Table of Contents
Table of Contents
Preface
Chapter 1. Peeling the Apple to Find a Globe: The Inquiry into Elementary Education
(Erik Jon Byker, PhD, and Akesha Horton, PhD, Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, North Carolina, US, and others)
Chapter 2. The Paradox of Elementary Education in India: A Critical Analysis
(Ritimoni Bordoloi, PhD, Assistant Professor, Education Department, K. K. Handiqui State Open University, Guwahati, Assam, India)
Chapter 3. The Central Role of School Vision to Strategize the Change in Elementary Schools in Indonesia
(Ferry Doringin, Primary Teacher Education Department, Bina Nusantara University, Jakarta, Indonesia)
Chapter 4. Education in Mexico: Proposals to Improve Educational Achievement at the Primary Level through a Quantitative Model
(C. Muñoz-Ibáñez, B. Alfaro-Ponce, S. Gayosso-Mexia, T. M. Olvera and A. Cruz-Pérez, Higher Education School Tizayuca, Autonomous University of the State of Hidalgo, Hidalgo, México, and others)
Chapter 5. Emotions of Elementary School Students: Comparative Analysis between Different School Subjects
(Guadalupe MartĂnez-Borreguero, PhD, Milagros Mateos-Núñez and Francisco Luis Naranjo-Correa, PhD, Department of Didactics of Experimental Sciences, University of Extremadura, Badajoz, Spain)
Chapter 6. Examining Preservice Teachers’ Education for Gender Equality Using a Gender Sensitive Scale: A Case from Spain
(Cristina Miralles-Cardona, University Institute for Research on Gender Studies (IUIEG), University of Alicante, Alicante, Spain)
Chapter 7. Critical Water Literacy: Engaging the Global Water Crisis with Service Learning
(Erik Jon Byker, PhD, Vicki Thomas, PhD, and Patty Hall, Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, North Carolina, US, and others)
Chapter 8. Taking Action to Rewrite the World: Connecting an Ubuntu of Consciousness with Global Competencies
(Erik Jon Byker, PhD, Natalia Mejia and Maria Cruzat, Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, North Carolina, US, and others)
Chapter 9. The Importance of Critical Reflection in Teacher Education to Support Effective Promotion of Culturally Relevant Pedagogy
(Anna Sanczyk, PhD, and Joseph W. Allen, PhD, Curriculum and Instruction, University of North Carolina at Charlotte, Charlotte, North Carolina, US)
Chapter 10. Integrating the History of Mathematics into Elementary Mathematics Education: Theory and Applied Examples
(Konstantinos Nikolantonakis, Matthaios Anastasiadis, Vasiliki Tsiapou, Apostolos Popotis and Triantafyllos Deligiannidis, Department of Primary Education, University of Western Macedonia, Greece, and others)
Chapter 11. Analysis of the Emotions in Primary Education Nature Science Classes
(Irene del Rosal, MarĂa L. Bermejo, MarĂa A. Dávila and Florentina Cañada, Department of Science and Mathematics Education, University of Extremadrua, Badajoz, Spain)
Chapter 12. Working on What Students Think about Chemical Reactions: A Didactic Intervention on Prior Ideas at Primary School Level
(JesĂşs Sánchez-MartĂn, Julio Gallego-MĂ©ndez, Miriam A. Hernández and Florentina Cañada, Department of Science and Mathematics Education, University of Extremadrua, Badajoz, Spain)
Chapter 13. Connecting Elementary Education to an Interconnected World: A Conclusion
(Akesha Horton, PhD, Erik Jon Byker, PhD, Department of Information, Indiana University, Bloomington, Indian, and others)
Index
Audience
This book is written for K-12 preservice and inservice teachers, educational researchers, and educational policymakers. This organization might be interested: https://www.thersa.org, as it addresses some of the topics they focus on with a global perspective. They might allow me to write a blog post about it.
Keywords
comparative and international perspectives, Critical Cosmopolitan Theory, elementary education, global education, Universal Declaration of Human Rights