"Letters to the Field: Curriculum Scholars' Stories for Future Generations" encapsulates a generation of scholars who revitalized the field of Curriculum Studies across North America in the mid-1970s, as well as the generations of scholars who immediately followed, all of whom are now themselves senior scholars. Rather than another…

The fourth edition of "Content-Based Curriculum for Advanced Learners" provides readers with a complete and up-to-date introduction to core elements of curriculum development in gifted education with implications for school-based implementation. Written by key experts in the field, this text is essential to the development of…

This book provides an international platform for educators from different STEM disciplines to present, discuss, connect, and develop collaborations in two inter-related ways: (1) sharing and discussing changes and innovations in individual discipline-based education in STEM/STEAM, and (2) sharing and discussing the development of interdisciplinary…

Despite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K-12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult.…

Teacher attrition and burnout have been researched in school districts all over the country for several decades. Characterised by physical and psychological exhaustion, cynicism (as an interpersonal and emotional indication of built-up aggression), and a sense of helplessness and low self-efficacy, burnout can lead to anxiety, depression,…

This edited book explores different international practices in reforming science teacher education programs for STEM education. Incorporating case studies in Asia, the Middle East, Africa, Europe, North America and South America, the contributors emphasise the large variety in STEM teacher preparation. Including science-centric versions of STEM…

Purposeful, intentional racial bias poses an obvious threat to the possibility of real equity in schools. In this volume, antiracist educators explore an equally troubling, but insufficiently explored threat: the racism upheld by schools and districts that claim an antiracist commitment. These institutions perpetuate disparities by enacting that…

This book investigates the ways in which new developments in areas of language teaching practice, such as policy-making, planning, methodology and the use of educational technology are locally adopted, adapted, and initiated and implemented in the four nations of the United Kingdom: England, Northern Ireland, Scotland, and Wales. By looking at the…

In today's digital society, computational thinking (CT) is a critical component of all children's education. In "Computational Thinking Curricula in K-12," editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which…

COVID-19 offers a unique opportunity to transform the K-12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume--leading…

Join us in celebrating the 25th anniversary of James A. Banks's Multicultural Education Series published by Teachers College Press--a dynamic series consisting of more than 70 published books with many more in the pipeline. This commemorative volume features engaging, incisive, and timely selections from the bestselling and most influential books…

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from…

Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and outlining the parameters of "critical dialogic…

"Rethinking Readiness" offers a new set of competencies to replace the narrow learning goals of No Child Left Behind and, in chapters written by some of the nation's most well-respected education scholars, explores their implications for schools. Today's students must cultivate the full range of intellectual, interpersonal, and…

The most promising intervention for improving learning and reducing academic gaps in outcomes is present in every classroom: the "teacher". Teachers empowered to create relationship-centric, supportive classroom and school cultures, combined with rigorous academics, produce breakthrough results for their students. Three nonprofits'…