Books

Edited by: Erin Washburn, Emily Binks-Cantrell , R. Malatesha Joshi
Published by: John Wiley and Sons
Publication date: IN PRESS
ISBN: NA

In What Do Preservice Teachers from the USA and the UK Know about Dyslexia? The purpose of the study was to examine the knowledge base of preservice teachers from the USA and the UK of dyslexia as a language-based learning disability. A survey (both US and UK versions) was constructed using current research-based understandings of dyslexia as a language-based learning disability. One hundred and one preservice teachers from the USA and 70 preservice teachers from the UK were administered the survey. Results indicated that participants in the two groups demonstrated some similar accurate knowledge about dyslexia as well as displaying some common misunderstandings about dyslexia. Recommendations concerning preservice teacher preparation and professional development for in-service teachers about dyslexia as well as future research directions are discussed.

Edited by: Yeping Li, Edward A. Silver, and Shiqi Li 
Published by: Springer
Publication date: April 30, 2014
ISBN: 3319049925
Pages: 500 pages

Transforming Mathematics Instruction surveys and examines different approaches and practices that contribute to the changes in mathematics instruction, including:

1. innovative approaches that bring direct changes in classroom instructional practices,
2. curriculum reforms that introduce changes in content and requirements in classroom instruction, and
3. approaches in mathematics teacher education that aim to improve teachers’ expertise and practices. It also surveys relevant theory and methodology development in studying and assessing mathematics instruction

Edited by: Beverly Irby, Janice Koch, and Barbara Polnick
Published by: Information Age Publishing, Inc.
Publication date: December 19, 2013
ISBN: 9781623965570
Pages: 258 pages

Girls and Women in STEM: A Never Ending Story is about ongoing advocacy on behalf of the future workforce in fields that lie on the cutting edge of society’s future. Acknowledging that deeply embedded beliefs about social and academic entitlement take generations to overcome, the editors of this volume forge forward in the knowledge that these chapters will resonate with readers and that those in positions of access will learn more about how to provide opportunities for girls and women that propel them into STEM fields. This volume will give the reader insight into what works and what does not work for providing the message to girls and women that indeed STEM fields are for them in this second decade of the 21st century. Contributions to this volume will connect to readers at all levels of STEM education and workforce participation. Courses that address teaching and learning in STEM fields as well as courses in women’s studies and the sociology of education will be enhanced by accessing this volume. Further, students and scholars in STEM fields will identify with the success stories related in some of these chapters and find inspiration in the ways their own journeys are reflected by this volume.

Edited by: Yeping Li and Glenda Lappan
Published by: Springer
Publication date: November 30, 2013
ISBN: 9400775598
Pages: 680 pages

Mathematics Curriculum in School Education provides an international perspective on diverse curriculum issues and practices in different education systems, offering a comprehensive picture of various stages along curriculum transformation from the intended to the achieved, and showing how curriculum changes in various stages contribute to mathematics teaching and learning. The book brings new insights into curriculum policies and practices to the International community of mathematics education. This book contains 29 chapters and four section prefaces contributed by 56 scholars from 14 different education systems. This rich collection is indispensable reading for mathematics educators, researchers, curriculum developers, and graduate students interested in learning about recent curriculum development, research, and practices in different education systems.

Edited by: Yeping Li and Judit N. Moschkovich
Published by: Sense Publishers
Publication Date: July 5, 2013
ISBN: 9462092974
Pages: 326 pages

This book provides recent research on proficiency and beliefs in learning and teaching mathematics, as informed by the work of Alan Schoenfeld and Günter Törner, that will be of great interest to mathematics educators, researchers, and graduate students in mathematics education. It contains 17 chapters by 33 scholars from six different education systems (Austria, Canada, Germany, Israel, UK, and the U.S.).

Edited by: Beverly Irby, Genevieve Brown, Rafael Lara-Alecio, and Shirley Jackson
Published by: Information Age Publishing
Publication date: January 17, 2013
ISBN: 1617358657
Pages: 1164 pages

A unique feature of the Handbook of Educational Theories is the way in which it conveys the 101 theories presented by 152 authors and 17 editors distributed among its 13 sections. These authors and editors represent 10 countries, including Argentina, Australia, Austria, Canada, Dubai (An Emirate of the United Arab Emirates), England, Norway, Scotland, United States (28 states represented), and Wales.The organization of the chapters within each section makes the volume easy to use. It includes understandable reference tools for researchers and practitioners to use at they seek theories to guide their research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, the Handbook includes emerging theories for the 21st Century. Practical examples are presented on the use of these theories in research from dissertations and published articles. Section I provides the introduction with a focus on Philosophical Educational Constructs. The remaining sections include: Learning Theory, Instructional Theory, Curriculum Theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral Development Theory, Classroom Management Theory, Assessment Theory, Organizational Theory, Leadership and Management Theory, Social Justice Theory, and Teaching and Education Delivery Theory. Each section consists of an overview written by the section editor of the general theoretical concepts addressed by the chapter authors. The Handbook of Educational Theories is intended for graduate students enrolled in research courses or completing theses and dissertations. Additionally, professors of all educational disciplines in the social sciences may be interested in this book.

Edited by: Sandra Mayo and Patricia J Larke
Published by: Peter Lang Publishing
Publication date: December 31, 2012
ISBN: 1433109775
Pages: 348 pages

Integrating Multiculturalism into the Curriculum: From the Liberal Arts to the Sciences introduces the Multicultural Curriculum Transformation and Research Institute, a successful multicultural curriculum transformation paradigm that is a model for colleges and universities across the country and abroad.  The book is divided into 4 sections, the first is of the effective implementation of the strategies at a university in Texas over the last seven years with emphasis on goals, pedagogical strategies, institutional support, and faculty recruitment. Section Two is an in depth look at content units presented during the Institute. Section three highlights faculty who attended Institute training and the resulting implementation of the strategies and student feedback. Section four is a variety of transformed courses form six colleges including Business, Fine Arts and Communication, Science, Applied Arts, Liberal Arts, and University College.

Edited by: Yeping Li and Rongjin Huang
Published by: Routledge
Publication Date: July 19, 2012
ISBN: 0415895006
Pages: 264 pages

How Chinese Teach Mathematics and Improve Teaching offers multiple views and perspectives from Chinese scholars as well as Western scholars about mathematics teaching practices and approaches for improvement valued in China. This book goes beyond in-classroom instructional practices to broaden viewpoints by also examining Chinese teachers’ practices and knowledge to improve teaching.

Edited by: Norvella Carter, Leanne L. Howell, and Chance W. Lewis
Published by: Information Age Publishing
Publication date: October 21, 2011
ISBN: 1617356352
Pages: 230 pages

Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task. This book is filled with real-world strategies to implement in your quest to inspire and bring about reform. Additionally, we hope that you garner hope from the school personnel, school campuses, and school resources used as examples within the body of this work. We offer this book to all stakeholders who find themselves associated with urban schools: teachers, administrators, parents and even students. Consider this book an empirically based roadmap as you consider being a part of this transformation. We hope that it not only inspire you to adopt the “Yes We Can” spirit, but also empower you to be the beacon of light for urban students whose very future relies on people like you to keep the torch alive.

Edited by: Yeping Li and Gabriele Kaiser    
Published by: Springer
Publication date: December 19, 2010
ISBN: 1441977066  
Pages: 372 pages

While the concept of the expert educator is far from being new, and the process of acquiring expertise as an instructor has long been of interest to researchers, the specifics of expertise in the teaching of mathematics remain difficult to describe it theoretically and to evaluate it empirically. To improve this situation, “Expertise in Mathematics Instruction” takes a unique approach to present new research from multiple Western and Eastern education systems, offering a comprehensive picture of the components making up this elusive competency, and how these elements contribute to the teaching process in different educational systems and cultural contexts. With a richly inspiring collection of chapters, readers may better understand – and possibly rethink – their own policies and practices as mathematics educators, teacher educators or researchers. The book contains 16 chapters contributed by 28 educational researchers, mathematics educators, and psychologists from 11 education systems around the world.

Edited by: Rongjin Huang and Yeping Li
Published by: Shanghai Educational Publishing House, China.
Publication date: December, 2010
ISBN-13: 978-7-5444-3129-3
Pages: 203 pages

This is a highly-anticipated book on classroom instruction research, and it is published as part of a well-respected book series (“Fundamental Series for Mathematics Educational Studies”) in China. It contains contributions from six mathematics educators from China and the United States.

Edited by: Frederick K. S. Leung and Yeping Li
Published by: Sense Publishers
Publication date: May 28, 2010
ISBN: 9460912265
Pages: 258 pages

Reforms and Issues in School Mathematics in East Asia is constructed to present common issues over the changing mathematics curriculum and teacher education in the six high achieving education systems in East Asia. The book is to help readers develop a better understanding of the continuous pursuit of excellence and reforms in mathematics curriculum and teacher education. The book contains 14 chapters contributed by 20 scholars in mathematics education from six high-achieving education systems in East Asia (China, Hong Kong, Japan, Singapore, South Korea, and Taiwan).