Principles To Actions

This book summarizes and synthesizes the research behind each of the guiding principles and essential elements of Principles to Actions : Ensuring Mathematical Success for All, and offers examples of what the principles and elements might look like in classroom practice. It is intended to be used by preservice teachers, in-service teachers, instructional coaches, administrators, professional developers, and math teacher educators. --

Knowledge aims to fit the world, and action to change it. In this collection of essays, Onora O'Neill explores the relationship between these concepts and shows that principles are not enough for ethical thought or action: we also need to understand how practical judgement identifies ways of enacting them and of changing the way things are. Both ethical and technical judgement are supported, she contends, by bringing to bear multiple considerations, ranging from ethical principles to real-world constraints, and while we will never find practical algorithms - let alone ethical algorithms - that resolve moral and political issues, good practical judgement can bring abstract principles to bear in situations that call for action. Her essays thus challenge claims that all inquiry must use either the empirical methods of scientific inquiry or the interpretive methods of the humanities. They will appeal to a range of readers in moral and political philosophy.

This book is written on the behalf of mathematics teachers who have been asked to teach more conceptually while simultaneously motivating more students of all ability levels to willingly embrace further upper level mathematics content and courses. This is a BIG ASK! Math teachers are being expected to overhaul their current teaching approach. Can teachers be expected to embrace this crusade alone, isolated in a classroom? Principals are charged with leading the way. They must provide the opportunities and resources necessary for effective teacher collaboration. After reading this book, a principal will comprehend the enormity of task each mathematics teachers faces and learn what must be done to help. School leaders will be able to design a growth plan based on a plethora of collaborative approaches. Mathematics teachers will experience the assistance they have desperately needed.

As discrete fields of inquiry, rhetoric and mathematics have long been considered antithetical to each other. That is, if mathematics explains or describes the phenomena it studies with certainty, persuasion is not needed. This volume calls into question the view that mathematics is free of rhetoric. Through nine studies of the intersections between these two disciplines, Arguing with Numbers shows that mathematics is in fact deeply rhetorical. Using rhetoric as a lens to analyze mathematically based arguments in public policy, political and economic theory, and even literature, the essays in this volume reveal how mathematics influences the values and beliefs with which we assess the world and make decisions and how our worldviews influence the kinds of mathematical instruments we construct and accept. In addition, contributors examine how concepts of rhetoric—such as analogy and visuality—have been employed in mathematical and scientific reasoning, including in the theorems of mathematical physicists and the geometrical diagramming of natural scientists. Challenging academic orthodoxy, these scholars reject a math-equals-truth reduction in favor of a more constructivist theory of mathematics as dynamic, evolving, and powerfully persuasive. By bringing these disparate lines of inquiry into conversation with one another, Arguing with Numbers provides inspiration to students, established scholars, and anyone inside or outside rhetorical studies who might be interested in exploring the intersections between the two disciplines. In addition to the editors, the contributors to this volume are Catherine Chaput, Crystal Broch Colombini, Nathan Crick, Michael Dreher, Jeanne Fahnestock, Andrew C. Jones, Joseph Little, and Edward Schiappa.

The digital age provides ample opportunities for enhanced learning experiences for students; however, it can also present challenges for educators who must adapt to and implement new technologies in the classroom. The Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age is a critical reference source featuring the latest research on the development of educators’ knowledge for the integration of technologies to improve classroom instruction. Investigating emerging pedagogies for preservice and in-service teachers, this publication is ideal for professionals, researchers, and educational designers interested in the implementation of technology in the mathematics classroom.

Co-published with University Council for Educational Administration (UCEA), this textbook prepares aspiring educational leaders for the important and challenging task of supporting instruction in their schools. Instructional Leadership in the Content Areas equips leaders—who might not have content backgrounds that align with those of the teachers they supervise—with research-based practices and knowledge specific to a range of subject areas. Presenting over 20 problems-based cases at the elementary, middle, and high school levels and across seven areas of content, this book deepens knowledge of exemplary instruction, improves feedback dialogues, and helps leaders work effectively alongside teachers and instructional specialists. Rich with activities, resources, and discussion questions, this casebook provides a broad overview of instructional leadership and the tools for school leaders to improve and support classroom practices across all content areas in intentional ways that support career-long professional growth. Case facilitation notes are available here: www.routledge.com/9781138578845

With its unique union of theory and application and its well-organized, easy-to-use design, Moral Choices has earned its place as the standard text for college ethics courses. This third edition offers extensive updates, revisions, and brand new material, all designed to help students develop a sound and current basis for making ethical decisions in today's complex postmodern culture. Moral Choices outlines the distinctive elements of Christian ethics while avoiding undue dogmatism. The book also introduces other ethical systems and their key proponents, including Plato, Aristotle, Augustine, Aquinas, and Kant. After describing a seven-step procedure for tackling ethical dilemmas, author Scott Rae uses case studies to help students think critically and biblically about ? Abortion ? Reproductive Technologies ? Euthanasia ? Capital Punishment ? Sexual Ethics ? The Morality of War ? Genetic Technologies and Human Cloning ? NEW: Ethics and Economics New features include online resources for instructors; a chapter covering global capitalism, environmental ethics, and business ethics; new material on bioethics and on stem cell and embryo research; discussion questions at the end of each chapter; and sidebars with case studies.

During the last few centuries, a practical dichotomy between God and humans has developed within moral theory. As a result, moral theory tends to focus only on humans where human autonomy is foundational or only on God where divine commands capriciously rule. However, the moral theology of Thomas Aquinas overcomes this dichotomy. For Thomas, humans reach their perfection by participating in God's wisdom and love. Perfecting Human Actions explores the ways humans participate in eternal law--God's wisdom that guides and moves all things to their proper action. The book begins with a thoughtful examination of the philosophic recovery of the notion of participation in Thomistic metaphysics. It then explains Thomas's theological understanding of the notion of participation to show how humans are related to God. It is discovered that when performing human actions, humans participate in the eternal law in two ways: as moved and governed by it, and cognitively. In reference to participation as moved and governed, humans are directed by God to their proper end of eternal happiness. This mode of participation can be increased by perfecting the natural inclinations through virtue, grace, and the gifts of the Holy Spirit. In reference to cognitive participation, humans as rational creatures can know their proper end and how to attain it. Through this knowledge of moral truths, the intellect participates in the eternal law. Cognitive participation is perfected by the intellectual virtues (especially faith) and the gifts of the Holy Spirit (especially wisdom). The book concludes by showing how the notion of human participation in the eternal law is a much better foundation for moral theory than the contemporary notion of autonomy. ABOUT THE AUTHOR: John Rziha is associate professor of theology at Benedictine College. PRAISE FOR THE BOOK: " A] competent and indeed masterful study. . . . Rziha's book is to be welcomed as not just an important, but indeed an overdue contribution to the contemporary recovery of Aquinas's moral theory. More importantly, this study is of surpassing importance in advancing the correct understanding of the relationship between human freedom and natural law. . . . Rziha's lucidly written and well-documented study displays all the characteristics of a competent and learned interpretation of the thought of the doctor communis according to the highest standards of current Aquinas scholarship."--Reinhard Hutter, Thomist "Rziha explores at length the two modes by which human participate in God's eternal law: as moved and governed by it and as having knowledge of it. . . . T]his book proves to be something of a comprehensive course in Thomistic thought. This project is supported by extensive and meticulous footnote reverences to texts of Aquinas." --Janine Marie Idziak, Speculum