"Drawing on the work of Eleanor Duckworth, the authors examine "critical exploration in the classroom," a student-centered learning approach that Duckworth developed [herself drawing on the work of Jean Piaget). Per the authors, "such teaching and learning relies upon teachers' developed knowledge, skills, and wisdom in the practices of intentional listening, observing, and sensitive question-posing, and on their ability to conduct open and materials-based intellectual explorations with a diverse array of students." The complex work that the authors outline has grown less visible within programs of teacher education and in classrooms as other interests prevail-challenges like edTP A and standards-based instruction. The authors make a case for critical exploration within programs of teacher education, and demonstrate across chapters the ways in which such an approach may manifest itself within and across disciplinary domains"--

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 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.

Does God exist? Man has not been able to give a credible answer to that question despite advances in knowledge. As a result, the world remains confused about religion, and whether to believe claims made by “sacred” books like the Bible and the Quran. Is it true that unbelievers would end up in Hell? Did God give Moses the Ten Commandments and the other 600 laws of the Old Testament? Did God reveal the Quran to Prophet Muhammad? To answer these and other questions, In Search of Evidence looks at passages taken from various Scriptures. It contends that while we may not be able to conclusively determine whether God exists or not, there is enough evidence to determine whether the contents of the “sacred” books of the world’s religions were revealed by an omniscient being [God]. Religion does not need to be taken on faith. This book provides a framework for meaningful and objective, rather than a faith-based search for the truth.

An interactive picture book from Hervé Tullet the creator of the New York Times bestsellers Press Here and Mix It Up! Join the magical hunt for one little idea: From one of the true creative geniuses of this generation comes a unique meditation on and celebration of the magic of the birth of a simple idea. Sparkling with visual wit and bubbling with imagination, I Have an Idea! is a richly emotional exploration of the creative process: from an initial tentative inkling, to the frustration of chasing the wrong notion, to finally the exhilaration of capturing—and nurturing—just the right idea. I Have an Idea! is a scrumptious cloth-spined package of color and inspiration equally at home on a child's bookshelf, in a new graduate's backpack, or atop a creative's desk. The perfect book of color and inspiration for children and those young at heart. Answers the questions "how do you find an idea?", "what does it feel like?", "what can you do with an idea?" in a simple and inspiring way. Known as the "Prince of Preschool," the versatile Hervé Tullet has been an art director at various ad agencies, a magazine illustrator, and for the past 15 years, a creator of children's books. Fans of Beautiful Oops!, The Day the Crayons Quit, and Iggy Peck, Architect will love I Have an Idea!'s introduction to creative thought. The perfect gift to inspire creativity in young readers, new graduates, and budding artists. Kids of all ages will turn the pages with anticipation trying to catch that elusive idea Books for kids ages 5-8 Children's picture book for K-3

The classic and beloved song is brought to life with bright and colorful illustrations by Tim Hopgood. First recorded in 1967 by Louis Armstrong, and with sales of over one million copies, "What a Wonderful World" has become a poignant message of hope for people everywhere. Sweet and positive in its message, with bright, beautiful art, this book is sure to be a hit. Perfect for sharing!

When science’s “black boxes” are pried open, its workings become accessible. Like time-travellers into history but grounded in today’s cultures, learners interact directly with authentic instruments and replicas. Chapters describe educational experiences sparked through collaborations interrelating museum, school and university.