Books in the Advances in Research on Teaching series

The dilemmas and tensions uncovered directly from the perspective of teachers and teacher educators develop narrative inquiry as a methodological approach to examining teacher knowledge in cross-cultural teaching, providing invaluable findings for teachers, teacher educators, and educational researchers internationally.

Between 1990 and 2010, the English language learner (ELL) population in U.S. schools grew by 80 percent. While the highest concentration of English language learners, now more commonly referred to as emergent bilinguals (EBLs) remains in the traditional immigrant destination states of California, Texas, New York, Florida, Illinois, and New Jersey, in all 50 states there are growing numbers of emergent bilinguals. Interest in these learners has encouraged research and publications, but most of this research has centered on the students themselves and the politics surrounding their education. Publications featuring the research of teacher educators preparing teachers to work with EBLs in schools are much needed. Teacher educators must know how to help inservice teachers provide effective instruction to the increasing number of linguistically diverse students in the schools.

Developing Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl.

Understanding Excessive Teacher and Faculty Entitlement develops a body of professional knowledge by providing a deeper understanding of what manifests itself as 'excessive entitlement', by presenting a theoretical framework within which one can investigate issues and helps those concerned with education and teacher education.

Luminous Literacies shares examples of teachers and educators using local knowledge to illustrate literacy engagement and curriculum-making through scholarly accounts of experiences in teacher preparation courses, classrooms, and other community spaces in New Mexico.

In this volume, experiences as narrative inquiry are explored in order to make sense of research, identities, and the response community we have created through this process. Researchers bring together thinking and experiences in the current educational landscape to better understand the ways researchers have shaped and been shaped by their work.

Self-Study in Teacher Education Practices (S-STEP) contribute to teacher education in culturally and linguistically diverse communities and contexts. The chapters reflect the scholarly inquiry of teacher educators dedicated to investigating and improving their practice.

"Warrior Women" makes visible the ongoing intergenerational narrative reverberations (Young, 2003; 2005) shaped through Canada's residential school era which denied the communal and cultural, economic, educational, human, familial, linguistic, and spiritual rights of Aboriginal people.

The book fills a gaping hole in the teacher education literature. Nowhere is there a volume that globally surveys teacher education pedagogies and invites international scholars to describe the most productive ones in their home countries.

While online learning is regarded to be a rapidly growing field of research in and of itself, supporting diverse learners in online settings is an especially rapidly growing subfield.

Teacher educators from institutions across the U.S. report their research with preservice teachers in large cities, suburban communities, and rural border areas. The authors explain what they have learned as they have conducted research on education for preservice teachers who will teach emergent bilinguals in mainstream, bilingual, and ESL.

ART was established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. These include not only the behaviors of teachers that can be observed in the classroom, but also the planning, thinking, and decision making that occur before, during, and after interaction with students.

Working from a narrative teacher knowledge perspective that understands teachers' personal practical knowledge as shaped in professional and personal knowledge landscapes. The book focuses on the experiences of six people who left teaching in their first five years to bring teachers' experiences to the phenomenon of early career teacher attrition.

The book fills a gaping hole in the teacher education literature. Nowhere is there a volume that globally surveys teacher education pedagogies and invites international scholars to describe the most productive ones in their home countries.

"Warrior Women" makes visible the ongoing intergenerational narrative reverberations (Young, 2003; 2005) shaped through Canada's residential school era which denied the communal and cultural, economic, educational, human, familial, linguistic, and spiritual rights of Aboriginal people.

Addresses the challenges of meeting national accreditation requirements, including designing assessment instruments and making data-driven decisions. This book explores and shares tensions created as teacher education programs experience changes because of accountability requirements related to the accreditation process.

Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.

Researchers in education and geography embed analysis of instructional methods and learning activities such as lecture, discussion, and simulation into the context of purposes and goals of specific subject matter. They respond to the dilemma that teacher education textbooks and much research on teac

Features contribution from people who have developed and used video in teacher education. This book focusses on video as opposed to other technology (e-mail, etc) and its use in teacher education.

This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances and its constraints.

Focuses on the theory and research on self-fulfilling prophecies and other aspects of the effects of teachers' expectations in classrooms. This book covers expectation-related issues, such as: teachers' efficacy perceptions with respect to difficult-to-teach students; expectation-related phenomena in urban high schools; and more.

Discusses such topics as building a sense of history in a first-grade classroom, teaching for understanding in a third-grade geography lesson, and social studies education in an urban fourth-grade classroom.

Designed to illustrate qualitative methods used to study teaching, assess constraints and illuminate representative questions and findings. This book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. It provides findings, insights, and claims from qualitative research.