"We believe that our educational system must guarantee a learning environment in which all children can learn and achieve their own kind of individually configured excellence -- an environment that nurtures their unique talents and creativity; understands, respects, and incorporates the diversity of their experiences into the learning process; and cultivates their personal commitment to enduring habits of life-long learning." From http://www.ccsso.org INTASC 1992, Preamble INTASC was formed to ensure that all our P-12 students have the same base of knowledge and also that all teachers must meet the same standards for licensing. Recent reform such as the No Child Left Behind Act of 2001 have brought the standards movement to the public eye. This book was written to provide what is often the missing piece of teacher preparation coursework-real-life experiences. Written in ten chapters with twenty cases, this supplementary methods text provides problem-based learning opportunities involving the use of authentic dilemmas and concerns. The cases are open-ended and require critical thinking skills and analysis by the student. A theme of the book is that teachers are human beings who are confronted with all the problems of daily life. Readers of this text are urged to read and analyze the case stories, not only with an eye to finding educational solutions, but also with a keen awareness of how the strengths and weaknesses, likes and dislikes, and lingering concerns of each teacher affect their daily performance. What we must remember is that while standards may serve as practical guidelines, it is individuals who are accountable for carrying out ethically good actions. This text aims to educate a new generation of teachers in how to find solutions to varying problems and make reflective decisions, and in so doing achieve their goal of educating their class to meet the standards of today.

Case Method and the Arabic Teacher: A Practical Guide compiles original case studies that address the unique challenges of teaching Arabic at the high school level. The book's engaging and accessible classroom scenarios reflect the experiences of a diverse group of Arabic teachers working in a variety of educational settings ranging from elite private schools to large public schools with low income student populations. In the case studies, teachers offer compelling accounts of the political, institutional, and curricular issues they encountered not only in their classrooms, but also in their wider schools and communities. Combining research-based methodology with firsthand pedagogical narratives, this book is a valuable resource for teachers, teacher trainers, researchers, and other stakeholders who support the teaching of Arabic.

Provides examples of actual encounters students or practitioners might have if they were to observe classes in many different developmentally appropriate settings and listen in on some of the teachers' thought processes.

The subject of this book is applied Bayesian methods for chemistry, manufacturing, and control (CMC) studies in the biopharmaceutical industry. The book has multiple authors from industry and academia, each contributing a case study (chapter). The collection of case studies covers a broad array of CMC topics, including stability analysis, analytical method development, specification setting, process development and optimization, process control, experimental design, dissolution testing, and comparability studies. The analysis of each case study includes a presentation of code and reproducible output. This book is written with an academic level aimed at practicing nonclinical biostatisticians, most of whom have graduate degrees in statistics. • First book of its kind focusing strictly on CMC Bayesian case studies • Case studies with code and output • Representation from several companies across the industry as well as academia • Authors are leading and well-known Bayesian statisticians in the CMC field • Accompanying website with code for reproducibility • Reflective of real-life industry applications/problems

In many elementary classrooms, social studies has taken a back seat to English Language Arts and Mathematics in the wake of No Child Left Behind and Race to the Top This volume is not another hand-wringing lament. On the contrary, the elementary educators who have contributed to this volume have a positive set of stories to tell about how social studies can play a central role in the elementary classroom, how teachers can integrate social studies knowledge and skills throughout the school day, and how this learning can carry over into children’s homes and communities. The seven case studies in this book, one at each elementary grade level, highlight exemplary teachers in whose classrooms social studies is alive and well in this age of accountability. At the end of each case study, each teacher provides advice for elementary teachers of social studies. Our hope is that elementary teachers and prospective teachers, elementary principals, social studies supervisors, staff developers, and professors of elementary social studies methods who study the stories that we tell can be empowered to return social studies to its rightful place in the curriculum.

This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.