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Effective Task Instruction in the First Year of School: What Teachers and Children Do
by Ilana Mushin Rod Gardner Claire GourlayIt is well recognised that classroom teaching is highly complex and that teachers must navigate and negotiate myriad interactions just within a lesson in order to manage the learning opportunities of their students. What is less well recognised is precisely how these interactions are managed in real time during actual classroom interactions. This book is designed as an original, close-up account of processes by which children learn to become school learners in their first year of school, unpacking some of the recognised complexity of busy classrooms to hone in on what teachers and children do and how learning takes place. Using the tools of conversation analysis, the authors unpack a range of pedagogical interactions between teachers and children during normal class, focusing on procedural instructions and the outcomes of instructed activities. By including transcripts of recordings of classes in schools located in diverse communities, it is possible to see which aspects of classroom interaction may be impacted by external factors, such as children’s language or cultural background, and which aspects are applicable regardless of such factors. The chapters examine teacher instructions and children’s behaviour during instructions and during task performance in whole-class and small-group interactions. Effective Task Instruction in the First Year of School brings forward a much-needed wealth of knowledge into how to teach children in the first year of schooling and beyond in a way that is accessible for practising teachers, student teachers as well as education researchers.
Effective Task Instruction in the First Year of School: What Teachers and Children Do
by Ilana Mushin Rod Gardner Claire GourlayIt is well recognised that classroom teaching is highly complex and that teachers must navigate and negotiate myriad interactions just within a lesson in order to manage the learning opportunities of their students. What is less well recognised is precisely how these interactions are managed in real time during actual classroom interactions. This book is designed as an original, close-up account of processes by which children learn to become school learners in their first year of school, unpacking some of the recognised complexity of busy classrooms to hone in on what teachers and children do and how learning takes place. Using the tools of conversation analysis, the authors unpack a range of pedagogical interactions between teachers and children during normal class, focusing on procedural instructions and the outcomes of instructed activities. By including transcripts of recordings of classes in schools located in diverse communities, it is possible to see which aspects of classroom interaction may be impacted by external factors, such as children’s language or cultural background, and which aspects are applicable regardless of such factors. The chapters examine teacher instructions and children’s behaviour during instructions and during task performance in whole-class and small-group interactions. Effective Task Instruction in the First Year of School brings forward a much-needed wealth of knowledge into how to teach children in the first year of schooling and beyond in a way that is accessible for practising teachers, student teachers as well as education researchers.
Contemporary Physician-Authors: Exploring the Insights of Doctors Who Write (Routledge Advances in the Medical Humanities)
by Nathan CarlinThis book examines the phenomenon of physician-authors. Focusing on the books that contemporary doctors write--the stories that they tell--with contributors critically engaging their work. A selection of original chapters from leading scholars in medical and health humanities analyze the literary output of doctors, including Oliver Sacks, Danielle Ofri, Atul Gawande, Louise Aronson, Siddhartha Mukherjee, and Abraham Verghese. Discussing issues of moral meaning in the works of contemporary doctor-writers, from memoir to poetry, this collection reflects some of the diversity of medicine today. A key reference for all students and scholars of medical and health humanities, the book will be especially useful for those interested in the relationship between literature and practising medicine.
Contemporary Physician-Authors: Exploring the Insights of Doctors Who Write (Routledge Advances in the Medical Humanities)
by Nathan CarlinThis book examines the phenomenon of physician-authors. Focusing on the books that contemporary doctors write--the stories that they tell--with contributors critically engaging their work. A selection of original chapters from leading scholars in medical and health humanities analyze the literary output of doctors, including Oliver Sacks, Danielle Ofri, Atul Gawande, Louise Aronson, Siddhartha Mukherjee, and Abraham Verghese. Discussing issues of moral meaning in the works of contemporary doctor-writers, from memoir to poetry, this collection reflects some of the diversity of medicine today. A key reference for all students and scholars of medical and health humanities, the book will be especially useful for those interested in the relationship between literature and practising medicine.
Critical Theories for School Psychology and Counseling: A Foundation for Equity and Inclusion in School-Based Practice (Consultation, Supervision, and Professional Learning in School Psychology Series)
by Sherrie L. Proctor David P. RiveraCritical Theories for School Psychology and Counseling introduces school psychologists and counselors to five critical theories that inform more equitable, inclusive work with marginalized and underserved student populations. Offering accessible conceptualizations of each theory and explicit links to application in practice and supervision, the book speaks to common professional functions and issues such as cognitive assessment, school-based counseling, discipline disproportionality, and more. This innovative collection offers graduate students, university faculty, and practicum and internship supervisors an insightful new direction for serving learners across diverse identities, cultures, and abilities.
Critical Theories for School Psychology and Counseling: A Foundation for Equity and Inclusion in School-Based Practice (Consultation, Supervision, and Professional Learning in School Psychology Series)
by Sherrie L. Proctor David P. RiveraCritical Theories for School Psychology and Counseling introduces school psychologists and counselors to five critical theories that inform more equitable, inclusive work with marginalized and underserved student populations. Offering accessible conceptualizations of each theory and explicit links to application in practice and supervision, the book speaks to common professional functions and issues such as cognitive assessment, school-based counseling, discipline disproportionality, and more. This innovative collection offers graduate students, university faculty, and practicum and internship supervisors an insightful new direction for serving learners across diverse identities, cultures, and abilities.
Creative Nonfiction in Sport and Exercise Research (Qualitative Research in Sport and Physical Activity)
by Francesca CavallerioAcademics around the world recognise the effectiveness of storytelling as a way to engage audiences in conversations, raising awareness of issues, and encouraging change. Stories are now seen as the best medium to convey information to diverse audiences. This book explores a novel approach to representing research findings through the adoption of creative nonfictional stories (CNF). At a time when dissemination of scientific research is constantly highlighted as a fundamental aspect for academics, CNF represents an opportunity to effectively communicate science to non-academic audiences through stories. By providing practical examples of how to transform findings into compelling stories rooted in data, following the mantra of showing rather than telling, which characterises CNF, Creative Nonfiction in Sport and Exercise Research helps researchers – qualitative, quantitative, established professors, and students – to turn their research into stories. A unique contribution to the field, this book is the first to show rather than tell – the creative nonfiction mantra – scholars how they can move from their classic realist tales to a more creative, compelling, but still rigorous representation of research findings. The book features chapters written by authors from different sport research backgrounds, who present the findings of a previously published ‘classic’ study rewritten in the form of a story. Reflective chapters focusing on the how-to and the challenges of this creative analytical practice complete the work, to support scholars in developing their creative skills.
The Spectrum of Sport Coaching Styles
by Shane Pill Brendan SueSee Joss Rankin Mitch HewittFor the first time, this book applies The Spectrum to sports coaching to become a Spectrum of Coaching Styles. The non-versus approach to pedagogy taken by The Spectrum places athletes or players at the centre of their learning and clearly defines who (player or coach) is making pedagogical decisions in each style. This clarity allows players and coaches to have their teaching behaviours and decision-making clearly defined, and it provides a common language for players, coaches and practitioners to talk about coaching styles and the expected outcomes. For coaches interested in the holistic development of the player/athlete, The Spectrum provides a detailed framework for achieving multiple learning outcomes through cognitive, social, physical, ethical, emotional and social development.Written by coaches for coaches, this book applies Spectrum theory in a coach-specific/friendly way to the following: Introduction to The Spectrum and the sport coach as educator; Summary and detailed description of the 11 coaching styles and their suitability to particular types of coaching episodes; Outlines of the strengths of each style with application examples; and Explanations of coaching to develop reflective practice, self-analysis and error correction, how to coach players to decide on appropriate practice levels or challenge points, player problem solving and solution generation ability. The Spectrum of Sport Coaching Styles is important reading for coaches, athletes, students and lecturers of sports coaching across any sport.
Creative Nonfiction in Sport and Exercise Research (Qualitative Research in Sport and Physical Activity)
by Francesca CavallerioAcademics around the world recognise the effectiveness of storytelling as a way to engage audiences in conversations, raising awareness of issues, and encouraging change. Stories are now seen as the best medium to convey information to diverse audiences. This book explores a novel approach to representing research findings through the adoption of creative nonfictional stories (CNF). At a time when dissemination of scientific research is constantly highlighted as a fundamental aspect for academics, CNF represents an opportunity to effectively communicate science to non-academic audiences through stories. By providing practical examples of how to transform findings into compelling stories rooted in data, following the mantra of showing rather than telling, which characterises CNF, Creative Nonfiction in Sport and Exercise Research helps researchers – qualitative, quantitative, established professors, and students – to turn their research into stories. A unique contribution to the field, this book is the first to show rather than tell – the creative nonfiction mantra – scholars how they can move from their classic realist tales to a more creative, compelling, but still rigorous representation of research findings. The book features chapters written by authors from different sport research backgrounds, who present the findings of a previously published ‘classic’ study rewritten in the form of a story. Reflective chapters focusing on the how-to and the challenges of this creative analytical practice complete the work, to support scholars in developing their creative skills.
The Spectrum of Sport Coaching Styles
by Shane Pill Brendan SueSee Joss Rankin Mitch HewittFor the first time, this book applies The Spectrum to sports coaching to become a Spectrum of Coaching Styles. The non-versus approach to pedagogy taken by The Spectrum places athletes or players at the centre of their learning and clearly defines who (player or coach) is making pedagogical decisions in each style. This clarity allows players and coaches to have their teaching behaviours and decision-making clearly defined, and it provides a common language for players, coaches and practitioners to talk about coaching styles and the expected outcomes. For coaches interested in the holistic development of the player/athlete, The Spectrum provides a detailed framework for achieving multiple learning outcomes through cognitive, social, physical, ethical, emotional and social development.Written by coaches for coaches, this book applies Spectrum theory in a coach-specific/friendly way to the following: Introduction to The Spectrum and the sport coach as educator; Summary and detailed description of the 11 coaching styles and their suitability to particular types of coaching episodes; Outlines of the strengths of each style with application examples; and Explanations of coaching to develop reflective practice, self-analysis and error correction, how to coach players to decide on appropriate practice levels or challenge points, player problem solving and solution generation ability. The Spectrum of Sport Coaching Styles is important reading for coaches, athletes, students and lecturers of sports coaching across any sport.
Teaching Writing in the Health Professions: Perspectives, Problems, and Practices
by Michael J. MadsonThis collection provides a research-based guide to instructional practices for writing in the health professions, promoting faculty development and bringing together perspectives from writing studies, technical communication, and health humanities. With employment in health-care sectors booming, writing instruction tailored for the health professions is in high demand. Writing instruction is critical in the health professions because health professionals, current and aspiring, need to communicate persuasively with patients, peers, mentors, and others. Writing instruction can also help cultivate professional identity, reflective practice, empathy, critical thinking, confidence, and organization, as well as research skills. This collection prepares faculty and administrators to meet this demand. It combines conceptual development of writing for the health professions as an emergent interdiscipline with evidence-based practices for instructors in academic, clinical, and community settings. Teaching Writing in the Health Professions is an essential resource for instructors, scholars, and program administrators in health disciplines, professional and technical communication, health humanities, and interdisciplinary writing studies. It informs the teaching of writing in programs in medicine, nursing, pharmacy and allied health, public health, and other related professions.
Teaching Writing in the Health Professions: Perspectives, Problems, and Practices
by Michael J. MadsonThis collection provides a research-based guide to instructional practices for writing in the health professions, promoting faculty development and bringing together perspectives from writing studies, technical communication, and health humanities. With employment in health-care sectors booming, writing instruction tailored for the health professions is in high demand. Writing instruction is critical in the health professions because health professionals, current and aspiring, need to communicate persuasively with patients, peers, mentors, and others. Writing instruction can also help cultivate professional identity, reflective practice, empathy, critical thinking, confidence, and organization, as well as research skills. This collection prepares faculty and administrators to meet this demand. It combines conceptual development of writing for the health professions as an emergent interdiscipline with evidence-based practices for instructors in academic, clinical, and community settings. Teaching Writing in the Health Professions is an essential resource for instructors, scholars, and program administrators in health disciplines, professional and technical communication, health humanities, and interdisciplinary writing studies. It informs the teaching of writing in programs in medicine, nursing, pharmacy and allied health, public health, and other related professions.
A Creative Primary Curriculum for All
by Emma L. PalastangaThe curriculum in many primary schools, in recent history, became worryingly narrowed such that children were being prepared for tests more than their lives were being enriched with a variety of knowledge, skills and experiences. It is clear that it is the latter that enables them to perform well in tests and in life, so the time for change is now! This book seeks to empower teachers and school leaders to better understand what is meant by 'curriculum' and what a creative educational diet might look like in each individual school. The book explores curriculum intent, implementation and impact. It includes leaders' reflection boxes and practical suggestions for busy teachers. Emma L. Palastanga analyses the need for a broad and balanced curriculum, against the limitations of cramming for success, and delves deep into the process of curriculum planning, delivery and evaluation, using Ofsted’s terminology. Examples of lessons and a range of different approaches are shared throughout the book. A Creative Primary Curriculum for All will give all subject leaders, classroom teachers and teacher trainees the confidence to provide a rich, exciting and varied curriculum, meeting the needs of learners whilst also letting the craft of teaching and individual inspiration shine.
A Creative Primary Curriculum for All
by Emma L. PalastangaThe curriculum in many primary schools, in recent history, became worryingly narrowed such that children were being prepared for tests more than their lives were being enriched with a variety of knowledge, skills and experiences. It is clear that it is the latter that enables them to perform well in tests and in life, so the time for change is now! This book seeks to empower teachers and school leaders to better understand what is meant by 'curriculum' and what a creative educational diet might look like in each individual school. The book explores curriculum intent, implementation and impact. It includes leaders' reflection boxes and practical suggestions for busy teachers. Emma L. Palastanga analyses the need for a broad and balanced curriculum, against the limitations of cramming for success, and delves deep into the process of curriculum planning, delivery and evaluation, using Ofsted’s terminology. Examples of lessons and a range of different approaches are shared throughout the book. A Creative Primary Curriculum for All will give all subject leaders, classroom teachers and teacher trainees the confidence to provide a rich, exciting and varied curriculum, meeting the needs of learners whilst also letting the craft of teaching and individual inspiration shine.
Flexible Mindsets in Schools: Channelling Brain Power for Critical Thinking, Complex Problem-Solving and Creativity
by Julie Dunstan Susannah ColeFlexible Mindsets in Schools abandons painstaking evolution in favour of a bold, transformative revolution. It blends research and easily implementable practice to drive solutions that give learners and educators the freedom to become self-directed: to unleash questioning, problem-solving and creativity. This key text explores how to blend existing and new practices and unlock the potential of student agency as the pathway towards resilience and adaptation. The Flexible Mindsets Model fuses three components that rely on each other to drive self-directed learning: metacognition, "I CAN" mindset messages and executive function processes. This book presents a roadmap for how to create an environment and culture where learners are aware of what works when, feel safe to take learning-related risks, believe that they are capable and have the tools they need to learn. Flexible Mindsets in Schools will give educators hope that there is a way to revolutionise education to meet the needs of students during these uncertain times by taking small, manageable steps.
Flexible Mindsets in Schools: Channelling Brain Power for Critical Thinking, Complex Problem-Solving and Creativity
by Julie Dunstan Susannah ColeFlexible Mindsets in Schools abandons painstaking evolution in favour of a bold, transformative revolution. It blends research and easily implementable practice to drive solutions that give learners and educators the freedom to become self-directed: to unleash questioning, problem-solving and creativity. This key text explores how to blend existing and new practices and unlock the potential of student agency as the pathway towards resilience and adaptation. The Flexible Mindsets Model fuses three components that rely on each other to drive self-directed learning: metacognition, "I CAN" mindset messages and executive function processes. This book presents a roadmap for how to create an environment and culture where learners are aware of what works when, feel safe to take learning-related risks, believe that they are capable and have the tools they need to learn. Flexible Mindsets in Schools will give educators hope that there is a way to revolutionise education to meet the needs of students during these uncertain times by taking small, manageable steps.
Lived Democracy in Education: Young Citizens’ Democratic Lives in Kindergarten, School and Higher Education (Routledge Research in Education)
by Rune Herheim Tobias Werler Kjellrun Hiis HaugeThis book outlines the notion of ‘lived democracy in education’, bringing together interdisciplinary educational research on young citizens’ democratic practices in kindergartens, schools, and teacher education. Presenting both theoretical and empirical studies, and drawing on a variety of approaches, the book investigates participatory education practices where young learners are given the opportunity to influence a course of action or a discussion through expressing arguments, information and critique. Lived democracy in education is understood as opportunities for young learners to influence a decision or line of thought through enacting the values of freedom of speech and equality, and the book shows how such opportunities can be positioned in educational practices. Chapters also investigate what kind of pedagogical situations promote lived democracy and what qualities are present in these situations. The book will be of interest to academics, researchers, graduate students and post-graduate students in the fields of educational theory, educational philosophy and democracy in education concerning several school subjects.
Lived Democracy in Education: Young Citizens’ Democratic Lives in Kindergarten, School and Higher Education (Routledge Research in Education)
by Herheim Rune Werler Tobias Hauge HiisThis book outlines the notion of ‘lived democracy in education’, bringing together interdisciplinary educational research on young citizens’ democratic practices in kindergartens, schools, and teacher education. Presenting both theoretical and empirical studies, and drawing on a variety of approaches, the book investigates participatory education practices where young learners are given the opportunity to influence a course of action or a discussion through expressing arguments, information and critique. Lived democracy in education is understood as opportunities for young learners to influence a decision or line of thought through enacting the values of freedom of speech and equality, and the book shows how such opportunities can be positioned in educational practices. Chapters also investigate what kind of pedagogical situations promote lived democracy and what qualities are present in these situations. The book will be of interest to academics, researchers, graduate students and post-graduate students in the fields of educational theory, educational philosophy and democracy in education concerning several school subjects.
Women in Jazz: Musicality, Femininity, Marginalization
by Marie BuscattoWomen in Jazz: Musicality, Femininity, Marginalization examines the invisible discrimination against female musicians in the French jazz world and the ways in which women thrive as professionals despite such conditions. The author shines a light on the paradox for women in jazz: to express oneself in a "feminine" way is to be denigrated for it, yet to behave in a "masculine" manner is to be devalued for a lack of femininity. This masculine world ensures it is more difficult for women to be recognized as jazz musicians than it is for men – even when musicians, critics and audiences are ideologically opposed to discrimination. Female singers are confined by the feminine stereotypes of their profession, while female instrumentalists must comport themselves into traditionally masculine roles. The author explores the academic and professional socializations of these musicians, the musical choice they make and how they are perceived by jazz professionals as a result. First published in French by CNRS Editions in 2007 (and later reissued in paperback in 2018, with the author’s postscript that "nothing much has changed"), Women in Jazz: Musicality, Femininity, Marginalization expands the conversation beyond the French border, identifying female jazz musicians as a discriminated minority all around the world.
Women in Jazz: Musicality, Femininity, Marginalization
by Marie BuscattoWomen in Jazz: Musicality, Femininity, Marginalization examines the invisible discrimination against female musicians in the French jazz world and the ways in which women thrive as professionals despite such conditions. The author shines a light on the paradox for women in jazz: to express oneself in a "feminine" way is to be denigrated for it, yet to behave in a "masculine" manner is to be devalued for a lack of femininity. This masculine world ensures it is more difficult for women to be recognized as jazz musicians than it is for men – even when musicians, critics and audiences are ideologically opposed to discrimination. Female singers are confined by the feminine stereotypes of their profession, while female instrumentalists must comport themselves into traditionally masculine roles. The author explores the academic and professional socializations of these musicians, the musical choice they make and how they are perceived by jazz professionals as a result. First published in French by CNRS Editions in 2007 (and later reissued in paperback in 2018, with the author’s postscript that "nothing much has changed"), Women in Jazz: Musicality, Femininity, Marginalization expands the conversation beyond the French border, identifying female jazz musicians as a discriminated minority all around the world.
Planning and Passing Your PhD Defence: A Global Toolbox for Success (Insider Guides to Success in Academia)
by Olga Degtyareva Eva O.L. LantsoghtThe 'Insider Guides to Success in Academia' offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia. These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often implicit rules of the game -- the things you need to know but usually aren't told by institutional postgraduate support, researcher development units, or supervisors -- and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia. This book is a toolbox for PhD students to plan and prepare for the PhD defence regardless of their scientific discipline or location. The authors discuss various defence formats that are used internationally and identify the main differences and similarities. With international examples, practical strategies, and tips from former PhD students and supervisors, this book unpacks the principles and unwritten rules underpinning the defence. Addressing planning and preparing for the doctoral defence, and what to do afterwards, this book covers topics such as: understanding your defence format preparing for committee questions preparing mentally and dealing with anxiety dealing with corrections, finalizing your graduation requirements and marking the end of your PhD trajectory. This book is crucial reading for students across the world looking to defend their PhD thesis, and also for their supervisors and examiners.
Planning and Passing Your PhD Defence: A Global Toolbox for Success (Insider Guides to Success in Academia)
by Olga Degtyareva Eva O.L. LantsoghtThe 'Insider Guides to Success in Academia' offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia. These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often implicit rules of the game -- the things you need to know but usually aren't told by institutional postgraduate support, researcher development units, or supervisors -- and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia. This book is a toolbox for PhD students to plan and prepare for the PhD defence regardless of their scientific discipline or location. The authors discuss various defence formats that are used internationally and identify the main differences and similarities. With international examples, practical strategies, and tips from former PhD students and supervisors, this book unpacks the principles and unwritten rules underpinning the defence. Addressing planning and preparing for the doctoral defence, and what to do afterwards, this book covers topics such as: understanding your defence format preparing for committee questions preparing mentally and dealing with anxiety dealing with corrections, finalizing your graduation requirements and marking the end of your PhD trajectory. This book is crucial reading for students across the world looking to defend their PhD thesis, and also for their supervisors and examiners.
Becoming a Diversity Leader on Campus: Navigating Identity and Situational Pressures
by Eugene T. Parker IIIIlluminating the emerging importance of the diversity leader on college campuses, this book offers perspectives and narratives from diversity leaders at institutions of higher education. Becoming a Diversity Leader on Campus unpacks the tension of how diversity leadership is shaped by external factors and pressures that confront colleges and universities, as well as by the unique experiences and identities of the individuals appointed to diversity leadership positions. This book offers a better understanding of how diversity leaders make meaning and sense of their roles, desire, and passion for promoting diversity within their institutions. Chapter authors offer narratives that represent their realities regarding the concept of diversity leadership, how they came to be in their roles, and how diversity leaders do diversity work. This important resource provides practical strategies and guides faculty and higher education professionals in navigating the situational, contextual, and relational constructs within the social and cultural contexts of college and university campuses.
Becoming a Diversity Leader on Campus: Navigating Identity and Situational Pressures
by Eugene T. Parker IIIIlluminating the emerging importance of the diversity leader on college campuses, this book offers perspectives and narratives from diversity leaders at institutions of higher education. Becoming a Diversity Leader on Campus unpacks the tension of how diversity leadership is shaped by external factors and pressures that confront colleges and universities, as well as by the unique experiences and identities of the individuals appointed to diversity leadership positions. This book offers a better understanding of how diversity leaders make meaning and sense of their roles, desire, and passion for promoting diversity within their institutions. Chapter authors offer narratives that represent their realities regarding the concept of diversity leadership, how they came to be in their roles, and how diversity leaders do diversity work. This important resource provides practical strategies and guides faculty and higher education professionals in navigating the situational, contextual, and relational constructs within the social and cultural contexts of college and university campuses.
Math Instruction for Students with Learning Difficulties
by Susan Perry GurganusThis richly updated third edition of Math Instruction for Students with Learning Difficulties presents a research-based approach to mathematics instruction designed to build confidence and competence in preservice and inservice PreK- 12 teachers. Referencing benchmarks of both the National Council of Teachers of Mathematics and Common Core State Standards for Mathematics, this essential text addresses teacher and student attitudes towards mathematics as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. Chapters on assessment and instruction precede strands that focus on critical concepts. Replete with suggestions for class activities and field extensions, the new edition features current research across topics and an innovative thread throughout chapters and strands: multi-tiered systems of support as they apply to mathematics instruction.