James W. Stigler's Books

Design Thinking in the Middle Grades

Transforming Mathematics and Science Learning

By: Reagan Curtis,Darran R. Cairns,Johnna J. Bolyard

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Design Thinking in the Middle Grades

Transforming Mathematics and Science Learning

By: Reagan Curtis,Darran R. Cairns,Johnna J. Bolyard

Too often, mathematics and science are taught in isolation from each other and from meaningful problems that matter to students. This book draws on the authors' experiences with teacher colleagues, including time spent in their classrooms co-developing and refining lessons. The core of their approach is to encourage learners to pursue solutions to everyday challenges through design-based learning cycles. Students use mathematical modeling to describe or summarize a phenomenon, predict which potential solutions may be successful, and/or to test actual performance against predictions. The authors emphasize connecting grade-appropriate science and math content standards and integrating literacy with evidence-based argument through design briefs and presentations. Teachers will learn how to support productive struggle and structure group learning that promotes equity, while teaching in the classroom or virtually as needed. The middle grades are a pivotal time to engage the next generation so that they are prepared to solve tomorrow's challenges. Classroom teachers, preservice educators, and faculty in teacher education programs can use Design Thinking in the Middle Grades as a foundational text for math, science, and integrated STEM teaching.

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Page Count

169

Publisher

Teachers College Press

Published Date

ISBN 10

0807767808

ISBN 13

9780807767801

The Teaching Gap

Best Ideas from the World's Teachers for Improving Education in the Classroom

By: James W. Stigler,James Hiebert

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The Teaching Gap

Best Ideas from the World's Teachers for Improving Education in the Classroom

By: James W. Stigler,James Hiebert

A revised edition of a popular resource builds on the authors' findings that key problems in teaching methods are causing America to lag behind international academic standards, outlining a program for administrators, instructors, and parents that incorporates solutions based on current research. Reprint.

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Page Count

259

Publisher

Simon and Schuster

Published Date

ISBN 10

1439143137

ISBN 13

9781439143131

Learning Gap

Why Our Schools Are Failing And What We Can Learn From Japanese And Chinese Educ

By: Harold Stevenson,James W. Stigler

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Learning Gap

Why Our Schools Are Failing And What We Can Learn From Japanese And Chinese Educ

By: Harold Stevenson,James W. Stigler

Compares United States elementary education practices with those in Asia and comes to some surprising conclusions.

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Page Count

244

Publisher

Simon and Schuster

Published Date

ISBN 10

0671880764

ISBN 13

9780671880767

Redesigning American Education

By: James Coleman

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Redesigning American Education

By: James Coleman

Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and parents.

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Page Count

153

Publisher

Routledge

Published Date

ISBN 10

0429977395

ISBN 13

9780429977398

The Identity of the Professional Interpreter

How Professional Identities are Constructed in the Classroom

By: Alan James Runcieman

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The Identity of the Professional Interpreter

How Professional Identities are Constructed in the Classroom

By: Alan James Runcieman

This monograph examines how higher education(HE) institutions construct ‘professional identities’ in the classroom, specifically how dominant discourses in institutions frame the social role, requisite skills and character required to practice a profession, and how students navigate these along their academic trajectories. This book is based on a longitudinal case study of a prestigious HE institution specialising in training professional interpreters. Adopting an innovative research approach, it investigates a community of aspiring professionals in a HE context by drawing on small story narrative analysis from an ethnographic perspective to provide emic insights into the student community and the development of their social identities. The findings (contextualised by examining the curricula of similar institutions worldwide) suggest that interpreter institutions might not be providing students with a clear and comprehensive picture of the interpreter profession, and not responding to its increasingly complex role in today’s society.

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Page Count

192

Publisher

Springer

Published Date

ISBN 10

9811078238

ISBN 13

9789811078231

Beyond College For All

Career Paths for the Forgotten Half

By: James E. Rosenbaum

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Beyond College For All

Career Paths for the Forgotten Half

By: James E. Rosenbaum

In a society where everyone is supposed to go to college, the problems facing high school graduates who do not continue their education are often forgotten. Many cannot find jobs, and those who do are often stuck in low-wage, dead-end positions. Meanwhile employers complain that high school graduates lack the necessary skills for today's workplace. Beyond College for All focuses on this crisis in the American labor market. Around the world, author James E. Rosenbaum finds, employers view high school graduates as valuable workers. Why not here? Rosenbaum reports on new studies of the interaction between employers and high schools in the United States. He concludes that each fails to communicate its needs to the other, leading to a predictable array of problems for young people in the years after graduation. High schools caught up in the college-for-all myth, provide little job advice or preparation, leading students to make unrealistic plans and hampering both students who do not go to college and those who start college but do not finish. Employers say they care about academic skills, but then do not consider grades when deciding whom to hire. Faced with few incentives to achieve, many students lapse into precisely the kinds of habits employers deplore, doing as little as possible in high school and developing poor attitudes. Rosenbaum contrasts the situation in the United States with that of two other industrialized nations-Japan and Germany-which have formal systems for aiding young people who are looking for employment. Virtually all Japanese high school graduates obtain work, and in Germany, eighteen-year-olds routinely hold responsible jobs. While the American system lacks such formal linkages, Rosenbaum uncovers an encouraging hidden system that helps many high school graduates find work. He shows that some American teachers, particularly vocational teachers, create informal networks with employers to guide students into the labor market. Enterprising employers have figures out how to use these networks to meet their labor needs, while students themselves can take steps to increase their ability to land desirable jobs. Beyond College for All suggests new policies based on such practices. Rosenbaum presents a compelling case that the problems faced by American high school graduates and employers can be solved if young people, employers, and high schools build upon existing informal networks to create formal paths for students to enter the world of work. A Volume in the American Sociological Association's Rose Series in Sociology

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Page Count

337

Publisher

Russell Sage Foundation

Published Date

ISBN 10

1610444760

ISBN 13

9781610444767

Social Theory For A Changing Society

By: Pierre Bourdieu,James S. Coleman,Zdzislawa Walaszek Coleman

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Social Theory For A Changing Society

By: Pierre Bourdieu,James S. Coleman,Zdzislawa Walaszek Coleman

There is in modem society a structural change that underlies many of the social changes with which the conference was concerned. My argument here will be that this is a qualitative change in the way society is organized, a change with many implications. I will call this a change from primordial and spontaneous social organization to constructed social organization (see Coleman 1990, Chapters 2, 3, and 24 for an extended examination of this change). The common definitions of these terms contain some hint of what I mean, but I will describe the change more fully to ensure that it is clearly understood. By primordial social organization I mean social organization that has its origins in the relationships established by childbirth. Not all these relations are activated in all cultures, but some subset of these relations forms the basis for all primitive and traditional social organization. From these relations, more complex structures unfold. For example, from these relations come families; from families come clans; from clans, villages; and from villages, tribes, ethnicities, or societies.

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Page Count

349

Publisher

Routledge

Published Date

ISBN 10

1000311945

ISBN 13

9781000311945

Sociology

The Core

By: Michael D. Hughes,Carolyn J. Kroehler,James Wilfrid Vander Zanden

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Sociology

The Core

By: Michael D. Hughes,Carolyn J. Kroehler,James Wilfrid Vander Zanden

This text seeks to make sociology come alive as a vital and exciting field, to relate principles to real-world circumstances, and to attune students to the dynamic processes of the rapidly changing contemporary society.

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Page Count

604

Publisher

McGraw-Hill Companies

Published Date

ISBN 10

0070311447

ISBN 13

9780070311442

Book's by James W. Stigler

Design Thinking in the Middle Grades

Design Thinking in the Middle Grades

The Teaching Gap

The Teaching Gap

Learning Gap

Learning Gap

Redesigning American Education

Redesigning American Education

The Identity of the Professional Interpreter

The Identity of the Professional Interpreter

Beyond College For All

Beyond College For All

Social Theory For A Changing Society

Social Theory For A Changing Society

Sociology

Sociology

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