How to teach

From Crossing the Sacred Sea [Cruzando el mar sagrado], 13th edition, by Nathan A. Strait

  1. (2017) Procreation, parenthood, and educational rights: ethical and philosophical issues [i]
  2. (2017) Don't you dare try to teach science without building models! [u]
  3. (2017) Experimental evidence for diagramming benefits in science writing [d]
  4. (2017) Hidden treasure on the road to Xanadu: what connecting library service usage data to unique student IDs can reveal [d]
  5. (2017) The role of the teacher in promoting argumentative interactions in the learning contexts of higher education [i] [d]
  6. (2017) Toward an open learning analytics ecosystem [i] [d]
  7. (2017) Critical thinking: conceptual perspectives & practical guidelines [i] [d]
  8. (2017) Teaching computational creativity [i]
  9. (2017) Making learning interesting and its application to the science classroom [d]
  10. (2017) Experiential learning theory: the importance of outdoor classrooms in environmental education [d]
  11. (2017) Big data and learning analytics in higher education: current theory and practice [i] [d]
  12. (2017) Natural-born arguers: teaching how to make the best of our reasoning abilities [d]
  13. (2017) Challenging the dominance of formalism in accounting education: an analysis of the potential of stewardship in light of the evolution of legal education [d]
  14. (2017) Learning to argue via apprenticeship [p] [d]
  15. (2017) Dialogue, argumentation, and education: history, theory, and practice [i] [d]
  16. (2017) Wilful ignorance and the emotional regime of schools [d]
  17. (2016) Fostering the virtues of inquiry [d]
  18. (2016) Epistemologies in practice: making scientific practices meaningful for students [d]
  19. (2016) Mathematical mindsets: unleashing students' potential through creative math, inspiring messages, and innovative teaching [i]
  20. (2016) Mindful makers: question prompts to help guide young peoples' critical technical practices in maker spaces in libraries, museums, and community-based youth organizations [d]
  21. (2016) Re-appropriating a question/answer system to support dialectical constructivist learning activity [d]
  22. (2016) Children's rights: from philosophy to public policy [i] [d]
  23. (2016) Teaching, learning and leading in today's complex world: reaching new heights with a developmental approach [d]
  24. (2016) Creativity with students [i] [d]
  25. (2016) Interventions for disruptive behaviors: reducing problems and building skills [i]
  26. (2016) Discovery tool cookbook: recipes for successful lesson plans [i]
  27. (2016) Transforming science education for the anthropocene—is it possible? [d]
  28. (2016) Improvisation and music education: beyond the classroom [i]
  29. (2016) Promoting caring: mindfulness- and compassion-based contemplative training for educators and students [i] [d]
  30. (2016) Stimulating reflection and self-correcting reasoning through argument mapping: three approaches [d]
  31. (2016) Social science as a tool in developing scientific thinking skills in underserved, low-achieving urban students [p] [d]
  32. (2016) Institutional resource centres and design education [d]
  33. (2016) Visualising powerful knowledge to develop the expert student: a knowledge structures perspective on teaching and learning at university [i] [d]
  34. (2016) Small teaching: everyday lessons from the science of learning [i]
  35. (2016) Identification of animals and plants is an essential skill set [u]
  36. (2016) IRE/F as a cross-curricular collaborative genre of implicit argumentation [d]
  37. (2016) On attentive love in education: the case of Courage to Teach [i] [d]
  38. (2016) International handbook of teacher education [i] [d]
  39. (2016) Developing argumentation strategies in electronic dialogs: is modeling effective? [d]
  40. (2016) Environmental communication pedagogy for sustainability: developing core capacities to engage with complex problems [d]
  41. (2016) Sense-making innovative systems: prestigious MOOCs [d]
  42. (2016) Argumentation in history classrooms: a key path to understanding the discipline and preparing citizens [d]
  43. (2016) Socratic pedagogy: the importance of argument [i]
  44. (2016) The use of argument maps as an assessment tool in higher education [d]
  45. (2016) Tapping the power of personalized learning: a roadmap for school leaders [i]
  46. (2016) Use of digital technologies in education: the complexity of teachers' everyday practice [i] [u]
  47. (2016) Handbook of mindfulness in education [i] [d]
  48. (2016) Crafting instructions collaboratively: student questions and dual addressivity in classroom task instructions [d]
  49. (2016) Building problem forums: on troubleshooting in the professional writing classroom [d]
  50. (2016) The world becomes what we teach: educating a generation of solutionaries [i]
  51. (2015) Can multiple-choice testing induce desirable difficulties?: evidence from the laboratory and the classroom [d]
  52. (2015) How to teach philosophy of science [d]
  53. (2015) The game of social life: an assessment of a multidimensional poverty simulation [d]
  54. (2015) Proofs, mathematical practice and argumentation [d]
  55. (2015) Using scientific visualization to enhance the teaching and learning of core concepts [i] [d]
  56. (2015) Integration and interdisciplinarity: concepts, frameworks, and education [d]
  57. (2015) Using bingo to keep your classroom focused [u]
  58. (2015) Designing effective MOOCs [d]
  59. (2015) Reasoning about benefits, costs, and risks of chemical substances: mapping different levels of sophistication [d]
  60. (2015) A model of critical thinking in higher education [i] [d]
  61. (2015) The Palgrave handbook of critical thinking in higher education [i] [d]
  62. (2015) Relevant chemistry education: from theory to practice [i] [d]
  63. (2015) The end of the rainbow: how educating for happiness not money would transform our schools [i]
  64. (2015) Making students responsible for their learning—empowering learners to build shared mental models [i] [d]
  65. (2015) Using argument mapping to improve critical thinking skills [i] [d]
  66. (2015) Learner-centered design of computing education: research on computing for everyone [i] [d]
  67. (2015) Using argument diagramming to teach critical thinking in a first-year writing course [i] [d]
  68. (2015) Everybody eats: using hunger banquets to teach about issues of global hunger and inequality [d]
  69. (2015) Facilitating problem-based learning by means of collaborative argument visualization software [d]
  70. (2015) Geospatial technologies and geography education in a changing world: geospatial practices and lessons learned [i] [d]
  71. (2015) Developing an analytical framework for argumentation on energy consumption issues [d]
  72. (2015) Behavioral education in the 21st century [d]
  73. (2015) Intentional interruption: breaking down learning barriers to transform professional practice [i]
  74. (2015) How to learn about teaching: an evolutionary framework for the study of teaching behavior in humans and other animals [and comments and reply] [p] [d]
  75. (2015) Argumentation as core curriculum [d]
  76. (2015) Thinking together and alone [d]
  77. (2015) Developing multivariable thinkers [d]
  78. (2015) Metacognitive education: going beyond critical thinking [i] [d]
  79. (2015) Argumentation theory in education studies: coding and improving students' argumentative strategies [d]
  80. (2015) Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation [i]
  81. (2015) Teaching programming with computational and informational thinking [u]
  82. (2015) Conducting the instrumentalists: a framework for engineering liberal education [d]
  83. (2015) Creating cultures of thinking: the 8 forces we must master to truly transform our schools [i]
  84. (2015) Personal visualization for learning [u]
  85. (2015) Developing meaning-making to promote critical thinking [i] [d]
  86. (2015) Classwide positive behavior interventions and supports: a guide to proactive classroom management [i]
  87. (2015) Mathematical problem posing: from research to effective practice [i] [d]
  88. (2015) Value maps in applied ethics [d]
  89. (2015) Design thinking for life
  90. (2015) The Routledge international handbook of research on teaching thinking [i]
  91. (2015) Learning personalized: the evolution of the contemporary classroom [i]
  92. (2014) The role of the teacher in mindfulness-based approaches: a qualitative study [d]
  93. (2014) Challenges and remedies for identifying and classifying argumentation schemes [d]
  94. (2014) Hanging in: strategies for teaching the students who challenge us most [i]
  95. (2014) Culture-based arts education that teaches against the grain: a model for place-specific material culture studies
  96. (2014) Assessment frequency in introductory computer programming disciplines [d]
  97. (2014) Make it stick: the science of successful learning [i]
  98. (2014) Teach smart: 11 learner-centered strategies that ensure student success [i]
  99. (2014) Transforming your teaching: practical classroom strategies informed by cognitive neuroscience [i]
  100. (2014) Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills [d]
  101. (2014) Probabilistic thinking: presenting plural perspectives [i] [d]
  102. (2014) Designing classrooms to maximize student achievement [d]
  103. (2014) Deciding 'what to teach' health professionals: a human-centred systems engineering perspective [d]
  104. (2014) Using SAFMEDS and direct instruction to teach the model of hierarchical complexity [d]
  105. (2014) Cognitive capital: investing in teacher quality [i]
  106. (2014) Changing 'course': reconceptualizing educational variables for massive open online courses [d]
  107. (2014) Teacher personal information management (PIM) practices: finding, keeping, and re-finding information [d]
  108. (2014) Knowledge design: a conceptual and curricular challenge [d]
  109. (2014) Science teachers' use of visual representations [i] [d]
  110. (2014) Learning and teaching with geomedia [i]
  111. (2014) Towards a dialogical undergraduate introductory economics course [d]
  112. (2014) Teaching poverty with geographic visualization and geographic information systems (GIS): a case study of East Buffalo and food access [d]
  113. (2014) Teaching rational entitlement and responsibility: a Socratic exercise [d] [u]
  114. (2014) Hear, listen, play!: how to free your student's aural, improvisation, and performance skills [i]
  115. (2014) Gaia: 'thinking like a planet' as transformative learning [d]
  116. (2014) From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science [d]
  117. (2014) Teaching compassion: humane education in early childhood [i] [d]
  118. (2014) Focus on educating for sustainability: toolkit for academic libraries [i]
  119. (2014) Connected code: why children need to learn programming [i]
  120. (2014) Retaining students by embedding librarians into undergraduate research experiences [d]
  121. (2014/2016) Argue with me: argument as a path to developing students' thinking and writing [i]
  122. (2014) Early and repeated exposure to examples improves creative work [i] [d]
  123. (2014) A teaching strategy with a focus on argumentation to improve undergraduate students' ability to read research articles [d]
  124. (2014) Assessment of uncertainty-infused scientific argumentation [d]
  125. (2014) Review on teaching and learning of computational thinking through programming: what is next for K–12? [d]
  126. (2014) International handbook of research in history, philosophy and science teaching [i] [d]
  127. (2014) MOOCs, wicked problems, and the spirit of the liberal arts [u]
  128. (2014) Start a new fire: measuring the value of academic libraries in undergraduate learning [d]
  129. (2014) Guide to teaching puzzle-based learning [i] [d]
  130. (2014) Informal education, childhood and youth: geographies, histories, practices [i] [d]
  131. (2014) Space in mind: concepts for spatial learning and education [i]
  132. (2014) 'If I am not doing my own playing then I am not able to truly share the gift of play with children': using poststructuralism and care ethics to examine future early childhood educators' relationships with play in adulthood [d]
  133. (2014) Models in science and in learning science: focusing scientific practice on sense-making [i] [d]
  134. (2014) The teaching brain: an evolutionary trait at the heart of education [i]
  135. (2014) Learning in the fast lane: 8 ways to put ALL students on the road to academic success [i]
  136. (2014) Guardians of the Earth: teaching children to care for all living things [i] [d]
  137. (2014) Classrooms of spatial justice: counter-spaces and young men of color in a GED program [d]
  138. (2014) Should everybody learn to code? [d]
  139. (2014) Formative and stealth assessment [i] [d]
  140. (2014) Taking emotion seriously: meeting students where they are [p] [d]
  141. (2014) Beyond reason and tolerance: the purpose and practice of higher education [i] [d]
  142. (2014) The state of MOOCs from 2008 to 2014: a critical analysis and future visions [i] [d]
  143. (2013) The art of coaching: effective strategies for school transformation [i]
  144. (2013) International handbook of metacognition and learning technologies [i] [d]
  145. (2013) Understanding biological mechanisms: using illustrations from circadian rhythm research [i] [d]
  146. (2013) A framework for designing scaffolds that improve motivation and cognition [p] [d]
  147. (2013) For the love of learning: innovations from outstanding university teachers [i]
  148. (2013) Self-regulated learning: beliefs, techniques, and illusions [p] [d]
  149. (2013) Effects of direct and indirect instruction on fostering decision-making competence in socioscientific issues [d]
  150. (2013) Using rationale to assist student cognitive and intellectual development [i] [d]
  151. (2013) Informed transitions: libraries supporting the high school to college transition [i]
  152. (2013) Could HPS improve problem-solving? [history and philosophy of science] [d]
  153. (2013) Design representations [for learning interventions] [i] [d]
  154. (2013) Designing for learning in an open world [i] [d]
  155. (2013) The power of the social brain: teaching, learning, and interdependent thinking [i]
  156. (2013) The social neuroscience of education: optimizing attachment and learning in the classroom [i]
  157. (2013) Imagination of science in education: from epics to novelization [i] [d]
  158. (2013) A cognitive approach to teaching philosophy [d]
  159. (2013) Birds of a feather: applied behavior analysis and quality of life [d]
  160. (2013) Broken when entering: the stigmatization of goodness and business ethics education [d]
  161. (2013) Towards automated analysis of student arguments [i] [d]
  162. (2013) Structuring case-based ethics training: how comparing cases and structured prompts influence training effectiveness [d]
  163. (2013) The importance of developing employability [d]
  164. (2013) 'Follow' me: networked professional learning for teachers [d]
  165. (2013) Educating negotiators for a connected world [i] [u]
  166. (2013) Evolution is a model, why not teach it that way? [i] [d]
  167. (2013) Improving computer science education [i]
  168. (2013) Teaching about adaptation: why evolutionary history matters [d]
  169. (2013) The philosophy of biology: a companion for educators [i] [d]
  170. (2013) Integrating epistemological perspectives on chemistry in chemical education: the cases of concept duality, chemical language, and structural explanations [d]
  171. (2013) Restoring the professor and the students: a circle process and contemplative practices in a restorative justice seminar [d]
  172. (2013) Contemporary studies in environmental and indigenous pedagogies: a curricula of stories and place [i] [d]
  173. (2013) Meritocratic education and social worthlessness [i] [d]
  174. (2013) Artificial intelligence in education [i] [d]
  175. (2013) Visualizing communication structures in science classrooms: tracing cumulativity in teacher-led whole class discussions [d]
  176. (2013) Teaching qualitative methods using a research team approach: publishing grounded theory projects with your class [d]
  177. (2013) Interdisciplinary lessons for the teaching of biology from the practice of evo-devo [d]
  178. (2013) Teaching evolutionary developmental biology: concepts, problems, and controversy [i] [d]
  179. (2013) What students' arguments can tell us: using argumentation schemes in science education [d]
  180. (2013) Promoting conceptual development in physics teacher education: cognitive-historical reconstruction of electromagnetic induction law [d]
  181. (2013) Essential questions: opening doors to student understanding [i]
  182. (2013) The relationships between modelling and argumentation from the perspective of the model of modelling diagram [d]
  183. (2013) Conducting student-driven interviews: practical strategies for increasing student involvement and addressing behavior problems [i]
  184. (2013) Towards a learning progression of energy [d]
  185. (2013) Coherence of pre-service physics teachers' views of the relatedness of physics concepts [d]
  186. (2013) The 21st century challenge for science education: assessing scientific reasoning [d]
  187. (2013) The potential of perspectivism for science education [d]
  188. (2013) What is meant by argumentative competence?: an integrative review of methods of analysis and assessment in education [d]
  189. (2013) Classifying life, reconstructing history and teaching diversity: philosophical issues in the teaching of biological systematics and biodiversity [d]
  190. (2013) Student thought and classroom language: examining the mechanisms of change in dialogic teaching [d]
  191. (2013) Inferring teacher epistemological framing from local patterns in teacher noticing [d]
  192. (2013) Developing the next generation of community-based researchers: tips for undergraduate students [d]
  193. (2013) Using a blended learning approach to simulate the negotiation of a multilateral environmental agreement [d]
  194. (2013) Causes & cures in the classroom: getting to the root of academic and behavior problems [i]
  195. (2013) A review of generic program visualization systems for introductory programming education [d]
  196. (2013) Assessing students' problem solving ability and cognitive regulation with learning trajectories [i] [d]
  197. (2013) International handbook of research on environmental education [i]
  198. (2013) Healing, mental energy in the physics classroom: energy conceptions and trust in complementary and alternative medicine in grade 10–12 students [d]
  199. (2013) Assessing students' understanding of inquiry: what do prospective science teachers notice? [d]
  200. (2013) Developing a theory of ambitious early-career teacher practice [d]
  201. (2013) What do scientist and non-scientist teachers notice about biology diagrams? [d]
  202. (2013) Multiple representations in biological education [i] [d]
  203. (2013) Resilience begins with beliefs: building on student strengths for success in school [i]
  204. (2013) How to teach critical thinking [d]
  205. (2013) Daily behavior report cards: an evidence-based system of assessment and intervention [i]
  206. (2013) Key ideas in teaching mathematics: research-based guidance for ages 9–19 [i]
  207. (2013) Know thy biases!: bringing argumentative virtues to the classroom [u]
  208. (2012) Teaching the nature of science through scientific errors [d]
  209. (2012) Learning progressions: significant promise, significant challenge [d]
  210. (2012) Provocative pedagogy, or: Youngsters need the brain to challenge worldview formation [d]
  211. (2012) Enhancing instructional problem solving: an efficient system for assisting struggling learners [i]
  212. (2012) Teaching contested narratives: identity, memory, and reconciliation in peace education and beyond [i] [d]
  213. (2012) Four slogans for cultural change: an evolving place-based, imaginative and ecological learning experience [d]
  214. (2012) Enhancing on-task behavior in fourth-grade students using a modified color wheel system [d]
  215. (2012) Expanding the horizons of accounting education: incorporating social and critical perspectives [d]
  216. (2012) Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities [d]
  217. (2012) Fostering compassionate attitudes and the amelioration of aggression through a science class [d]
  218. (2012) Lessons from learner experiences in a field-based inquiry in geography using mobile devices [d]
  219. (2012) Looking through the lenses of science literacy and cultural diversity: learning from Helena's mistake [d]
  220. (2012) Formative assessment: assessment is for self-regulated learning [d]
  221. (2012) Computer-aided argument mapping and the teaching of critical thinking: part I [d]
  222. (2012) Computer-aided argument mapping and the teaching of critical thinking: part II [d]
  223. (2012) Computer-aided argument mapping as a tool for teaching critical thinking [d]
  224. (2012) Bridging between brain science and educational practice with design patterns [i] [d]
  225. (2012) Their own best teachers: how we help and hinder the development of learners' independence [d]
  226. (2012) Policy World: a cognitive game for teaching deliberation [i] [d]
  227. (2012) Assessing our students, assessing ourselves [i] [u]
  228. (2012) How does expansive framing promote transfer?: several proposed explanations and a research agenda for investigating them [d]
  229. (2012) Eight things skilled teachers think, say, and do [u]
  230. (2012) Lifelong learning in public libraries: principles, programs, and people [i]
  231. (2012) Making it difficult to teach journalism ethics [d]
  232. (2012) Ecoliterate: how educators are cultivating emotional, social, and ecological intelligence [i]
  233. (2012) An environmental pedagogy of care: emotion, relationships, and experience in higher education ethics learning [d]
  234. (2012) Assessing 21st century skills: a guide to evaluating mastery and authentic learning [i]
  235. (2012) Fostering a sense of wonder in the science classroom [d]
  236. (2012) Encouraging a 'romantic understanding' of science: the effect of the Nikola Tesla story [d]
  237. (2012) Energy and matter: differences in discourse in physical and biological sciences can be confusing for introductory biology students [d]
  238. (2012) Integration of geospatial science in teacher education [d]
  239. (2012) Ethnobotanical research skills for undergraduate students of underrepresented minorities in STEM disciplines [d] [u]
  240. (2012) Integrating online GIS into the K–12 curricula: lessons from the development of a collaborative GIS in Michigan [d]
  241. (2012) The together teacher: plan ahead, get organized, and save time! [i]
  242. (2012) A macro–micro–symbolic teaching to promote relational understanding of chemical reactions [d]
  243. (2012) Assessing teacher quality: understanding teacher effects on instruction and achievement [i]
  244. (2012) Planetary science in higher education: ideas and experiences [d]
  245. (2012) Engaging students in scientific practices: what does constructing and revising models look like in the science classroom? [u]
  246. (2012) Teaching ethically: challenges and opportunities [i]
  247. (2012) Theatre for change: education, social action and therapy [i]
  248. (2012) Inspiring and training students for social action: renewing a needed tradition [d]
  249. (2012) Misconceptions about 'misconceptions': preservice secondary science teachers' views on the value and role of student ideas [d]
  250. (2012) Teaching as a design science: building pedagogical patterns for learning and technology [i]
  251. (2012) Bit by bit or all at once?: splitting up the inquiry task to promote children's scientific reasoning [d]
  252. (2012) Developing character and values for global citizens: analysis of pre-service science teachers' moral reasoning on socioscientific issues [d]
  253. (2012) Attending and responding to student thinking in science [d]
  254. (2012) Improving ethics education in accounting: lessons from medicine and law [d]
  255. (2012) Effective practices for creating transformative informal science education programs grounded in Native ways of knowing [d]
  256. (2012) Reflective journal assignments in teaching negotiation [i] [u]
  257. (2012) Using inquiry and tenets of multicultural education to engage Latino English-language learning students in learning about geology and the nature of science [d]
  258. (2012) International perspectives on teaching and learning with GIS in secondary schools [i] [d]
  259. (2012) From redlining to benevolent societies: the emancipatory power of spatial thinking [d]
  260. (2012) Classroom of hope: the voice of one courageous teacher on the US–Mexico border [d]
  261. (2012) Learning to pose cognitively demanding tasks through letter writing [d]
  262. (2012) Creating an environment that supports diversity [u]
  263. (2012) Comparing and combining traditional teaching approaches and the use of video clips for learning how to identify species in an aquarium [d]
  264. (2012) Educational technologies for teaching argumentation skills [i]
  265. (2012) Does classroom explicitation of initial conceptions favour conceptual change or is it counter-productive? [d]
  266. (2012) Transformative art: art as means for long-term neurocognitive change [d]
  267. (2012) Practical work at school reduces disgust and fear of unpopular animals [d]
  268. (2012) Modelling ecosystem structure and energy flow in a first year environmental biology practical: not a complete waste of energy [u]
  269. (2012) Learning by mapping across situations [d]
  270. (2012) Teaching the conceptual structure of mathematics [d]
  271. (2012) White privilege in experiential education: a critical reflection [d]
  272. (2012) Strengthening science education leadership: an information technology-based learning ecology model [i]
  273. (2012) Teaching a new negotiation skills paradigm [u]
  274. (2012) The value of fieldwork in life and environmental sciences in the context of higher education: a case study in learning about biodiversity [d]
  275. (2012) Socially responsible literacy: teaching adolescents for purpose and power [i]
  276. (2012) Republic of noise: the loss of solitude in schools and culture [i]
  277. (2012) Transformational teaching: theoretical underpinnings, basic principles, and core methods [d]
  278. (2012) An inconvenient truth: the need to educate emotionally competent lawyers [u]
  279. (2012) The handbook for teaching leadership: knowing, doing, and being [i]
  280. (2012) Enabling remote access to fieldwork: gaining insight into the pedagogic effectiveness of `direct' and `remote' field activities [d]
  281. (2012) The role of field exercises in ecological learning and values education: action research on the use of campus wetlands [d]
  282. (2012) Young people and the hidden meanings of the everyday: time-space path as a methodological opportunity [d]
  283. (2012) Using video to analyze one's own teaching [d]
  284. (2012) Feedback-giving as social practice: teachers' perspectives on feedback as institutional requirement, work and dialogue [d]
  285. (2012) Searching for hope: life at a failing school in the heart of America [i]
  286. (2012) The role of the visual arts in enhancing the learning process [p] [d]
  287. (2012) Learning gardens and sustainability education: bringing life to schools and schools to life [i]
  288. (2012) Science education for global sustainability: what is necessary for teaching, learning, and assessment strategies? [d]
  289. (2011) Getting 'messy' with problems: the challenges of teaching 'soft' OR [d]
  290. (2011) Problem-based learning [d]
  291. (2011) Disciplining the arts: teaching entrepreneurship in context [i]
  292. (2011) Road maps for learning: a guide to the navigation of learning progressions [d]
  293. (2011) Leadership for social justice and democracy in our schools [i]
  294. (2011) The implementation of a geospatial information technology (GIT)-supported land use change curriculum with urban middle school learners to promote spatial thinking [d]
  295. (2011) Argumentation in science education: a model-based framework [d]
  296. (2011) Towards creative learning spaces: re-thinking the architecture of post-compulsory education [i]
  297. (2011) Paper-based GIS: a practical answer to the implementation of GIS education into resource-poor schools in South Africa [d]
  298. (2011) Designing programs with a purpose: to promote civic engagement for life [d]
  299. (2011) Why school is not easy: an analytical perspective [d]
  300. (2011) Personal epistemology and teacher education [i]
  301. (2011) The call to teach and teacher hopefulness [d]
  302. (2011) Natural learning for a connected world: education, technology, and the human brain [i]
  303. (2011) Constructing patriotism: teaching history and memories in global worlds [i]
  304. (2011) Science education in international contexts [i] [d]
  305. (2011) Teaching negotiation in the context of environmental regulatory enforcement: an experiential learning approach [d]
  306. (2011) On the concept of energy [i] [d]
  307. (2011) Does participation in citizen science improve scientific literacy?: a study to compare assessment methods [d]
  308. (2011) Teacher education around the world: changing policies and practices [i]
  309. (2011) New understandings of teachers' work: emotions and educational change [i] [d]
  310. (2011) Educating the developing mind: towards an overarching paradigm [d]
  311. (2011) Using geographic information systems (GIS) at schools without a computer laboratory [d]
  312. (2011) Road maps for learning: a bird's eye view [d]
  313. (2011) Education for animal welfare [i] [d]
  314. (2011) Ethical dilemmas: a model to understand teacher practice [d]
  315. (2011) Helping students motivate themselves: practical answers to classroom challenges [i]
  316. (2011) The natural school counselor: using nature to promote mental health in schools [d]
  317. (2011) The formative assessment action plan: practical steps to more successful teaching and learning [i]
  318. (2011) Marriage and relationship education: what works and how to provide it [i]
  319. (2011) Group-centered prevention programs for at-risk students [i] [d]
  320. (2011) Education for socially engaged art: a materials and techniques handbook [i]
  321. (2011) Commentary on Road maps for learning: a guide to the navigation of learning progressions [d]
  322. (2011) Beyond service learning: civic engagement in ethics classes [d]
  323. (2011) Learning to solve problems: a handbook for designing problem-solving learning environments [i]
  324. (2011) Narrative in the teaching and practice of conflict analysis, transformation, and peacebuilding [i]
  325. (2011) Visualising knowledge structures in biology: discipline, curriculum and student understanding [d]
  326. (2011) Transforming the power of education for young minority women: narrations, metareflection, and societal change [d]
  327. (2011) Integrating geospatial technologies in an energy unit [d]
  328. (2011) Introducing dialogic teaching to science student teachers [d]
  329. (2011) Global citizens are made, not born: multiclass role-playing simulation of global decision making [d]
  330. (2011) Possible pathways for conceptual development related to energy and the human body [i] [d]
  331. (2011) Going deep into mechanisms for moral reasoning growth: how deep learning approaches affect moral reasoning development for first-year students [d]
  332. (2011) Handbook of counselor preparation: constructivist, developmental, and experiential approaches [i]
  333. (2011) Science visual literacy: learners' perceptions and knowledge of diagrams [d]
  334. (2011) Resisting plateauing: four veteran teachers' stories [d]
  335. (2011) Teaching science as a cultural way of knowing: merging authentic inquiry, nature of science, and multicultural strategies [d]
  336. (2011) A philosophical analysis of David Orr's theory of ecological literacy: biophilia, ecojustice and moral education in school learning communities [d]
  337. (2011) Report of a workshop of pedagogical aspects of computational thinking [i] [d] [u]
  338. (2011) Promoting metacognition in first year anatomy laboratories using plasticine modeling and drawing activities: a pilot study of the 'blank page' technique [d]
  339. (2011) What teachers of science need to know about models: an overview [d]
  340. (2011) Seeing the destination but not the path: effects of socioeconomic disadvantage on school-focused possible self content and linked behavioral strategies [d]
  341. (2011) The under-examined life: a proposal for critically evaluating teachers' and students' philosophies of teaching [d]
  342. (2011) Motivational interviewing for effective classroom management: the classroom check-up [i]
  343. (2011) Making thinking visible: how to promote engagement, understanding, and independence for all learners [i]
  344. (2011) Toward a visually-oriented school mathematics curriculum: research, theory, practice, and issues [i] [d]
  345. (2011) Make just one change: teach students to ask their own questions [i]
  346. (2011) Learning to map and mapping to learn our students' worlds [u]
  347. (2011) Good teaching in difficult times: demoralization in the pursuit of good work [d]
  348. (2011) The failure of environmental education (and how we can fix it) [i]
  349. (2011) Fields of learning: the student farm movement in North America [i]
  350. (2011) Teaching minds: how cognitive science can save our schools [i]
  351. (2011) Environmental literacy in science and society: from knowledge to decisions [i] [d]
  352. (2011) Stealth assessment in computer-based games to support learning [i]
  353. (2011) The meanings of teaching from the perspective of exemplary and experienced teachers [u]
  354. (2011) Doing poverty: learning outcomes among students participating in the community action poverty simulation program [d]
  355. (2011) Case-based knowledge and ethics education: improving learning and transfer through emotionally rich cases [d]
  356. (2011) Development of a 'universal' rubric for assessing undergraduates' scientific reasoning skills using scientific writing [d]
  357. (2011) Mind, brain, and education science: a comprehensive guide to the new brain-based teaching [i]
  358. (2011) Internationalist utopias of visual education: the graphic and scenographic transformation of the universal encyclopaedia in the Work of Paul Otlet, Patrick Geddes, and Otto Neurath [d]
  359. (2011) Out of the classroom and into the world: learning from field trips, educating from experience, and unlocking the potential of our students and teachers [i]
  360. (2011) Are these the poems to remember? [u]
  361. (2011) Cultivating urban naturalists: teaching experiential, place-based learning through nature journaling in Central Park [d]
  362. (2011) Using technology to personalize learning and assess students in real-time [u]
  363. (2010) Traditional versus three-dimensional teaching of peritoneal embryogenesis: a comparative prospective study [d]
  364. (2010) Critical library instruction: theories and methods [i]
  365. (2010) How learning works: seven research-based principles for smart teaching [i]
  366. (2010) The diversity education dilemma: exposing status hierarchies without reinforcing them [d]
  367. (2010) Is science me?: high school students' identities, participation and aspirations in science, engineering, and medicine [d]
  368. (2010) Personal epistemology in the classroom: theory, research, and implications for practice [i]
  369. (2010) A learning progression for scientific argumentation: understanding student work and designing supportive instructional contexts [d]
  370. (2010) Reflections on student journals and teaching about inequality [d]
  371. (2010) Teaching modeling in critical thinking [d]
  372. (2010) Teaching family systems theory: a developmental-constructivist perspective [d]
  373. (2010) Educating physicians: a call for reform of medical school and residency [i]
  374. (2010) Students as learners and teachers: taking responsibility, transforming education, and redefining accountability [d]
  375. (2010) The practicality and relevance of second language critical pedagogy [d]
  376. (2010) Teaching the practical relevance of propositional logic [d]
  377. (2010) Learning from each other: a portrait of family–school–community partnerships in the United States and Mexico [d]
  378. (2010) The quality of reflection in student journals: a review of limiting and enabling factors [d]
  379. (2010) International handbook of inter-religious education [i] [d]
  380. (2010) Surrounded by science: learning science in informal environments [i] [d] [u]
  381. (2010) Incorporating the concept of mindfulness in informal outdoor education settings [d]
  382. (2010) The economists of tomorrow: the case for assertive pluralism in economics education [d]
  383. (2010) Participatory mapping for raising disaster risk awareness among the youth [d]
  384. (2010) Compassionate, spiritual, and creative listening in teaching and learning [u]
  385. (2010) Roles, caring and learning to teach science [d]
  386. (2010) What is a good question? [i]
  387. (2010) Building a professional learning community at work: a guide to the first year [i]
  388. (2010) The achievement gap and the discipline gap: two sides of the same coin? [d]
  389. (2010) School–family–community partnerships: applying Epstein's theory of the six types of involvement to school counselor practice [d]
  390. (2010) How students come to be, know, and do: a case for a broad view of learning [i] [d]
  391. (2010) Leadership for family and community involvement [i]
  392. (2010) Learning from the inside out: a method for analyzing reflective journals in the college classroom [d]
  393. (2010) Arguing to learn and learning to argue: design justifications and guidelines [d]
  394. (2010) Education for human rights, inter-cultural and inter-religious dialogue: the role of UNESCO [i] [d]
  395. (2010) The relation of story structure to a model of conceptual change in science learning [d]
  396. (2010) The influence of personality traits and demographic factors on social entrepreneurship start up intentions [d]
  397. (2010) Going to the core: deepening reflection by connecting the person to the profession [i] [d]
  398. (2010) Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics [d]
  399. (2010) A behavioral and systems view of professionalism [d]
  400. (2010) The effectiveness of service-learning: it's not always what you think [d]
  401. (2010) Culturally proficient education: an asset-based response to conditions of poverty [i]
  402. (2010) What expert teachers do: enhancing professional knowledge for classroom practice [i]
  403. (2010) Handbook of reflection and reflective inquiry [i] [d]
  404. (2010) Critical reading of science-based news reports: establishing a knowledge, skills and attitudes framework [d]
  405. (2010) Using mindfulness meditation to teach beginning therapists therapeutic presence: a qualitative study [d]
  406. (2010) Teaching mindfulness: a practical guide for clinicians and educators [i] [d]
  407. (2010) Teaching for clinical reasoning: helping students make the conceptual links [d]
  408. (2010) Social and emotional learning in the classroom: promoting mental health and academic success [i]
  409. (2010) Some implications of expertise research for educational assessment [d]
  410. (2010) Putting the 'world' in world history [d]
  411. (2010) Moral-ethical character and science education: ecojustice ethics through socioscientific issues (SSI) [i] [d]
  412. (2010) Helping college students find purpose: the campus guide to meaning-making [i]
  413. (2010) Progressive drawing: a novel 'lid-opener' and 'monotony-breaker' [d]
  414. (2010) From monologue to dialogue: improving written feedback processes in mass higher education [d]
  415. (2010) From argument and philosophy to critical thinking across the curriculum [d]
  416. (2010/2016) Not for profit: why democracy needs the humanities [i]
  417. (2010) Wisdom (hikmah) as a holistic basis for inter-religious education [i] [d]
  418. (2010) How can we improve school discipline? [d]
  419. (2010) A strengths-based approach to outdoor and adventure education: possibilities for personal growth [d]
  420. (2010) The effectiveness and relative importance of choice in the classroom [d]
  421. (2010) Science education leadership: best practices for the new century [i]
  422. (2010) Local matters, ecojustice, and community: opportunities of village life for teaching science [i] [d]
  423. (2010) Evidence-centered design of epistemic games: measurement principles for complex learning environments [u]
  424. (2010) Our teachers want to be the best: on the necessity of intra-professional reflection about moral ideals of teaching [d]
  425. (2010) Cultural exploration through mapping [d]
  426. (2010) Teaching students to think critically about science and origins [d]
  427. (2010) Freezing time: what mathematics and science teachers 'see' while teaching [u]
  428. (2010) Pedagogy of passion for sustainability [u]
  429. (2010) El rincón de los olvidados: participatory GIS, experiential learning and critical pedagogy in Santo Domingo, Dominican Republic [d]
  430. (2010) Youth participatory action research groups as school counseling interventions [d]
  431. (2010) Mind, brain, and education: neuroscience implications for the classroom [i]
  432. (2010) Writing as a tool in teaching sketching: implications for architectural design education [d]
  433. (2010) A broader and bolder approach to school reform: expanded partnership roles for school counselors [d]
  434. (2010) Developing a hypothetical multi-dimensional learning progression for the nature of matter [d]
  435. (2010) The roles of the formal and informal sectors in the provision of effective science education [d]
  436. (2010) Promoting academic engagement among immigrant adolescents through school–family–community collaboration [d]
  437. (2010) Skill in questions: how the Buddha taught [o] [u]
  438. (2010) Disrupting injustice: principals narrate the strategies they use to improve their schools and advance social justice [u]
  439. (2010) Facilitator, teacher, or leader?: managing conflicting roles in outdoor education [d]
  440. (2010) Cultural studies and environmentalism: the confluence of ecojustice, place-based (science) education, and indigenous knowledge systems [i] [d]
  441. (2010) Why do parents become involved in their children's education?: implications for school counselors [d]
  442. (2010) Teaching time–space compression [d]
  443. (2010) The right to inquire into the religious [i] [d]
  444. (2010) Physical literacy: throughout the lifecourse [i]
  445. (2010) Critical thinking in physical geography: linking concepts of content and applicability [d]
  446. (2010) Asking 'Who are you?' when going into the wild: moving beyond an individualized form of outdoor education [d]
  447. (2009) Having hard conversations [i]
  448. (2009) The complete guide to simulations and serious games: how the most valuable content will be created in the age beyond Gutenberg to Google [i]
  449. (2009) Why we need to teach the evolution of morality [d]
  450. (2009) Teaching kindness: the promise of humane education [d]
  451. (2009) Etnobotánica, modernidad y pedagogía crítica del lugar [u]
  452. (2009) Argumentation and explanation in conceptual change: indications from protocol analyses of peer-to-peer dialog [d]
  453. (2009) A/r/tography, secondary theatre teaching, and the Theatre of Possibilities project [d]
  454. (2009) Learning science in informal environments: people, places, and pursuits [i] [d] [u]
  455. (2009) The music teaching artist's bible: becoming a virtuoso educator [i]
  456. (2009) Training from the back of the room!: 65 ways to step aside and let them learn [i]
  457. (2009) Habitus, social fields, and circuits in rural science education [d]
  458. (2009) Addressing partisan perceptions [i] [u]
  459. (2009) A rural math, science, and technology elementary school tangled up in global networks of practice [d]
  460. (2009) Promoting emotional education: engaging children and young people with social, emotional and behavioural difficulties [i]
  461. (2009) Facilitating conceptual change in gases concepts [d]
  462. (2009) The psychology of giving and its effect on negotiation [i] [u]
  463. (2009) Compassion and mindfulness in research among colleagues [d]
  464. (2009) International handbook of comparative education [i] [d]
  465. (2009) The philosopher leader: on relationalism, ethics and reflexivity: a critical perspective to teaching leadership [d]
  466. (2009) Indigenous knowledge in the life sciences classroom: put on your de Bono hats! [d]
  467. (2009) Teaching evolution with historical narratives [d]
  468. (2009) Community engaged parent education: strengthening civic engagement among parents and parent educators [d]
  469. (2009) Close encounters of the third-grade kind: thoughts on teacherhood [i]
  470. (2009) Ending the silence of the Mexican immigrant voice in public education: creating culturally inclusive family–school–community partnerships [d]
  471. (2009) Leading adult learning: supporting adult development in our schools [i]
  472. (2009) Social-emotional and character development and academics as a dual focus of educational policy [d]
  473. (2009) Diagnostic error in medical education: where wrongs can make rights [d]
  474. (2009) Becoming interculturally competent through education and training [i]
  475. (2009) Revitalization of the shared commons: education for sustainability and marginalized cultures [d]
  476. (2009) Teaching practice: a cross-professional perspective [u]
  477. (2009) Beyond explanations: what else do students need to understand science? [d]
  478. (2009) Notes on collaboration: assessing student behaviors [d]
  479. (2009) Good influence: teaching the wisdom of adulthood [i]
  480. (2009) Rethinking negotiation teaching [i] [u]
  481. (2009) Teaching what you don't know [i]
  482. (2009) Teaching with poverty in mind: what being poor does to kids' brains and what schools can do about it [i]
  483. (2009) Designing heuristics: hybrid computational models for teaching the negotiation of complex contracts [i] [u]
  484. (2009) An assessment of students' understanding of ecosystem concepts: conflating ecological systems and cycles [d]
  485. (2009) What should every citizen know about ecology? [d]
  486. (2009) How students and field geologists reason in integrating spatial observations from outcrops to visualize a 3-D geological structure [d]
  487. (2009) Motivational design for learning and performance: the ARCS model approach [i]
  488. (2009) Education and resilience: social and situated learning among university and secondary students [u]
  489. (2009) Novice teachers' attention to student thinking [d]
  490. (2009) The role of 'accomplished teachers' in professional learning communities: uncovering practice and enabling leadership [d]
  491. (2009) Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers [d]
  492. (2009) Interpersonal relationships, motivation, engagement, and achievement: yields for theory, current issues, and educational practice [d]
  493. (2009) Teaching the philosophical and worldview components of science [d]
  494. (2009) Peace education in conflict and post-conflict societies: comparative perspectives [i] [d]
  495. (2009) Lessons learned from the landscape: an integrated approach [d]
  496. (2009) Argumentation and education: theoretical foundations and practices [i] [d]
  497. (2009) Simulation: Art or science? How to teach it? [d]
  498. (2009) Liberty and learning: academic freedom for teachers and students [i]
  499. (2009) Environmental and science education in developing nations: a Ghanaian approach to renewing and revitalizing the local community and ecosystems [d]
  500. (2009) The power of nature and the nature of power [u]
  501. (2009) Self-determination in medical education: encouraging medical educators to be more like blues artists and poets [d]
  502. (2009) The deceptive simplicity of teaching negotiation: reflections on thirty years of the negotiation workshop [d]
  503. (2009) Making learning whole: how seven principles of teaching can transform education [i]
  504. (2009) Teacher action research: building knowledge democracies [i]
  505. (2009) Teacher practice online: sharing wisdom, opening doors [i]
  506. (2009) Clock watchers: six steps to motivating and engaging disengaged students across content areas [i]
  507. (2009) Using experiential activities with adolescents to promote respect for diversity [d]
  508. (2009) Why school?: reclaiming education for all of us [i]
  509. (2009) Principals matter: a guide to school, family, and community partnerships [i]
  510. (2009) Mindful teaching & teaching mindfulness: a guide for anyone who teaches anything [i]
  511. (2009) Argumentation in school science: breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning [d]
  512. (2009) The library instruction cookbook [i]
  513. (2009) Social justice through multilingual education [i]
  514. (2009) Building resiliency to childhood trauma through arts-based learning
  515. (2009) Remembering to laugh and explore: improvisational activities for literacy teaching in urban classrooms [u]
  516. (2009) Teaching energy conservation as a unifying principle in physics [d]
  517. (2009) Visual literacy: the missing piece of your technology integration course [d]
  518. (2009) Teaching yoga: essential foundations and techniques [i]
  519. (2009) Journal keeping: how to use reflective writing for effective learning, teaching, professional insight, and positive change [i]
  520. (2009) The unheard voices: community organizations and service learning [i]
  521. (2009) Learning: an evolutionary analysis [d]
  522. (2009) Closing the poverty & culture gap: strategies to reach every student [i]
  523. (2009) Distinctive qualities of expert teachers [d]
  524. (2009) Botanical literacy: what and how should students learn about plants? [d]
  525. (2009/2013) Behavior analysis for effective teaching [i]
  526. (2009/2013) Punishment and why to avoid it [i]
  527. (2009) Beyond the bake sale: a community-based relational approach to parent engagement in schools [u]
  528. (2009) Handbook of motivation at school [i]
  529. (2009) Why don't students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom [i]
  530. (2009) Exploration and meaning making in the learning of science [i] [d]
  531. (2008) Learning as problem design versus problem solving: making the connection between cognitive neuroscience research and educational practice [d]
  532. (2008) The educational value of multiple-representations when learning complex scientific concepts [i] [d]
  533. (2008) Connecting hand, mind, and community: vocational education for social and environmental renewal [u]
  534. (2008) Discursive geographies in science: space, identity, and scientific discourse among indigenous women in higher education [d]
  535. (2008) Strengths-based partnerships: a school–family–community partnership approach to empowering students [d]
  536. (2008/2012) Implementing response-to-intervention in elementary and secondary schools: procedures to assure scientific-based practices [i]
  537. (2008) From foreign language education to education for intercultural citizenship: essays and reflections [i]
  538. (2008) Learning to teach ethics from the heart: a journey of discovery form the inside out [i]
  539. (2008) Considering the ethical potential of professional communities [d]
  540. (2008) What's the point of school?: rediscovering the heart of education [i]
  541. (2008) Student/teacher co-construction of visualizable models in large group discussion [i] [d]
  542. (2008/2014) Using Compendium as a tool to support the design of learning activities [i] [d]
  543. (2008) How to coach teachers who don't think like you: using literacy strategies to coach across content areas [i]
  544. (2008) Increased family involvement in school predicts improved child–teacher relationships and feelings about school for low-income children [d]
  545. (2008) Thinking critically about critical thinking: towards a post-critical, dialogic pedagogy for popular visual culture [d]
  546. (2008) Teaching for wisdom: cross-cultural perspectives on fostering wisdom [i] [d]
  547. (2008/2014) Better learning through structured teaching: a framework for the gradual release of responsibility [i]
  548. (2008) Assessing students' perceptions of inappropriate and appropriate teacher humor [d]
  549. (2008) Visualization: theory and practice in science education [i] [d]
  550. (2008) Some principles for ethics education: implementing the acculturation model [d]
  551. (2008) The tempest: anthropology and human development [i] [d]
  552. (2008) School [i]
  553. (2008) No computer program required: even pencil-and-paper argument mapping improves critical-thinking skills [d]
  554. (2008) Talking about success: implications for achievement motivation [d]
  555. (2008) Lessons from the public sphere: listening, adversity, and learning [d]
  556. (2008) Contemplative education and youth development [d]
  557. (2008) Pedagogy for addressing the worldview challenge in sustainable development of agriculture
  558. (2008) Insights into the integration of traditional Filipino arts in art and design education: voices from the academe [d]
  559. (2008) How curricular content and pedagogical strategies affect moral reasoning development in college students [d]
  560. (2008) Integrating teacher behaviors with character strengths and virtues for faculty development
  561. (2008) The Second City guide to improv in the classroom: using improvisation to teach skills and boost learning [i]
  562. (2008) Dialogue mapping and collaborative learning [i] [d]
  563. (2008) The trouble with Black boys: essays on race, equity, and the future of public education [i]
  564. (2008) 'You choose to care': teachers, emotions and professional identity [d]
  565. (2008/2014) Scaffolding school students' scientific argumentation in inquiry-based learning with evidence maps [i] [d]
  566. (2008) Silent pedagogy and rethinking classroom practice: structuring teaching through silence rather than talk [d]
  567. (2008) Diversity knowledge in science teacher education—translating concept to instruction: an example specific to African Americans [d]
  568. (2008) Everyday antiracism: getting real about race in school [i]
  569. (2008) Diálogo de saberes y escuela rural andina [i]
  570. (2008) Mobilizing the community to help students succeed [i]
  571. (2008) Urban youths' hybrid positioning in science practices at the margin: a look inside a school–museum–scientist partnership project and an after-school science program [d]
  572. (2008) Participation and learning: perspectives on education and the environment, health and sustainability [i] [d]
  573. (2008) Contextual shifting: teachers emphasizing students' academic identity to promote scientific literacy [d]
  574. (2008) Playgrounds, studios and hiding places: emotional exchange in creative learning spaces [d]
  575. (2008) ENGAGE: a blueprint for incorporating social skills training into daily academic instruction [d]
  576. (2008) Spectacular things happen along the way: lessons from an urban classroom [i]
  577. (2008) Sustainability education, whole school approaches, and communities of action [i] [d]
  578. (2008/2014) Mapping the curriculum: how concept maps can improve the effectiveness of course development [i] [d]
  579. (2008) Learning friendship: the 'indispensable basis of a good society' [d]
  580. (2008) Visual intelligence: using the deep patterns of visual language to build cognitive skills [d]
  581. (2008) Perfectionism in school teachers: relations with stress appraisals, coping styles, and burnout [d]
  582. (2008) Advancing business ethics education [i]
  583. (2008) Why culture counts: teaching children of poverty [i]
  584. (2008) Teaching teachers to just say 'know': reflections on drug education [d]
  585. (2008) On teaching and learning: putting the principles and practices of dialogue education into action [i]
  586. (2008) International handbook of research on conceptual change [i]
  587. (2008) Mega-simulations in negotiation teaching: extraordinary investments with extraordinary benefits [d]
  588. (2008) Beyond the scientific method: model-based inquiry as a new paradigm of preference for school science investigations [d]
  589. (2008) From spheres of civility to critical public spheres: democracy and citizenship in the big house (Part I) [d]
  590. (2008) From spheres of civility to critical public spheres: democracy and citizenship in the big house (Part II) [d]
  591. (2007) How sustained conflict makes moral education impossible: some observations from Palestine [d]
  592. (2007) Creating welcoming schools: a practical guide to home-school partnerships with diverse families [i]
  593. (2007) Joining the conversation about educating our poorest children: emerging leadership roles for school counselors in high-poverty schools [d]
  594. (2007) Values education and lifelong learning: principles, policies, programmes [i] [d]
  595. (2007) Educational research and undiscovered public knowledge
  596. (2007) An acculturation model for ethics training: the ethics autobiography and beyond [d]
  597. (2007) The impact of service-learning on ethnocentrism in an intercultural communication course [d]
  598. (2007) International handbook of research in arts education [i]
  599. (2007) Building skills for school success: improving the academic and social competence of students [d]
  600. (2007/2010) The critique handbook: the art student's sourcebook and survival guide [i]
  601. (2007) A guide to great field trips [i]
  602. (2007) Learning to teach: teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship [d]
  603. (2007) Puzzle them first!: motivating adolescent readers with question-finding [i]
  604. (2007) Informal learning: rediscovering the natural pathways that inspire innovation and performance [i]
  605. (2007) Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive [d]
  606. (2007) The model-based view of scientific theories and the structuring of school science programmes [d]
  607. (2007) Teaching of energy issues: a debate proposal for a global reorientation [d]
  608. (2007) Journal writing on wilderness expeditions as a tool for sustainability education—reflections on the potential and the reality [d]
  609. (2007) Multicultural education, pragmatism, and the goals of science teaching [d]
  610. (2007) Movement expressiveness, solidarity and the (re)shaping of African American students' scientific identities [d]
  611. (2007) Adaptive capacity and learning to learn as leverage for social-ecological resilience [d]
  612. (2007) Cognitive load and classroom teaching: the double-edged sword of automaticity [d]
  613. (2007) Observations on biology [d] [u]
  614. (2007) Preparing America's teachers: a history [i]
  615. (2007) Simulating planning: SimCity as a pedagogical tool [d]
  616. (2007) Educating world teachers for cosmopolitan classrooms and schools [d]
  617. (2007) Art, ecology and art education: locating art education in a critical place-based pedagogy [d]
  618. (2007) A new use for practitioners in teaching negotiation [d]
  619. (2007) Teachers' resilience: a necessary condition for effectiveness [d]
  620. (2007) Fostering independent learning: practical strategies to promote student success [i]
  621. (2007) Beyond the bake sale: the essential guide to family-school partnerships [i]
  622. (2007/2013) Studio thinking 2: the real benefits of visual arts education [i]
  623. (2007) Fish swim, rocks sit, and lungs breathe: expert–novice understanding of complex systems [d]
  624. (2007) Teaching quantum physics without paradoxes [d]
  625. (2007) Developing spiritual competence in practice [d]
  626. (2007) Group approaches to reducing aggression and bullying in school [d]
  627. (2007) We feel, therefore we learn: the relevance of affective and social neuroscience to education [d]
  628. (2007) Understanding scale: Powers of ten [d]
  629. (2007) Teaching discipline & self-respect: effective strategies, anecdotes, and lessons for successful classroom management [i]
  630. (2007) How might action learning be used to develop the emotional intelligence and leadership capacity of public administrators? [d]
  631. (2007) Culturally proficient coaching: supporting educators to create equitable schools [i]
  632. (2007) Meditative dialogue: a tool for engaging students in collaborative learning processes [d]
  633. (2007) Enaction: toward a Zen mind in learning and teaching [i]
  634. (2007) Dialogue and the development of children's thinking: a sociocultural approach [i]
  635. (2007) Rebuilding communities: the contribution of integrated literacy and conflict resolution programmes [u]
  636. (2007) Team leadership: critical steps to great projects [d]
  637. (2007) On performing concepts during science lectures [d]
  638. (2007) A web-based authoring tool for intelligent tutors: blending assessment and instructional assistance [i] [d]
  639. (2007) Unfulfilled promises: how inventories, instruments and institutions subvert discourses of diversity and promote commonality [d]
  640. (2007) Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning [d]
  641. (2007) Deliberative pedagogy: ideas for analysing the quality of deliberation in conflict management in education [d]
  642. (2007) The handbook of experiential learning [i]
  643. (2007) The strategic teacher: selecting the right research-based strategy for every lesson [i]
  644. (2007) Understanding place: GIS and mapping across the curriculum [i]
  645. (2007) Counting the cost of an absent mind: mind wandering as an underrecognized influence on educational performance
  646. (2007) A school like mine: a unique celebration of schools around the world [i]
  647. (2007) Leading for results: transforming teaching, learning, and relationships in schools [i]
  648. (2007) A conceptualisation of emotion within art and design education: a creative, learning and product-orientated triadic schema [d]
  649. (2007) Finding narratives of time and space [i]
  650. (2007) Tips & tools: the art of experiential group facilitation [i]
  651. (2007) Ethical school leadership: defining the best interests of students [d]
  652. (2007) Making questions work: a guide to what and how to ask for facilitators, consultants, managers, coaches, and educators [i]
  653. (2007) Teaching for a better world: the why and how of student-initiated curricula [i] [d]
  654. (2007) Ethics education: using inductive reasoning to develop individual, group, organizational, and global perspectives [d]
  655. (2007) The professionalization of museum educators: the case in science museums [d]
  656. (2007) Teaching students to shape the game: negotiation architecture and the design of manageably dynamic simulations [d]
  657. (2007) A story of visual cultural and pedagogical webs [i]
  658. (2007) Reenergizing small communities: a vital role for rural schools [d]
  659. (2007) Implementing and sustaining service-learning at the institutional level [d]
  660. (2006) From family deficit to family strength: viewing families' contributions to children's learning from a family resilience perspective [d]
  661. (2006) Role-play teaching: acting in the classroom [d]
  662. (2006) Letters to a new teacher: a month-by-month guide to the year ahead [i]
  663. (2006) Efficiency in learning: evidence-based guidelines to manage cognitive load [i]
  664. (2006) Teaching professionalism: general principles [d]
  665. (2006/2009) How to teach students who don't look like you: culturally relevant teaching strategies [i]
  666. (2006/2012) Educational leadership: together creating ethical learning environments [i]
  667. (2006) The educator's guide to emotional intelligence and academic achievement: social-emotional learning in the classroom [i]
  668. (2006) Handbook of the economics of education [i]
  669. (2006) Contemplative practices: educating for peace and tolerance [u]
  670. (2006) Field trips as cognitive motivators for high level science learning [d] [u]
  671. (2006) Conservation education and outreach techniques [i]
  672. (2006) Not just for fun: using cartoons to investigate geographical issues [d]
  673. (2006/2015) Handbook of test development [i] [d]
  674. (2006) Differing profiles of developmental experiences across types of organized youth activities [d]
  675. (2006) Communicating quietly: supporting personal growth with meditation and listening in schools [d]
  676. (2006) Critique of the 'tragic case' method in ethics education [p] [d]
  677. (2006) Preparing students for conservation careers through project-based learning [d]
  678. (2006) Collaborative learning through argument visualisation in secondary school [i]
  679. (2006) Making modern lives: subjectivity, schooling, and social change [i]
  680. (2006) Science, art, and experience: constructing a science pedagogy from Dewey's aesthetics [d]
  681. (2006) Learning and livelihood [u]
  682. (2006) The developing person: an experiential perspective [i] [d]
  683. (2006) Supporting young children drawing: developing a role [d]
  684. (2006) Pass it on!: ready-to-use handouts for asset builders [i]
  685. (2006) Home is a prison in the global city: the tragic failure of school-based community engagement strategies [d]
  686. (2006) The tension between authoritative and dialogic discourse: a fundamental characteristic of meaning making interactions in high school science lessons [d]
  687. (2006) Repertoire of practice: reconceptualizing instructor competency in contemporary adventure education [d]
  688. (2006) Common sense clarified: the role of intuitive knowledge in physics problem solving [d]
  689. (2006) Learning to teach argumentation: research and development in the science classroom [d]
  690. (2006) Learning to research environmental problems from a functional socio-cultural constructivism perspective: the transdisciplinary case study approach [d]
  691. (2006) Promoting an endogenous approach to education at the local community level [d]
  692. (2006) La interculturalidad en la educación básica: reformas curriculares de Ecuador, Perú y Bolivia [i]
  693. (2006) Change leadership: a practical guide to transforming our schools [i]
  694. (2006) Learning and teaching with maps [i]
  695. (2006) The half-second delay: what follows? [d]
  696. (2006) Love and knowledge: recovering the heart of learning through contemplation [u]
  697. (2006) Simulation-based medical education: an ethical imperative [d]
  698. (2005) Radical possibilities: public policy, urban education, and a new social movement [i]
  699. (2005) Flow among music teachers and their students: the crossover of peak experiences [d]
  700. (2005) Collaborative learning techniques: a handbook for college faculty [i]
  701. (2005) Moral reasoning, moral pluralism, and the classroom [u]
  702. (2005) Developmentally attentive communities [i]
  703. (2005) Rethinking Freire: globalization and the environmental crisis [i]
  704. (2005/2010) Response to intervention: principles and strategies for effective practice [i]
  705. (2005) Notebook know-how: strategies for the writer's notebook [i]
  706. (2005) Challenges in fostering ethical knowledge as professionalism within schools as teaching communities [d]
  707. (2005) Using drawings to assess student perceptions of schoolyard habitats: a case study of reform-based research in the United States [u]
  708. (2005) Preparing teachers for a changing world: what teachers should learn and be able to do [i]
  709. (2005) 32 third graders and one class bunny: life lessons from teaching [i]
  710. (2005) Children's spaces [i]
  711. (2005) Encyclopedia of applied developmental science [i]
  712. (2005) The game of school: why we all play it, how it hurts kids, and what it will take to change it [i]
  713. (2005) Visualization in science education [i]
  714. (2005) Reducing violence and aggression in schools [d]
  715. (2005) Using argument diagramming software in the classroom [d]
  716. (2005) Sketching in nature [u]
  717. (2005) Teaching E = mc2: mass without mass [d]
  718. (2005) Dynamic geometry: an agent for the reunification of algebra and geometry [d]
  719. (2005) The paper mirror: understanding reflective journaling [d]
  720. (2005) Environmental education and advocacy: changing perspectives of ecology and education [i]
  721. (2005) Education for thinking [i]
  722. (2005) Extending the stay: using community-based research and service learning to enhance short-term study abroad [d]
  723. (2005) The personal map: a lesson in similarities, differences, and the invisible [d]
  724. (2005/2013) Teaching high school science through inquiry and argumentation [i]
  725. (2005/2008) Last child in the woods: saving our children from nature-deficit disorder [i]
  726. (2005) The role of education in American Indian self-determination: lessons from the Ramah Navajo community school [d]
  727. (2005) The visual core of science: definition and applications to education [d]
  728. (2005) Field-based education and indigenous knowledge: essential components of geoscience education for native American communities [d]
  729. (2005) Critical graphicacy: understanding visual representation practices in school science [i] [d]
  730. (2005) What it means to be a naturalist and the future of natural history at American universities [d]
  731. (2005) The architecture of participation [i]
  732. (2005) Prolegomenon to scientific visualizations [i]
  733. (2005) Patterns—a fundamental idea of mathematical thinking and learning [d]
  734. (2004) 100 creative drawing ideas [i]
  735. (2004) From dilemmas to experience: shaping the conditions of learning [i]
  736. (2004) Creating optimal work environments: exploring teacher flow experiences [d]
  737. (2004) Geographic information systems: a tool to support geography and environmental education? [d]
  738. (2004) Silence as the foundation of learning [d]
  739. (2004) Enhancing introductory symbolic logic with student-centered discussion projects [d]
  740. (2004/2011) Graphics for learning: proven guidelines for planning, designing, and evaluating visuals in training materials [i]
  741. (2004/2010) Responding to problem behavior in schools: the behavior education program [i]
  742. (2004) Spirituality, action, & pedagogy: teaching from the heart [i]
  743. (2004) Effective group facilitation in education: how to energize meetings and manage difficult groups [i]
  744. (2004/2009) Classroom activators: more than 100 ways to energize learners [i]
  745. (2004) Studying science in action: the case for using cases in teaching the philosophy of science [d]
  746. (2004) 'Failure dances to the tune of insecurity': affective issues in the assessment and evaluation of access learning
  747. (2004) Drawing on education: using drawings to document schooling and support change [d]
  748. (2004) Energy flow diagrams for teaching physics concepts [d]
  749. (2004) A natural history of place in education [i]
  750. (2004) Open to outcome: a practical guide for facilitating & teaching experiential reflection [i]
  751. (2004/2009) 30 reflective staff development exercises for educators [i]
  752. (2004/2010) The complete guide to service learning: proven, practical ways to engage students in civic responsibility, academic curriculum, & social action [i]
  753. (2004) International handbook of self-study of teaching and teacher education practices [i]
  754. (2004) Competence, persistence, and success: the positive psychology of behavioral skill instruction [d]
  755. (2004) Lifelong citizenship learning, participatory democracy and social change [o] [u]
  756. (2004) A child's work: the importance of fantasy play [i]
  757. (2004) Dialogic activity structures for project-based learning environments [d]
  758. (2004) Una escuela amable con el saber local [i]
  759. (2004) The best of times, the worst of times [u]
  760. (2004/2015) Positively transforming classroom practice through dialogic teaching [i] [d]
  761. (2004) Making minds less well educated than our own [i]
  762. (2004) No longer theory: correctional practices that work [d]
  763. (2004) Globalization: culture and education in the new millennium [i]
  764. (2004) I am a pencil: a teacher, his kids, and their world of stories [i]
  765. (2004) The teacher as partner: exploring participant structures, symmetry, and identity work in scaffolding [d]
  766. (2004/2012) 'Sit & get' won't grow dendrites: 20 professional learning strategies that engage the adult brain [i]
  767. (2004) The learning portfolio: reflective practice for improving student learning [i]
  768. (2003) The renaissance of American Indian higher education: capturing the dream [i]
  769. (2003) Literacy as freedom: a UNESCO round-table [o] [u]
  770. (2003) When smart groups fail [d]
  771. (2003) Beyond visual culture: seven statements of support for material culture studies in art education [d]
  772. (2003) School-based health centers: accessibility and accountability [d]
  773. (2003) Rural voices: place-conscious education and the teaching of writing [i]
  774. (2003) The school I'd like: children and young people's reflections on an education for the 21st century [i]
  775. (2003) Creating significant learning experiences: an integrated approach to designing college courses [i]
  776. (2003) Appreciating the beauty of science ideas: teaching for aesthetic understanding [d]
  777. (2003) Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning [d]
  778. (2003) At home with the other: reclaiming the ecological roots of development and literacy [d]
  779. (2003) Counselling pupils in schools: skills and strategies for teachers [i]
  780. (2003) Beyond book learning: cultivating the pedagogy of experience through field trips [d]
  781. (2003) Compassionate education: a prolegomena for radical schooling [i]
  782. (2003) Developmental assets and asset-building communities: implications for research, policy, and practice [i]
  783. (2003) Indigenous education: addressing current issues and developments
  784. (2003) Impeding sustainability?: the ecological footprint of higher education
  785. (2003) What exactly is a youth development program?: answers from research and practice [d]
  786. (2003) Listening: a framework for teaching across differences [i]
  787. (2003) Building vs. borrowing: the challenge of actively constructing ideas
  788. (2003) The promotion of social awareness: powerful lessons from the partnership of developmental theory and classroom practice [i]
  789. (2003) Spiritual role modeling: the teaching of meaning systems
  790. (2003/2014) Seeing red: an anger management and anti-bullying curriculum for kids [i]
  791. (2003) Beyond critical thinking and decision making: teaching business students how to think [d]
  792. (2003) Constructive conflict: how controversy can contribute to school improvement [u]
  793. (2003) In search of a pedagogy of conflict and dialogue for mathematics education [i]
  794. (2002) The SAFI model as a critical link between marginalized families and schools: a literature review and strategies for school counselors [d]
  795. (2002) Avoiding the pediatrician's error: how neuroscientists can help educators (and themselves) [d]
  796. (2002) Trust in schools: a core resource for improvement [i]
  797. (2002) Environmental education as facilitator of the use of ecological information: a case study in Mexico [d]
  798. (2002) Participatory workshops: a sourcebook of 21 sets of ideas and activities [i]
  799. (2002) Seeking challenge, finding skill: flow experience and music education [d]
  800. (2002) The role of the child in adult development [d]
  801. (2002) Mentor manager, mentor parent: how to develop responsible people and build successful relationships at work and at home [i]
  802. (2002) Clarifying visual culture art education [d]
  803. (2002/2008) Handbook of international research in mathematics education [i]
  804. (2002) Learning to notice: scaffolding new teachers' interpretations of classroom interactions [u]
  805. (2002) School counselors: becoming key players in school reform [d]
  806. (2002) Integrating a decision support system into a school: the effects on student functioning [d]
  807. (2002) Rediscovering rites of passage: education, transformation, and the transition to sustainability [u]
  808. (2002) Improving teacher education practices through self-study [i]
  809. (2002) Navigating the social world: a curriculum for individuals with Asperger's syndrome, high functioning autism and related disorders [i]
  810. (2002) African-centered pedagogy: developing schools of achievement for African American children [i]
  811. (2002) Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education? [i]
  812. (2002) Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure [d]
  813. (2002) No place to learn: why universities aren't working [i]
  814. (2002) A teacher's responsibility [u]
  815. (2002) At the elbow of another: learning to teach by coteaching [i]
  816. (2002) Being and becoming in the classroom [i]
  817. (2002) Place-based education: learning to be where we are
  818. (2002) Policy implementation and cognition: reframing and refocusing implementation research [d]
  819. (2002) The workshop book: from individual creativity to group action [i]
  820. (2002) Teaching performance studies [i]
  821. (2002) Transforming undergraduate science teaching: social constructivist perspectives [i]
  822. (2002) Bringing the biosphere home: learning to perceive global environmental change [i]
  823. (2002) Analysis of gender identity through doll and action figure politics in art education [d]
  824. (2002) Spreading the wealth: graduate students and educational outreach [d]
  825. (2002) Becoming the village: education across lives [i] [d]
  826. (2002) Confronting undergraduate dualism with problem-based learning [i]
  827. (2001) Learning about and learning from expert teachers [d]
  828. (2001) Risky writing: self-disclosure and self-transformation in the classroom [i]
  829. (2001) Constructive & destructive behavior: implications for family, school, & society [i]
  830. (2001) Educating for eco-justice and community [i]
  831. (2001) Participatory practices in adult education [i]
  832. (2001) Honoring and privileging personal experience and knowledge: ideas for a narrative therapy approach to the training and supervision of new therapists [d]
  833. (2001) Bringing sounds into the everyday classroom
  834. (2001) Teacher testing and the improvement of practice [d]
  835. (2001) Biological drawing: a scientific tool for learning [d]
  836. (2001) Why art cannot be taught: a handbook for art students [i]
  837. (2001/2011) School, family, and community partnerships: preparing educators and improving schools [i]
  838. (2001) Free-choice science education: how we learn science outside of school [i]
  839. (2001) Teacher education and cultural imagination: autobiography, conversation, and narrative [i]
  840. (2001) A new framework for teaching scientific reasoning [d]
  841. (2001) Critical thinking and emotional well-being [d]
  842. (2001) Teaching metacognitively [i] [d]
  843. (2001) A model for extending hands-on science to be inquiry based [d]
  844. (2001) Gracious play: discipline, insight, and the common good [d]
  845. (2001) 10 traits of highly effective teachers: how to hire, coach, and mentor successful teachers [i]
  846. (2001/2008) Helping students overcome depression and anxiety: a practical guide [i]
  847. (2001) Educating children with autism [i] [d] [u]
  848. (2001) Finding or losing yourself?: working-class relationships to education [d]
  849. (2001) What is your school's mental health profile? [d]
  850. (2001) The value of a developmental approach to evaluating character development programmes: an outcome study of Facing History and Ourselves [d]
  851. (2001) The development of a goal to become a teacher [d]
  852. (2001/2015) Teaching and learning reflective practice in the action science/action inquiry tradition [i]
  853. (2001) Understanding and teaching the intuitive mind: student and teacher learning [i]
  854. (2001) Rethinking diversity in learning science: the logic of everyday sense-making [d]
  855. (2000) Travel broadens the mind [d]
  856. (2000) Science education as conceptual change [d]
  857. (2000) Mapping as a means of farmworker education and empowerment [d]
  858. (2000) The multidimensional model: teaching students to self-manage high communication apprehension by self-selecting treatments [d]
  859. (2000) Teaching with your mouth shut [i]
  860. (2000) Utility of psychosocial screening at a school-based health center [d]
  861. (2000) Handbook of the sociology of education [i]
  862. (2000) Portraying science accurately in classrooms: emphasizing open-mindedness rather than relativism [d]
  863. (2000/2007) Strategies that work: teaching comprehension for understanding and engagement [i]
  864. (2000/2008) Personalized instruction: the key to student achievement [i]
  865. (2000) The soul of education: helping students find connection, compassion, and character at school [i]
  866. (2000) Action research and reflective practice: towards a holistic view [d]
  867. (2000) Motivating students who don't care: successful techniques for educators [i]
  868. (2000) The art of teaching art: a guide for teaching and learning the foundations of drawing-based art [i]
  869. (2000) Coloring outside the lines: raising a smarter kid by breaking all the rules [i]
  870. (2000) Silk screening across the curriculum
  871. (2000) Communities as curricula
  872. (1999) Intercultural education and literacy: an ethnographic study of indigenous knowledge and learning in the Peruvian Amazon [i]
  873. (1999) Schooling and development: eroding Amazon women's knowledge and diversity [i]
  874. (1999) The wise teacher: a developmental model of teaching [d]
  875. (1999/2007) Comparative education: the dialectic of the global and the local [i]
  876. (1999) Silence is stranger than it used to be: teaching silence and the future of humankind [d]
  877. (1999/2011) Teaching for quality learning at university: what the student does [i]
  878. (1999/2000) How people learn: brain, mind, experience, and school [i] [d] [u]
  879. (1999) Imagining rural life: schooling as a sense of place [u]
  880. (1999) A teaching approach to time-geography: some results of an educational experiment [d]
  881. (1999) A case for an art education of everyday aesthetic experiences [d]
  882. (1999) Color coding [d]
  883. (1999) The thumbnail: a project for teaching a visual shorthand [d]
  884. (1999) Gender, education, and development: beyond access to empowerment [i]
  885. (1999/2010) Begin with the brain: orchestrating the learner-centered classroom [i]
  886. (1999) Into the field: a guide to locally focused teaching [i]
  887. (1999) Instilling professionalism in medical education [d]
  888. (1999) Visual-spatial thinking: an aspect of science overlooked by educators [d]
  889. (1999) Preparing students for competent scientific practice: implications of recent research in science and technology studies [d]
  890. (1999) Connecting life-course challenges of caring with the college curriculum [d]
  891. (1999) The role of abstraction in scientific illustration: implications for pedagogy [d]
  892. (1999) What works: a guide to environmental education and communication projects for practitioners and donors [i]
  893. (1999/2006) Learning journals: a handbook for reflective practice and professional development [i]
  894. (1999) The heartbeat of indigenous Africa: a study of the Chagga educational system [i]
  895. (1999) Is there method in our madness?: improvisation in the practice of museum education [i]
  896. (1999) Presence of mind: museums and the spirit of learning [i]
  897. (1999) Vocation as meaning making narrative: implications for vocational education
  898. (1999) Description and immediate impacts of a preventive intervention for conduct problems [d]
  899. (1999) Educating for mission, meaning, and compassion [i]
  900. (1999) Sparks of genius: the thirteen thinking tools of the world's most creative people [i]
  901. (1999) Differential participation during science conversations: the interaction of focal artifacts, social configurations, and physical arrangements [d]
  902. (1999) Ecological education in action: on weaving education, culture, and the environment [i]
  903. (1999) Relations between teachers' approaches to teaching and students' approaches to learning [d]
  904. (1999) Swap meet: a cross-cultural lens project [d]
  905. (1998) Power, knowledge, pedagogy: the meaning of democratic education in unsettling times [i]
  906. (1998/2008) Building expertise: cognitive methods for training and performance improvement [i]
  907. (1998) Collected wisdom: American Indian education [i]
  908. (1998) Self-disclosure as an approach to teaching ethical decision-making [d]
  909. (1998) On the limits to empowerment through critical and feminist pedagogies [i]
  910. (1998) Nonfiction matters: reading, writing, and research in grades 3–8 [i]
  911. (1998/2004) Secrets for secondary school teachers: how to succeed in your first year [i]
  912. (1998) Making it up as we go along: the story of the Albany Free School [i]
  913. (1998) Re-creating schools: places where everyone learns and likes it [i]
  914. (1998) Radical presence: teaching as contemplative practice [i]
  915. (1998) Public purpose and the preparation of teachers for rural schools
  916. (1998/2014) Motivating students to learn [i]
  917. (1998) Timelines and rhythm patterns: representing time [i]
  918. (1997) The jigsaw classroom: building cooperation in the classroom [i]
  919. (1997/2006) All kids are our kids: what communities must do to raise caring and responsible children and adolescents [i]
  920. (1997) Role play simulations: the assessment of an active learning technique and comparisons with traditional lectures [d]
  921. (1997) Promoting social and emotional learning: guidelines for educators [i]
  922. (1997/2009) School, family, and community partnerships: your handbook for action [i]
  923. (1997) The art of doing science and engineering: learning to learn [i]
  924. (1997) Drama as a discussion starter in research and education [u]
  925. (1997) How to succeed in school without really learning: the credentials race in American education [i]
  926. (1997) Teaching in the midst of belatedness: the paradox of natality in Hannah Arendt's educational thought [d]
  927. (1997) Rehearsing for reality: using role-play to transform attitudes and behaviour [u]
  928. (1997/2008) Solution-focused counseling in schools [i]
  929. (1997) Ethnomathematics: challenging eurocentrism in mathematics education [i]
  930. (1997/2008) Starting small: teaching tolerance in preschool and the early grades [o] [u]
  931. (1997) Teaching the commons: place, pride, and the renewal of community [i]
  932. (1997/2008) You gotta BE the book: teaching engaged and reflective reading with adolescents [i]
  933. (1997) Using questioning to guide student thinking [d]
  934. (1996) Teaching and learning in agriculture: a guide for agricultural educators [i]
  935. (1996) 101 nature experiments [i]
  936. (1996) Node-link mapping as an alternative to traditional writing assignments in undergraduate psychology courses [d]
  937. (1996) Staying alive to learning: integrating enactments with case teaching to develop leaders [d]
  938. (1996) Deschooling our lives [i]
  939. (1996) Forward to Deschooling our lives [i]
  940. (1996) The handbook of education and human development: new models of learning, teaching, and schooling [i]
  941. (1996) Re-ruralizing education [i]
  942. (1996) 500 tips for trainers [i]
  943. (1996/2005) Non-Western educational traditions: indigenous approaches to educational thought and practice [i]
  944. (1996) Models of teaching and learning: participation in a community of learners [i] [d]
  945. (1996) Curriculum development guide: population education for non-formal education programs of out-of-school rural youth [u]
  946. (1996) New entries: learning by writing and drawing [i]
  947. (1996) Reinventing the university: a radical proposal for a problem-focused university [i]
  948. (1996) Democracy, education, and the schools [i]
  949. (1996) The rootless professors [i]
  950. (1995/2004) Handbook of research on multicultural education [i]
  951. (1995/2006) Other people's children: cultural conflict in the classroom [i]
  952. (1995) Prospects for scientific visualization as an educational technology [d]
  953. (1995) Towards a social geography of teacher education [i]
  954. (1995/2010) Physics: concepts & connections [i]
  955. (1995) Practices that support teacher development: transforming conceptions of professional learning
  956. (1995/2012) I see what you mean: visual literacy K–8 [i]
  957. (1995) The professional educator: a new introduction to teaching and schools [i]
  958. (1995) Cognitive conflict as a teaching strategy in solving chemistry problems: a dialectic–constructivist perspective [d]
  959. (1995) The reflective educator [d]
  960. (1995) The big catch: a practical introduction to development [i]
  961. (1995) Culture, community, and the promise of rural education
  962. (1995/2001) How to differentiate instruction in mixed-ability classrooms [i]
  963. (1994/2015) Cognitive coaching: developing self-directed leaders and learners [i]
  964. (1994) Does the use of analogies contribute to conceptual change? [d]
  965. (1994) Teaching to transgress: education as the practice of freedom [i]
  966. (1994) Our lives are our best teaching tools [d]
  967. (1994) Earth in mind: on education, environment, and the human prospect [i]
  968. (1994/2010) Deculturalization and the struggle for equality: a brief history of the education of dominated cultures in the United States [i]
  969. (1994/2007) Acting lessons for teachers: using performance skills in the classroom [i]
  970. (1994/2002) Learning to listen, learning to teach: the power of dialogue in educating adults [i]
  971. (1993/2006) Foundations of bilingual education and bilingualism [i]
  972. (1993) The mind's journey from novice to expert: if we know the route, we can help students negotiate their way [u]
  973. (1993) Removing barriers to professional growth
  974. (1993/2012) The hundred languages of children: the Reggio Emilia experience in transformation [i]
  975. (1993) Radical reflections: passionate opinions on teaching, learning, and living [i]
  976. (1993/2007) Counseling skills for teachers [i]
  977. (1993) Science as argument: implications for teaching and learning scientific thinking [d]
  978. (1993) Practices of distributed intelligence and designs for education [i]
  979. (1993) Zen and the art of reflective practice in teacher education [d]
  980. (1992) Drawing your own conclusions: graphic strategies for reading, writing, and thinking [i]
  981. (1992/1997) Processing the experience: strategies to enhance and generalize learning [i]
  982. (1992) Analogy, explanation, and education [d]
  983. (1991) Teaching decision making to adolescents [i]
  984. (1991) Education for judgment: the artistry of discussion leadership [i]
  985. (1991) Premises and practices of discussion teaching [i]
  986. (1991) Arts as epistemology: enabling children to know what they know [d]
  987. (1991) Retrieving the language of compassion: the education professor in search of community [u]
  988. (1991) The GOFER course in decision making [i]
  989. (1991) The reflective turn: case studies in and on educational practice [i]
  990. (1990) Active talk: the use of discussion in learning [i]
  991. (1990/1994) What is education for? [i]
  992. (1990/2006) Active training: a handbook of techniques, designs, case examples, and tips [i]
  993. (1990) Killing the spirit: higher education in America [i]
  994. (1990) Tools for community participation: a manual for training trainers in participatory techniques [i]
  995. (1989) Not all preconceptions are misconceptions: finding 'anchoring conceptions' for grounding instruction on students' intuitions [d]
  996. (1989/2004) Nonformal education (NFE) manual [o] [u]
  997. (1989) Mediation in the schools: self-regulation, self-esteem, and self-discipline [d]
  998. (1989) An operant pursuit of generalization [d]
  999. (1989/2000) Handbook of adult and continuing education [i]
  1000. (1988/2006) The silenced dialogue: power and pedagogy in educating other people's children [i]
  1001. (1988) To copy or not to copy: a review [d]
  1002. (1988/1999) The Prepare curriculum: teaching prosocial competencies [i]
  1003. (1987) Role play [i]
  1004. (1986) Summary writing, Rogerian listening, and dialectic thinking [d]
  1005. (1986) Teachers and machines: the classroom use of technology since 1920 [i]
  1006. (1986/1990) Teaching through self-instruction: how to develop open learning materials [i]
  1007. (1985/2010) Child, family, school, community: socialization and support [i]
  1008. (1985/2001) Developing minds: a resource book for teaching thinking [i]
  1009. (1985/2001) Goals for a critical thinking curriculum and its assessment [i]
  1010. (1985/2007) Gender equity in visual arts and dance education [i]
  1011. (1985/2007) Handbook for achieving gender equity through education [i]
  1012. (1985/2006) Discipline in the secondary classroom: a positive approach to behavior management [i]
  1013. (1985/2008) Enhancing adult motivation to learn: a comprehensive guide for teaching all adults [i]
  1014. (1984/2009) Effective teaching: preparation and implementation [i]
  1015. (1984) Teaching psychological skills: models for giving psychology away [i] [u]
  1016. (1984/1997) Técnicas participativas para la educación popular [i]
  1017. (1983) Ah-hah!: a new approach to popular education [i]
  1018. (1983/1989) The effective use of role-play: a handbook for teachers and trainers [i]
  1019. (1982/2016) The new meaning of educational change [i]
  1020. (1982) Natural therapy [i]
  1021. (1982/2007) The skillful teacher: building your teaching skills [i]
  1022. (1981) The planning of nonformal education [i] [u]
  1023. (1981) Logic as a liberal art [d]
  1024. (1980/1997) Skillstreaming the adolescent: new strategies and perspectives for teaching prosocial skills [i]
  1025. (1979) Multicultural education: what's it all about? [d]
  1026. (1979) Comic books: an effective teaching tool [u]
  1027. (1977) Two hats [o]
  1028. (1975) The diploma disease: education, qualification, and development [i]
  1029. (1975) Counseling and counselor education: a developmental approach [d]
  1030. (1975/1997) Preparing instructional objectives: a critical tool in the development of effective instruction [i]
  1031. (1974) The one best system: a history of American urban education [i]
  1032. (1972) Learning together: how to foster creativity, self-fulfillment, and social awareness in today's students and teachers [i]
  1033. (1972) Development as the aim of education [d]
  1034. (1971) 'Your homework assignment for tonight: compassion, empathy, and understanding' [d]
  1035. (1970) Teaching and learning as performing arts = Lehren und Lernen als Auffuehrungskuenste [o]
  1036. (1969) Teaching as a subversive activity [o]
  1037. (1969/1994) Freedom to learn [i]
  1038. (1963) A talk to teachers [i]
  1039. (1957) The education of an artist [o]
  1040. (1954) Preparing teachers for rural schools [d]
  1041. (1938) Experience and education [o]
  1042. (1938) Enrichment of the common life [o] [u]
  1043. (1935) Art a way of life [o] [u]
  1044. (1933/1998) How we think: a restatement of the relation of reflective thinking to the educative process [i]
  1045. (1928) Field Museum and the child: an outline of the work carried on by the Field Museum of Natural History among school children of Chicago through the N.W. Harris public school extension and the James Nelson and Anna Louise Raymond public school and children's lectures [o] [u]
  1046. (1916) Democracy and education: an introduction to the philosophy of education [o] [u]
  1047. (1908) Michigan's preparation of teachers for rural schools [u]

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13th edition, last updated: 9 September 2017
Statistics: authors, journals, publishers
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