Epidemic is an apt adjective for describing the problem of academic dishonesty. When asked if they have cheated in the past year, a "disproportionately large number" (i.e., the majority) of secondary and tertiary students in the United States (and in every other country in which it's been studied) report having done so. The problem of…

This article introduces the Critical Response Protocol (CRP), an arts-based technique that engages students in equitable critical discourse and aligns with the "Next Generation Science Standards" vision for providing students opportunities for language learning while advancing science learning (NGSS Lead States 2013). CRP helps teachers…

Over the past several decades there has been a call to raise student technological literacy. To take such an abstract concept and produce a program that will increase student science, technology, engineering, and mathematics (STEM) literacy was not an easy task. However, it was accomplished. During the past two years many United States school…

This article presents an approach to integrating public e-lectures on contemporary physics into a traditional high-school syllabus. This approach was used in a long-distance professional development course for in-service physics teachers. Each lecture was related to a specific obligatory syllabus chapter, and was accompanied by learner-centred…

This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children's perspectives about teaching and curriculum has the potential for increasing students' interest and participation in learning, their radical perspectives are still ignored or dismissed in theory…

In 2001, the Conference Board of the Mathematical Sciences (CBMS) published "The Mathematical Education of Teachers" (MET) outlining detailed recommendations for the instruction of future mathematics teachers. One focus of MET is that teachers need a thorough understanding of the mathematics covered at the level at which they are…

This textbook provides the foundation for a second-year high school mathematics course. It aims to teach "how to study" as well as the "content" of a second unit of secondary mathematics through the nature and form of the material, explicit exhibits, formulated tests of both sound and unsound reasoning, through study-helps,…

This textbook is third in a series of three volumes presenting a mathematics course for junior high school and six-year high schools. This volume covers college-preparatory algebra, trigonometry, and demonstrative geometry. [For Book I, see ED623224. For Book II, see ED623225.]

This textbook is first in a series of three volumes presenting a mathematics course for junior high school and six-year high schools. This volume covers arithmetic related to home, store, farm, industry, and bank; intuitional and constructive geometry; and introduces algebra. [For Book II, see ED623225. For Book III, see ED623226.]

Mary Woolley decided to make four revision sheets for her lower-band Year 11 set. Each was to help them view their American West study through a different lens. She was rather uncertain, however (and so were the pupils) about her fourth sheet on places. Her reflections on the revision sheet and subsequent reading led not only to a totally new…

In 2004, Commissioner of Education D. Kent King appointed a statewide task force to study Missouri high schools and make recommendations on strengthening the ways they help students prepare for life after high school. The State Board of Education adopted the following recommendations in 2005 and 2006. The State Board of Education increased minimum…

This textbook is second in a series of three volumes presenting a mathematics course for junior high school and six-year high schools. This volume covers algebra, and arithmetic related to trade, transportation, industry, building, banking, corporations, home life, farming, community life, civic life, investments, and mensuration. [For Book I, see…

The teaching of drama in Scottish secondary schools focuses on: (1) Creating; (2) Presenting; and (3) Evaluating. In engaging with these elements, students at "all" stages are encouraged to develop their own dramas from ideas which are prompted by a variety of stimuli. From a wide range of starting points, students work through the…