Books in the Reflective Teaching and the Social Conditions of Schooling Series series

This book includes four cases dealing with related aspects of gender and teaching, along with a range of preservice and practicing teachers' and administrators' reactions to each case. It presents four public arguments pertaining to the issues raised in the cases.

Reading and Teaching raises questions and provides a context for preservice and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classroom

This text engages prospective and practicing K-12 teachers in understanding disability and teaching within the contexts of school, community, and the broader society, and in examining their personal theories and beliefs about disability and education the topic.

Includes four cases of teachers' experiences in the classroom. This work presents three public arguments representing different views about the teaching of reading: direct instruction, whole language, and critical literacy. It offers the authors' own interpretations of the issues raised throughout the text.

Many controversies attend the topic of culture and teaching, including: is there such a thing as a common culture? What culture does the student bring, and what is the role of the teacher? This work seeks to facilitate an examination of the reader's beliefs and acquaint them with those of others.

A focused and interactive overview of the important gender issues in education today. This is accomplished through conversations among experts, practitioners and readers, that are informed by representative case studies and by a range of theoretical approaches to the issues.

This is the fourth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the se

Uses case studies to explore the various issues that arise in teaching. This book presents three public arguments representing different views about the issues that arise in mathematics teaching: conservative, liberal and radical multiculturalist. It is suitable for undergraduate and graduate courses addressing mathematics teaching issues.