Eleanor Duckworth’s ideas contained in these timeless essays are more important than ever to the public discourse on education. They are a much-needed antidote to many of today’s school reform practices, where a number is accepted as an adequate representation of a student’s learning. While touching on many subjects—from science, math, and poetry to learning, teaching, thinking, evaluation, and teacher education—each of these essays supports the author’s deeply felt belief that “the having of wonderful ideas is the essence of intellectual development.” The revised Third Edition of this indispensable classic on Piaget and teaching features a new introduction, a new chapter on critical exploration in the classroom, and a renewed belief in the need to educate children about peace and social justice. Praise for Previous Editions! “A classic-to-be.” —Instructor “A striking example of how Piaget’s work could well be applied to education—to advantage and with delight.” —School Psychology International “As she explains in her inspiring account of the exhilarating process of teaching and learning, now we all have the opportunity to create wonderful ideas.” —Educational Leadership “Admirably confirms Eleanor Duckworth’s ability to express complex ideas and profound insights with clarity, good sense, and relevance for classroom practice.” —The Journal of Educational Thought Eleanor Duckworth is Professor of Education at Harvard University. She worked with Jean Piaget for more than two decades, as a student and colleague.

The revised Third Edition of this indispensable classic on Piaget and teaching features a new introduction, a new chapter on critical exploration in the classroom, and a renewed belief in the need to educate children about peace and social justice.

Drawing on the work of Eleanor Duckworth, this volume examines Critical Exploration in the Classroom (CEC)—a learning-teaching research practice that positions teachers as researchers of their students’ sense-making and learners as theorizers and investigators. By integrating CEC into their teacher education classrooms, chapter authors have found that they can reliably unsettle their teacher candidates’ understandings about the nature of teaching and learning and recenter their attention on the intellectual originality and creativity of all young people. In this way, CEC provides valuable tools in the work of creating more equitable and democratic classrooms. Such tools are needed in a broader environment that overvalues instrumental approaches to achieving specified learning outcomes. Readers will find practices that empower and sustain the deep intellectual engagement of all learners. Integrating classroom narratives and other forms of documentation, this resource illustrates the kinds of profound changes in understanding that have occurred for teacher candidates as a result of working with CEC. Book Features: Opens both the teacher educator and teacher candidates to new ways of teaching, learning, and being in classrooms.Demonstrates how the practice works to counter deficit thinking by revealing students’ brilliance.Uses narratives and other forms of documentation to characterize the potential of CEC within a diverse array of teacher education classrooms.Portrays the many ways in which CEC has been integrated into different disciplinary and institutional settings, illustrating the common intellectual and interpersonal dynamics at work.Chapter authors all studied Critical Exploration in the Classroom (CEC) with its originator, Eleanor Duckworth. Contributors: Elizabeth Cavicchi, Eleanor Duckworth, Fiona Hughes-McDonnell, Keri Gelenian, Houman Harouni, Yeh Hsueh, Susan Rauchwerk, Lisa Schneier, William Shorr, Bonnie Hao-Kuo Tai

The aims of this book are: • to contribute to professional development of those directly involved in science education (science teachers, elementary and secondary science teacher advisors, researchers in science education, etc), • to contribute to the improvement of the quality of science education at all levels of education with the exploitation of elements from History of Science incorporated in science teaching –it is argued that through such approaches the students’ motivation can be raised, their romantic understanding can be developed and consequently their conceptual understanding of science concepts can be improved since these approaches make science more attractive to them– and • to contribute to the debate about science education at the international level in order to find new ways for further inquiry on the issues that the book is dealing with. The book is divided in two parts: The first expounds its philosophical and epistemological framework and the second combines theory and praxis, the theoretical insights with their practical applications.

What causes condensation? Does temperature affect how well a balloon will fly? How do tiny bugs get into oatmeal? Through 15 mystery stories, this book memorably illustrates science concepts for students and reinforces the value of learning science through inquiry. Each mystery presents opportunities for students to create questions, form hypotheses, test their ideas, and come up with explanations. Focused on concepts such as periodic motion, thermodynamics, temperature and energy, and sound and sound transmission, these mysteries draw students into the stories by grounding them in experiences students are familiar with, providing them with a foundation for classroom discussion and inquiry.

There are new pressures and familiar pressures on teacher educators to prepare teachers who will be able to teach successfully in a changing world, and who will be able to change the world. The question of how to prepare well-qualified teachers has become an international question with global responses and consequences. This book describes a stance

The research teachers carry out into their own professional practice and environment is increasingly recognised as highly relevant and valuable. As well as being an exciting and fulfilling kind of research to carry out, it informs both policy and practice in education, constitutes a key resource for teachers, teacher educators and policy makers and is important for professional development. Bringing together accounts of teacher research projects from all over the world and from all sectors of education, Teacher Inquiry: Living the Research in Everyday Practice covers: * The practicalities of initiating and conducting teacher research; * The different models and methodologies available to teacher researchers; * The issues surrounding, and emerging from teacher research. The editors' introduction provides insight into the reasons for undertaking teacher inquiry, its valuable role in contemporary education and what new directions this form of research might take in the future. The collection reflects the incredible diversity of teacher research, and is a rich source of both information and inspiration for any teacher embarking on, or thinking of conducting, research into their own professional context.

Learning by Doing" is about the history of experimentation in science education. The teaching of science through experiments and observation is essential to the natural sciences and its pedagogy. These have been conducted as both demonstration or as student exercises. The experimental method is seen as giving the student vital competence, skills and experiences, both at the school and at the university level. This volume addresses the historical development of experiments in science education, which has been largely neglected so far. The contributors of "Learning by Doing" pay attention to various aspects ranging from economic aspects of instrument making for science teaching, to the political meanings of experimental science education from the 17th to the 20th century. This collected volume opens the field for further debate by emphasizing the importance of experiments for both, historians of science and science educators. [Présentation de l'éditeur].

A parent’s guide to cultivating an unhurried lifestyle and education that help their children thrive In a culture that prizes productivity, efficiency, and success, it’s easy to feel as though we’re constantly falling short and to lose sight of joy. The homeschool community is not exempt from this pressure, but longtime educator Leslie Martino shows parents how to slow down to recapture the delight and depth that are hallmarks of meaningful learning. In The Joy of Slow, she offers practical guidance on: creating daily rhythms that celebrate the ordinary and make space for spontaneity supporting children as they explore personal interests and engage in self-directed learning tracking students’ progress in ways that might be overlooked by traditional assessments prioritizing connection with other people and the natural world While parents of young children are more likely to embrace a slow childhood that nurtures wonder and imagination, panic often sets in as kids grow older, and parents worry about preparing them for the world beyond school. These fears are exacerbated by learning challenges, unspoken competition among peers, and standardized assessments. The Joy of Slow offers a much-needed reset, inspiring parents to prioritize the needs of each individual child and to help them find renewed freedom and passion.