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The Academic Portfolio
This comprehensive book focuses squarely on academic portfolios, which may prove to be the most innovative and promising faculty evaluation and development technique in years. The authors identify key issues, red flag warnings, and benchmarks for success, describing the what, why, and how of developing academic portfolios. The book includes an extensively tested step-by-step approach to creating portfolios and lists 21 possible portfolio items covering teaching, research/scholarship, and service from which faculty can choose the ones most relevant to them. The thrust of this book is unique: It provides time-tested strategies and proven advice for getting started with portfolios. It includes ...
Moving Through Dimensions
Moving Through Dimensions approaches spatial reasoning through one-dimensional, two-dimensional, and three-dimensional tasks designed for students in the middle school grades. The unit also asks students to explore the transition between dimensions and representations of three-dimensional objects in two dimensions. This book includes pre- and postassessments, multiple reproducible materials, and lessons based on NCTM standards. Moving Through Dimensions was developed by the Center for Gifted Education at The College of William and Mary to offer advanced curriculum supported by years of research. The Center's materials have received national recognition from the United States Department of Ed...
Teaching and Learning High School Mathematics
Too many high school students, faced with mathematics in courses at the level of algebra and beyond, find themselves struggling with abstract concepts and unwilling to pursue further study of mathematics. When students curtail their course taking in mathematics, they may be impacting their college and career options. Thus, high school mathematics teachers have the responsibility to help students recognize the value and importance of mathematics while also designing instruction that makes mathematics accessible to all students. Ball and Bass (2000), as well as other mathematics educators, have recognized that mathematics teachers not only need to know mathematics content and mathematics pedag...
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