Claudius Ptolemy

Joseph Fischer

Edward Luther Stevenson

Geography of Claudius Ptolemy, originally titled Geographia and written in the second century, is a depiction of the geography of the Roman Empire at the time. Though inaccurate due to Ptolemy's varying methods of measurement and use of outdated data, Geography of Claudius Ptolemy is nonetheless an excellent example of ancient geographical study and scientific method. This edition contains more than 40 maps and illustrations, reproduced based on Ptolemy's original manuscript. It remains a fascinating read for students of scientific history and Greek influence. CLAUDIUS PTOLEMY (A.D. 90- A.D. 168) was a poet, mathematician, astronomer, astrologer, and geographer who wrote in Greek, though he was a Roman citizen. He is most well-known for three scientific treatises he wrote on astronomy, astrology, and geography, respectively titled Almagest, Apotelesmatika, and Geographia. His work influenced early Islamic and European studies, which in turn influenced much of the modern world. Ptolemy died in Alexandria as a member of Greek society.

Geography of Claudius Ptolemy

Three Generations of Tradition and Change, 1945-1990

Modern Indonesian Art

Gail E. Burnaford

David Hobson

This popular text describes the processes of doing teacher action research. But it is much more than a dry presentation of "methods." Filled with examples of teacher action research projects, provided by teachers themselves, the book places teachers at the heart of the action research process. Teachers' own writing about their work and research questions is featured in 11 examples of teacher action research conducted in a range of settings, grade levels, and content areas. The second edition of Teachers Doing Research is fully updated and substantially reorganized and revised, including four totally new chapters and six new teacher stories. This edition: *provides more specifics on teacher action research processes and a variety of methodological options for teachers who do research in their classrooms and schools (Chapters 1-5); *includes more specifics on data collection and interpretation methods (Chapter 3); *balances a detailed introduction to technology for novice researchers with discussion of issues and questions related to technology-based teacher research (Chapter 4). Information on Web sites related to topics addressed in the chapters and teacher research stories is integrated throughout the book. A new Teachers Doing Research Web site (www.teachersdoingresearch.com) invites readers, teacher research participants, preservice candidates, and teacher educators to participate in dialogue with the authors and editors of this text, and with each other; *gives expanded attention to teacher action research with preservice teachers and to university/school collaboration (especially in Chapter 6); *examines the connections between teacher action research and the larger arena of educational research (Chapter 8); *broadens the context for teacher action research, through discussion of its influence on school reform both in the United States and internationally. International examples of urban teacher research are included (Chapter 9); and *offers new In Practice sections to engage readers in opportunities to respond to what they are reading and to try out related activities.

Joseph Fischer

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