language and Identity:Seeking Social Justice in Education

• Gender, Sexuality and Social Justice in Education

• Bodies, Disability and the Fight for Social Justicein Education

• Youth and Social Justice in Education

• Globalization: Local and World Issues in Education

• The Politics of Social Justice Meets Practice:Teacher Education and School Change

• Classrooms, Pedagogy, and Practicing Justice

Timely and essential, this is a must-have volume forresearchers, professionals, and students across thefields of educational foundations, multicultural anddiversity education, educational policy, and curricu-lum and instruction.

December 2008: 779ppHb: 978-0-8058-5927-0: £170.00 $225.00Pb: 978-0-8058-5928-7: £50.00 $89.95eBook: 978-0-203-88774-5www.routledge.com/9780805859287

Handbook ofTechnologicalPedagogicalContentKnowledge(TPCK) forEducatorsEdited by AAAACCTTEECCoommmmiitttteeee oonn

IInnnnoovvaattiioonn aanndd TTeecchhnnoollooggyy, USPPuubblliisshheedd bbyy RRoouuttlleeddggee//TTaayylloorr && FFrraanncciissGGrroouupp ffoorr tthhee AAmmeerriiccaann AAssssoocciiaattiioonn ooffCCoolllleeggeess ffoorr TTeeaacchheerr EEdduuccaattiioonn

This Handbook addresses the concept and imple-mentation of technological pedagogical contentknowledge—the knowledge and skills that teachersneed in order to meaningfully integrate technologyinto instruction in specific content areas.Recognizing, for example, that effective uses oftechnology in mathematics are quite different fromeffective uses of technology in social studies, teach-ers need specific preparation in using technology ineach content area they will be teaching. Offering aseries of chapters by scholars in different contentareas who apply the technological pedagogical con-tent knowledge framework to their individual contentareas, the volume is structured around threethemes:

• What is technological pedagogical content knowledge?

• Integrating technological pedagogical contentknowledge into specific subject areas

• Integrating technological pedagogical contentknowledge into teacher education and professional development

This Handbook is simultaneously a mandate and amanifesto on the engagement of technology inclassrooms based on consensus standards andrubrics for effectiveness. As the title of the conclud-ing chapter declares, “It’s about time!”

January 2008: 336ppHB: 978-0-8058-6355-0: £85.00 $150.00Pb: 978-0-8058-6356-7: £32.50 $59.95eBook: 978-1-4106-1818-4www.routledge.com/9780805863567

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InterdisciplinaryEducation inthe Age ofAssessmentEdited by DDaavviidd MM.. MMoossss,University of Connecticut,US, TTeerrrryy AA.. OOssbboorrnn,Fordham University, US and DDoouuggllaass KKaauuffmmaann, University ofConnecticut, US

This book addresses a prevalent need in education-al scholarship today. Many current standards-drivencurricula follow strict subject-specific guidelines,leaving educators little room for interdisciplinaryinnovation. This book gears itself toward developingassessment models specific to interdisciplinary edu-cation, positioning itself as a seminal volume in thefield and a valuable resource to educators acrossthe disciplines. Each chapter covers a major subjectarea—literacy, science, math, social studies, bilin-gual education, foreign language, educational poli-cy—and discusses methods of assessing integratedand interdisciplinary curriculum and instruction.

March 2008: 224ppHb: 978-0-8058-5377-3: £75.00 $135.00Pb: 978-0-8058-5378-0: £22.99 $41.95eBook: 978-0-203-92944-5www.routledge.com/9780805853780

FORTHCOMING

The Problem with Boys’EducationBeyond the BacklashEdited by WWaayynnee MMaarrttiinnoo and MMiicchhaaeell DD..KKeehhlleerr, both at the University of WesternOntario, Canada and MMaarrccuuss WWeeaavveerr--HHiigghhttoowweerr, University of North Dakota, US

This book offers an illuminating analysis of the theo-ries, politics, and realities of boys’ education aroundthe world—an insightful and often disturbingaccount of various educational systems’ successesand failings in fostering intellectual and social growthin male students. Examining original research on theimpact of implementing boys’ education programsin schools, the book also discusses the role of maleteachers in educating boys, strategies for aidingmarginalized boys in the classroom, and the possi-bilities for gender reform in schools that begins atthe level of pedagogy.

Complete with case studies of various classrooms,school districts, and governmental policy programs,the detailed essays collected provide a look intoeducation’s role in the development of masculinities,paying special attention to the ways in which thesemasculinities intersect with race, class, and sexualityto complicate the experience of boys within andoutside of a classroom setting.

January 2009: 272ppHb: 978-1-56023-682-5: £60.00 $95.00www.routledge.com/9781560236825

NEW

Working One-to-One with StudentsSupervising, Coaching,Mentoring, and PersonalTutoringGGiinnaa WWiisskkeerr, Universityof Brighton, UK, KKaattee

EExxlleeyy, Nottingham University, UK andMMaarriiaa AAnnttoonniioouu and PPaauulliinnee RRiiddlleeyy, both atthe University of Brighton, UK

This book is written for Higher Education academ-ics, adjuncts, teaching assistants and research stu-dents who are looking for guidance inside and out-side the classroom. It is a jargon-free, practicalguide to improving one-to-one teaching, covering awide range of teaching contexts, including mentor-ing students and staff, supervising dissertations andhow to approach informal meetings outside of lec-tures.

Written in an engaging, accessible style andgrounded in experience, this book offers a combina-tion of practical advice backed by relevant learningtheory. Featuring a wealth of case studies and use-ful resources, the book covers areas including:

• Supporting students

• Encouraging independent learning

• Mentoring coaching and personal tutoring

• Developing peer groups and buddying programs

• Dealing with diversity, difficult students and ethicaldilemmas

• Supervising the undergraduate dissertation

• Supervising postgraduates in the arts, social sciences and sciences

This book is a short, snappy, practical guide thatcovers this key element of a lecturer’s work. In thespirit of the series, it covers relevant theory thateffectively informs practice.

Series: Key Guides for Effective Teaching in HigherEducationJune 2008: 224ppHb: 978-0-415-36530-7: £70.00 $140.00Pb: 978-0-415-36531-4: £17.99 $35.95eBook: 978-0-203-01649-7www.routledge.com/9780415365314




The Art ofDiscussion-Based TeachingOpening Up Conversationin the ClassroomJJoohhnn HHeennnniinngg, Universityof Northern Iowa, US

This book offers a singular toolfor practicing and pre-service

K-12 teachers who want to create more open, stu-dent-centered discourse in their classrooms. JohnHenning guides readers through the process of cre-ating the ideal conditions for a discussion, anticipat-ing students’ responses, and guiding the directionof a discussion.

Special Features Include:

• Practical examples of teacher questions, studentresponses, and teacher follow-up moves that areassociated with both open and closed discourse

• Before chapter “Framing” and end of chapter“Application” discussions

• Suggested topics and activities to engage thereader, including suggested further readings

• A section to help teachers redesign existing les-sons or plan new ones that incorporate more dis-cussion-based teaching

• A bonus chapter with techniques for videotapingclassroom interactions and discussing them inteacher study groups

October 2007: 240ppPb: 978-0-415-95633-8: £16.99 $29.95eBook: 978-0-203-93589-7www.routledge.com/9780415956338

DoingMulticulturalEducation forAchievementand EquityCCaarrll AA.. GGrraanntt, Universityof Wisconsin at Madison,US and CChhrriissttiinnee SSlleeeetteerr,California State University

at Monterey Bay, USThis is a reader-friendly multicultural education text-book that aims to actively engage education studentsin critical reflection and self examination as they pre-pare to teach in increasingly diverse classrooms. As itpromotes an understanding of the history of and needfor multicultural education in U.S. schools, Carl Grantand Christine Sleeter’s book connects multiculturaleducation to pre-service teachers’ personal and pro-fessional spaces and to an understanding of equity inschool and society.

February 2007: 280ppHb: 978-0-415-95183-8: £70.00 $130.00Pb: 978-0-415-95184-5: £21.99 $36.95www.routledge.com/9780415951845

2nd EditionEngaging MindsChanging Teaching inComplex TimesBBrreenntt DDaavviiss and DDeennnniissSSuummaarraa, both at theUniversity of Alberta,Canada and RReebbeeccccaaLLuuccee--KKaapplleerr, Queen’sUniversity, Canada

This book involves readers in a stimulating, informa-tive, comprehensive exploration of teaching andlearning. Prompting examinations of the complexi-ties of learning, pedagogy, and schooling, it inter-rupts the assumptions and norms that frame popu-lar understandings and refuses simplistic notions orun-resolvable tensions that sometimes infuse popu-lar debates about knowing, learning, and teaching.A variety of sophisticated, interactive pedagogicalfeatures and graphic displays draw readers into newways of thinking about and responding to the ideasand information presented.

July 2007: 256ppPb: 978-0-8058-6287-4: £24.99 $44.95eBook: 978-1-4106-1690-6www.routledge.com/9780805862874

Complexity and EducationInquiries Into Learning, Teaching, andResearchBBrreenntt DDaavviiss and DDeennnniiss SSuummaarraa, both at the University of Alberta, CanadaMarch 2006: 216ppHb: 978-0-8058-5934-8: £42.50 $62.95Pb: 978-0-8058-5935-5: £13.50 $20.95www.routledge.com/9780805859355

Volume IInquiry inEducationThe ConceptualFoundations for Researchas a Curricular ImperativeMMaarrkk WW.. AAuullllss and BBrruucceeMM.. SShhoorree, both at McGillUniversity, Canada

Why should inquiry be a curricular imperative, andits presence a criterion for excellent education? Is itpossible to teach inquiry skills systematically and toengage learners in being inquirers across elemen-tary, secondary, and post-secondary schooling? Toanswer these urgent questions, this book pullstogether more than four decades of expert opinionand research, and presents different pedagogical,philosophical, and disciplinary traditions withinwhich evidence and rationale are found for buildinglearning and teaching experiences around inquiry-based curricula.

Series: Educational PsychologyNovember 2007: 336ppHb: 978-0-8058-2741-5: £49.99 $90.00Pb: 978-0-8058-2742-2: £17.99 $32.50eBook: 978-1-4106-1594-7www.routledge.com/9780805827422

Volume IIInquiry inEducationOvercoming Barriers toSuccessful ImplementationEdited by BBrruuccee MM.. SShhoorreeand MMaarrkk WW.. AAuullllss, bothat McGill University,Canada and MMaarrcciiaa AA.. BB..DDeellccoouurrtt, WesternConnecticut StateUniversity, US

A companion to Inquiry in Education, Volume I,Volume II illustrates how educators in a range ofsettings have dealt with obstacles to successfulimplementation of inquiry-based approaches. Thestories reflect highly varied learning contexts rangingfrom infancy to university, from the classroom to arange of out-out-school contexts.

Series: Educational PsychologyNovember 2007: 368ppHb: 978-0-8058-2743-9: £49.99 $90.00Pb: 978-0-8058-2744-6: £17.99 $32.50eBook: 978-1-4106-1596-1www.routledge.com/9780805827446

InstructionalStrategies forMiddle and HighSchoolBBrruuccee EE.. LLaarrssoonn andTTiimmootthhyy AA.. KKeeiippeerr, bothat Western WashingtonUniversity, US

“This is a rich array of pow-erful strategies, and the authors explain themthoroughly. Aspiring teachers will be wise to learnthem, and their students will be glad they did.”

- Walter C. Parker, University of Washington

This book is an accessible, practical, and engagingmethods textbook that introduces pre-serviceteachers to various instructional strategies, andhelps them decide how and when to use them inthe classroom. Practical suggestions for integratingclassroom management techniques are presentedalongside each method. The instructional strategiesand methods outlined in this text will bring aboutunderstanding and conceptual awareness in stu-dents so they can use what they learn in the class-room to better their lives.

January 2007: 344ppHb: 978-0-415-95308-5: £70.00 $125.00Pb: 978-0-415-95309-2: £25.99 $46.95www.routledge.com/9780415953092

Volume I and II Set PricePb: 978-0-8058-6388-8: £25.99 $47.00www.routledge.com/9780805863888







3rd EditionMotivation forAchievementPossibilities for Teachingand LearningMM.. KKaayy AAllddeerrmmaann,University of Akron, US

Understanding student andteacher motivation and devel-

oping strategies to foster motivation for students atall levels of performance are essential to effectiveteaching. This text is designed to help prospectiveand practicing teachers achieve these goals. Theorientation draws primarily on social-cognitive per-spectives that have generated much research rele-vant to classroom practice. Ideal for any course thatis dedicated to, or includes coverage of, motivationand achievement, the text focuses on two key rolesteachers play in supporting and cultivating motiva-tion in the classroom:

• Establishing the classroom structure and instruc-tion that provides the environment for optimalmotivation, engagement, and learning

• Helping students develop the tools that will enablethem to be self-regulated learners and developtheir potential

September 2007: 360ppPb: 978-0-8058-6048-1: £24.99 $45.00eBook: 978-1-4106-1427-8www.routledge.com/9780805860481

2nd EditionTeaching forDiversity andSocial JusticeEdited by MMaauurriiaannnneeAAddaammss, University ofMassachusetts, US, LLeeee AAnnnnee BBeellll, BarnardCollege, US and PPaatt GGrriiffffiinn, University ofMassachusetts, US

For nearly a decade, this book has been the defini-tive sourcebook of theoretical foundations and cur-ricular frameworks for social justice teaching prac-tice. This thoroughly revised second edition contin-ues to provide teachers and facilitators with anaccessible pedagogical approach to issues ofoppression in classrooms. Building on thegroundswell of interest in social justice education,the second edition offers coverage of current issuesand controversies while preserving the hands-onformat and inclusive content of the original. It pres-ents a well-constructed foundation for engaging thecomplex and often daunting problems of discrimina-tion and inequality in American society. This bookincludes a CD-ROM with extensive appendices forparticipant handouts and facilitator preparation.

April 2007: 496ppHb: 978-0-415-95199-9: $130.00Pb: 978-0-415-95200-2: £21.99 $38.95eBook: 978-0-203-94082-2www.routledge.com/9780415952002

BESTSELLER!

Readings for Diversity andSocial JusticeAn Anthology on Racism, Sexism, Anti-Semitism, Heterosexism, Classism, and AbleismEdited by MMaauurriiaannnnee AAddaammss, University ofMassachusetts, US, WWaarrrreenn JJ.. BBlluummeennffeelldd,National Consortium of Directors of LGBTResources in Higher Education, US and RRoossiieeCCaassttaaññeeddaa, HHeeaatthheerr WW.. HHaacckkmmaann, MMaaddeelliinneeLL.. PPeetteerrss and XXiimmeennaa ZZuunniiggaa, all at theUniversity of Massachusetts, USAugust 2000: 536ppHb: 978-0-415-92633-1: £75.00 $130.00Pb: 978-0-415-92634-8: £21.99 $39.95www.routledge.com/9780415926348

FIELD EXPERIENCE,STUDENT TEACHING ANDTEACHER RESEARCH

FORTHCOMING

Doing Action Research inEnglish Language TeachingA Guide for PractitionersAAnnnnee BBuurrnnss, Macquarie University, Australia

“[This book is] original in approach, engaging instyle and persuasive in terms of its content andstructure.”

—Keith Richards, University of Warwick

This hands-on, practical guide for ESL/EFL teachersand teacher educators outlines, for those who arenew to doing action research, what it is and how itworks. Straightforward and reader friendly, it intro-duces the concepts and offers a step-by-step guideto going through an action research process,including illustrations drawn widely from internationalcontexts. Specifically, the text addresses:

• Action research and how it differs from otherforms of research

• The steps involved in developing an actionresearch project

• Ways of developing a research focus

• Approaches to data analysis

• Making sense of action research for further class-room action

Each chapter includes a variety of pedagogicalactivities:

• Pre-reading questions

• Reflection points invite readers to think about anddiscuss what they have read

• Action points ask readers to carry out action-research related tasks based on what they haveread

• Classroom voices illustrate aspects of action fromteachers internationally

• Summary points provide a synopsis of the discus-sion in the chapter

Bringing the how-to and the what together, thisbook is the perfect text for BATESOL andMATESOL courses in which action research is thefocus or a required component.

Series: ESL & Applied Linguistics ProfessionalJuly 2009: 120ppHb: 978-0-415-99144-5: £70.00 $125.00Pb: 978-0-415-99145-2: £13.99 $24.95www.routledge.com/9780415991452

FORTHCOMING

Using ActionResearch toImproveInstructionAn Interactive Guide forTeachersJJoohhnn EE.. HHeennnniinngg, JJooddyyMM.. SSttoonnee and JJaammeess LL..KKeellllyy, all at the Universityof Northern Iowa, US

Action research is increasingly used as a means forteachers to improve their instruction, yet for manythe idea of doing “research” can be somewhatintimidating. This engaging and accessible bookoffers a comprehensive, easy-to-understandapproach to action research in classroom settings.It is grounded in sources of data readily available toteachers, such as classroom observations, studentwriting, surveys, interviews, and tests. Organized tomirror the action research process, the highly inter-active format prompts readers to discover a focus,create research questions, address design andmethodology, collect information, conduct dataanalysis, communicate the results, and to generateevidence-based teaching strategies. Engaging inthese decision-making processes builds the skillsessential to action research and promotes a deeperunderstanding of teaching practice.

Special Features Include:

• An Interactive Text

• Reflection Questions and Activity Prompts

• A Sample Action Research Report

• Numerous Examples and Practice Examples

This original text is a must-read for teachers inter-ested in how they can use their current knowledgeof instruction and assessment to meaningfullyengage in action research.




FIELD EXPERIENCE, STUDENT TEACHING AND TEACHER RESEARCH


8

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2nd EditionCulture inSchool LearningRevealing the DeepMeaningEEttttaa RR.. HHoolllliinnss,University of SouthernCalifornia, US

“[This book] provides pre-service teachers with a grand view of the importance of culture and equity in schooling."

—Jerry Lipka, University of Alaska

"This book takes the reader on a step-by-stepvoyage through the dimensions of culture thatpervade how we teach, what we teach, and howstudents learn. It enables prospective and prac-ticing teachers to examine their own culturalroots and those of their students. It opens doorsfor teachers to understand how to remake thecurriculum and shape their learning environmentsto facilitate the respectful communication acrossculture that can lead to complex learning."

—Herbert Kohl, From the Foreword

In this text Etta Hollins presents a powerful processfor developing a teaching perspective thatembraces the centrality of culture in school learning.

The six-part process covers objectifying culture,personalizing culture, inquiring about students' cultures and communities, applying knowledgeabout culture to teaching, formulating theory or aconceptual framework linking culture and schoollearning, and transforming professional practice tobetter meet the needs of students from different cultural and experiential backgrounds. All aspects ofthe process are interrelated and interdependent.Two basic procedures are employed in this process:constructing an operational definition of culture thatreveals its deep meaning in cognition and learning,and applying the reflective-interpretive-inquiry (RIQ)approach to making linkages between students'cultural and experiential backgrounds and classroom instruction. Discussion within chapters isnot intended to provide complete and final answersto the questions posed, but rather to generate discussion, critical thinking, and further investigation.

This book is primarily designed for pre-serviceteachers in courses on multicultural education,social foundations of education, principles of education, and introduction to teaching. In-serviceteachers and graduate students will find it equallyuseful.

February 2008: 24ppPb: 978-0-8058-4108-4: £17.99 US $32.95eBook: 978-0-203-92943-8www.routledge.com/9780805841084

REFLECTIVE TEACHING AND THESOCIAL CONDITIONS OFSCHOOLING SERIES

Series Editors:DDaanniieell PP.. LLiissttoonn and KKeennnneetthh MM.. ZZeeiicchhnneerr

NEW

Mathematics andTeachingMMiicchheellee DD.. CCrroocckkeetttt,University of Illinois atUrbana-Champagne, US

This text uses case studies toexplore complex and perva-sive issues that arise in teach-

ing. School mathematics is the context in which toconsider race, equity, political contexts and thebroader social and cultural circumstances in whichschooling occurs. This book does not provideimmediate or definitive resolutions. Rather, its goal isto provoke and facilitate thoughtful discussion aboutcritical issues for professional decision-making inmathematics teaching.

• Part One includes four case studies of classroomexperiences. Each case is followed by a space forreaders’ own reactions and reflections, schoolstakeholders’ reactions, and a summary withadditional questions for further discussion.

• Part Two presents three public arguments repre-senting different views about the issues that arisein mathematics teaching: conservative, liberal andradical multiculturalist.

• Part Three offers the authors’ reflections on thecentrality of culture in teaching mathematics,resources and exercises for further reflection, anda bibliography for further reading.

This book is pertinent for all prospective and prac-ticing teachers at any stage in their teachingcareers. It is appropriate for any undergraduate andgraduate course addressing mathematics teachingissues.

May 2008: 144ppPb: 978-0-8058-4419-1: £15.99 $29.95eBook: 978-0-203-93021-2www.routledge.com/9780805844191

Linguistic Diversity andTeachingNNaannccyy LL.. CCoommmmiinnss and OOffeelliiaa BB..MMiirraammoonntteess, both at the University ofColorado at Denver, USJune 2005: 208ppPb: 978-0-8058-2736-1: £14.99 $25.95eBook: 978-1-4106-1344-8www.routledge.com/9780805827361


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REFLECTIVE TEACHING AND THE SOCIAL CONDITIONS OF SCHOOLING SERIES

Series Editors: DDaanniieell PP.. LLiissttoonn and KKeennnneetthh MM.. ZZeeiicchhnneerr

Reading andTeachingRRiicchhaarrdd JJ.. MMeeyyeerr,University of NewMexico, US and MMaarryyaannnnMMaannnniinngg, University ofAlabama at Birmingham,US

“…a wonderful resource forteachers to read together and discuss...The real-life scenarios alongside thoughtful conversationsare certain to inspire rich and productive think-ing.”

—Networks, An On-line Journal for Teacher Research

This book raises questions and provides a contextfor pre-service and practicing teachers to under-stand and to reflect on the complex issues sur-rounding the teaching of reading in the schools. Itpresents real teachers in their classrooms, dialoguesabout that teaching, and exercises for further clarifi-cation. The purpose is to help teachers makeinformed choices about their teaching of reading.The text considers the different types of decisionsteachers might make in the teaching of reading andthe knowledge upon which they rely in makingthose decisions—not simply factual informationabout using certain materials and methods to teachreading, but also knowledge about the mind, thepolitical climate, the broader social and cultural cir-cumstances of their students and schools, and thecommunities in which they teach.

This text is designed to engage teachers in begin-ning to evolve their own practical theories, to helpthem explore and perhaps modify some basicbeliefs and assumptions, and to become acquaint-ed with other points of view. Readers are encour-aged to interact with the text and to develop theirown perspective on the teaching of reading.

January 2007: 224ppPb: 978-0-8058-5429-9: £15.99 $21.50eBook: 978-1-4106-1605-0www.routledge.com/9780805854299

Religion andTeachingRRoonnaalldd DD.. AAnnddeerrssoonn,University of Colorado atBoulder, US

This text engages pre-serviceand practicing teachers inconsidering some of the com-plex issues related to religionand teaching that all educa-

tors face in their interactions with students, parents,administrators, and fellow teachers. The questionsare not just about what is legal and what is not, buthow a teacher should act in the best interests of allstudents, both those who are religious and thosewho are not.

This book does not provide answers. Its goal is tocause readers to reflect deeply on issues related totheir professional decisions and actions regardingreligion and teaching.

August 2007: 136ppPb: 978-0-8058-5162-5: £18.99 $29.95eBook: 978-1-4106-1632-6www.routledge.com/9780805851625

Gender and TeachingFFrraanncceess AA.. MMaahheerr, Wheaton College, US andJJaanniiee VV.. WWaarrdd, Simmons College, US

September 2001: 160ppPb: 978-0-8058-2986-0: £14.50 $24.50eBook: 978-0-585-38971-4www.routledge.com/9780805829860

Culture and TeachingDDaanniieell PP.. LLiissttoonn, University of Colorado atBoulder, US and KKeennnneetthh MM.. ZZeeiicchhnneerr,University of Wisconsin at Madison, US

August 1996: 128ppPb: 978-0-8058-8051-9: £13.50 $20.95www.routledge.com/9780805880519

Reflective TeachingAn IntroductionKKeennnneetthh MM.. ZZeeiicchhnneerr, University ofWisconsin at Madison, US and DDaanniieell PP..LLiissttoonn, University of Colorado at Boulder,USAugust 1996: 112ppPb: 978-0-8058-8050-2: £10.99 $18.95www.routledge.com/9780805880502




Becoming aTeacher throughAction ResearchProcess, Context, and Self-StudyDDoonnnnaa KKaallmmbbaacchh PPhhiilllliippssand KKeevviinn CCaarrrr, both atGeorge Fox University,US

This book is specifically written for those studentsseeking initial teacher licensure. Written to supportthese pre-service teachers, it recognizes that theprocess of doing action research can serve as avehicle for assuming the professional identity of ateacher and deals directly with challenges anddilemmas of doing action research as a studentteacher. The book is interactive, inviting the readerto respond to text by writing and drawing respons-es. The companion CD allows the reader to eitherread and interact with the text completely electroni-cally or use a combination of paper text and CD.The CD also includes downloadable templates,interactive charts, graphs and full text examples ofstudent written action research papers.

February 2006: 232ppPb: 978-0-415-95237-8: £20.99 $39.95

Gender in the ClassroomFoundations, Skills, Methods, and StrategiesAcross the CurriculumEdited by DDaavviidd SSaaddkkeerr, AmericanUniversity, US and EElllleenn SS.. SSiillbbeerr, FordhamUniversity, USSeptember 2006: 320ppPb: 978-0-8058-5474-9: £25.99 $41.95Instructor’s Manual: 978-0-8058-5475-6: Free UponAdoptioneBook: 978-1-4106-1492-6www.routledge.com/9780805854749

Learning to Teach InclusivelyStudent Teachers’ Classroom InquiriesCCeelliiaa OOyylleerr, Teachers College, ColumbiaUniversity, US and the PPrreesseerrvviiccee IInncclluussiivveeSSttuuddyy GGrroouuppAugust 2006: 184ppHb: 978-0-8058-5430-5: £42.50 $62.95Pb: 978-0-8058-5431-2: £14.99 $23.95eBook: 978-1-4106-1393-6www.routledge.com/9780805854312

2nd EditionLearning to TeachA Critical Approach to Field ExperiencesNNaattaalliiee GG.. AAddaammss, University of Alabama,US, CChhrriissttiinnee MMaarryy SShheeaa, East CarolinaUniversity, US, DDeelloorreess DD.. LLiissttoonn and BBrryyaannDDeeeevveerr, both at Georgia Southern University,USNovember 2005: 192ppPb: 978-0-8058-5470-1: £17.99 $28.95eBook: 978-1-4106-1732-3www.routledge.com/9780805854701

Teachers as CollaborativePartnersWorking with Diverse Families andCommunitiesSSaannddrraa JJ.. WWiinnnn TTuuttwwiilleerr, WashburnUniversity, US

Series: Inquiry and Pedagogy Across Diverse ContextsMay 2005: 288ppPb: 978-0-8058-3900-5: £22.99 $36.50eBook: 978-1-4106-1365-3www.routledge.com/9780805839005

4th EditionThe Student Teacher’sHandbookSSaarraa LL.. SScchhwweebbeell, Harvard University, US,DDaavviidd CC.. SScchhwweebbeell, University of Alabama atBirmingham, US, BBeerrnniiccee LL.. SScchhwweebbeell,Douglass College, US and CCaarrooll RR..SScchhwweebbeell, Retired, Ohio Public SchoolSystem, USAugust 2001: 312ppHb: 978-0-8058-3928-9: £65.00 $115.00Pb: 978-0-8058-3929-6: £29.99 $47.95eBook: 978-1-4106-0186-5www.routledge.com/9780805839296

2nd EditionTeachers Doing ResearchThe Power of Action Through InquiryEdited by GGaaiill EE.. BBuurrnnaaffoorrdd, FloridaAtlantic University, US and JJoosseepphh FFiisscchheerrand DDaavviidd HHoobbssoonn, both at National-LouisUniversity, USNovember 2000: 416ppPb: 978-0-8058-3589-2: £23.99 $41.95eBook: 978-1-4106-0564-1www.routledge.com/9780805835892

TEACHER EDUCATION

NEW

3rd EditionHandbook ofResearch onTeacherEducationEnduring Questions inChanging ContextsEdited by MMaarriillyynn

CCoocchhrraann--SSmmiitthh, Boston College, US, SShhaarroonnFFeeiimmaann--NNeemmsseerr, Brandeis University, US, DD..JJoohhnn MMccIInnttyyrree, Southern Illinois University,US and KKeellllyy DDeemmeerrss, Associate Editor,Boston College, USCCoo--PPuubblliisshheedd bbyy RRoouuttlleeddggee//TTaayylloorr && FFrraanncciissGGrroouupp aanndd tthhee AAssssoocciiaattiioonn ooff TTeeaacchheerrEEdduuccaattoorrss

This Handbook was initiated to ferment change ineducation based on solid evidence. The publicationof the First Edition was a signal event in 1990. Whilethe preparation of educators was then—and contin-ues to be—the topic of substantial discussion, theredid not exist a codification of the best that wasknown at the time about teacher education. TheSecond Edition (1996) built on the first to extendthis comprehensive knowledge base. Reflecting theneeds of educators today, the Third Edition takes anew approach to achieving the same purpose.Beyond simply conceptualizing the broad landscapeof teacher education and providing comprehensivereviews of the latest research for major domains ofpractice, this edition:• Stimulates a broad conversation about founda-tional issues.

• Brings multiple perspectives to bear. • Provides new specificity to topics that have beenundifferentiated in the past.

• Includes diverse voices in the conversation.

January 2008: 1,392ppHb: 978-0-8058-4776-5: £125.00 $225.00Pb: 978-0-8058-4777-2: £50.00 $89.95eBook: 978-0-203-93869-0www.routledge.com/9780805847772

Studying Teacher EducationThe Report of the AERA Panel on Researchand Teacher EducationEdited by KKeennnneetthh MM.. ZZeeiicchhnneerr, Universityof Wisconsin at Madison, US and MMaarriillyynnCCoocchhrraann--SSmmiitthh, Boston College, USPPuubblliisshheedd ffoorr tthhee AAmmeerriiccaann EEdduuccaattiioonnaallRReesseeaarrcchh AAssssoocciiaattiioonn bbyy LLaawwrreennccee EErrllbbaauummAAssssoocciiaatteess,, IInncc..WWIINNNNEERR——AAAACCTTEE 22000066 OOuuttssttaannggiinnggPPuubblliiccaattiioonn AAwwaarrddJune 2005: 816ppHb: 978-0-8058-5592-0: £95.00 $185.00Pb: 978-0-8058-5593-7: £55.00 $89.95www.routledge.com/9780805855937

ImprovingTeacherEducationthrough ActionResearchEdited by MMiinngg--FFaaii HHuuiiand DDaavviidd LL.. GGrroossssmmaann,both at the Hong KongInstitute of Education,Hong Kong

There has been a dearth of studies on teacher edu-cators using action research to improve their ownpractice. This book is the first systematic study of agroup of teachers examining and enhancing theirown practice through the inquiry process of actionresearch. This book presents a broad overview of avariety of methodologies that can be used toimprove teacher preparation and professional devel-opment programs. It is a ‘must read’ book for thoseeducators who are new to the college teaching pro-fession and for those who are aspired to be out-standing and successful lecturers.Series: Routledge Research in EducationJanuary 2008: 210ppHb: 978-0-415-95629-1: £60.00 $95.00eBook: 978-0-203-89537-5www.routledge.com/9780415956291

NEW

InterdisciplinaryLearning andTeaching inHigherEducationTheory and PracticeEdited byBBaallaassuubbrraammaannyyaamm

CChhaannddrraammoohhaann, Kingston University, UK andSStteepphheenn FFaalllloowwss, University of Chester, UK

As universities increasingly offer courses that breakthe confines of a single subject area, more studentsare enrolling in interdisciplinary programs within mul-tidisciplinary departments. Teaching and learningwithin interdisciplinary study requires new approach-es, including an understanding of the critical per-spectives and frameworks and the rearranging ofintellectual and professional boundaries. This bookexplores the issues and tensions provoked by inter-disciplinary learning, offering helpful information for:

• Staff development • Distance learning • Mass communication courses • Interdisciplinary science courses

Grounded in thorough research, this collection is thefirst of its kind to provide practical advice and guid-ance from around the world, improving the quality ofteaching and learning in interdisciplinary programs.

August 2008: 192ppHb: 978-0-415-34131-8: £75.00 $135.00Pb: 978-0-415-34130-1: £24.99 $44.95eBook: 978-0-203-92870-7www.routledge.com/9780415341301



TEACHER EDUCATION



TEACHER EDUCATION

NEW

Learning in School-University PartnershipSociocultural PerspectivesAAmmyy BB.. MM.. TTssuuii, GGwwyynn EEddwwaarrddss and FFrraannLLooppeezz--RReeaall, TTaammmmyy KKwwaann, DDoorriiss LLaaww,PPhhiilliipp SSttiimmppssoonn, RRoossiinnaa TTaanngg and AAllbbeerrttWWoonngg, all at the University of Hong Kong,Hong Kong

"I heartily recommend this book to those interest-ed in teacher professional development and tothose interested in learning theory as well. Itoffers one of the clearest, most concise sum-maries of the foundational concepts of sociallearning theory and also shows how these con-cepts can be applied productively to illuminatecomplex learning processes."

—Etienne Wenger, Learning for a Small Planet

This volume looks at school-university partnershipsfrom sociocultural perspectives of learning that viewparticipation in social practice as fundamental to theprocess of learning. Its two major themes—school-university partnership and sociocultural and socialtheories of learning—have both been treated exten-sively in the literature. It is the bringing together ofthese two themes that makes this book unique.

In this examination of an evolving model of school-university partnership, the Unified ProfessionalDevelopment Project in Hong Kong, the authorsanalyze the learning that takes place as the partici-pants—student-teachers, mentor teachers, and uni-versity supervisors—mutually engage in the enter-prise of improving teaching and learning in schools,developing shared practices, and creating newcommunities of practice. Although it describes onespecific context, the book is not just about thislocale. Rather, the Unified Professional DevelopmentProject is used as a context for theorizing moregenerally a social theory of learning for school-uni-versity partnerships that is relevant to any other sim-ilar context.

This book will interest teacher educators,researchers in teacher education and teacher devel-opment, policy makers, and school practitionerswho are involved in school-university partnerships.

September 2008: 184ppHb: 978-0-8058-5316-2: £70.00 $125.00eBook: 978-0-203-89100-1www.routledge.com/9780805853162

Language,Culture, andCommunity inTeacherEducationEdited by MMaarrííaa EEsstteellaaBBrriisskk, Boston College, USPPuubblliisshheedd bbyy LLaawwrreenncceeEErrllbbaauumm AAssssoocciiaatteess//TTaayylloorr

&& FFrraanncciiss GGrroouupp ffoorr tthhee AAmmeerriiccaannAAssssoocciiaattiioonn ooff CCoolllleeggeess ffoorr TTeeaacchheerr EEdduuccaattiioonn

This volume addresses the pressing reality inteacher education that all teachers need to be pre-pared to work effectively with linguistically and cul-turally diverse student populations. Every class-room in the country is already, or soon will be,deeply affected by the changing demographics ofAmerica’s students. Emphasizing that culturally andlinguistically diverse students, including immigrants,refugees, language minority populations, AfricanAmericans, and deaf students, have both commoneducational needs and needs that are specific, thefocus in this book is not only on how teachers needto change but how faculty and curriculum need tobe transformed, and how to better train teachereducation candidates to understand and work effi-caciously with the communities in which culturallyand linguistically diverse students tend to be pre-dominant.

September 2007: 432ppHb: 978-0-8058-5697-2: £45.00 $80.00Pb: 978-0-8058-5698-9: £19.99 $29.95eBook: 978-1-4106-1867-2www.routledge.com/9780805856989

PreventingTalent LossEEuunnssooookk HHoonngg,University of Nevada, USand RRoobbeerrttaa MM.. MMiillggrraamm,College of Judea andSamaria, Israel.

This book provides a compre-hensive model of giftedness

and talent for all educators including teachers,counselors, and administrators. By presenting asummary of theory-driven, evidence-based knowl-edge, the authors offer innovative and practicalsolutions for meeting the challenge of coping withtalent loss. This monumental book distinguishes theimportant difference between expert talent and cre-ative talent. While other books focus on how toimprove the process of identifying the gifted and tal-ented, this book provides educators with the meansto individualize their curriculum and instruction inregular classrooms.




TEACHER EDUCATION

Urban TeacherEducation andTeachingInnovative Practices forDiversity and Social JusticeEdited by RR.. PPaattrriicckkSSoolloommoonn, York University,Canada and DDiiaa NN.. RR..SSeekkaayyii, Walden University,US

Illuminating the most pressing challenges faced byurban schools, teachers, teacher candidates, andteacher training programs, this volume offers arange of insights and possibilities for urban teachereducation and teaching. Covering issues spanningthe broadly theoretical to the urgently practical, itgoes beyond the traditional discourses in teachereducation to focus on diversity, social justice, demo-cratic schooling, and community building. Whatemerges is an emphatic message of hope for thosecommitted to the ongoing project of improvingurban teacher education and working in urban set-tings.

This book is intended for all students, practitioners,and researchers involved in urban education. It isappropriate as a text for student teaching and fieldexperience seminars, and for courses dealing withsocial issues, educational policy, curriculum devel-opment, and multicultural teacher education.

March 2007: 280ppHb: 978-0-8058-5501-2: £75.00 $135.00Pb: 978-0-8058-5502-9: £19.99 $32.50eBook: 978-1-4106-1435-3www.routledge.com/9780805855029

Revealing the InvisibleConfronting Passive Racism in TeacherEducationSShheerrrryy MMaarrxx, Utah State University, US

This book examines and confronts the passive andoften unconscious racism of white teacher educa-tion students, offering a critical tool in the effort tomake education more equitable. Sherry Marx pro-vides a consciousness-raising account of how whiteteachers must come to recognize their own posi-tions of privilege and work actively to create anti-racist teaching techniques and learning environ-ments for children of color and children learningEnglish as a second language.

Series: Teaching/Learning Social JusticeSeptember 2006: 216ppHb: 978-0-415-95342-9: £75.00 $130.00Pb: 978-0-415-95343-6: £18.99 $32.95www.routledge.com/9780415953436

Designing PerformanceAssessment Systems forUrban Teacher PreparationEdited by FFrraanncciinnee PP.. PPeetteerrmmaann, ClevelandState University, USApril 2005: 272ppHb: 978-0-8058-4929-5: £38.99 $74.95Pb: 978-0-8058-5384-1: £17.99 $28.95eBook: 978-1-4106-1299-1www.routledge.com/9780805853841

TeacherEducation forDemocracy andSocial JusticeEdited by NNiicchhoollaass MM..MMiicchheellllii, City Universityof New York, US andDDaavviidd LLeeee KKeeiisseerr,Montclair State University,US; Foreword by JJoohhnnGGooooddllaadd, University ofWashington, US

Democracy, social justice, and the development ofwell rounded individuals...these are among the his-toric purposes of public education. But what isbecoming of these goals as federal- and state-man-dated policies direct the curriculum more and moretowards what is most easily measured in high-stakes testing? The contributors to this timely andinformative collection aim to provide a deeperunderstanding of the meaning of education fordemocracy and social justice and to connect edu-cators with a common vision for the schools and forteacher education.

January 2005: 312ppHb: 978-0-415-95032-9: £75.00 $135.00Pb: 978-0-415-95033-6: £19.99 $34.95www.routledge.com/9780415950336

AArt of Discussion-Based Teaching, The ..................4

BBack to the Basics of Teaching and Learning.........1

Becoming a Teacher through Action Research.....10

CComplexity and Education......................................4

Culture and Teaching..............................................9

Culture in School Learning .....................................8

Cultures of Curriculum............................................1

Curriculum in Abundance .......................................1

DDesigning Performance Assessment Systems for Urban Teacher Preparation .............................13

Doing Action Research in English LanguageTeaching.................................................................7

Doing Multicultural Education for Achievement and Equity ..............................................................4

EEducational Psychology Series...............................5

Engaging Minds .....................................................4

ESL & Applied Linguistics Professional Series ........7

GGender and Teaching .............................................9

Gender in the Classroom .....................................10

HHandbook of Research on Teacher Education .....11

Handbook of Social Justice in Education ...............2

Handbook of Technological Pedagogical ContentKnowledge (TPCK) for Educators...........................2

IImproving Teacher Education through ActionResearch ..............................................................11

Inquiry and Pedagogy Across Diverse ContextsSeries ...................................................................10

Inquiry in Education, Volume I ................................5

Inquiry in Education, Volume II................................5

Instructional Strategies for Middle and High School....................................................................5

Interdisciplinary Education in the Age of Assessment............................................................3

Interdisciplinary Learning and Teaching in HigherEducation .............................................................11

KKey Guides for Effective Teaching in HigherEducation Series ....................................................3

LLanguage, Culture, and Community in TeacherEducation .............................................................12

Learning in School-University Partnership ............12

Learning to Teach Inclusively ................................10

Learning to Teach.................................................10

Linguistic Diversity and Teaching ............................8

MMathematics and Teaching.....................................8

Motivation for Achievement ....................................6

PPreventing Talent Loss .........................................12

Problem with Boys’ Education, The .......................3

RReading and Teaching ............................................9

Readings for Diversity and Social Justice ...............6

Reflective Teaching and the Social Conditions of Schooling Series ............................................8, 9

Reflective Teaching.................................................9

Religion and Teaching ............................................9

Revealing the Invisible ..........................................13

Routledge Research in Education Series..............11

SStudent Teacher’s Handbook, The .......................10

Studies in Curriculum Theory Series.......................1

Studying Teacher Education .................................11

TTeacher Education for Democracy and SocialJustice..................................................................13

Teachers as Collaborative Partners ......................10

Teachers Doing Research.....................................10

Teaching for Diversity and Social Justice ................6

Teaching/Learning Social Justice Series...............13

UUrban Teacher Education and Teaching ...............13

Using Action Research to Improve Instruction........7

WWorking One-to-One with Students .......................3

INDEX BY TITLE

14

VISIT THE ROUTLEDGE WEBSITE ATWWW.ROUTLEDGE.COM/EDUCATION


A/B/CAACTE Committee on Innovation and Technology .............................................................2

Adams, Maurianne .................................................6

Adams, Natalie G. ................................................10

Alderman, M. Kay...................................................6

Anderson, Ronald D...............................................9

Antoniou, Maria ......................................................3

Aulls, Mark W. ........................................................5

Ayers, William C. ....................................................2

Bell, Lee Anne ........................................................6

Blumenfeld, Warren J. ............................................6

Brisk, María Estela................................................12

Burnaford, Gail E..................................................10

Burns, Anne ...........................................................7

Carr, Kevin............................................................10

Castañeda, Rosie...................................................6

Chandramohan, Balasubramanyam .....................11

Clifford, Patricia ......................................................1

Cochran-Smith, Marilyn........................................11

Commins, Nancy L.................................................8

Crockett, Michele D................................................8

D/E/FDavis, Brent............................................................4

Deever, Bryan.......................................................10

Delcourt, Marcia A. B. ............................................5

Demers, Kelly .......................................................11

Edwards, Gwyn....................................................12

Exley, Kate..............................................................3

Fallows, Stephen..................................................11

Feiman-Nemser, Sharon.......................................11

Fischer, Joseph ....................................................10

Friesen, Sharon ......................................................1

G/H/JGoodlad, John .....................................................13

Grant, Carl A. .........................................................4

Griffin, Pat ..............................................................6

Grossman, David L...............................................11

Hackman, Heather W. ............................................6

Henning, John E. ...............................................4, 7

Hobson, David .....................................................10

Hollins, Etta R.........................................................8

Hong, Eunsook ....................................................12

Hui, Ming-Fai........................................................11

Jardine, David W. ...................................................1

Joseph, Pamela Bolotin .........................................1

K/L/MKaufman, Douglas..................................................3

Kehler, Michael D. ..................................................3

Keiper, Timothy A. ..................................................5

Keiser, David Lee..................................................13

Kelly, James L. .......................................................7

Kwan, Tammy ......................................................12

Larson, Bruce E. ....................................................5

Law, Doris ............................................................12

Liston, Daniel P...................................................8, 9

Liston, Delores D..................................................10

Lopez-Real, Fran..................................................12

Luce-Kapler, Rebecca............................................4

Maher, Frances A. ..................................................9

Manning, Maryann..................................................9

Martino, Wayne ......................................................3

Marx, Sherry.........................................................13

McIntyre, D. John.................................................11

Meyer, Richard J. ...................................................9

Michelli, Nicholas M..............................................13

Milgram, Roberta M. ............................................12

Miramontes, Ofelia B..............................................8

Moss, David M. ......................................................3

O/P/QOsborn, Terry A. .....................................................3

Oyler, Celia ...........................................................10

Peterman, Francine P. ..........................................13

Peters, Madeline L. ................................................6

Phillips, Donna Kalmbach.....................................10

Pre-service Inclusive Study Group........................10

Quinn, Therese.......................................................2

R/S/TRidley, Pauline ........................................................3

Sadker, David .......................................................10

Schwebel, Bernice L. ...........................................10

Schwebel, Carol R. ..............................................10

Schwebel, David C...............................................10

Schwebel, Susan L. .............................................10

Sekayi, Dia N. R. ..................................................13

Shea, Christine Mary ............................................10

Shore, Bruce M......................................................5

Silber, Ellen S. ......................................................10

Sleeter, Christine ....................................................4

Solomon, R. Patrick .............................................13

Stimpson, Philip ...................................................12

Stone, Jody M........................................................7

Stovall, David Omatoso..........................................2

Sumara, Dennis......................................................4

Tang, Rosina ........................................................12

Tsui, Amy B. M.....................................................12

Tutwiler, Sandra J. Winn.......................................10

W/ZWard, Janie V. ........................................................9

Weaver-Hightower, Marcus ....................................3

Wisker, Gina ...........................................................3

Wong, Albert ........................................................12

Zeichner, Kenneth M. ...................................8, 9, 11

Zuniga, Ximena ......................................................6

INDEX BY AUTHOR

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