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Offers an alternative perspective on leadership. The philosophy of shared leadership is straightforward: Leadership does not derive solely from position, authority, or hierarchy. Instead, leadership is something that can be executed by anyone who has the best knowledge or skill to undertake the leadership necessary in any given situation.

Provides a fresh look at educational reform through the lens of teacher preparation. It poses the question "Why service-learning now?" as it discusses the meaningful ways service-learning pedagogy can transform the approaches used to prepare teachers to educate tomorrow's children.

This volume is a product of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010. It has the potential to be useful to a range of researchers, from established veterans in curriculum research to new researchers in this area of mathematics education.

This volume is a product of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010. It has the potential to be useful to a range of researchers, from established veterans in curriculum research to new researchers in this area of mathematics education.

Presents a collection of research strands on theory of mind research. The title describes its historical roots and suggests improved alternatives. The focus of the volume is to provide a review and critical analysis of the literature on a contemporary domain of knowledge on young children's theory of mind.

Presents a collection of research strands on theory of mind research. The title describes its historical roots and suggests improved alternatives. The focus of the volume is to provide a review and critical analysis of the literature on a contemporary domain of knowledge on young children's theory of mind.

This is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholar educators today.