Teachers College Press: 2017 Catalog by Teachers College Press, Columbia University

New Titles

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EARLY CHILDHOOD EDUCATION 2 Infant Toddler Environment Rating Scale (ITERS-3), Harms 2 Seven Essentials for Family– Professional Partnerships in Early Intervention, Keilty 2 When Pre-K Comes to School, Wilinski 3 First Things First!, Takanishi TECHNOLOGY AND LEARNING 12 What’s Worth Teaching? Collins FAMILIES, SCHOOLS, & COMMUNITIES 13 Mi Padre, Gallo 13 New York City’s Best Public Pre-K and Elementary Schools, Fourth Edition, Hemphill

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MULTILINGUAL CLASSROOMS/ ENGLISH LANGUAGE LEARNERS 15 Literacy Success for Emergent Bilinguals, Roberts 15 Accelerating Literacy for Diverse Learners, Second Edition, Herrera LANGUAGE AND LITERACY 20 “You Gotta BE the Book”, Third Edition, Wilhelm 20 Culturally Sustaining Pedagogies, Paris 21 Teaching, Learning, Literacy in Our High-Risk High-Tech World, Gee 21 Remixing Multiliteracies, Serafini 21 Personal Narrative, Revised, LaMay 22 Choice and Agency in the Writing Workshop, Hamel 22 Every Young Child a Reader, Gibson 22 The Vocabulary Book, Second Edition, Graves 23 Assessing Writing, Teaching Writers, Smith 23 ”They’re All Writers”, Sanders 23 Literary Conversations in the Classroom, Barone 24 Teaching Skills for Complex Text, Mesmer 24 Write Now!, Ganske 24 What’s New in Literacy Teaching?, Wood 25 Composing Science, Elliott CURRICULUM, INSTRUCTION, AND ASSESSMENT 33 Teaching Mathematical Thinking, Small 33 Good Questions, Third Edition, Small 33 Un-Standardizing Curriculum, Second Edition, Sleeter 34 Preparing Educators for Arts Integration, Diaz

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TEACHER EDUCATION 40 Teaching Controversial Issues, Noddings 40 Teaching in the Cracks, Schultz 40 “What’s So Great About Art, Anyway?”, Branham 41 Professional Learning in Action, Risko 41 Coaching Teacher-Writers, Hicks 41 “Why We Drop Out”, Feldman 42 “We’ve Been Doing It Your Way Long Enough”, Baines 42 The Teacher-Writer, Dawson 42 Impactful Practitioner Inquiry, Nichols 43 Professional Development in Relational Learning Communities, Raider-Roth ADMINISTRATION, LEADERSHIP, AND POLICY 49 Education to Better Their World, Prensky 49 Performance-Based Pay for Teachers, Rice 49 Serving Students Who Are Homeless, Hallett FOUNDATIONS OF EDUCATION 56 Is Everyone Really Equal?, Second Edition, Sensoy 56 Deconstructing Race, Mahiri 56 The Summer Slide, Alexander 57 The Enlightened Eye, Eisner 57 Doing Case Study Research, Third Edition, Hancock 57 Beyond Testing, Knoester 58 The Indispensable Guide to Undergraduate Research, Charity Hudley CULTURE, SOCIETY AND EDUCATION 63 Global Migration, Diversity, and Civic Education, Banks 63 Transforming Educational Pathways for Chicana/o Students, Bernal HIGHER AND ADULT EDUCATION 66 Breakaway Learners, Gross COMPARATIVE AND INTERNATIONAL EDUCATION 67 Hard Questions on Global Educational Change, Sahlberg SPECIAL/GIFTED EDUCATION 69 Teaching for Inclusion, Naraian 69 Transition by Design, Trainor

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Contents

2 10 12 13 15 18

Early Childhood Education Environment Rating Scales (ERS) Technology and Learning Families, Schools, and Communities Multilingual Classrooms/English Language Learners Common Core Resources

20 33 40 49 56 63 66 67 68 69 71 83 84 86 87

Language and Literacy Curriculum, Instruction, and Assessment Teacher Education Administration, Leadership, and Policy Foundations of Education Culture, Society, and Education Higher and Adult Education Comparative and International Education Psychology, Counseling, and Development Special Education/Gifted Education Author/ Title/Series Indexes Manuscript Submission Guidelines Popular Textbooks Exam/Desk Copy Form Order Form

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EarlyChildhoodEducation Seven Essentials for Family–Professional Partnerships in Early Intervention

New Edition

W NEInfant/Toddler

Foreword by Phillipa Campbell

Every Young Child a Reader, 22 Literacy Success for Emergent Bilinguals, 15

When Pre-K Comes to School

Policy, Partnerships, and the Early Childhood Education Workforce Bethany Wilinski is an assistant

professor in the Department of Teacher Education at Michigan State University. Foreword by Sharon Lynn Kagan

”Absolutely essential and mind-shifting reading for those crafting prekindergarten policies and programs.” —Sharon Lynn Kagan, Teachers College, Columbia University

New “This is an outstanding Edition and thoughtful collection of family–professional New Thelma Harms, Debby Cryer, Richard Edition partnerships in early M. Clifford, and Noreen Yazejian Best intervention. It will r Selle EW This revised and updated assessment tool help current and future N focuses on the full range of needs of infants “This text is a must professionals grasp the and toddlers up to 36 months of age and read for those knowledge and skills provides a framework for improving program NEW interested in expanding needed to engage in sucquality. ITERS-3 assesses both environmental preschool through cessful relationships with provisions and teacher-child interactions that shared community families that is so vital to Best affect the broad developmental milestones partnerships. Wilinski provides unique insight r our work.” Selle of infants and toddlers, including: language, —Patricia M. Blasco, into the opportunities and challenges that arise in cognitive, social-emotional and physical developing such programs” The Research Institute st Be development, as well as concern for health and Se —Christopher P. Brown, at Western Oregon University ller safety. The University of Texas at Austin Family–professional partnerships are essential While the approach to assessing quality When Pre-K Comes to School traces what to early intervention practice (birth–age 3). and the scoring process remain the same for happens—for institutions and teachers—when However, building and sustaining these partthe new ITERS-3, users will find the following a school district and community ECE centers nerships is complex work. This book is about improvements informed by extensive use of partner to provide public pre-K. The author digging deeper and looking closer at what it the ITERS in the field and by the most recent examines policy implementation across takes to have successful relationships with research: diverse sites—a private part-day preschool, each and every family. The authors explore • Enhanced focus on interactions and the role a corporate childcare center, and a public seven partnership concepts, brought to of the teacher. elementary school. She demonstrates how life through the words and perspectives of • Six new language and literacy Items. pre-K partnerships create opportunities but families and professionals themselves. New • A new Item on beginning math experiences. also considerable constraints for the instituand veteran professionals can use the “les• Expanded age range to include children tions and teachers involved. Though teachers sons learned” from these accounts to more from birth to 36 months. are required to comply with the same policy effectively work with families. Each chapter • A new approach to scoring based solely on mandates, their compensation and access to ends with Questions for Daily Reflection to observation of ongoing classroom activity resources varies greatly. This book calls for help early intervention professionals continue (3-hour time sample). policies and practices that will work better for to develop their practice. The final chapter • The elimination of the parents/staff teachers, which, in turn, will work better for describes themes that result from and span the subscale and teacher interviews, freeing up children. The book’s unique, insider perspective seven concepts as well as the systems needed time for observing more actual classroom on how policy is actually enacted in schools to support successful family–professional practice. provides important insight into what communipartnerships. • Improved indicator scaling, providing ties and policymakers should consider when Book Features: more precise and useful scores for creating pre-K policies. use in professional development and • Provides a set of concrete practices for Book Features: self-improvement. partnering with families. • Evidence that public pre-K partnerships • Reduced emphasis on the number of • Presents authentic voices of families and have serious and sometimes negative materials, along with greater emphasis professionals in action. consequences for teachers and institutions. on how materials are used to encourage • Promotes enhanced reflection as readers • A focus on the experience of teachers who learning. apply the lessons learned to their work. are critical to the success of pre-K. • Recognizes and highlights the individual Suitable for use in inclusive and culturally • Interviews with pre-K teachers and state nature of each family–professional diverse programs, ITERS-3 subscales evalupolicymakers. partnership. ate: Space and Furnishings • Personal Care • Recommendations for pre-K policy that is • Includes tools to help plan, implement, and Routines • Language and Books • Activities • more beneficial to teachers, institutions, evaluate the use of the practices described. Interaction • Program Structure and families.

Environment Rating Scale (ITERS-3)

Bonnie Keilty is associate professor and program coordinator of early childhood special education at Hunter College, City University of New York (CUNY). With contributions by Hedi Levine and Sagarika Kosaraju

OF RELATED INTEREST

2017/104 pp. (tent.)/PB, $24.95/5867-0 large format spiral binding

ALSO SEE PAGES 10–11

ERS

Environment Rating Scale

Family of Products

AUDIENCE: Early intervention specialists across disciplines for infants and toddlers, teacher educators, early childhood educators, and medical professionals; courses in special education, child and family studies, child development, student teaching, occupational therapy, physical therapy, speech-language pathology.

teacher educators, and researchers; courses in early childhood education, educational policy, teaching methods, curriculum and instruction, children and families, qualitative methods, anthropology of education.

2017/168 pp./PB, $34.95/5837-3

2017/160 pp./PB, $32.95/5823-6

AUDIENCE: Policymakers, school administrators,

For full book descriptions, visit www.tcpress.com

First Things First!

New Edition

in the Early & Elementary Education Policy Division at New America in Washington, D.C. She has been honored by the American Education Research Association with the 2014 Distinguished Public Service Award.

NEW

Creating the New American Primary School Ruby Takanishi is senior research fellow

New Edition

NEW

”The vision of a new primary school model in this book should be studied by all workers in the fields of education, human development, and social policy.” —Edward Zigler, professor emeritus, Yale University

“Takanishi makes a compelling case that enabling all American children to achieve their potential requires both st Beexpansion of high-quality preschool and fundar Selle mental changes in how our public elementary schools serve young students.” —Sara Mead, Bellwether Education Partners

Challenging policymakers, educators, reformers, and citizens to replace piecemeal reforms with fundamental redesign, First Things First! calls for a different way of organizing the American primary school. Ruby Takanishi outlines a new framework for integrating early education with primary education (preK–5), including both short- and long-term strategies, that starts with 3- and 4-year-olds. Featuring portraits of primary schools that have successfully integrated pre-K, the book includes resources on dual-language learners, dual-generation family engagement, effective philanthropy, rethinking advocacy, and more. The book centers on four basic questions: • Why should the United States design a new primary school as children’s first, widely shared educational experience? • How can the educators of the new primary school use new knowledge about how children learn to improve their practice? • What will it take to create a new primary school that educates all children well? • How can the design of the new primary school reflect demographic, social, linguistic, and cultural changes and adapt to the requirements of a global economy? First Things First! reframes the basic structure of traditional primary education, challenging us to get the early years of a 21st-century public education system off to a new and stronger start. AUDIENCE: Policymakers, educators, reform leaders, advocates, and researchers; courses in early childhood education, educational foundations, teacher education, education policy, children and families.

2016/208 pp./PB, $31.95/5693-5/HC, $68/5694-2 Copublished with NAESP (National Association of Elementary School Principals)

2016 AESA Critics’ Choice Award

READING, WRITING, AND TALK Inclusive Teaching Strategies for Diverse Learners, K–2 Mariana Souto-Manning and Jessica Martell Foreword by Gloria Ladson-Billings

Best Seller

“Offers us a great opportunity to explore pedagogical strategies that are diverse and inclusive.” —From the Foreword by Gloria LadsonBillings, University of Wisconsin-Madison Unique in its focus on inclusive and culturally relevant language and literacy teaching, this book will help K–2 teachers (re)think and (re) conceptualize their practices. Hands-on examples and strategies will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and litew education curriculum for young children. Neracy Edition 2016/176 pp./PB, $33.95/5757-4/HC, $72/5758-1

TWELVE BEST PRACTICES FOR EARLY CHILDHOOD EDUCATION Integrating Reggio and Other Inspired Approaches Ann Lewin-Benham Foreword by Howard Gardner

“I predict that you’ll place this book alongside those educational readings that you value most.” —From the Foreword by Howard Gardner Popular author Ann Lewin-Benham presents 12 “best practices” inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. Practices are demonstrated with classroom scenarios, dialogues of children and teachers, and work samples showing the outcome of using each practice. Includes a self-assessment tool to assist you in examining your practices and those of your school. 2011/224 pp./PB, $35.95/5232-6 HC, $72/5233-3 large format, photos

Early Childhood Education Series

Language and Literacy Series

NEW

TEACHING AND LEARNING IN A DIVERSE WORLD Multicultural Education for Young Children, Fourth Edition Patricia G. Ramsey Foreword by Sonia Nieto

Best Seller

”At a time when our country seems increasingly polarized over the value and meaning of justice for all, Patty Ramsey’s insights and suggestions are as needed as ever.” —Louise Derman-Sparks, international consultant

“A timely, relevant resource for anyone who works with young children in any capacity.” —Takiema Bunche Smith, SCO/FirstStepNYC This updated edition describes research-based classroom practices to engage children in exploring the complexities of race, economic inequities, immigration, environmental issues, gender and sexual identities, and abilities and disabilities. Free supplemental resources at New www.tcpress.com. Edition

EIGHT ESSENTIAL TECHNIQUES FOR TEACHING WITH INTENTION What Makes Reggio and Other Inspired Approaches Effective Ann Lewin-Benham Foreword by Howard Gardner

Describes eight techniques that foster intentional and reflective classroom practice, including over 70 exercises to help teachers learn to use body, face, hands, voice, eyes, and word choices to precisely convey meaning. Some exercises are for teachers to practice, while others build intention and reflection in children. This lively resource is a companion to Twelve Best Practices for Early Childhood Education. 2015/208 pp./PB, $35.95/5657-7 illustrations/photos

Early Childhood Education Series Copublished with Redleaf Press

For information about Ann’s teacher workshops visit her website: AnnLewinBenham.com.

2015/240 pp./PB, $32.95/5625-6 Early Childhood Education Series

NEW

Best Seller

TEACHING AND LEARNING WITH INFANTS AND TODDLERS Where Meaning-Making Begins Mary Jane Maguire-Fong Foreword by J. Ronald Lally Prologue by T. Berry Brazelton Afterword by Edward Tronick

“From its clear explanation of the developing brain of a baby to its enlightened presentation on the art of reflective childcare, I see how many times I will use this work as a resource.” —From the Foreword by J. Ronald Lally, Center for Child and Family Studies, WestEd

This book explores infants’ amazing capacity to learn and presents a reflective approach to teaching inspired by the early childhood schools in Reggio Emilia, Italy. Readers will find insights into how to design an infant care program, plan curriculum, assess learning, and work with families. User-friendly features include vignettes, photographs of infant classrooms, research highlights, and questions for reflection. 2015/192 pp./PB, $33.95/5619-5 photos, large format Copublished with WestEd

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3 | Early Childhood Education

“Dr. Takanishi has laid out a vision and approach to schooling that is comprehensive, forwardlooking, and versed in strong evidence. This is must-reading for educators, leaders, policymakers, and researchers. —Arthur Reynolds, University of Minnesota

Teachers and Teaching

THE PLAY’S THE THING Teachers’ Roles in Children’s Play Second Edition Elizabeth Jones and Gretchen Reynolds Foreword by Kathy Hirsh-Pasek and Roberta Michnick Golinkoff

Responding to current debates on the place of play in schools, the authors have expanded their groundbreaking book to include significant developments in the broadening landscape of early learning and care, such as assessment, diversity and culture, intentional teaching, inquiry, and the construction of knowledge. 2011/168 pp./PB, $29.95/5241-8 Early Childhood Education Series

2013 AESA Critics’ Choice Award

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MULTICULTURAL TEACHING IN THE EARLY CHILDHOOD CLASSROOM Approaches, Strategies, and Tools, Preschool–2nd Grade Mariana Souto-Manning

“Provides teachers of young children with strategies to ‘lift the moment[s]’ when inequity or unfairness arises in our classrooms rather than shutting students down with our adult logic.” —Language Arts This unique book features an array of approaches, strategies, and tools for teaching multiculturally in the early years. You will see how amazing teachers engage in culturally responsive teaching that fosters educational equity while also meeting state and national standards (such as the Common Core State Standards). This engaging book is sprinkled with questions for reflection and implementation as well as a list of multicultural children’s books and resources for further reading. 2013/168 pp./PB, $30.95/5405-4 HC, $60/5406-1 photos

Early Childhood Education Series Copublished with Association for Childhood Education International (ACEI)

WHAT IF ALL THE KIDS ARE WHITE? Anti-Bias Multicultural Education with Young Children and Families Second Edition Louise DermanSparks and Patricia G. Ramsey, with Julie Olsen Edwards Foreword by Carol Brunson Day

Bringing this bestselling guide completely up to date, the authors address the current state of racism and anti-racism in the United States (including the election of the first African American president), review recent child development research, discuss state standards and NCLB pressures on early childhood teaching, and more. The text includes teaching strategies, activities for families and staff, reflection questions, and updated organizational and website resources. 2011/224 pp./PB, $30.95/5212-8 Early Childhood Education Series

STANDING UP FOR SOMETHING EVERY DAY Ethics and Justice in Early Childhood Classrooms Beatrice S. Fennimore Foreword by Celia Genishi

This book explores some of the most complex and pressing social and ethical dilemmas confronting early childhood educators and provides concrete ways of addressing social justice concerns in practice. Book features include a focus on classroom life, guidance for following the NAEYC Code of Ethics, questions for discussion, practical ideas for getting started, and teacher-guides for working in different settings (rural, suburban, and urban). 2014/160 pp./PB, $33.95/5560-0 Early Childhood Education Series

THE GOOD PRESCHOOL TEACHER Six Teachers Reflect on Their Lives William Ayers

This book is the result of an indepth inquiry into the lives and work of six outstanding preschool teachers. Through a creative, original combination of interviews, letters, vignettes, interpretive analysis, and reflections, the author describes and links together the events, people, and experiences that have made these women the excellent teachers they are. 1989/176 pp./PB, $27.95/2946-5 Early Childhood Education Series

Leadership & Management THE NEW EARLY CHILDHOOD PROFESSIONAL A Step-by-Step Guide to Overcoming Goliath Valora Washington, Brenda Gadson, and Kathryn L. Amel Foreword by Roger and Bonnie Neugebauer

“Readers, be prepared to be jolted out of your comfort zone. This book will challenge, inform, provoke, and inspire you.” —From the Foreword by Roger and Bonnie Neugebauer, publishers of Exchange Magazine For today’s early childhood educator, change is a non-negotiable reality. This handbook presents some of the heroic experiences and strategic approaches used by early childhood educators (participants in the CAYL Institute Fellowship programs) to deal with change. The authors share a framework with concrete steps, resources, tools, and questions for reflection Visit the book website at www.newearlychildhoodprofessional.com. 2015/176 pp./PB, $28.95/5663-8

Early Childhood Education Series Copublished with NAEYC

COURAGEOUS LEADERSHIP IN EARLY CHILDHOOD EDUCATION Taking a Stand for Social Justice Edited by Susi Long, Mariana Souto-Manning, and Vivian

Maria Vasquez Foreword by Sonia Nieto

“This book will serve as a beacon of hope for administrators, policymakers, and educators at all levels of learning and teaching.” —From the Foreword by Sonia Nieto, University of Massachusetts, Amherst Through the voices of families, teachers, and the administrators themselves, each chapter shares ways that these leaders use the power entrusted in them to question and disrupt discriminatory and marginalizing practices that deny opportunities for some students while privileging others. The book includes strategies and resources that administrators can use to build confidence, knowledge, and skills.

LEADING ANTIBIAS EARLY CHILDHOOD PROGRAMS A Guide for Change Louise DermanSparks, Debbie LeeKeenan, and John Nimmo Foreword by Mariana Souto-Manning

“This book is a tool box for building early childhood programs that foster sentiments of justice and fairness in leaders, teachers, and young children.” —Herbert Kohl, educator and bestselling author This book is both a stand-alone text and a perfect companion for AntiBias Education for Young Children and Ourselves. It emphasizes that this work is not only about changing curriculum, but requires thoughtful, strategic, long-term planning that addresses all components of an early childhood program. The text features a powerful combination of conceptual frameworks, strategies, and practical tools. 2015/192 pp./PB, $30.95/5598-3 large format

Early Childhood Education Series Copublished with NAEYC

SQUANDERING AMERICA’S FUTURE Why ECE Policy Matters for Equality, Our Economy, and Our Children Susan Ochshorn Foreword by David Kirp

“Recommended for parents, politicians, and anyone who has worked in education.” —Library Journal “A must-read for all who care about kids.” —Nancy Carlsson-Paige, Lesley University “This book needs to be read widely, and right away.” —Deborah Meier, MacArthur award–winning teacher, principal, and author In this pioneering guide to the big issues in contemporary early childhood policy, Ochshorn drives home the importance of the earliest years for developing human capital. With her 360-degree view, Ochshorn boldly and clearly shows how early care and education is an issue of social justice that also impacts America’s ability to compete on the world stage. 2015/192 pp./PB, $28.95/5670-6

2016/224 pp./PB, $35.95/5741-3

Early Childhood Education Series

For full book descriptions, visit www.tcpress.com

FIRSTSCHOOL Transforming PreK–3rd Grade for African American, Latino, and Low-Income Children Sharon Ritchie and Laura Gutmann, Editors Foreword by Aisha Ray

“A terrific book...should be on the agenda of every school board meeting.” —Robert Pianta, University of Virginia

2014/240 pp./PB, $40.95/5481-8 Early Childhood Education Series

HEALTHY LEARNERS A Whole Child Approach to Reducing Disparities in Early Education Robert Crosnoe, Claude Bonazzo, and Nina Wu

”The authors paint a cogent picture of early learning in social contexts, with a focus on the paradoxical trajectories of the children of Mexican immigrants.” —Beth Graue, University of Wisconsin–Madison In this book, the authors explain why healthy learning is good for children, schools, and society, and they suggest concrete ways to make it happen. While the text covers a broad spectrum of American children, special attention is given to the growing population of Mexican immigrant children. 2015/168 pp./PB, $33.95/5709-3 Early Childhood Education Series

Offers a fresh viewpoint on national efforts to improve program quality and children’s learning and development. The book concludes with “Next Steps Commentaries” written by education luminaries Rolf Grafwallner, Jacqueline Jones, and Pamela J. Winton outlining concrete action steps to jump-start the essential discussion about moving forward. 2013/120 pp./PB, $27.95/5460-3/ HC, $56/5461-0

Early Childhood Education Series

MANAGING LEGAL RISKS IN EARLY CHILDHOOD PROGRAMS How to Prevent Flare-Ups from Becoming Lawsuits Holly Elissa Bruno and Tom Copeland

Two experienced lawyers offer clear advice and examples of specific policies and procedures that will help child care professionals keep children safe while improving communication with parents, regulators, insurance agents, and lawyers. This practical guide covers a wide range of topics including privacy issues, accusations of discrimination, employee hiring/firing practices, and insurance coverage. 2012/192 pp./PB, $27.95/5377-4 Copublished with Redleaf Press

SUPERVISION IN EARLY CHILDHOOD EDUCATION A Developmental Perspective, Third Edition Joseph J. Caruso with M. Temple Fawcett

This classic is still the best choice for those supervising staff from a wide variety of educational and cultural backgrounds. The Third Edition features: A new chapter on career ladders/lattices • A new chapter on staff selection, recruitment, and orientation • Relevant NAEYC accreditation criteria • and more. 2007/288 pp./PB, $30.95/4731-5 Early Childhood Education Series

EARLY CHILDHOOD GOVERNANCE Choices and Consequences Sharon Lynn Kagan and Rebecca E. Gomez

The first book to specifically focus on early childhood governance, this seminal contribution is designed to be immediately germane to the burgeoning field of early childhood education. Prominent scholars and practitioners present the latest thinking, most recent experiences, and an honest review of the governance issues facing ECE today and into the future—all in one resource. Contributors: Missy Cochenour, Harriet Dichter, Stacie G. Goffin, Rebecca E. Gomez, Rolf Grafwallner, Kathleen Hebbeler, Susan Hibbard, Sharon Lynn Kagan, Sarah LeMoine, Elliot M. Regenstein, Thomas Rendon, Beth Rous, Diana Schaack, Thomas Schultz, Catherine Scott-Little, Kate Tarrant 2015/208 pp./PB, $35.95/5630-0 HC, $76/5631-7

DEFENDING CHILDHOOD Keeping the Promise of Early Education Edited by Beverly Falk Foreword by Linda Darling-Hammond

“This is an insightful and passionate review of current thinking and possible directions for supporting children’s education and care.” —Young Children An extraordinary group of educators and scholars explain new findings from neuroscience and psychology, as well as emerging knowledge about the impact on child development of cultural and linguistic diversity, poverty, families and communities, and the media. Contributors include Barbara Bowman, Nancy Carlsson-Paige, Delis Cuéllar, Tiziana Filippini, Matia Finn-Stevenson, Eugene García, Howard Gardner, Roberta Michnick Golinkoff, James J. Heckman, Kathryn Hirsh-Pasek, Mara Krechevsky, George Madaus, Ben Mardell, Sonia Nieto, Valerie Polakow, Aisha Ray, Robert L. Selman, Jack P. Shonkoff, M.D., Edward Zigler 2012/288 pp./PB, $32.95/5310-1 HC, $68/5311-8

Early Childhood Education Series

Best Sellers

PROGRAM ADMINISTRATION SCALE (PAS) Measuring Early Childhood Leadership and Management, Second Edition Teri N. Talan and Paula Jorde Bloom

Using a 7-point rating scale (inadequate to excellent), this easy-touse instrument assesses 25 items grouped into 10 categories: human resources development, personnel cost and allocation, center operations, child assessment, fiscal management, program planning and evaluation, family partnerships, marketing and public relations, technology, and staff qualifications. 2011/96 pp./PB, $24.95/5245-6 large format

BUSINESS ADMINISTRATION SCALE FOR FAMILY CHILD CARE (BAS) Teri N. Talan and Paula Jorde Bloom

| Early Childhood Education

FirstSchool is a groundbreaking framework for teaching minority and low-income children. The text features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes. The authors detail how to use education research and data to provide a rationale for change; how to promote professional learning that is genuinely collaborative and respectful; and how to employ developmentally appropriate teaching strategies. Contributors: Cindy Bagwell, Richard M. Clifford, Carolyn T. Cobb, Gisele M. Crawford, Diane M. Early, Sandra C. García, Cristina Gillanders, Adam L. Holland, Iheoma U. Iruka, Jenille Morgan, Sam Oertwig

EARLY CHILDHOOD EDUCATION FOR A NEW ERA Leading for Our Profession Stacie G. Goffin Foreword by Mary Jean Schumann

The BAS for Family Child Care is designed to complement the widely used Family Child Care Environment Rating Scale–Revised (FCCERS-R), page 11. When used together, they provide a comprehensive picture of the quality of the family child care learning environment and the business practices that support the program. English: 2009/48 pp./PB, $24.95/4977-7/large format Spanish: 2010/56 pp./PB, $24.95/5166-4/large format

FOR OUR BABIES Ending the Invisible Neglect of America’s Infants J. Ronald Lally Foreword by T. Berry Brazelton and Joshua Sparrow

For the last 40 years, J. Ronald Lally has worked with state and federal agencies to improve services for infants and toddlers around the world. For Our Babies features the resonant voices of American parents, as well as crucial testimony from developmental psychologists, child care providers, health professionals, economists, specialists in brain development, and early learning educators about how policy and practices must change in the United States if parents are to raise children who will become healthy, productive members of society. his book is part of the For Our Babies initiative. Visit the website, which includes an author blog, at www.forourbabies.org. 2013/176 pp./PB, $27.95/5424-5 Copublished with WestEd

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Relationships

Child Development

UNSMILING New FACES on ALSO: Wolfberg: Play and SEE Editi How Preschools Imagination in Children with Can Heal, Autism, 70 Second Edition Lesley Koplow, Editor OBSERVING NEW AND Foreword RECORDING by Vivian THE BEHAVIOR Gussin Paley OF YOUNG This classic text provides an essenCHILDREN tial framework to help teachers Sixth Edition Best understand the emotional lives of Dorothy H. Seller the young children they serve. Cohen, Virginia Contributors: Suzanne Abrams, Stern, Nancy Beverley Dennis, Judith Ferber, Balaban, Virginia Hut and Nancy Gropper 2007/288 pp./PB, $30.95/4803-9

CREATING SCHOOLS THAT HEAL Real-Life Solutions Lesley Koplow

6 |

Koplow, a psychotherapist, discusses the mandate for violence prevention and offers an intervention framework for teachers, administrators, and school-based clinicians who want to improve the emotional climate in their school (PreK–5). 2002/240 pp./PB, $30.95/4268-6 HC, $44/4269-3

THE WAR PLAY DILEMMA What Every Parent and Teacher Needs to Know, Second Edition Diane E. Levin and Nancy Carlsson-Paige

This revised text provides more practical guidance for working with children to positively influence the lessons about violence they learn. Includes: examples of war play from both home and school settings; recent trends in media, programming, marketing, and war toys; and the important distinction between imitative and creative war play. 2006/144 pp./PB, $24.95/4638-7 (T)

Early Childhood Education Series

”The sixth edition adds to the remarkable history of this volume with nuggets of updated insights reflecting the changing environments in which our children develop and grow.” —Jon Snyder, Stanford Center for Policy Opportunity in Education The Sixth Edition of this classic text features numerous examples of teachers’ observations of children from birth to age 8, making it accessible, practical, and enjoyable to read. To better serve children with special needs, the authors have completely rewritten a chapter to focus more broadly on observing behaviors that may be viewed as disquieting. 2016/240 pp./PB, $30.95/5715-4

THE EARLY INTERVENTION GUIDEBOOK FOR FAMILIES AND PROFESSIONALS Partnering for Success Second Edition Bonnie Keilty

“This book is chock-full of ‘insider information’ to guide families and professionals in their shared quest—to further the development of the children.” —Building Blocks (of first edition) This guidebook has been completely revised to reflect recent research and feedback from practicing professionals and university instructors. With a focus on how families and professionals can collaborate effectively so that infants and toddlers (0–3) learn, grow, and thrive, chapters address: child learning and development, family priorities, and “what’s next” after early intervention.

CONTINUITY IN CHILDREN’S WORLDS Choices and Consequences for Early Childhood Settings Melissa M. Jozwiak, Betsy J. Cahill, and Rachel Theilheimer Foreword by Beth B. Swadener

“Offers hope through its rich and abundant examples of teachers, parents, and others who care for young children mindfully taking the time to address issues of continuity in everyday life.” —From the Foreword by Beth Blue Swadener, Arizona State University This book uses practitioner stories to investigate beliefs about continuity and discontinuity—children’s experiences when they transition from home to school, from classroom to classroom, and from school to school—with children from birth to age 8. Each story includes the authors’ interpretations, relevant theory, questions for reflection, and implications for practice.

THINKING CRITICALLY ABOUT ENVIRONMENTS FOR YOUNG CHILDREN Bridging Theory and Practice Lisa P. Kuh, Editor

Using a practicebased focus and a researcher lens, the contributors consider the ways in which environments for children enhance or diminish educational experiences, how social constructs about what is good for children influence environmental design, and what practitioners can do in their own work when creating learning environments for young children. The text includes examples from practice, lessons learned, and images of key aspects of the environments discussed. 2014/208 pp./PB, $50.95/5545-7 illustrations and photos

Early Childhood Education Series

2016/160 pp./PB, $34.95/5789-5

Early Childhood Education Series

THE EARLY YEARS MATTER Education, Care, and the Well-Being of Children, Birth to 8 Marilou Hyson and Heather Biggar Tomlinson Foreword by Jacqueline Jones

Chapters begins with an introductory vignette focused on one child whose experiences are typical of other children in the same age group or life circumstances, using that child’s experiences to draw out what the best research tells us about why early care and education matters for that group of children. The book includes first-person narratives by early childhood professionals and questions for reflection, dialogue, and action. The Early Years Matter is a perfect resource for courses and professional development.

ASSESSMENT OF PRACTICES IN EARLY ELEMENTARY CLASSROOMS (APEEC) Mary Louise Hemmeter, Kelly L. Maxwell, Melinda Jones Ault, and John W. Schuster

The APEEC can be used by administrators and researchers to evaluate the degree of developmental appropriateness in inclusive and general education classrooms. It can also be used by teachers (K–3) as a self-assessment tool. APEEC is organized under three main categories: Physical Environment, Instructional Context, and Social Context. The book includes a carefully thought-out score sheet which can be photocopied for use in rating classrooms. 2001/48 pp./PB, $24.95/4061-3 large format

2014/192 pp./PB, $30.95/5558-7 large format

Early Childhood Education Series Copublished with NAEYC

2016/224 pp./PB, $34.95/5773-4

Early Childhood Education Series

NEW BY BONNIE KEILTY: Seven Essentials for Family–Professional Partnerships in Early Intervention, 2

For full book descriptions, visit www.tcpress.com

Curriculum TEACHING KINDERGARTEN

Learner-Centered Classrooms New onthe 21st Century Editifor

EXPLORING MATHEMATICS THROUGH PLAY IN THE EARLY CHILDHOOD CLASSROOM Amy Noelle Parks Foreword by Elizabeth Graue

Edited by Julie Diamond, Betsy Grob, and Fretta Reitzes Foreword by Vivian Gussin Paley / Prologue by Ruth Charney

NEW

ccss 2015/176 pp./ PB, $30.95/5711-6 photos

Early Childhood Education Series

STEM LEARNING WITH YOUNG CHILDREN Inquiry Teaching with Ramps and Pathways Shelly Counsell, Lawrence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenberg, Beth Van Meeteren, Sonia Yoshizawa, and Betty Zan

“This powerful book carefully illustrates the design and teacher practices of constructivist classrooms that nurture the whole child.” —Jacqueline Grennon Brooks, Hofstra University This teacher’s guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3–8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens.

of Wisconsin

This practical book will help teachers design formal lessons that make connections between mathematics and play. Addressing the Common Core throughout, the text includes examples of activities and strategies for making assessments more playful, questions for reflection, key research findings, vocabulary, lesson plan templates, and more. ccss 2015/160 pp./PB, $33.95/5589-1 photos

Early Childhood Education Series Copublished with NCTM

INCLUSION IN THE EARLY CHILDHOOD CLASSROOM What Makes a Difference? Susan L. Recchia and Yoon-Joo Lee

The authors share stories from their practice and research to explore the ways that teachers and children respond in real classrooms to real challenges. The book addresses a wide array of issues that contribute to our understanding of “what makes a difference” in the inclusive early childhood classroom: the role of development, ways of honoring different learning styles, building a sense of classroom community, addressing power dynamics, and responding to conflict with both teachers and peers. 2013/120 pp./PB, $35.95/5400-9 Early Childhood Education Series

ccss 2016/216 pp./PB, $34.95/5749-9

Early Childhood Education Series

Best Seller

YOUNG INVESTIGATORS The Project Approach in the Early Years, Third Edition Judy Harris Helm and Lilian G. Katz

“Everything you could possibly need to start a project is covered in this book, so start investigating!” —Association for Childhood Education International (of previous edition)

This bestseller provides an introduction to the project approach with step-by-step guidance for conducting meaningful investigations. The Third Edition has been expanded to include two new chapters—How Projects Can Connect Children with Nature and ew N Project ition Investigations as STEM—and to assist teachers with younger chilEd dren (toddlers) and older children (2nd grade). ccss 2016/176 pp./PB, $33.95/5690-4 large format, photos

Early Childhood Education Series

NEW

Best Seller

BECOMING YOUNG THINKERS Deep Project Work in the Classroom Judy Harris Helm / Foreword by Lilian G. Katz

This book is for teachers who know how to do project work but are ready to move to the next level. Helm provides specific strategies for selecting meaningful topics for projects, integrating standards, supporting children’s questioning, and helping children represent their ideas.

ccss 2015/144 pp./PB, $31.95/5594-5 large format, photos, full-color insert

Early Childhood Education Series Copublished with NAEYC

WINDOWS ON LEARNING Documenting Young Children’s Work, Second Edition Judy Harris Helm, Sallee Beneke, and Kathy Steinheimer / Foreword by Lilian G. Katz

This popular guide provides teachers with a proven method for documenting (collecting, analyzing, and displaying) young children’s work at school. 2007/200 pp./PB, $27.95/4786-5 large format, photos Early Childhood Education Series Copublished with NAEYC THE POWER OF PROJECTS Meeting Contemporary Challenges in Early Childhood Classrooms—Strategies and Solutions Edited by Judy Harris Helm and Sallee Beneke 2003/128 pp./PB, $25.95/4298-3 large format, 83 illustrations Early Childhood Education Series Copublished with NAEYC

BIG SCIENCE FOR GROWING MINDS Constructivist Classrooms for Young Thinkers Jacqueline Grennon Brooks Foreword by Doris Pronin Fromberg

“Offers an innovative approach for teachers who are serious about helping children cultivate knowledge about their world through science.” —Young Children “An outstanding guide that makes a strong case for the importance of science education in the early grades.” —Connect “A much-needed book that provides valuable theoretical and practical information for all science educators.” —NSTA Recommends 2011/208 pp./PB, $29.95/5195-4 (T) large format, illustrations/photos

Early Childhood Education Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

2016 Distinction in the Practice of Diversity and Inclusion Award, Association for Business Communication

LANGUAGE BUILDING BLOCKS Essential Linguistics for Early Childhood Educators Anita Pandey Foreword by Eugene García

“A truly necessary guide to understanding language for early childhood teachers in today’s multicultural and multilingual world.” —Debora B. Wisneski, president, Association for Childhood Education International (ACEI) This resource shows teachers how to systematically empower and include all children. The text includes numerous real-life examples for diverse age groups and learning styles. The online Resource Guide provides hands-on activities and contributions by top scholars in the field. 2012/224 pp./PB, $31.95/5355-2 HC, $62/5356-9

Early Childhood Education Series

7 | Early Childhood Education

”What a delightful addition to the field! . . . It offers the kind of intellectual challenges that mark the Best best of education Seller writing.” —Huffpost Education Illustrates how a learner-centered approach can not only meet the equity and accountability goals of the Common Core State Standards but go well beyond that to educate the whole child. It features examples of teachers working with diverse populations of students and focusing on issues of social justice across urban and rural communities.

“Smart, readable, relevant, and authentically focused on children.” —From the Foreword by Elizabeth Graue, University

NEW

A THINK-ALOUD AND TALKALOUD APPROACH TO BUILDING LANGUAGE Overcoming Disability, Delay, and Deficiency Reuven Feuerstein, Louis H. Falik, Refael S. Feuerstein, and Krisztina Bohács Foreword by Yvette Jackson

Based on neuroscience and their own innovative work, the authors provide the rationale and a step-bystep process for using intentional self-talk and think-aloud methods to improve both language and cognitive development in normal and language-delayed children, as well as in older individuals with disabilities. Stories are sprinkled throughout the text to demonstrate mediated self-talk in action and the remarkable results achieved with real children. 2013/160 pp./PB, $31.95/5393-4 HC, $64/5410-8

8 |

MORAL CLASSROOMS, MORAL CHILDREN Creating a Constructivist Atmosphere in Early Education, Second Edition Rheta DeVries and Betty Zan

This classic text has been updated and expanded to include 1st- and 2nd-grade classrooms. Practical chapters demonstrate how the constructivist approach can be embedded in a school program by focusing on specific classroom situations and activities, such as resolving conflict, group time, rule making, decision making and voting, social and moral discussions, cooperative alternatives to discipline, and activity time. The second edition includes new alternatives to discipline and “Principles of Teaching” sections with many examples of classroom interactions. 2012/288 pp./PB, $35.95/5340-8

Early Childhood Education Series

CONNECTING EMERGENT CURRICULUM AND STANDARDS IN THE EARLY CHILDHOOD CLASSROOM Strengthening Content and Teaching Practice Sydney L. Schwartz and Sherry M. Copeland

This book includes lists of key content ideas—coordinated with learning standards in science, mathematics, social studies, and the communication arts—to guide teacher observations of, and interactions with, young children. Chapters focus on ways to extend children’s emerging use of content in the block, manipulatives, sand and water, drama, expressive arts, and literacy centers, and link to the development of themes. 2010/208 pp./PB, $30.95/5109-1 HC, $58/5110-7 photos

Early Childhood Education Series

BEARS, BEARS EVERYWHERE! Supporting Children’s Emotional Health in the Classroom Lesley Koplow

Lesley Koplow shares innovative strategies for integrating teddy bears into classroom life and provides the curriculum itself to help teachers address unresolved emotional issues that hinder children’s socialization and learning processes. 2008/128 pp./PB, $25.95/4903-6 (T) 43 illustrations including a full-color insert

BLOCKS TO ROBOTS Learning with Technology in the Early Childhood Classroom Marina Umaschi Bers Foreword by David Elkind

“Blow the dust off the unit blocks. This book gives them new dimension.” —Dimensions of Early Childhood Grounded in a constructivist approach to teaching and learning, the author focuses on robotic manipulatives that allow children to explore complex concepts in a concrete and fun way. 2008/168 pp./PB, $30.95/4847-3

YOUNG CHILDREN REINVENT ARITHMETIC Implications of Piaget’s Theory Second Edition Constance Kamii with Leslie Baker Housman

Full of practical suggestions and developmentally appropriate activities to stimulate numerical thinking among students of varying abilities and learning styles.

Reggio Emilia

New on ALSO: Twelve Best Practices Editi SEE for Early Childhood Education, 3 IN THE SPIRIT OF THE STUDIO Learning from the Atelier of Reggio Emilia, Second Edition Lella Gandini, Best Seller Lynn Hill, Louise Cadwell, and Charles Schwall, Editors Foreword by Steven Seidel

NEW

“This book will help to promote a vibrant and creative approach to learning that will enrich American children’s educational experience.” —Barbara and Eric Carle, author and illustrator of The Very Hungry Caterpillar This critically acclaimed, full-color resource will help educators create the highest quality learning opportunities for a new generation of children. The Second Edition features substantial changes, including new chapters by pioneers of the work that happens in the atelier. The authors provide examples of projects and address practical aspects of the atelier, including organizing the environment and using materials. Contributors: Pauline Baker, Barbara Burrington, Susan Harris MacKay, Carlina Rinaldi, Lori Geismar Ryan, and Vea Vecchi. 2015/224 pp./PB, $37.95/5632-4 large format, color photos and illustrations

Early Childhood Education Series

2000/256 pp./PB, $28.95/3904-4 Early Childhood Education Series

Visit tcpress.com for related videos Kamii: YOUNG CHILDREN CONTINUE TO REINVENT ARITHMETIC—2ND GRADE Implications of Piaget’s Theory, Second Edition Constance Kamii and Linda Joseph 2003/208 pp./PB, $26.95/4403-1 Early Childhood Education Series

DEVELOPING CONSTRUCTIVIST EARLY CHILDHOOD CURRICULUM Practical Principles and Activities Rheta DeVries, Betty Zan, Carolyn Hildebrandt, Rebecca Edmiaston, and Christina Sales

Descriptive vignettes are used to show how children’s reasoning and teacher interventions are transformed in the course of extended experience with a physical phenomenon or group game. 2002/ 264 pp./PB, $29.95/4120-7

Early Childhood Education Series

BAMBINI The Italian Approach to Infant/Toddler Care Edited by Lella Gandini and Carolyn Pope Edwards Foreword by Robert N. Emde

“Highly recommended.” —Choice 2000/256 pp./PB, $28.95/4008-8 Early Childhood Education Series

BRINGING REGGIO EMILIA HOME An Innovative Approach to Early Childhood Education Louise Boyd Cadwell

This classic book is the first to integrate the experiences of one American teacher on a year-long internship in the preschools of Reggio, with a four-year adaptation effort in one American school. 1997/176 pp./PB, $27.95/3660-9 Early Childhood Education Series

NEW

INFANTS AND TODDLERS AT WORK Using ReggioInspired Materials Best to Support Brain Seller Development Ann LewinBenham Foreword by Mihaly Csikszentmihalyi

“A wealth of information and specific suggestions for creating learning environments that capitalize on current knowledge make this an invaluable guide for practitioners and teacher educators.” —Young Children For each material or activity presented, the text examines its relation to the rapid brain growth that characterizes the 0 to 3 years and provides guidance for their use. Materials discussed include: paint, mark-makers, man-made found objects, natural objects, clay, paper, and light and shadow. 2010/192 pp./PB, $32.95/5107-7 HC, $62/5108-4 large format, photos

Early Childhood Education Series

POWERFUL CHILDREN Understanding How to Teach and Learn Using the Reggio Approach Ann Lewin-Benham Foreword by Howard Gardner

Ann Lewin-Benham describes projects in a school that successfully adapted the Reggio Approach with Head Starteligible children. 2008/216 pp./PB, $31.95/4883-1 large format, 33 photos

Early Childhood Education Series

ALSO BY ANN LEWIN-BENHAM:

Twelve Best Practices for Early Childhood Education, 3; Eight Essential Techniques for Teaching with Intention, 3

EMERGENT CURRICULUM IN THE PRIMARY CLASSROOM Interpreting the Reggio Emilia Approach in Schools Edited by Carol Anne Wien

“Unique insights into a curriculum approach that generates high levels of engagement and learning.” —Young Children All chapters are written by teachers who have found ways of interpreting the Reggio approach to enrich their teaching within the confines of traditional schools. 2008/192 pp./PB, $31.95/4887-9 large format, 37 illustrations

Early Childhood Education Series Copublished with NAEYC

For full book descriptions, visit www.tcpress.com

WE ARE ALL EXPLORERS Learning and Teaching with Reggio Principles in Urban Settings Daniel R. Scheinfeld, Karen M. Haigh, and Sandra J. P. Scheinfeld Foreword by Lella Gandini

“Wonderful book.” —Innovations in Early Education “For those interested in applying Reggio principles and practices in their own programs, this book is an invaluable resource.” —Young Children This comprehensive model considers standards-based curriculum by describing literacy, math, and other school-readiness components of the program. 2008/208 pp./PB, $32.95/4908-1 large format, 60 illustrations

More Books in Early Childhood Education

Althouse: THE COLORS OF LEARNING Integrating the Visual Arts into the Early Childhood Curriculum Rosemary Althouse, Margaret H. Johnson, and Sharon T. Mitchell 2003/168 pp./PB, $25.95/4274-7 large format, 43 illustrations including full-color insert Early Childhood Education Series Copublished with NAEYC Balaban: EVERYDAY GOODBYES Starting School and Early Care / A Guide to the Separation Process Nancy Balaban 2006/168 pp./PB, $24.95/4639-4 37 photos Early Childhood Education Series Bentley: EVERYDAY ARTISTS Inquiry and Creativity in the Early Childhood Classroom Dana Frantz Bentley 2013/160 pp./PB, $35.95/5440-5 HC, $70/5441-2 Early Childhood Education Series Bergen: EDUCATING AND CARING FOR VERY YOUNG CHILDREN The Infant/Toddler Curriculum, Second Edition Doris Bergen, Rebecca Reid and Louis Torelli 2009/224 pp./PB, $30.95/4920-3 30 photos 2001/56-min. Video, $55/4037-8 Early Childhood Education Series Copublished with NAEYC

Boehm: THE CLASSROOM OBSERVER Developing Observation Skills in Early Childhood Settings, Third Edition Ann E. Boehm and Richard A. Weinberg 1997/192 pp./PB, $25.95/3570-1 Cadwell: BRINGING LEARNING TO LIFE The Reggio Approach to Early Childhood Education Louise Boyd Cadwell 2003/224 pp./PB, $33.95/4296-9 HC, $44/4297-6 large format, 62 illustrations including full-color insert Cleverley: VISIONS OF CHILDHOOD Influential Models from Locke to Spock John Cleverley and D. C. Phillips 1986/176 pp./PB, $25.95/2800-0 Not for sale by TC Press in the UK, Ireland, or the British Commonwealth, excluding Canada and South Africa Early Childhood Education Series Cuffaro: EXPERIMENTING WITH THE WORLD John Dewey and the Early Childhood Classroom Harriet K. Cuffaro 1995/144 pp./PB, $24.95/3371-4 Early Childhood Education Series Gable: THE STATES OF CHILD CARE Building a Better System Sara Gable 2013/208 pp./PB, $40.95/5474-0 Early Childhood Education Series Genishi: WAYS OF ASSESSING CHILDREN AND CURRICULUM Stories of Early Childhood Practice Edited by Celia Genishi Foreword by Millie Almy 1992/232 pp./ebook only, $21.95/74601 Early Childhood Education Series Goffin: READY OR NOT Leadership Choices in Early Care and Education Stacie G. Goffin and Valora Washington 2007/120 pp./PB, $26.95/4793-3 Early Childhood Education Series Gullo: UNDERSTANDING ASSESSMENT AND EVALUATION IN EARLY CHILDHOOD EDUCATION Second Edition Dominic F. Gullo 2005/208 pp./PB, $27.95/4532-8 Early Childhood Education Series Hall: SEEN AND HEARD Children’s Rights in Early Childhood Education Ellen Lynn Hall and Jennifer Kofkin Rudkin 2011/144 pp./PB, $27.95/5160-2 large format, photos Early Childhood Education Series Available in Canada exclusively through Althouse Press

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Howes: A MATTER OF TRUST Connecting Teachers and Learners in the Early Childhood Classroom Carollee Howes and Sharon Ritchie 2002/192 pp./PB, $29.95/4264-8/ HC, $48/4265-5 Early Childhood Education Series

Howes: CULTURE AND CHILD DEVELOPMENT IN EARLY CHILDHOOD PROGRAMS Practices for Quality Education and Care Carollee Howes 2010/216 pp./PB, $35.95/5020-9 Early Childhood Education Series Hynes-Berry: DON’T LEAVE THE STORY IN THE BOOK Using Literature to Guide Inquiry in Early Childhood Classrooms Mary Hynes-Berry 2011/216 pp./PB, $32.95/5287-6 HC, $64/5288-3 illustrations Early Childhood Education Series Hyson: THE EMOTIONAL DEVELOPMENT OF YOUNG CHILDREN Building an Emotion-Centered Curriculum / Second Edition Marilou Hyson 2003/208 pp./PB, $28.95/4342-3 large format, 10 illustrations Early Childhood Education Series Copublished with NAEYC Hyson: ENTHUSIASTIC AND ENGAGED LEARNERS Approaches to Learning in the Early Childhood Classroom Marilou Hyson Foreword by Sue Bredekamp 2008/176 pp./PB, $28.95/4880-0 large format Early Childhood Education Series Copublished with NAEYC (Nat’l Assoc. for the Education of Young Children) Isenberg: MAJOR TRENDS AND ISSUES IN EARLY CHILDHOOD EDUCATION Challenges, Controversies, and Insights / Second Edition Edited by Joan Packer Isenberg and Mary Renck Jalongo 2003/224 pp./PB, $30.95/4350-8 HC, $56/4351-5 Early Childhood Education Series Jones: PLAYING TO GET SMART Elizabeth Jones and Renatta M. Cooper 2006/136 pp./PB, $26.95/4616-5 Early Childhood Education Series Kagan: THE EARLY CARE AND EDUCATION TEACHING WORKFORCE AT THE FULCRUM An Agenda for Reform Sharon Lynn Kagan, Kristie Kauerz, and Kate Tarrant 2008/192 pp./PB, $34.95/4827-5 Early Childhood Education Series Kagan: EARLY CHILDHOOD SYSTEMS Transforming Early Learning Edited by Sharon Lynn Kagan and Kristie Kauerz 2012/336 pp./PB, $33.95/5296-8 HC, $68/5297-5 Kemple: LET’S BE FRIENDS Peer Competence and Social Inclusion in Early Childhood Programs Kristen Mary Kemple 2003/192 pp./PB, $27.95/4395-9 8 illustrations Early Childhood Education Series

Kendall: DIVERSITY IN THE CLASSROOM New Approaches to the Education of Young Children / Second Edition Frances E. Kendall 1996/192 pp./PB, $25.95/3498-8 Early Childhood Education Series Lickey: STARTING WITH THEIR STRENGTHS Using the Project Approach in Early Childhood Special Education Deborah C. Lickey and Denise J. Powers 2011/176 pp./PB, $32.95/5234-0 HC, $68/5235-7 large format, illustrations/photos Early Childhood Education Series Meier: LEARNING IN SMALL MOMENTS Life In An Urban Classroom Daniel Meier 1997/176 pp./PB, $22.95/3626-5 Practitioner Inquiry Series Meier: LEARNING FROM YOUNG CHILDREN IN THE CLASSROOM The Art and Science of Teacher Research Daniel R. Meier and Barbara Henderson 2007/216 pp./PB, $31.95/4767-4 HC, $61/4768-1 9 illustrations Meier: TEACHING CHILDREN TO WRITE Constructing Meaning and Mastering Mechanics Daniel R. Meier 2011/168 pp./PB, $30.95/5238-8 photos Copublished with NWP (National Writing Project) Mulcahey: THE STORY IN THE PICTURE Inquiry and Artmaking with Young Children Christine Mulcahey 2009/120 pp./PB, $23.95/5007-0 Early Childhood Education Series Copublished with NAEA (National Art Education Association) Peterson: THE PIAGET HANDBOOK FOR TEACHERS AND PARENTS Children in the Age of Discovery, Preschool–3rd Grade Rosemary Peterson and Victoria Felton-Collins 1986/80 pp./PB, $22.95/2841-3 Early Childhood Education Series Smith: EXPERIENCE AND ART Teaching Children to Paint, Second Edition Nancy R. Smith, Carolee Fucigna, Margaret Kennedy, and Lois Lord 1993/144 pp./PB, $24.95/3312-7 Strickland: LITERACY LEADERSHIP IN EARLY CHILDHOOD The Essential Guide Dorothy S. Strickland and Shannon Riley-Ayers 2007/128 pp./PB, $27.95/4772-8 Language and Literacy Series (Practitioner’s Bookshelf) Copublished with NAEYC Wilson: TELLING A DIFFERENT STORY Teaching and Literacy in an Urban Preschool Catherine Wilson Foreword by Stacie Goffin 2000/120 pp./PB, $31.95/3898-6 HC, $40/3899-3 Early Childhood Education Series

9 | Early Childhood Education

Almy: WAYS OF STUDYING CHILDREN An Observation Manual for Early Childhood Teachers, Second Edition Millie Almy and Celia Genishi 1979/215 pp./PB, $26.95/2551-1

Bess: THE VIEW FROM THE LITTLE CHAIR IN THE CORNER Improving Teacher Practice and Early Childhood Learning (Wisdom from an Experienced Classroom Observer) Cindy Rzasa Bess 2009 /168 pp./PB, $28.95/5039-1 Early Childhood Education Series

E RS

The Gold Standard for Reliable Assessments and Continuous Quality Improvement

5 to 12

Environment Rating Scale 3 to 5

Infant/Toddler

birth to . mos

3 to 5

infancy to schoolage

. 36 mos

Infant/Toddler Environment Rating Scale (ITERS-3) ®

Third Edition Thelma Harms, Debby Cryer, Richard M. Clifford, and Noreen Yazejian The newly revised and updated edition of the Infant/Toddler Environment Rating Scale, ITERS-3, focuses on the full range of needs of infants and toddlers up to 36 months of age and provides a framework for improving quality in center-based child care programs. ITERS-3 NEW assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development, as well as concern for health and safety. New Edition

Best 2 FOR FULL DESCRIPTION SEE ller SePAGE

A Complete Training Program Ongoing Support

The Environment Rating Scales Institute (ERSI) website (www.ersi.info) provides: • A Quick Link for each scale that includes updated Notes for Clarification. • A wide-range of training options, including live sessions and new online courses. • A list of frequently asked questions and the option to submit your own questions.

Multimedia Training

Video Observations are available for the ECERS-R, ITERS-R, and FCCERS-R.

Scoresheets

Additional scoresheets are available at www.tcpress.com/ERS

Early Childhood

5 to 12

INFANT/TODDLER ENVIRONMENT RATING SCALE® (ITERS–R) Revised Edition Thelma Harms, Debby Cryer, & Richard M. Clifford

Designed for use in center-based child care programs for infants and toddlers up to 30 months of age, the ITERS‑R can be used by program directors for supervision and program improvement, by teaching staff for self‑assessment, by agency staff for monitoring, and in teacher training programs. Convenient Organization: Space and Furnishings • Personal Care Routines • Listening and Talking • Activities • Interaction • Program Structure • Parents and Staff

birth to

infancy to schoolage

EARLY CHILDHOOD ENVIRONMENT RATING SCALE® (ECERS-3) Third Edition Thelma Harms, Richard M. Clifford, & Debby Cryer

The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale, ECERS-3 focuses on the full range of needs of preschool- and kindergartenaged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including cognitive, social-emotional, physical, and health and safety. ECERS-3 also includes Items assessing developmentally appropriate literacy and math activities. 2015/104 pp./PB, $24.95/5570-9 spiral binding

EARLY CHILDHOOD ENVIRONMENT RATING SCALE® (ECERS-R) Revised Edition Thelma Harms, Richard M. Clifford, & Debby Cryer

The ECERS-R is designed for preschool, kindergarten, and child care classrooms serving children 21/2 through 5 years of age. It can be used by program directors for supervision and program improvement, by teaching staff for self-assessment, by agency staff for monitoring, and in teacher training programs. The established reliability and validity of the ECERS-R make it particularly useful for research and program evaluation. Convenient Organization: Space and Furnishings • Personal Care Routines • Language-Reasoning • Activities • Interaction • Program Structure • Parents and Staff

2006/80 pp./PB, $24.95/4640-0 spiral binding

2005/96 pp./PB, $24.95/4549-6 spiral binding

SPANISH EDITION of ITERS–R

SPANISH EDITION of ECERS–R

ESCALA DE CALIFICACIÓN DEL AMBIENTE PARA BEBÉS Y NIÑOS PEQUEÑOS Edición Revisada Thelma Harms, Debby Cryer, & Richard M. Clifford

ESCALA DE CALIFICACIÓN DEL AMBIENTE DE LA INFANCIA TEMPRANA Edición Revisada Thelma Harms, Richard M. Clifford, & Debby Cryer

2005/72 pp./PB, $24.95/4517-5

2002/64 pp./PB, $24.95/4257-0

VIDEO OBSERVATIONS FOR THE ITERS-R Thelma Harms and Debby Cryer

VIDEO OBSERVATIONS FOR THE ECERS-R Thelma Harms and Debby Cryer

DVD/35 min./$64/4709-4 Video Guide & Training Wkbk/$4/4320-1

DVD/35 min./$64/4706-3 Video Guide & Training Wkbk/$4/3835-1

ERS® and Environment Rating Scale® are registered trademarks of Teachers College, Columbia University.

New Edition

3 to 5

NEW

. 36 mos

Family of Products Curriculum

ECERS -3 and ITERS -3 ebook coming soon! Check our website for more information.

birth to

Family Child Care

School-Age

infancy to schoolage

Best Seller

5 to 12

3 to 5

ECERS-E is designed to be used with the Early Childhood Environment Rating Scale, Revised Edition. It not only complements ECERS-R but also extends the scales for a more complete picture of what a high-quality early childhood education program can look like. Convenient organization: Literacy Items • Print in the environment • Book and literacy areas • Adults reading with children • Sounds in words • Emergent writing/mark making • Talking and listening Mathematics Items • Counting and application of counting • Reading and representing simple numbers • Activities: Shape • Activities: Sorting, matching, and comparing Science and Environment Items • Natural materials • Areas featuring science/science materials • Activities: Non living • Activities: Living processes • Activities: Food preparation Diversity Items • Planning for individual learning needs • Gender equality and awareness • Race equality and awareness 2011/72 pp./PB, $24.95/5150-3 spiral binding Available in the UK from Trentham

FAMILY CHILD CARE ENVIRONMENT RATING SCALE® (FCCERS–R) Revised Edition Thelma Harms, Debby Cryer, and Richard M. Clifford

Designed for use in family child care programs, the FCCERS–R is suitable for programs serving children from infancy through school-age. Following extensive input from users of the original scale, the authors have made many improvements and innovations that will make this program resource even more effective and easy to use. Convenient Organization: Space and Furnishings • Personal Care Routines • Listening and Talking • Activities • Interaction • Program Structure • Parents and Provider 2007/88 pp./PB, $24.95/4725-4 spiral binding SPANISH EDITION of FCCERS–R

ESCALA DE CALIFICACIÓN DEL AMBIENTE DE CUIDADO INFANTIL EN FAMILIA Edición Revisada Thelma Harms, Debby Cryer, and Richard M. Clifford 2010/88 pp./PB, $24.95/4879-4 spiral binding

SCHOOL-AGE CARE ENVIRONMENT RATING SCALE® (SACERS) birth to . Updated Edition mos Thelma Harms, Ellen Vineberg Jacobs, and Donna Romano White

What are the components of high-quality after-school care for children ages 5–12? How can we evaluate these programs? These are y the infanc to challenges facing caregivers, schools,scagencies, hoolage and parents as after-school programs proliferate. The School-Age Care Environment Rating Scale, Updated Edition provides an easy-to-use resource for defining and assessing the quality of both public and private programs caring for school-age children during out-of-school time. This updated, spiral-bound edition is reformatted so that each Item appears on its own page, along with Notes for Clarification and Questions. The expanded Scoresheet can be copied from the book or downloaded from the TC Press website. Selected revised Items make scoring more accurate and informative. Convenient Organization: Space and Furnishings • Health and Safety • Activities • Interactions • Program Structure • Staff Development • Special Needs Supplementary Items The SACERS Updated Edition is designed to be comprehensive in coverage and easy to use. Instructions for using the scale provide options for self-assessment in addition to formal assessments. 2013/72 pp./PB, $24.95/5509-9 spiral binding

VIDEO OBSERVATIONS FOR THE FCCERS-R Thelma Harms and Debby Cryer DVD/66 min./$64/4773-5 Video Guide & Training Wkbk/$4/4826-8

Administration Scales “When EC assessment dollars are tight, a comprehensive tool that identifies a broad range of program strengths and captures critical interactions is the perfect solution. Thanks to the authors for ECERS-3!” —Janice Carter, Childhood Services, Arkansas State University Please specify preference for subtitled version when ordering DVDs

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

by Teri N. Talan and Paula Jorde Bloom PROGRAM ADMINISTRATION SCALE (PAS)

Measuring Early Childhood Leadership and Management, Second Edition BUSINESS ADMINISTRATION SCALE FOR FAMILY CHILD CARE (BAS) ESCALA DE EVALUACIÓN DE LA ADMINISTRACIÓN DE NEGOCIOS See page 5 for more information

11 | Environment Rating Scales

ECERS-E: The Four Curricular Subscales Extension to the Early Childhood Environment Rating Scale® Fourth Edition with Planning Notes Kathy Sylva, Iram Siraj-Blatchford, and Brenda Taggart Foreword by Thelma Harms

TechnologyandLearning New Edition

What’s Worth Teaching?

NEW

sciences at Northwestern University, has studied teaching and learning for over 30 years and has written extensively on related topics.

Best Seller

Rethinking Curriculum in the Age of Technology Allan Collins, professor emeritus of learning

Foreword by John Seely Brown

RETHINKING EDUCATION IN THE AGE OF TECHNOLOGY The Digital Revolution and Schooling in America Allan Collins and Richard Halverson Foreword by John Seely Brown

“Accessible to and valuable This important contrifor a wide range of stakeholders in quality bution to the future of education, including parents, teachers, educational New education, by bestselladministrators, the business sector, technology Edition ing author and revendors, scholars, and policymakers.” —Educational Technology nowned cognitive scientist Allan Collins, “Will redefine conceptions of how and where learning proposes a school curoccurs.. . . Recommended.” —Choice riculum that will fit the NEW 2009/192 pp./PB, $27.95/5002-5 (T) needs of our modern Technology, Education—Connections (The TEC Series) era. Offering guidelines for deciding what is important to learn in order DATA LITERACY to become a knowlFOR EDUCATORS st person, a good citizen, a thoughtful Beedgeable Making It Count in Teacher r Selle worker, and a valuable friend in the 21st century, Preparation and Practice Collins considers the qualities needed for a Ellen B. Mandinach and healthy and productive life. Taking a close look Edith S. Gummer at how advances in technology, communication, Foreword by Barbara and the dissemination of information are reSchneider shaping the world, this volume examines how All teachers need to learn how schools can foster flexible, self-directed learnto use data effectively and ers who will succeed in the modern workplace. responsibly to inform their teaching practices. A concluding chapter presents a broad, new viThis groundbreaking resource features case studsion for how schools can be redesigned to ies to illustrate the key components needed to teach the kinds of knowledge and skills stuintegrate data-driven decisionmaking into the dents will need in an increasingly complex sociteaching curricula. It provides concrete strategies for schools of education, professional develety and global world. opers, and school districts. Book Features: 2016/176 pp./PB, $35.95/5753-6/HC, $72/5754-3 · Identifies global trends and their Technology, Education—Connections (The TEC Series) implications for what we should be Copublished with WestEd teaching our children. · Explains how schools are teaching an outdated curriculum. 2011 Choice Outstanding Academic Title · Proposes a radical revision of the math and VIDEO GAMES AND science curriculum. LEARNING · Describes how literacy is changing in the Teaching and Participatory digital age. Culture in the Digital Age AUDIENCE: Pre- and inservice teachers, school

leaders, policymakers, curriculum developers, and researchers; courses in technology and education, curriculum and instruction, educational leadership, teacher education. 2017/160 pp./PB, $34.95/5865-6/HC, $96/5866-3

DIGITAL TEACHING PLATFORMS Customizing Classroom Learning for Each Student Edited by Chris Dede and John Richards

“This book should be of value to school leaders, policy makers, and educational researchers.” —TC Record “The signature contribution of Digital Teaching Platforms is a forceful argument for a new category of technology-mediated learning platforms.” —Education Week BookMarks blog 2012/240 pp./PB, $35.95/5316-3/HC, $68/5317-0

Kurt Squire / Foreword by James Paul Gee, featuring contributions by Henry Jenkins

Can we learn socially and academically valuable concepts and skills from video games? How can we best teach the “gamer generation”? Building on more than 10 years of research, Kurt Squire tells the story of the emerging field of immersive, digitally mediated learning environments (or games) and outlines the future of education. 2011/272 pp./PB, $33.95/5198-5/HC, $64/5199-2 large format

Technology, Education—Connections (The TEC Series)

OF RELATED INTEREST Teaching, Learning, Literacy in Our HighRisk High-Tech World, 21

THE COMPLETE STEPBY-STEP GUIDE TO DESIGNING AND TEACHING ONLINE COURSES Joan Thormann and Isa Kaftal Zimmerman Foreword by Grant Wiggins

This one-stop resource addresses all core elements of online teaching in terms that are universally applicable to any content area and at any instructional level. It includes models for teleconferencing with groups of students; templates for course building, including sample assignments, activities, assessments, and emails; and much more. 2012/224 pp./PB, $33.95/5309-5 large format

LEARNING IN THE CLOUD How (and Why) to Transform Schools with Digital Media Mark Warschauer / Foreword by Chris Dede

This comprehensive book portrays a vision of how digital media can help transform schools, and what kinds of curriculum, pedagogy, assessment, infrastructure, and learning environments are necessary for that transformation to take place. 2011/144 pp./PB, $34.95/5249-4/HC, $70/5250-0

Technology, Education—Connections (The TEC Series)

More Books in Technology and Learning Bain: THE LEARNING EDGE What Technology Can Do to Educate All Children Alan Bain and Mark E. Weston 2011/256 pp./PB, $36.95/5271-5/HC, $82/5272-2 Technology, Education—Connections (The TEC Series) Bellanca: CLASSROOMS WITHOUT BORDERS Using Internet Projects to Teach Communication and Collaboration James A. Bellanca and Terry Stirling 2011/264 pp./PB, $32.95/5209-8 large format Cuban: TEACHERS AND MACHINES The Classroom Use of Technology Since 1920 Larry Cuban 1986/144 pp./PB, $24.95/2792-8 Kafai: THE COMPUTER CLUBHOUSE Constructionism and Creativity in Youth Communities Edited by Yasmin B. Kafai, Kylie A. Peppler, and Robbin N. Chapman 2009/176 pp./PB, $29.95/4989-0 large format, 8-page color insert Technology, Education—Connections (The TEC Series) Piety: ASSESSING THE EDUCATIONAL DATA MOVEMENT Philip J. Piety 2013/240 pp./PB, $37.95/5426-9/HC, $78/5427-6 Technology, Education—Connections (The TEC Series)

Technology, Education—Connections (The TEC Series) Copublished with T2K

For full book descriptions, visit www.tcpress.com

Families, Schools, and Communities Mi Padre

Mexican Immigrant Fathers and Their Children’s Education Sarah Gallo is an assistant professor of bilingual and immigrant education in the department of Teaching and Learning at The Ohio State University Foreword by Guadalupe Valdés

New York City’s Best Public Pre-K and Elementary Schools

A Parents’ Guide, Fourth Edition Clara Hemphill is founding editor of the InsideSchools website and the director of education policy at The New School’s Center for New York City Affairs. Lydie Raschka, former public school teacher, writes reviews for InsideSchools.

AUDIENCE: Elementary school teachers, teacher educators, district and school administrators, and professional developers; courses in multicultural education, literacy, urban education, bilingual education, school reform, administration, linguistic diversity, Latin@ studies.

2017/160 pp./PB, $41.95/5673-7

NEW YORK CITY’S BEST PUBLIC HIGH SCHOOLS A Parents’ Guide, Third Edition “The most definitive guidebooks to the city schools.” —The New York Times 2007/256 pp./PB, $28.95 /4820-6 NEW YORK CITY’S BEST PUBLIC MIDDLE SCHOOLS A Parents’ Guide, Third Edition 2008/256 pp./PB, $28.95 /4910-4

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CREATING WELCOMING SCHOOLS A Practical Guide to Home–School Partnerships with Diverse Families JoBeth Allen Foreword by Concha Delgado-Gaitan

“Highly recommended.” —The Midwest Book Review “A comprehensive resource that shows how diverse families and the schools that their children attend can form partnerships that enhance student learning. It goes far and above the call of duty.” —The Bookwatch This engaging and rich resource details how schools and diverse families throughout the country have formed partnerships that support and enhance student learning. It is designed for teachers who care deeply about students and welcome diverse families as partners; for parents who want to be active partners in educating their children; and for administrators in diverse schools or districts who know there is no quick fix for building lasting partnerships among families, schools, and the community. 2007/192 pp./PB, $29.95/4789-6 /HC, $52/4790-2 13 photos 2012 AESA Critics’ Choice Award

BICULTURAL PARENT ENGAGEMENT Advocacy and Empowerment Edited by Edward M. Olivos, Oscar Jiménez-Castellanos, and Alberto M. Ochoa

This book examines how commonly applied approaches to parent involvement in schools do not easily transfer to bilingual and bicultural families. The authors—respected scholars in the field of educational equity—provide reallife examples, practical strategies, discussion questions, and suggestions for ensuring that schools welcome and value bicultural families. Contributors: Jim Cummins, Carl A. Grant, Mary Johnson, Kristal Lewis Menchaca, Delores B. Lindsey, Randall B. Lindsey, Martha Montero-Sieburth, Robert P. Moreno, Art Pearl, Aubree Potter, James L. Rodriguez, John Rogers, Sheila Shannon, Veronica Terriquez, Maria Lombos Wlazlinski 2011/256 pp./PB, $34.95/5264-7

13 | Families, Schools, and Communities

“After reading this powerful book, it is hard to New imagine that anybody Edition might still harbor the Completely revised idea that Latino fathers with new profiles of do not value education. more than 150 By highlighting fathers elementary schools with a deep longing for and pre-kindergarten NEW the benefits and opportuprograms! nities that a good education can offer their This Fourth Edition children, Sarah Gallo features all-new reviews of New has documented how more than 150 of the city’s Edition men redefine what it means to be engaged best public elementary st Bethese in rtheir children’s schooling. Teachers, teacher Selle schools, based on visits educators, researchers, and others will all benefit and in-depth interviews from this beautiful book.” by the InsideSchools —Sonia Nieto, professor emerita, W This essential guide uncovers the “inside NEstaff. University of Massachusetts, Amherst scoop” on schools (the condition of the building, special programs, teacher quality, and Mi Padre centers on the promise of parent more), includes a checklist of things to look involvement practices that build upon the for on a school tour, and incorporates new range of linguistic and sociocultural resources listings of charter schools and stand-alone that Latin@ immigrant students and their st Be pre-kindergarten programs. It also provides the families bring to school. Through the experiSeller hard facts on: ences of Mexican immigrant fathers and their • Total school enrollment children, this book illustrates the need for • Test scores for reading and math humanizing family engagement. Gallo identi• Ethnic makeup fies the many ways these fathers contribute to • Who gets in? their children’s education and how educators • Admissions requirements can communicate more effectively with • Teaching methods and styles immigrant families. Mi Padre also shows the • Special education services consequences of deportation-based immigra• How to apply tion policies on elementary school education Praise for Previous Editions and offers strategies for supporting students and their families in the classroom. The author “Brisk, thoughtful profiles of topnotch, intriguing stresses the importance of learning from and schools.” —New York Daily News with families and offers practical suggestions “Hemphill has done for schools what Zagat’s did for for how to build relationships with all caregivrestaurants.” —Big Apple Parent ers as a counterpractice to the one-size-fits-all schooling that many teachers, students, and “Thoughtful, well-researched…required reading.” families experience today. —New York Magazine Book Features: “A bible for urban parents.” —The New York Times • Provides practical approaches for drawing on Latin@ families’ educational resources AUDIENCE: New York City parents, childcare for school-based learning. administrators, Pre-K and elementary school teach• Depicts the consequences of immigration ers and administrators. policies on children, families, and 2016/320 pp./PB, $29.95/5804-5 elementary school teachers. • Draws on ethnographic data collected during a period of strong anti-immigrant ALSO BY CLARA HEMPHILL sentiment in a Pennsylvania town.

OF RELATED INTEREST Seven Essentials for Family–Professional Partnerships in Early Intervention, 2; First Things First! 3

Edition

NEW

Best Seller

THE MANHATTAN FAMILY GUIDE TO PRIVATE SCHOOLS AND SELECTIVE PUBLIC SCHOOLS Seventh Edition Victoria Goldman

“Parents will pass The Manhattan Family Guide to parents as gleefully as they once passed notes in class.” —New York Magazine (of a previous edition)

This is the best and most comprehensive guide to Manhattan’s private schools, including Brooklyn and Riverdale. The new edition includes the latest information on admissions procedures, programs, diversity, school size, staff, tuition, and scholarships. It now lists over 75 elementary and high schools, including schools for special needs children. 2016/512 pp./PB, $37.95/5656-0

14 |

THE MILITARY FAMILY’S PARENT GUIDE FOR SUPPORTING YOUR CHILD IN SCHOOL Ron Avi Astor, Linda Jacobson, and Rami Benbenishty

Written in an engaging style by experts in the field, this guide will help parents form partnerships with teachers and administrators as they work to make schools more military-friendly. It also provides parents with the information they need to choose a welcoming school or childcare program and suggests steps they can take to advocate for their children. 2012/96 pp./PB, $25.95/5368-2 photos Copublished with Military Child Education Coalition COMPANION GUIDES: The Teacher’s Guide, p. 47 The School Administrator’s Guide, p. 55 The Pupil Personnel Guide, p. 68 Four-book set: $84.95/5419-1 All royalties from the sale of these books are being donated to military children’s educational causes.

Lisa Sjostrom

FULL OF OURSELVES A Wellness Program to Advance Girl Power, Health, and Leadership Catherine SteinerAdair and

”This work would be a valuable addition to the repertoire of any school system, church-based program, or community organization seeking to strengthen girls to become independent, healthy adolescents.” —Contemporary Psychology This dynamic health-and-wellness education program was developed at the Harvard Medical School by a leading clinician and an acclaimed curriculum designer. Evaluated with more than 800 girls, this primary prevention curriculum is the first of its kind to show sustained, positive changes in girls’ body image, body satisfaction, and body esteem (grades 3–8). 2006/160 pp./PB, $49.95/4631-8 large format

JUMP START HEALTH! Practical Ideas to Promote Wellness in Kids of All Ages David Campos

The author helps us understand the obesity crisis and offers practical ideas for incorporating wellness initiatives into the elementary curriculum. Each idea presented has a clear learning objective, addresses federal health standards, and includes a step-by-step approach with activities for the classroom.

More Books in Families, Schools, and Communities Casper: GAY PARENTS/ STRAIGHT SCHOOLS Building Communication and Trust Virginia Casper and Steven B. Schultz Foreword by Louise Derman-Sparks 1999/240 pp./PB, $22.95/3824-5 Davis: RAISING CHILDREN WHO SOAR A Guide to Healthy Risk-Taking in an Uncertain World Susan Davis and Nancy Eppler-Wolff 2009/208 pp./ebook only, $24.95/71327 8 photos

DuBos: A PARENTS’ GUIDE TO SPECIAL EDUCATION IN NEW YORK CITY AND THE METROPOLITAN AREA Laurie DuBos and Jana Fromer 2006/208 pp./PB, $26.95/4685-1 (T) Greene: RACE, COMMUNITY, AND URBAN SCHOOLS Partnering with African American Families Stuart Greene 2013/168 pp./PB, $31.95/5464-1 HC, $67/5465-8 Language and Literacy Series Marsh: (MIS)UNDERSTANDING FAMILIES Learning from Real Families in Our Schools Edited by Monica Miller Marsh and Tammy Turner-Vorbeck 2009/224 pp./PB, $35.95/5037-7/HC, $68/5038-4 Marx: HEALTH IS ACADEMIC A Guide to Coordinated School Health Programs Edited by Eva Marx and Susan Frelick Wooley with Daphne Northrop 1998/368 pp./PB, $30.95/3713-2

Patrikakou: SCHOOLFAMILY PARTNERSHIPS FOR CHILDREN’S SUCCESS Edited by Evanthia N. Patrikakou, Roger P. Weissberg, Sam Redding, and Herbert J. Walberg 2005/216 pp./PB, $33.95/4600-4 The Series on Social Emotional Learning Perrone: TEACHER WITH A HEART Reflections on Leonard Covello and Community Vito Perrone 1998/160 pp./PB, $22.95/3777-4 Between Teacher and Text Series (For sale by TC Press in the US and Canada only) Strieb: INVITING FAMILIES INTO THE CLASSROOM Learning from a Life in Teaching Lynne Yermanock Strieb 2010/240 pp./PB, $31.95/5082-7 HC, $64/5083-4 Practitioner Inquiry Series Copublished with NWP (National Writing Project) Turner-Vorbeck: OTHER KINDS OF FAMILIES Embracing Diversity in Schools Edited by Tammy Turner-Vorbeck and Monica Miller Marsh 2007/216 pp./PB, $33.95/4838-1 Westheimer: DR. RUTH’S GUIDE TO TEENS AND SEX TODAY From Social Networking to Friends with Benefits Dr. Ruth K. Westheimer, with Pierre A. Lehu 2008/160 pp./PB, $22.95 /4905-0 (T) Zentella: BUILDING ON STRENGTH Language and Literacy in Latino Families and Communities Ana Celia Zentella 2005/224 pp./ebook only, $26.95/76032

2011/240 pp./PB, $31.95/5178-7

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MultilingualClassrooms/ EnglishLanguageLearners New Edition

Literacy Success for Emergent Bilinguals

Getting It Right in the PreK–2 Classroom Theresa A. Roberts is a professional development consultant and senior research associate at the Oregon Research Institute. She is a professor emeritus at the California State University, Sacramento.

New Edition

NEW

”An excellent resource for PreK–2 educators who need to know how to effectively implement school standards and fortify children’s primary languages to guarantee their success.” —Anita Pandey, Morgan State University

“This book offers critical information that will enable educators to start students down the road of literacy and language mastery from the moment they enter a classroom.” —Sara Tellman Veloz, founder, Buckerfield Educational Consulting, Inc.

This practical book will help early childhood teachers understand and respond to the multiple influences (school, home, and societal) that affect emergent bilingual children’s academic achievement. The author addresses incorporating first-language strengths, learning to read, vocabulary, comprehending and thinking with text and language, collaborating with families, and more. Book Features: • Teaching practices aligned with Preschool Learning Frameworks and the Common Core and other state standards • Summaries of teaching strategies and educational principles for easy reference • Broad coverage that includes language, literacy, motivation, and family collaboration • Key concepts illustrated with detailed lesson examples • Seamless integration of research findings and practical applications • “Apply Your Knowledge” sections to support ongoing dialogue for courses, coaching, and professional development. AUDIENCE: Teacher educators, teachers (Pre-K–2), teacher leaders and coaches, literacy and ELL program directors, professional learning communities, and researchers; courses in early childhood education, child development, teaching reading, language and literacy, bilingual education, multicultural education.

ccss 2017/176 pp./PB, $31.95/5817-5 large format

The Common Core State Standards in Literacy Series

Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement Second Edition Socorro G. Herrera, consultant, and profes-

sor and executive director, Center for Intercultural and Multilingual Advocacy (CIMA), Kansas State University (KSU), Shabina K. Kavimandan, presenter, literacy/ESL coach, and project manager and instructor, KSU. Della R. Perez, assistant professor, KSU, and Stephanie Wessels, associate professor, University of Nebraska–Lincoln.

Research suggests that students show greater levels of achievement in classrooms where biography-driven instructional strateON ITI SECOND ED gies are used RING 2017 COMING SP throughout the lesson than in those where teachers follow more traditional paths of strategy use. This bestselling resource has been completely revised and updated to reflect the needs of today’s diverse learners. The authors provide readers with a deep understanding of how the book’s strategies evolve and take shape in day-to-day classroom practice. The highlighted processes include explicit ties to reading and content standards, and skills and tools for setting conditions for academic talk and instructional conversations to occur. Special emphasis is placed on using student culture and language as a means for promoting meaningful relationships among communities of learners. Tips for using the strategies for parental involvement are included, along with steps for gathering knowledge of the student’s background to advance learning. A companion website provides new video of the strategies being used in classrooms. Book Features: • Connections to ELP standards and skills with emphasis on processes that foster reading, writing, and comprehension skills. • Guidance to help teachers move beyond static grouping structures and instead utilize responsive opportunities for collaboration and instructional conversations to introduce, rehearse, and review content. • Technology connections that help teachers maximize the strategies as systematic learning tools for students. • Detailed steps and instructional tips for strategy implementation. • Access to teacher-in-action video clips that demonstrate key strategies in practice. 2017/216 pp. (tent.)/PB, $33.95/5859-5 large format

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

NEW

BIOGRAPHY-DRIVEN CULTURALLY RESPONSIVE TEACHING Second Edition Socorro Herrera

“Socorro Herrera does a masterful job of mediating multicultural education theory and practice, specifically for culturally and linguistically diverse students, in Biography-Driven Culturally Responsive Teaching.” —From the Foreword by Geneva Gay, University of Washington, Seattle

Best Seller

For the new edition, teaching strategies and tools have been updated to reflect new brain research and to keep pace with our nation’s ever-changing demographics and constant shift in expectations for K–12 students. The structure and format of this bestseller has also been revised to help educators find information quickly. 2016/208 pp./PB, $33.95/5750-5 large format, photos

INCLUSIVE LITERACY TEACHING Differentiating Approaches in Multilingual Elementary Classrooms Lori Helman, Carrie Rogers, Amy Frederick, and Maggie Struck Foreword by Robert T. Jiménez

“Resources such as Inclusive Literacy Teaching support the professional learning of emergent bilingual teachers in a respectful and practical manner.” —From the Foreword by Robert T. Jiménez, Vanderbilt University This book will help elementary teachers take conscious steps toward creating educational equity for linguistically diverse students. Readers see foundational language and literacy principles enacted through the journeys of real students as they progress from 1st through 6th grade, including the successes, obstacles, and developmental nuances. 2016/160 pp./PB, $36.95/5786-4/HC, $84/5787-1 Language and Literacy Series

15 | Multilingual Classrooms / English Language Learners

“It is rare to find a scholar with as much commitment to making research real for teachers as Theresa Roberts. This book is a gift to teachers and to teacher education.” Best —Sharon Walpole, Delaware University ller

Accelerating Literacy for Diverse Learners

Edition

NEW

Best Seller

EDUCATING EMERGENT BILINGUALS Policies, Programs, and Practices for English Language Learners Ofelia García and Jo Anne Kleifgen Foreword by Jim Cummins

“An excellent resource for policymakers, researchers, and educators who are interested in taking specific action to improve the education of English learners.” —Linguistics and Education

“Perhaps once or twice a decade you read a book that is so lucid, convincing, and inspirational that you want to order copies for every teacher, administrator, and policymaker.... García and Kleifgen have written such a book.” —From the Foreword by Jim Cummins, University of Toronto This accessible guide presents the most up-to-date research findings to demonstrate how ignoring children’s bilingualism perpetuates inequities in their schooling. It offers alternative practices that would transform our schools, such as building on students’ home languages and incorporating curricular and pedagogical innovations, new approaches to parent and community engagement, and alternative assessment tools. New 2010/192 pp./PB, $30.95/5113-8/HC, $60/5114-5 Language and Literacy Series Edition

16 |

GROWING CRITICALLY CONSCIOUS TEACHERS A Social Justice Curriculum for Educators of Latino/a Youth Edited by Angela Valenzuela Foreword by Sonia Nieto Afterword by Christine E. Sleeter

NEW

Best

HELPING ENGLISH LEARNERS TO WRITE Meeting Common Core Standards, Grades 6–12 Carol Booth Olson, Robin C. Scarcella, and

Seller ”This book will be a cherished resource and guide for Latino/a Tina Matuchniak Foreword by Steve Graham and non-Latino/a teachers alike, “My advice: Ingest, consider, and and for the univeremploy the strategies described here. sity faculty and Your students will become better writschool- and comers if you do.” munity-based —From the Foreword by facilitators who Steve Graham, Arizona help prepare them.” State University —From the Foreword by Using a rich array of researchSonia Nieto, University of based practices, this book will help Massachusetts, Amherst secondary teachers improve the Renowned scholar and educator academic writing of English learnAngela Valenzuela, together with ers. It provides specific teaching an impressive roster of contribustrategies, activities, and extended tors, provides a critical framework lessons to develop EL students’ for educating culturally responnarrative, informational, and argusive teachers. They present an mentative writing, emphasized in approach to secondary education the Common Core State Standards. teacher preparation based on It also explores the challenges the work of the National Latino/a each of these genres pose for ELs Education Research and Policy and suggests ways to scaffold Project (NLERAP). instruction. 2016/208 pp./PB, $28.95/5683-6

Copublished with NLERAP (National Latino/a Education Research and Policy Project)

ccss 2015/192 pp./PB, $33.95/ 5633-1 photos/illustrations

The Common Core State Standards in Literacy Series Copublished with NWP and TESOL

THE BILINGUAL ADVANTAGE Promoting Academic Development, Biliteracy, and Native Language in the Classroom Diane Rodríguez, Angela Carrasquillo, and Kyung Soon Lee Foreword by Margarita Calderón / Afterword by Chun Zhang

“At last, a book that focuses on the development of students’ bilingualism from the point of view of their home languages and not simply English!” —Ofelia García, City University of New York This comprehensive handbook for bilingualism examines the importance of using students’ native languages as a tool for supporting higher levels of learning in K–8 classrooms. The text includes examples of programs that serve learners from diverse language backgrounds, including Spanish, Chinese, Korean, Haitian Creole, Hindi, Bengali, and Russian. 2014/176 pp./PB, $31.95/5510-5 large format 2015 CIES Globalization and Education SIG Book Award • AESA Critics’ Choice Award

RACE, EMPIRE, AND ENGLISH LANGUAGE TEACHING Creating Responsible and Ethical AntiRacist Practice Suhanthie Motha

“An important and timely book on how antiracist pedagogical practices and culturally responsive teaching can work to engage all students moving forward.” —Marcelo M. Suárez-Orozco, dean, UCLA Graduate School of Education & Information Studies Drawing on the work of four ESL teachers who pursued antiracist pedagogical practices during their first year of teaching, the author provides a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. Featuring reflection questions at the end of each chapter, this is an important resource for classroom teaching, school leadership, and teacher preparation. 2014/208 pp./PB, $40.95/5512-9 HC, $80/5513-6

Multicultural Education Series

2009 NCTE David H. Russell Research Award

TEACHING VOCABULARY TO ENGLISH LANGUAGE LEARNERS Michael F. Graves, Diane August, and Jeannette MancillaMartinez Foreword by Catherine E. Snow

“Practical, research-based strategies to build a solid foundation for the education of English learners.” —Rosa Aronson, executive director, TESOL Building on Michael Graves’s bestseller, The Vocabulary Book, this resource offers a comprehensive plan for vocabulary instruction that K–12 teachers can use with English language learners. The authors describe a four-pronged program that follows these key components: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. Includes vignettes, classroom activities, sample lessons, a list of children’s literature, and more. 2013/176 pp./PB, $25.95/5375-0 large format, illustrations

Language and Literacy Series Copublished with TESOL and the Center for Applied Linguistics

LITERACY INSTRUCTION IN MULTILINGUAL CLASSROOMS Engaging English Language Learners in Elementary School Lori Helman Foreword by Alison L. Bailey

This hands-on guide will help elementary school teachers build a language-rich classroom environment. It provides guidance for scaffolding reading and writing tasks to match students’ needs and for using students’ language backgrounds as a bridge to literacy learning in English. This resource includes many user-friendly features such as bulleted summaries and checklists, as well as depictions of classrooms modeling the types of instructional interactions described in the book. 2012/144 pp./PB, $29.95/5336-1 large format

The Practitioner’s Bookshelf (Language and Literacy Series)

For full book descriptions, visit www.tcpress.com

BRIDGING THE ENGLISH LEARNER ACHIEVEMENT GAP Essential Lessons for School Leaders Ray Garcia

Despite decades of school reform, the achievement gap between English learners and Englishproficient students has narrowed little. This book introduces a reform sustainability framework that focuses on the examination of fundamental school structures required to ensure English learner success. The framework helps school leaders to deftly navigate the reform terrain, identify patterns and trends in the deployment of reforms, and make necessary adjustments to extend, accelerate, or terminate a given reform. 2012/208 pp./PB, $35.95/5360-6 HC, $76/5361-3

IMMIGRANT STUDENTS AND LITERACY Reading, Writing, and Remembering Gerald Campano Foreword by Sonia Nieto

2007/160 pp./PB, $28.95/4732-2 Practitioner Inquiry Series

TEACHING AND LEARNING IN TWO LANGUAGES Bilingualism and Schooling in the United States Eugene E. García

“This book is an excellent text for a graduate class in teacher education, bilingual and/or multicultural education.” —TC Record 2005/216 pp./PB, $31.95/4536-6

Multicultural Education Series

Ballenger: TEACHING OTHER PEOPLE’S CHILDREN Literacy and Learning in a Bilingual Classroom Cynthia Ballenger Foreword by Courtney Cazden 1 999/ 120 pp./PB, $25.95/3789-7 Practitioner Inquiry Series Derman-Sparks: TEACHING/ LEARNING ANTI-RACISM A Developmental Approach Louise Derman-Sparks and Carol Brunson Phillips Foreword by Asa G. Hilliard III

17 E-BOOKS

1997/192 pp./ebook only, $23.95/76087 Miramontes: RESTRUCTURING SCHOOLS FOR LINGUISTIC DIVERSITY Linking Decision Making to Effective Programs, Second Edition Ofelia B. Miramontes, Adel Nadeau, and Nancy L. Commins Foreword by Else Hamayan and Rebecca Freeman Field 2011/216 pp./PB, $29.95/5227-2 large format Language and Literacy Series Ortmeier-Hooper: THE ELL WRITER Moving Beyond Basics in the Secondary Classroom Christina Ortmeier-Hooper 2012/216 pp./PB, $33.95/5417-7 HC, $68/5418-4 Language and Literacy Series Reyes: WORDS WERE ALL WE HAD Becoming Biliterate Against the Odds Edited by María de la Luz Reyes 2011/192 pp./ebook only, $35.95/7076-4 Language and Literacy Series Uribe: LITERACY ESSENTIALS FOR ENGLISH LANGUAGE LEARNERS Successful Transitions Maria Uribe and Sally Nathenson-Mejía 2008/160 pp./PB, $27.95/4904-3 large format Language and Literacy Series (The Practitioner’s Bookshelf) Valdés: LATINO CHILDREN LEARNING ENGLISH Steps in the Journey Guadalupe Valdés, Sarah Capitelli, and Laura Alvarez 2011/264 pp./PB, $36.95/5144-2 Multicultural Education Series Zacher Pandya: OVERTESTED How High-Stakes Accountability Fails English Language Learners Jessica Zacher Pandya Foreword by Robert Rueda 2011/160 pp./PB, $31.95/5247-0 Language and Literacy Series

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20% off all ebooks at www.tcpress.com

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COMMON CORE RESOURCES

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PROFESSORS

It’s easy to request exam copies at www.tcpress.com

17 | Multilingual Classrooms / English Language Learners

Drawing on his experience as a 5th-grade teacher in a multiethnic school where children spoke over 14 different home languages, the author reveals how he created a language arts curriculum from the students’ own rich cultural resources, narratives, and identities.

More Books in Multilingual Classrooms/ELL

Common Core Resources for page

TEACHING MATHEMATICAL THINKING Tasks and Questions to Strengthen Practices and Processes Marian Small

This resource helps schools and districts to refine their teaching of standards-based mathematical practices in grades K–2, 3–5, and 6–8. It also discusses how to formatively assess student performance.

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GOOD QUESTIONS Great Ways to Differentiate Mathematics Instruction Third Edition Marian Small

This bestselling resource provides tools to help experienced and novice S SK 70 NEW TA teachers effectively and efficiently differentiate mathematics instruction in grades K–8. Includes key changes that will make it easier for teachers to use the tools in all quality state standards environments, as well as with many new classroom examples for each grade band.

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This award-winning book focuses on the joy of reading and how it can engage and even transform readers. The Third Edition includes new commentaries and tips for using visual techniques, drama and action strategies, think-aloud protocols, and symbolic story representation/reading manipulatives. EVERY YOUNG CHILD A READER Using Marie Clay’s Key Concepts for Classroom Instruction Sharan A. Gibson and Barbara Moss

ON THIRD EDITI 2017 RING COMING SP

UN-STANDARDIZING CURRICULUM Multicultural Teaching in the StandardsBased Classroom Second Edition Christine E. Sleeter

This meticulously updated second edition shows educators how to teach rich, page academically rigorous, mul33 ticultural curricula within a standards-based environment. Reflecting current changes in education policy and practice throughout, the text also includes new vignettes of classroom practice.

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COMPOSING SCIENCE A Facilitator’s Guide to Writing in the Science Classroom Leslie Atkins Elliott, Kim Jaxon, and Irene Salter Foreword by Tom Fox

“YOU GOTTA BE THE BOOK” Teaching Engaged and Reflective Reading with Adolescents, Third Edition Jeffrey D. Wilhelm Foreword by Michael W. Smith

This resource gives K–2 teachers specific suggestions for using Marie Clay’s groundbreaking Reading Recovery® principles to ensure that all children meet new and rigorous standards in all facets of literacy learning.

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TEACHING SKILLS FOR COMPLEX TEXT Deepening Close Reading in the Classroom Heidi Anne E. Mesmer Foreword by Michael C. McKenna

This book includes concrete tools, passages, games, lessons, and examples to teach anaphora, connectives, paragraph structure, evidence-gathering (fiction and nonfiction), and text challenge.

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”THEY’RE ALL WRITERS” Teaching Peer Tutoring in the Elementary Writing Center Jennifer Sanders and Rebecca L. Damron page

“They’re All Writers” will help teachers explore the power of writing centers. Readers will find foundational information about the writing process with everything they need to begin and facilitate a peer tutoring writing center. The book includes specific lessons to teach students how to be effective peer tutors and how to be better writers.

LITERACY SUCCESS FOR EMERGENT BILINGUALS Getting It Right in the PreK–2 Classroom Theresa A. Roberts

THE VOCABULARY BOOK Learning and Instruction Second Edition Michael F. Graves

Literacy expert Michael page Graves presents a vocabulary program for all K–12 22 students that he has developed and honed for over 30 years. This expanded edition includes theory, research-based strategies, vocabulary interventions, classroom examples, advice for working with English learners, discussion of next-generation standards, and more.

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LITERARY CONVERSATIONS IN THE CLASSROOM Deepening Understanding of Nonfiction and Narrative Diane Barone and Rebecca Barone

Combining research with classroom examples, this book demonstrates how high-level conversations centered on fiction and nonfiction can promote students’ understanding and help them meet and exceed a spectrum of standards. The authors make recommendations for heterogeneous groups (grades 3–8) to support struggling readers and those reading at or above grade level.

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demic achievement.

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This practical book will help early childhood teachers understand and respond to the multiple influences (school, home, and societal) that affect emergent bilingual children’s aca-

PROFESSIONAL LEARNING IN ACTION An Inquiry Approach for Teachers of Literacy Victoria J. Risko and MaryEllen Vogt Foreword by Douglas Fisher

Risko and Vogt provide a progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches, content specialists, and administrators. They describe needs assessments and progress monitoring activities that are embedded within differentiated professional learning activities, such as book clubs, lesson study, family literacy groups, and peer coaching.

For full book descriptions, visit www.tcpress.com

School Leaders and Teachers page Agarwal-Rangnath: PREPARING 35 TO TEACH SOCIAL STUDIES FOR SOCIAL JUSTICE (BECOMING A RENEGADE) Ruchi Agarwal-Rangnath, Alison G. Dover & Nick Henning

page Diamond: TEACHING 7 KINDERGARTEN Learner-Centered Classrooms for the 21st Century Edited by Julie Diamond, Betsy Grob & Fretta Reitzes

page Marshall: ART-CENTERED 36 LEARNING ACROSS THE CURRICULUM Integrating Contemporary Art in the Secondary School Classroom Julia Marshall & David M. Donahue

Agarwal-Rangnath: SOCIAL 34 STUDIES, LITERACY, AND SOCIAL JUSTICE IN THE COMMON CORE CLASSROOM A Guide for Teachers Ruchi Agarwal-Rangnath

Dole: READING ACROSS 30 MULTIPLE TEXTS IN THE COMMON CORE CLASSROOM, K–5 Janice A. Dole, Brady E. Donaldson & Rebecca S. Donaldson

Applebee: WRITING INSTRUCTION THAT WORKS Proven Methods for Middle and High School Classrooms Arthur N. Applebee & Judith A. Langer

page Fecho: TEACHING OUTSIDE 26 THE BOX BUT INSIDE THE STANDARDS Making Room for Dialogue Edited by Bob Fecho, Michelle M. Falter & Xiaoli Hong

McCann: LITERACY AND 27 HISTORY IN ACTION Immersive Approaches to Disciplinary Thinking, Grades 5–12 Thomas M. McCann, Rebecca D’Angelo, Nancy Galas & Mary Greska

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page Appleman: CRITICAL 26 ENCOUNTERS IN SECONDARY ENGLISH Teaching Literary Theory to Adolescents, Third Edition Deborah Appleman

Berne: THE ONE-ON-ONE READING AND WRITING CONFERENCE Working with Students on Complex Texts Jennifer Berne & Sophie C. Degener page

Borko: MATHEMATICS 36 PROFESSIONAL DEVELOPMENT Improving Teaching Using the Problem-Solving Cycle and Leadership Preparation Models Hilda Borko, Jennifer Jacobs, Karen Koellner & Lyn E. Swackhamer page

page Brock: ENGAGING STUDENTS 28 IN DISCIPLINARY LITERACY, K–6 Reading, Writing, and Teaching Tools for the Classroom Cynthia H. Brock, Virginia J. Goatley, Taffy E. Raphael, Elisabeth TrostShahata & Catherine M. Weber

Brozo: WHAM! TEACHING WITH GRAPHIC NOVELS ACROSS THE CURRICULUM William G. Brozo, Gary Moorman & Carla K. Meyer page

Counsell: STEM LEARNING 7 WITH YOUNG CHILDREN Inquiry Teaching with Ramps and Pathways Shelly Counsell, Lawrence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenberg, Beth Dykstra Van Meeteren, Sonia Yoshizawa & Betty Zan page

page Darvin: TEACHING THE TOUGH 28 ISSUES Problem Solving from Multiple Perspectives in Middle and High School Humanities Classes Jacqueline Darvin

page Fisher: THE PATH TO GET 39 THERE A Common Core Road Map for Higher Student Achievement Across the Disciplines Douglas Fisher, Nancy Frey & Cristina Alfaro

Fusco: EFFECTIVE 45 QUESTIONING STRATEGIES IN THE CLASSROOM A Step-by-Step Approach to Engaged Thinking and Learning, K–8 Esther Fusco page

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page McCann: TRANSFORMING TALK 29 INTO TEXT Argument Writing, Inquiry, and Discussion, Grades 6–12 Thomas M. McCann

Monte-Sano: READING, THINKING, AND WRITING ABOUT HISTORY Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6–12 Chauncey Monte-Sano, Susan De La Paz & Mark Felton page

page Murphy: UNCOMMONLY GOOD 29 IDEAS Teaching Writing in the Common Core Era Sandra Murphy & Mary Ann Smith

page Helm: BECOMING YOUNG 7 THINKERS Deep Project Work in the Classroom Judy Harris Helm

page Neuman: ALL ABOUT WORDS 29 Increasing Vocabulary in the Common Core Classroom, PreK–2 Susan B. Neuman & Tanya Wright

page Helm: YOUNG INVESTIGATORS 7 The Project Approach in the Early Years, Third Edition Judy Harris Helm & Lilian G. Katz

page Olson: HELPING ENGLISH 16 LEARNERS TO WRITE Meeting Common Core Standards, Grades 6–12 Carol Booth Olson, Robin C. Scarcella & Tina Matuchniak

page Hess: COMMON CORE MEETS 55 EDUCATION REFORM What It All Means for Politics, Policy, and the Future of Schooling Frederick M. Hess & Michael Q. McShane, Editors

Hetland: STUDIO THINKING 2 The Real Benefits of Visual Arts Education, Second Edition Lois Hetland, Ellen Winner, Shirley Veenema & Kimberly M. Sheridan page

Parks: EXPLORING 7 MATHEMATICS THROUGH PLAY IN THE EARLY CHILDHOOD CLASSROOM Amy Noelle Parks page

Pearson: RESEARCH-BASED PRACTICES FOR TEACHING COMMON CORE LITERACY P. David Pearson & Elfrieda H. Hiebert, Editors page

Johnson: READING, WRITING, AND LITERACY 2.0 Teaching with Online Texts, Tools, and Resources, K–8 Denise Johnson

page Perez: THE NEW INCLUSION 46 Differentiated Strategies to Engage ALL Students Kathy Perez

Juzwik: INSPIRING DIALOGUE Talking to Learn in the English Classroom Mary M. Juzwik, Carlin Borsheim-Black, Samantha Caughlan & Anne Heintz

page Price: REVITALIZING READ 28 ALOUDS Interactive Talk About Books with Young Children, PreK–2 Lisa Hammett Price & Barbara A. Bradley

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page Mack: ENGAGING WRITERS 29 WITH MULTIGENRE RESEARCH PROJECTS A Teacher’s Guide Nancy Mack page Madison: NEWSWORTHY 26 Cultivating Critical Thinkers, Readers, and Writers in Language Arts Classrooms Ed Madison

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page Rasinski: THE FLUENCY FACTOR 30 Authentic Instruction and Assessment for Reading Success in the Common Core Classroom Timothy Rasinski & James K. Nageldinger page Reutzel: YOUNG MEANING 28 MAKERS Teaching Comprehension, Grades K–2 Douglas Ray Reutzel, Sarah Clark, Cindy Jones, Sandra Gillam & Susan B Neuman

page Schneider: COMMON CORE 50 DILEMMA Who Owns Our Schools Mercedes K. Schneider

Small: BUILDING 37 PROPORTIONAL REASONING ACROSS GRADES AND MATH STRANDS, K–8 Marian Small page

Small: UNCOMPLICATING ALGEBRA TO MEET COMMON CORE STANDARDS IN MATH, K–8 Marian Small page

page Small: UNCOMPLICATING 37 FRACTIONS TO MEET COMMON CORE STANDARDS IN MATH, K–7 Marian Small page Small: EYES ON MATH 37 A Visual Approach to Teaching Math Concepts Marian Small / Illustrations by Amy Lin

Stillman: TEACHING FOR EQUITY IN COMPLEX TIMES Negotiating Standards in a HighPerforming Bilingual School Jamy Stillman & Lauren Anderson page

page Vaughn: RTI IN THE COMMON 26 CORE CLASSROOM A Framework for Instruction and Assessment Sharon Vaughn, Philip Capin, Garrett J. Roberts & Melodee A. Walker page Wepner: THE ADMINISTRATION 25 AND SUPERVISION OF READING PROGRAMS Fifth Edition Shelley B. Wepner, Dorothy S. Strickland & Diana J. Quatroche, Editors page Wepner: LITERACY LEADERSHIP 25 IN CHANGING SCHOOLS 10 Keys to Successful Professional Development Shelley B. Wepner, Diane W. Gómez, Katie Egan Cunningham, Kristin N. Rainville, Courtney Kelly

Wilhelm: THE ACTIVIST LEARNER Inquiry, Literacy, and Service to Make Learning Matter Jeffrey D. Wilhelm, Whitney Douglas & Sara W. Fry page

page Wilson: FIVE BIG IDEAS FOR 45 EFFECTIVE TEACHING Connecting Mind, Brain, and Education Research to Classroom Practice Donna Wilson & Marcus Conyers page Wineburg: READING LIKE A 35 HISTORIAN Teaching Literacy in Middle and High School History Classrooms—Aligned with Common Core State Standards Sam Wineburg, Daisy Martin & Chauncey Monte-Sano

19 | Common Core Resources

Beghetto: TEACHING FOR CREATIVITY IN THE COMMON CORE CLASSROOM Ronald A. Beghetto, James C. Kaufman & John Baer page

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page Schmidt: INEQUALITY FOR ALL 55 The Challenge of Unequal Opportunity in American Schools William H. Schmidt & Curtis C. McKnight

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“You Gotta BE the Book”

Teaching Engaged and Reflective Reading with Adolescents, Third Edition Jeffrey D. Wilhelm is an internationally known teacher, author, presenter, National Writing Project director, and distinguished professor of English Education at Boise State University. Foreword by Michael W. Smith

Accelerating Literacy for Diverse Learners, 15; Coaching Teacher-Writers, 41; Professional Learning in Action, 41; The Teacher-Writer, 42

Culturally Sustaining Pedagogies

Teaching and Learning for Justice in a Changing World Edited by Django Paris, associate professor of language and literacy, Department of Teacher Education, Michigan State University, and H. Samy Alim, professor and director, Center for Race, Ethnicity, and Language (CREAL) at Stanford University

”Simply put, it is a classic—timeless in its basic approach and yet full of relevant ideas and strategies for the era of Common Core.” New —Deborah Appleman, Edition Carleton College

Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing toNew gether an intergenera“This important book on Editi tional group of remains on the mustprominent educators read list for literacy NEW and researchers, this teachers working with volume engages and adolescent learners.” extends the concept of NEW—CHOICE (of second edition) culturally sustaining This award-winning book continues to resonate pedagogy (CSP)—teaching that perpetuates with teachers and inspire their teaching and fosters linguistic, literate, and cultural pluBest because it focuses on the joy of reading ralism as part of schooling for positive social r Selle and how it can engage and even transform transformation. The authors propose that readers. In a time of next-generation standards schooling should be a site for sustaining the Best that r emphasize higher-order strategies, text cultural practices of communities of color, rathSelle complexity, and the reading of nonfiction, “You er than eradicating them. Chapters present Gotta BE the Book” continues to help teachers theoretically grounded examples of how edumeet new challenges, including those of cators and scholars can support Black, increasing cultural diversity. At the core of Indigenous, Latinx, Asian/Pacific Islander, Wilhelm’s foundational text is an in-depth South African, and immigrant students as part account of what highly motivated adolescent of a collective movement towards educational readers actually do when they read, and how justice in a changing world. to help struggling readers take on those same Book Features: stances and strategies. His work offers a robust • A definitive resource on culturally model teachers can use to prepare students for sustaining pedagogies, including what they the demands of disciplinary understanding and look like in the classroom and how they for literacy in the real world. The Third Edition differ from deficit-model approaches. includes new commentaries and tips for using • Examples of teaching that sustain the visual techniques, drama and action strategies, languages, literacies, and cultural practices think-aloud protocols, and symbolic story of students and communities of color. representation/reading manipulatives. • Contributions from founders of such lasting Book Features: educational frameworks as culturally • A data-driven theory of literature and relevant pedagogy, funds of knowledge, literary reading as engagement. cultural modeling, and third space. • A case for undertaking teacher research CONTRIBUTORS: H. Samy Alim, Mary Bucholtz, with students. Dolores Inés Casillas, Michael Domínguez, • An approach for using drama and visual art Nelson Flores, Norma Gonzalez, Kris D. to support readers’ comprehension. Gutiérrez, Adam Haupt, Amanda Holmes, • Guidance for assisting students in the use Jason G. Irizarry, Patrick Johnson, Valerie of higher-order strategies of reading (and Kinloch, Gloria Ladson-Billings, Carol D. Lee, writing) as required by next-generation Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, standards like the Common Core. Teresa L. McCarty, Django Paris, Courtney Peña, • Classroom interventions to help all Jonathan Rosa, Timothy J. San Pedro, Daniel students, especially reluctant ones, Walsh, Casey Wong become successful readers. AUDIENCE: Teacher educators, scholars of • Online resources, including inquiry unit educational equity, social activists; courses in templates, tools for teaching with drama, language and literacy, multicultural education, and tips for using visual techniques. ccss 2016/320 pp./PB, $29.95/5798-7

Language and Literacy Series Copublished with NCTE (National Council of Teachers of English) and NWP (National Writing Project)

bilingual education, culturally responsive teaching, urban education, diversity/social justice, critical pedagogy, race and education, and Black, Latinx, and Indigenous education. 2017/304 pp. (tent.)/PB, $38.95/5833-5 HC, $90/5834-2

For full book descriptions, visit www.tcpress.com

Remixing Multiliteracies

New Edition

NEW

Teaching, Learning, Literacy in Our HighRisk High-Tech World

Best Seller

A Framework for Becoming Human James Paul Gee is Mary Lou Fulton Presidential

Professor of Literacy Studies and Regents’ Professor at Arizona State University, is a fellow of the American Educational Research Association, and a member of the National Academy of Education.

This is a profound look at learning, language, and literacy. It is also about brains and bodies. And it is about talk, texts, media, and society. These topics, though usually studied in different narrow academic silos, are all part of one highly interactive process—human development. Gee argues that children will need to be resilient, imaginative, hopeful, and deliberate learners to survive the deeply complex and unpredictable world in which they live. In a world beset by conflicting ideologies that give rise to hatred, violence, and war, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. This book proposes a framework of principles that can be used to reconceptualize education, specifically literacy education, to better prepare students to be collaborators toward peace and sustainability. Book Features: • Offers a new set of ideas about literacy, learning, and human development in a riskladen, digitally driven modern world. • Uses recent breakthroughs in research on brains, bodies, society, identity, and teaching and learning in and out of school. • Stresses the importance of human growth and development to a more peaceful and equitable world. AUDIENCE: Teacher educators, school leaders,

literacy coaches, curriculum developers, and school reformers; courses in child and adult development, educational psychology, language and literacy, technology and education, digital media, applied linguistics, diversity.

education New and children’s literature, Arizona State University, Edition and Elisabeth Gee, professor and the Delbert & Jewell Lewis Chair in Reading and Literacy, Arizona State University

Bringing together renowned scholars

NEW in literacy education, this volume

Personal Narrative, Revised

Writing Love and Agency in the High School Classroom Bronwyn Clare LaMay is a high school

English teacher at Impact Academy of Arts and Technology, Envision Schools, in Hayward, CA. In addition to her K–12 work, she has taught pre- and inservice teachers at University of San Francisco, Mills College, Stanford University, UC Santa Cruz, and UC Berkeley.

offers the first comprehensive account of the evolution and future Foreword by Andrea Lunsford of multiliteracies pedagogy. This groundbreaking collection examines the “A remarkable story of a rich contributions of the New London Group teacher and her students (NLG)—an international gathering of noted working with courageous Best Seller who met in 1996 and influenced the New scholars determination to create direction of literacy scholarship for decades to Edition an education that values come. With a focus on design and multimodalyoung people and gives ity as key concerns in literacy pedagogy, these weight and meaning to ideas have become even more salient as their lives.” literacy has become intertwined with digital —Mike Rose, UCLA NEW technologies. “This wonderful book The essays in this book not only provide demonstrates how an overview of the fundamental ideas of enabling students to NLG and their importance across literacy, tackle ideas that are communications, and media studies, but also meaningful to them can produce both rigor and explore how they have been adapted by today’s Best integrity in the learning process.” educators to better prepare students for a Seller —Linda Darling-Hammond, president, rapidly changing, globalized world. Learning Policy Institute Book Features: “Bronwyn LaMay takes Toni Morrison’s concept of • Identifies the major contributions of the response-ability to heart and develops a powerful NLG and suggests why and how it has been sequenced theory of narrative revelation in order so influential. to empower students and teachers.” • Includes chapters from original members —Nigel Hatton, University of California of NLG, as well as contemporary scholars In this inspirational book, LaMay shows working with the concept of multiliteracies. readers how to transform classrooms and • Describes pedagogical approaches and schools into places where youth can explore their implications for instruction. the intersection between literacy and their CONTRIBUTORS: Sandra S. Abrams, Elvis lives. This book is the culmination of a literacy Arancibia, Julianne Burgess, Jill Castek, Julie curriculum that the author and her high school Coiro, William Cope, Kate Cowan, Saint Cyr students wrote dialogically, beginning with Dimanche, Kristin Elwood, James Gavelek, their attempts to define love. Through real-life James Paul Gee, Maria Goff, Dawnene D. classroom examples, they demonstrate how an Hassett, Megan Hoelting, Jeffrey B. Holmes, innovative curriculum that intertwines personal Dani Kachorsky, Mary Kalantzis, Carita Kiili, and academic engagement can create space Gunther Kress, Kewman Lee, Deborah Diaz for students to explore their identities, connect Lembert, Mary McVee, Sarah Michaels, Abby to literary texts, and develop agency as writers Moon, Jie Y. Park, Rebecca Rogers, Jennifer and thinkers. In this important contribution Rowsell, Kevin Sanchez, Lynn Shanahan, Olivia to literacy educators, the author shows how G. Stewart, Lori Talarico, Kelly Tran, Lina Trigospersonal narratives can help students rebuild Carillo, Karen Wohlwend, Christiane L. Wood their fractured relationships with school and envision writing and academic achievement as AUDIENCE: Teacher educators, literacy scholars and researchers, and professional developers; playing a role in their futures. courses in language and literacy, literacy methods, Book Features: literacy theory, multiliteracies, new and digital literacies, gaming, communications. • Evidence of how students’ social-emotional and academic growth may intertwine in the 2017/224 pp. (tent.)/PB, $49.95/5864-9 interest of school engagement. • A re-conceptualization of the complex layers of the personal narrative genre and its role in the pedagogy of academic writing. • A reinterpretation of the transformational role of revision in students’ academic and life texts. • Examples of writing and interview data that illustrate the diversity of student responses.

2017/192 pp./PB, $27.95/5860-1

AUDIENCE: Pre- and inservice secondary English

teachers, literacy coaches, and professional developers; courses in literacy methods, adolescent literacy, curriculum and instruction, reading and composition, urban education, multicultural education, content area literacy, narrative inquiry. 2016/160 pp./PB, $31.95/5808-3

Language and Literacy Series Copublished with NWP (National Writing Project)

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

21 | Language and Literacy

“A highly readable tour de force on development, teaching, and learning in the digital age by one of the most original thinkers in the social sciences; I think of Gee as an heir to Dewey.” —David C. Berliner, Regent’s Professor of Education Emeritus, Arizona State University

Theory and Practice from New London to New Times Edited by Frank Serafini, professor of literacy

Choice and Agency in the Writing Workshop

Every Young Child a Reader

Newof Education at the University of School Edition Puget Sound, Tacoma, Washington.

of literacy education and trainer emeritus of teacher leaders for Reading Recovery®. Barbara Moss is professor emeritus of literacy education. Both are faculty members in the School of Teacher Education, San Diego State University.

Developing Engaged Writers, Grades 4–6 Fred L. Hamel is a professor in the

Foreword by Anne Haas Dyson

Step into a classroom and “listen in” on the writing initiatives and motivations of students who are given significant choice and agency in the development of their writing. Discover why upper elementary children need ways to “become literate as kids,” not merely as prototypes of adults or teenagers. Best ller with rich portraits of in-class Se Filled writing interactions and challenges, this book highlights various themes that help teachers become better observers and more responsive to the complexity of writing in children’s lives. Key themes include drawing and popular media in children’s learning; the challenges of listening to students during conferences; the intersections of writing and relationships; the roles of sharing and publishing writing; and the importance of shaping a writing curriculum through dialogue. Book Features: • Offers suggestions to help educators engage standards without overlooking students’ learning needs. • Identifies approaches to enhance teachers’ expertise to support all writers, including those who fall outside usual expectations. • Includes a writing process guide, examples of students’ work, and questions for reflection.

NEW

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AUDIENCE: Teachers (upper elementary-middle school), teacher educators, and professional developers; courses in teaching writing, language acquisition, early literacy, composition theory, collaborative learning, elementary curriculum and instruction.

2017/168 pp./PB, $29.95/5855-7

Language and Literacy Series Copublished with NWP (National Writing Project)

Using Marie Clay’s Key Concepts for Classroom Instruction Sharan A. Gibson is professor emeritus

The Vocabulary Book

Learning and Instruction Second Edition Michael F. Graves is professor emeritus of

literacy education at the University of Minnesota and a member of the Reading Hall of Fame.

“If you believe vocabulary instruction is vital to reading, writing, and thinking, then this second edition will give you the tools for powerful instruction. This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction.” —Peter Dewitz, district-level reading consultant, Mary Baldwin College

“These writers challenge us to implement differentiated teaching in classrooms to meet New the instructional Edition New needs of individuals, Edition and they have provided a rich source of information to help us do it.” —From the Foreword NEW by Gay Su Pinnell, NEW professor emeritus, The Ohio State “Now that ‘vocabulary’ is included on the Nation’s University Report Card, teachers will want to know how to help students increase their word power. Graves’s “The combination of Marie Clay’s research and Best r advice will be invaluable in what to do—and what with the authors’ understanding of these Selle st Betheory not to do.” r principles in today’s classroom is what sets this Selle —Robert Calfee, professor emeritus, book apart.” Stanford University —Lisa Lenhart, The University of Akron “Gibson and Moss provide a resource for classroom teachers to support the continued learning of all their students, especially those who need an aware and skilled teacher to keep them on track across the primary grades.” —Robert M. Schwartz, Oakland University “This comprehensive and well-designed book will be an excellent professional development resource for classroom teachers, Reading Recovery teachers, literacy coaches/specialists, and site administrators.” —Kathleen Brown, Reading Recovery teacher leader, CA “I am eager to use this book with my colleagues as we work to transform early literacy learning in our primary classrooms.” —Terry MacIntyre, Reading Recovery teacher leader, CO This resource gives K–2 teachers specific suggestions for using Marie Clay’s groundbreaking Reading Recovery® principles to ensure that all children meet new and rigorous standards in all facets of literacy learning. It includes robust instructional examples replete with explicit depictions of classroom practice and focus questions. AUDIENCE: Pre- and inservice K–2 teachers, literacy coaches, reading specialists, professional development presenters, and university faculty; courses in teaching reading methods, early literacy, language arts, literacy leadership, special education.

ccss 2016/160 pp./PB, $34.95/5810-6 HC, $80/5811-3

Language and Literacy Series

This extensively revised and expanded edition of the bestselling text and teaching resource incorporates the newest research in vocabulary learning and instruction into a complete and balanced program for all K–12 students, from those who struggle in school to those who excel. Literacy expert Michael Graves presents a four-pronged vocabulary program that he has developed and honed for over 30 years. The program has the following four components: Frequent, Varied, and Extensive Language Experiences; Teaching Individual Words; Teaching Word Learning Strategies; and Fostering Word Consciousness. The text includes theory, research-based strategies, vocabulary interventions, classroom examples, advice for working with English learners, discussion of next-generation standards, and more. The Vocabulary Book, Second Edition will appeal to reading and subject-area teachers, teacher educators, and school, district, and state leaders. New for the Second Edition: • Instructional approaches developed and classroom-tested since the release of the first edition. • A chapter specifically on teaching vocabulary to English learners. • A chapter specifically on selecting vocabulary words to teach. • Curricular and instructional elements designed to meet and exceed Common Core State Standards. • An emphasis on vocabulary as a vital resource for all students in our increasingly diverse society. AUDIENCE: Pre- and inservice reading teachers (K–12), reading program supervisors and administrators, and curriculum coordinators; courses in reading and language arts methodology, educational psychology, and linguistics.

ccss 2016/240 pp./PB, $29.95/5726-0

Language and Literacy Series

For full book descriptions, visit www.tcpress.com

Assessing Writing, Teaching Writers

Putting the Analytic Writing Continuum to Work in Your Classroom Mary Ann Smith directed the Bay Area

and California Writing Projects and served as director of Government Relations and Public Affairs for the National Writing Project. Sherry Seale Swain directed the Mississippi Writing Thinking Institute before joining the National Writing Project as senior research associate. Foreword by Jeffrey D. Wilhelm

”They’re All Writers”

Teaching Peer Tutoring in the Elementary Writing Center Jennifer Sanders is an associate profes-

sor of literacy education at Oklahoma State University. Rebecca L. Damron is a former associate professor of English and writing center director at Oklahoma State University.

New Edition

Literary Conversations in the Classroom

Deepening Understanding of Nonfiction and Narrative Diane Barone is a foundation professor of

literacy studies at the University of Nevada, Reno. Rebecca Barone is a GATE specialist and was formerly a 5th-grade teacher.

”Sanders and Damron provide a guide for us— applicable across grades and developmental lev- New els—for apprenticing Edition children into authorship.” —Anne McGillFranzen, The University of NEW Tennessee

“I now believe that I have the tools to engage my students in ‘sophisticated literary conversations’ because of the information the authors provide in their teacherfriendly text.” —From the Foreword by Diane Lapp, San Diego State University

AUDIENCE: Teachers at all grade levels, preservice

teachers, teacher educators, literacy coaches and specialists, professional developers; courses in writing and language arts, English education, composition. 2016/128 pp./PB, $29.95/5812-0

Language and Literacy Series Copublished with NWP (National Writing Project)

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

AUDIENCE: Teacher educators, teachers (grades

3–8), curriculum directors, literacy coaches, and professional developers; courses in literacy methods, teaching reading and writing, differentiated instruction, assessment, reading interventions. 2016/160 pp./PB, $32.95/5733-8

23 | Language and Literacy

”This book will be your thinking partner and travel companion on a journey toward more NEW effective teaching and New assessing.” Edition “With lesson plans on —From the preparing peer tutors, the Foreword by Jeffrey authors have established “The ideas contained D. Wilhelm, Boise a flexible framework for teachers interested in within this volume have the potential to unleash State University writing tutoring in their schools.” st Bestudent st Beimplementing learning in powerful ways.” NEW Seller “I would recommend this Seller—Rebecca Babcock, University of —Douglas Fisher, San Diego State University Texas of the Permian Basin book to all involved in “This resource is perfect for meeting the expectathe process of English “An invaluable resource that should be in the tions of the Common Core and fostering students’ language arts curriculum and instruction.” hands of every teacher, instructional coach, and comprehension, as well as their speaking and —Jessica Early, Arizona State University administrator involved in teaching the content and listening skills.” st a teacher of diverse students in myriad grades, Be process of writing.” “As —Maureen McLaughlin, East Seller —Jayne Ann Williamson, I’ve found the Analytic Writing Continuum to be Stroudsburg University of PA Guthrie Public Schools an invaluable tool. If you teach writing, you need Combining research with real-life classroom this book!” Elementary school teachers will find examples, this book demonstrates how high—Bob Crongeyer, Area 3 Writing foundational information about the writing level conversations centered on fiction and Project, UC Davis process with everything they need to begin nonfiction can promote students’ understandand facilitate a peer tutoring writing center. Many writing teachers are searching for a ing and help them meet and exceed a specStudent-led writing centers harness the social better way to turn student writing into teachtrum of standards. The authors demonstrate and instructional power of students working ing and learning opportunities without being how to use literary conversations in small, and learning together, and this book includes crushed under the weight of student papers. heterogeneous groups to address multiple specific lessons to teach students how to be This book introduces a rubric designed by the expectations within classrooms, such as close effective peer tutors and how to be better National Writing Project—the Analytic Writing reading, vocabulary, background knowledge, writers. Continuum (AWC)—that is making its way literal and inferential comprehension, and into classrooms across the country at all grade Book Features: responses to multimodal interpretation, levels. The authors use sample student writing nonfiction text features, and graphic organizers. • A new, research-based approach to and multiple classroom scenarios to illustrate The text includes the theoretical why, and the writing pedagogy that integrates both how teachers have adapted this flexible tool very practical how-to, to help teachers (grades writing process theories and writing center to meet the needs of their students, including 3–8) successfully implement serious, sustained pedagogies using the AWC to teach revision, give feedback, student-group conversations about their read• Complete lesson plans to help teachers direct peer-to-peer response groups, and ing. The recommendations for heterogeneous implement a writing center curriculum that serve as a formative assessment guide. This groups, rather than groups based on book meets Common Core and other quality resource also discusses how to set up a local selection or reading ability, will support all standards scoring session and how to use the AWC in students—struggling readers and those reading • An approach that harnesses the power professional development. at or above grade level. of social learning, develops students as Book Features: leaders in their schools, and facilitates This practical resource shows teachers how to: generative conversations around writing. • Introduces teachers to a powerful • Group students heterogeneously, from assessment system and teaching tool to inexperienced participants to sophisticated AUDIENCE: Teacher educators, district and school support student writing achievement. readers. curriculum directors, literacy coaches, teachers • Offers a diagnostic tool for guiding (grades 2–8), professional developers, and book • Support each student as he or she reads a students toward a common understanding study groups; courses in elementary and middle nonfiction or fiction book. of the qualities of good writing. school education, language arts, teaching writing, • Engage students in critical conversations rhetoric and composition, literacy methods. • Provides ideas for helping students learn centered on their reading. from models and give productive feedback • Be mindful of the roles for each student and ccss 2016/176 pp./PB, $32.95/5820-5 to peers. how these change based on genre. Copublished with NWP (National Writing Project) • Illustrates ways to adjust the AWC to • Assess student participation and literacy various grade levels and different teaching outcomes. goals.

Teaching Skills for Complex Text

Reissue of ILA bestseller

What’s New in Literacy Teaching?

Deepening Close Reading in the Classroom Heidi Anne E. Mesmer is an associate

professor of literacy education at Virginia Tech. Foreword by Michael C. McKenna

New Edition

NEW

”I readily recommend this book to practitioners and researchers alike. I learned from it and know that others will too. Among competing titles currently available on the subject of complex text, this is by far the best.” —From the Foreword by Michael C. McKenna, University of Virginia

“Real-life scenarios of comprehension breakdowns all teachers will recognize are followed by detailed

Best r guidelines for best practice and step-by-step direcSelle

tions for activities to combat and remedy these pitfalls. This book is a valuable resource for all teachers supporting intermediate graders’ reading comprehension.” —Tisha Hayes, University of Virginia

“I highly recommend this book for classroom teachers, reading specialists, and interventionists who are looking for ways to deepen students’ comprehension. Additionally, this book provides a rich toolkit for supporting professional development in schools.” —Kelly B. Cartwright, Christopher Newport University Tired of hearing about “complex text”? Bothered by the pushy messages about “challenge”? This book is for you! Unlike the many other materials on text complexity, this one focuses on specific, comprehension skills that students need in order to really engage with text. This book will help elementary school teachers equip their students with practical tools and understandings of the structures and conventions that allow them to excel, including concrete tools, passages, games, lessons, and examples to teach anaphora, connectives, paragraph structure, gathering evidence (fiction and nonfiction), and text challenge. A final chapter specifies how to stretch students in texts while attending to their stamina, executive skills, and interests. Book Features: • Text-based lessons for grades 3–5 • Opening vignettes that provide classroom context for each skill • Key objectives and Common Core Standards. • Think-aloud language to guide strategy development. • Research-based strategies and games. AUDIENCE: Teacher educators, teachers (grades

3-5), school and district instructional leaders, strategy specialists, literacy coaches, and teacher mentors; courses in elementary reading/literacy methods, intermediate literacy, reading, teaching complex texts, literacy leadership. ccss 2016/176 pp./PB, $30.95/5814-4 large format

The Common Core State Standards in Literacy Series

Weaving Together Time-Honored Practices with New Research Edited by Karen Wood, professor,

EBOOK

University of North Carolina at Charlotte (UNC),

Jeanne Paratore, professor of education

Write Now!

and director, reading education and literacy and language education programs, Boston University, Brian Kissel, associate professor, reading and elementary education, UNC, and Rachel McCormack, professor, literacy education, Roger Williams University, Bristol, RI.

Empowering Writers in Today’s K–6 Classroom Edited by Kathy Ganske, research professor,

What do we need to know about literacy practices in the 21st century? How do Department of Teaching and Learning, teachers weave togethPeabody College, Vanderbilt University. EBOOK er their grounded, timeTo become truly college and career ready, honored practices for students need to be able to communicate teaching students to effectively in writing, and teachers need to read and write with be confident and prepared to teach writing in new research, new text ways that motivate, encourage, and challenge types, and new stustudents to higher levels. dents? This e-book adIn this practical volume, a stellar group of dresses these researchers and classroom educators come questions with research-based evidence pretogether to provide instructional strategies sented in a user-friendly format appropriate for that can increase student engagement and pre- and inservice teachers at all grade levels. motivation to write. Write Now! empowers Well-known literacy scholars share practical K–6 classroom teachers to make key instrucways to apply this knowledge in classrooms to tional decisions that benefit all learners. This engage and challenge today’s students. Key user-friendly e-book includes practical tips, topics covered include text complexity, vocabustrategies, techniques, and concrete examples lary instruction, reading interventions, digital to help expand the writing expertise of both tools, critical literacy, and self-regulation. Each typical and challenged learners. chapter offers teaching examples—scenarios, transcripts, photo essays, links to videos, Topics: screen shots of online strategies—that illus• Writing instruction in the age of rigorous trate how excellent teachers are putting the evstandards. idence into practice in today’s classrooms. • The power of mentor texts to teach Topics: narrative and informational writing skills. • Strategies for teaching argumentative and • Considers the varied abilities, interests, and persuasive writing. socioeconomic backgrounds of today’s • Vision, choice, and identity in motivating students. reluctant and developing writers. • Responds to the diversity in races, • Innovative ideas for using digital tools. ethnicities, cultures, and languages that • Multigenre projects that integrate social students bring with them. studies or science with the language arts. • Addresses the full range of ways students experience reading and writing: books, CONTRIBUTORS: Rose Cappelli, Amber B. music, email, text, blogs, Facebook, Chambers, Lynne R. Dorfman, Kathy Ganske, Facetime, Instagram, Google. Matt Glover, Steve Graham, Dana L. Grisham, • Includes samples of student work, teaching Karen R. Harris, Julia D. Houston, Jon-Philip tools, and classroom examples in a Imbrenda, Carol Jago, Karen A. Pelekis, Carole convenient, visually appealing format. C. Phillips, Timothy Shanahan, Linda Smetana, Michael W. Smith, Jeffrey D. Wilhelm, Thomas CONTRIBUTORS: Peter Afflerbach, James F. DeVere Wolsey Baumann, Camille L. Z. Blachowicz, Joanne F. Carlisle, Julie Coiro, Maria Elliker Crassas, AUDIENCE: Teacher educators, teachers (K–6), literacy coaches and specialists, and professional Brie Doyle, Julie Dwyer, Carole B. Felderman, developers; courses in writing methods, early Katherine K. Frankel, Michael F. Graves, Karen literacy, literacy leadership, special education. Haag, Jane Hansen, Elfrieda H. Hiebert, Alisa Hindin, Diane Lapp, Patrick C. Manyak, Miriam 2017/224 pp./ebook only, $32.95/7589-9 Martinez, Dot McElhone, Erin Miller, Holly Carrell Moore, Deborah Palmer, P. David Pearson, Michael Putman, Kim Heintschel Ramadan, Nancy Roser, Katie Stover, Thomas DeVere Wolsey, Vivian Maria Vasquez. AUDIENCE: Teacher educators, teachers (all grade

levels), instructional leaders, curriculum coordinators, principals, and administrators; courses in literacy methods, early literacy, reading, special education, leadership. 2017/192 pp./ebook only, $32.95/7575-2

For full book descriptions, visit www.tcpress.com

New Edition

Composing Science

A Facilitator’s Guide to Writing in the Science Classroom Leslie Atkins Elliott is an associate professor at Boise State University, Kim Jaxon is

an associate professor of English at California State University, Chico, and Irene Salter is the principal of Chrysalis Charter School in California. Foreword by Tom Fox

New Edition

NEW

“Without question, teachers of science will find this book inspirational and useful, college teachers for sure, but also teachers up and down the curriculum.” —Tom Fox, National Writing Project

“Through the lens of writing we see students doing science—and it is truly science—in surprising and delightful ways.” Best —David Hammer, Tufts University

Seller

“I will use this book in my own faculty development program and will recommend it wholeheartedly to my science colleagues.” —Elizabeth Wardle, Miami University

Composing Science will help instructors create classrooms in which students use writing to learn and think scientifically. The text addresses a range of genres and includes activities, guidelines, and assessment suggestions. It is a valuable resource for university-level science faculty, teacher educators, and secondary science teachers working with Common Core ELA Standards. Book Features: • Provides models for integrating writing into science courses and lesson plans. • Focuses on the work that science writing does, both in the development and dissemination of ideas. • Addresses the Next Generation Science Standards and the Common Core ELA Standards. • Includes samples of student work, classroom transcripts, and photographs that capture the visual elements of science writing. AUDIENCE: Teacher educators, secondary science teachers, post-secondary science faculty (particularly physics, biology, and psychology), and professional developers; courses in science methods, writing proficiency, composition, scientific writing, writing across the curriculum, disciplinebased education research.

ccss 2016/176 pp./PB, $32.95/5806-9 Copublished with NWP (National Writing Project)

NEW

THE ADMINISTRATION AND SUPERVISION OF READING PROGRAMS Fifth Edition Shelley B. Wepner, Dorothy S. Strickland, and Diana J. Quatroche, Editors Foreword by Jack Cassidy

LITERACY LEADERSHIP IN CHANGING SCHOOLS Best 10 Keys to Successful Seller Professional Development Now in its fifth edition, Shelley B. Wepner, Diane this popular textbook focuses on what literacy W. Gómez, Katie Egan leaders (pre-K–12) need to know and do to Cunningham, Kristin N. meet today’s mandates. This updated edition Rainville, and Courtney Kelly

Provides concrete approaches that leaders and coaches can use to help K–6 teachers improve their instruction with culturally and linguistically diverse students. Offering vignettes, strategies, and guidelines, the book addresses typical issues leaders and teachers face, such as high-stakes testing, failure rates, teacher and principal evaluations, family engagement, and shrinking resources. ccss 2016/312 pp./PB, $37.95/5713-0

Language and Literacy Series

UNTANGLING URBAN MIDDLE SCHOOL REFORM Clashing Agendas for Literacy Standards and Student Success Cynthia D. Urbanski Foreword by Elyse Eidman-Aadahl

This eye-opening examination of one school’s resistance to the deficit model of education represents the overall story of urban school reform. Highlighting the consequences of the implementation of the Common Core State Standards in literacy, the author weighs the perspectives of teachers, National Writing Project consultants, and administrators. 2016/144 pp./PB, $33.95/5771-0

Copublished with NWP (National Writing Project)

BRIDGING LITERACY AND EQUITY The Essential Guide to Social Equity Teaching Althier M. Lazar, Patricia A. Edwards, and Gwendolyn Thompson McMillon Foreword by Geneva Gay

Chapters identify six key dimensions of social equity teaching that can help teachers see their students’ potential and create conditions that will support their literacy development. 2012/160 pp./PB, $32.95/5347-7/HC, $68/5348-4

Language and Literacy Series

THE ONE-ON-ONE READING AND WRITING CONFERENCE Working with Students on Complex Texts Jennifer Berne and Sophie C. Degener Foreword by Douglas Fisher

Responding specifically to new Common Core State Standards in reading and writing, this book introduces a method of one-on-one interaction that encourages teachers to focus on more ambitious goals that will deepen students’ skills in comprehension and writing. ccss 2015/160 pp./PB, $33.95/5622-5

Language and Literacy Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

addresses forthcoming assessments aligned to the Common Core State Standards, and new mandates for evaluating teachers and principals. Literacy luminaries provide specific guidelines for all levels of instruction, including selecting and using materials, assessing students, evaluating teachers, providing professional development, working with linguistically diverse and struggling learners, working with parents, and evaluating schoolwide literacy programs. ccss 2014/256 pp./PB, $35.95/5480-1 large format, photos

Language and Literacy Series

SUMMER READING Closing the Rich/Poor Reading Achievement Gap Edited by Richard L. Allington and Anne McGill-Franzen Foreword by Gerald G. Duffy

This timely volume offers not only a comprehensive review of what is known about summer reading loss, but also provides reliable interventions and guidance for planning a successful summer reading program. Contributors: Richard L. Allington, Lynn Bigelman, James J. Lindsay, Anne McGillFranzen, Geraldine Melosh, Lunetta Williams 2013/144 pp./PB, $29.95/5374-3 photos

Language and Literacy Series Copublished with IRA

THE SUCCESSFUL HIGH SCHOOL WRITING CENTER Building the Best Program with Your Students Edited by Dawn Fels and Jennifer Wells Foreword by Richard Kent

Highlighting the work of talented teachers and tutors, this resource offers innovative methods for secondary and post-secondary educators interested in adolescent literacy, English Language Learners, new literacies, writing center pedagogy and evaluation, embedded professional development, differentiated instruction, and cross-institutional collaboration. 2011/168 pp./PB, $28.95/5252-4

Language and Literacy Series Copublished with NWP (National Writing Project)

25 | Language and Literacy

“Its primary strength is that it practices what it teaches with carefully scaffolded classroom activities to engage students in doing the work of science and scientific writing.” —R. Mark Hall, University of Central Florida

Literacy Leadership & Professional Resources

Literacy Teaching Methods NEWSWORTHY Cultivating Critical Thinkers, Readers, and Writers in Language Arts Classrooms Ed Madison Foreword by Renee Hobbs

TEACHING OUTSIDE THE BOX BUT INSIDE THE STANDARDS Making Room for Dialogue Edited by Bob Fecho, Michelle Falter and Xiaoli Hong Foreword by Meenoo Rami

”In an accessible and thoughtprovoking narrative, these four teacher-researchers and the three teacher educators present an “Ed Madison provides teachers with alternative view into the complexity tangible strategies for using journalism to meet new standards, while of the classroom.” inspiring students to take ownership —From the Foreword by Meenoo of their education.” Rami, educator and author —Linda Darling-Hammond, Drawing on a theoretical frameStanford University work and rationale for engaged diaThis book provides strategies to logical practice, the authors present help teachers use journalistic learnand analyze key classroom events ing to achieve positive outcomes that illustrate the productive and that engage students in new ways. restrictive tensions for such work Centered on research and writing and suggest ways for teachers and projects that will yield publishable schools to implement these ideas, student writing, chapters demonespecially for complementing and strate how this approach works expanding the Common Core State across contexts, benefits a broad Standards. Newccss range of students from diverse Edition 2016/144 pp./PB, backgrounds, and aligns with $32.95/5748-2 Common Core State Standards. Language and Literacy Series ccss 2015/144 pp./PB, $35.95/5687-4 HC, $84/5688-1

Language and Literacy Series

RTI IN THE COMMON CORE CLASSROOM A Framework for Instruction and Assessment Sharon Vaughn, Philip Capin, Garrett J. Roberts, and Melodee A. Walker

“Sharon Vaughn is the perfect classroom expert to help teachers mesh the requirements of any RTI program with high standards, whether they be CCSS, state, or local.” —Susan B. Neuman, New York University Focusing on what research tells us about how children learn, this guide can serve as the core of language arts instruction with all students, including individuals with mild to moderate disabilities. It offers an adaptable framework and practical tips for integrating Common Core State Standards (CCSS) into local Response to Intervention (RTI) systems. ccss 2016/160 pp./PB, $30.95/ 5716-1

The Common Core State Standards in Literacy Series

Copublished with NWP (National Writing Project)

NEW

Best Seller

CRITICAL ENCOUNTERS IN SECONDARY ENGLISH Teaching Literary Theory to Adolescents, Third Edition Deborah Appleman

“What a smart and useful book! It provides teachers with a wealth of knowledge and material to help their students develop critical perspective and suppleness of thought.” —Mike Rose, UCLA “This Third Edition proves that Appleman still has her hand on the pulse of the rapidly changing landscape of education and that she still remains in a league all her own.” —Ernest Morrell, Teachers College, Columbia University The Third Edition provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. With field-tested classroom activities, this edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. ccss 2015/272 pp./PB, $31.95/ 5623-2 illustrations

Language and Literacy Series

CROSSING THE VOCABULARY BRIDGE Differentiated Strategies for Diverse Secondary Classrooms Socorro G. Herrera, Shabina K. Kavimandan, and Melissa A. Holmes / Foreword by Candace Harper

This book provides a framework for academic vocabulary and language instruction in today’s diverse classrooms. Nationally known literacy expert Socorro Herrera presents a set of strategies and tools that work effectively across all content areas to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom implementation to provide teachers with multiple avenues for making content and academic vocabulary both accessible and relevant for all students. 2011/208 pp./PB, $30.95/5217-3 large format, photos ALSO BY SOCORRO HERRERA:

Accelerating Literacy for Diverse Learners, 15; Biography-Driven Culturally Responsive Teaching, 15

RESEARCHBASED PRACTICES FOR TEACHING COMMON CORE LITERACY P. David Pearson and Elfrieda H. Hiebert, Editors

“This book goes way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the Standards.” —From the Foreword by Nell K. Duke, University of Michigan This one-of-a-kind resource brings together literacy luminaries, each addressing their specialty, to offer an accessible fund of rich teaching practices. They point out strengths of the Common Core as well as issues and oversights of which educators should be aware. Contributors include John Guthrie, Timothy Rasinski, Michael Kamil, Barbara Taylor, Richard Allington, Michael Graves, and James Hoffman. ccss 2015/288 pp./PB, $34.95/ 5644-7/HC, $74/5645-4 large format

2010 NCTE David H. Russell Research Award

BEATS, RHYMES, AND CLASSROOM LIFE Hip-Hop Pedagogy and the Politics of Identity Marc Lamont Hill Foreword by Gloria Ladson-Billings

Based on his experience teaching a hip-hop–centered English literature course in a Philadelphia high school, and drawing from a range of theories on youth culture, identity, and educational processes, Marc Lamont Hill shows how a serious engagement with hip-hop culture can affect classroom life in extraordinary ways. 2009/192 pp./PB, $26.95/4960-9 HC, $48/4961-6

INSPIRING DIALOGUE Talking to Learn in the English Classroom Mary M. Juzwik, Carlin Borsheim-Black, Samantha Caughlan, and Anne Heintz Foreword by Martin Nystrand

Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. The book follows novice teachers as they build a repertoire of practices for planning, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. ccss 2013/176 pp./PB, $31.95/ 5467-2/HC, $72/5468-9

Language and Literacy Series

TEACHING INDIVIDUAL WORDS One Size Does Not Fit All (K–8) Michael F. Graves Foreword by James F. Baumann

Building on The Vocabulary Book, Michael Graves describes a practical program for teaching individual words in the K–8 classroom. Designed to foster effective, efficient, and engaging differentiated instruction, Teaching Individual Words combines the latest research with vivid illustrations from real classrooms. 2009/120 pp./PB, $20.95/4930-2 large format, 10 photos

Language and Literacy Series (Practitioner’s Bookshelf)

For full book descriptions, visit www.tcpress.com

TEACHING CIVIC LITERACY PROJECTS Student Engagement with Social Problems, Grades 4–12 Shira Eve Epstein Foreword by Celia Oyler

“This book is a gem! ” —Diana Hess, Spencer Foundation “This expanded conception of civics has been amply supported by sample worksheets, thoughtful discussion questions, and a detailed timeline that make civic literacy projects do-able for beginning and veteran teachers.” —Teachers College Record 2014/176 pp./PB, $37.95/5575-4

TEACHING TRANSNATIONAL YOUTH Literacy and Education in a Changing World Allison Skerrett Foreword by Randy Bomer

This is the first book to specifically address the needs of transnational youth. Drawing from exemplary teachers’ classroom practice and research-based approaches, the book demonstrates how teachers can reap the unique and significant benefits transnationalism presents for literacy education. 2015/144 pp./PB, $44.95/5658-4 HC, $92/5659-1

Language and Literacy Series

ENVISIONING LITERATURE Literary Understanding and Literature Instruction, Second Edition Judith A. Langer

This revision of Judith Langer’s classic bestseller builds on more than 15 years of research and development projects in inner-city, suburban, and rural communities. New examples have been added to show the kinds of critical, creative, and innovative thinking that are needed for success in the digital-age classroom. A fifth stance has been added to the Envisionment-building framework toward higher-level understanding, integration, and the building of new concepts. 2011/192 pp./PB, $34.95/5129-9

Language and Literacy Series

see also:

PREPARING TO TEACH SOCIAL STUDIES FOR SOCIAL JUSTICE (Becoming a Renegade) Ruchi AgarwalRangnath, Alison G. Dover, and

Nick Henning Foreword by Rick Ayers

ccss 2016/160 pp./PB, $28.95/5766-6

CIVIC EDUCATION IN THE ELEMENTARY GRADES Promoting Student Engagement in an Era of Accountability Dana Mitra and Stephanie C. Serriere Foreword by Meira Levinson

“Reveals the nitty-gritty of how experienced teachers can enable children to engage more deeply with mathematical problem-solving, peer collaboration, literacy and social studies learning, and development of empathy and mutual trust.” —Meira Levinson, Harvard Graduate School of Education

“This book will be rewarding for anyone with professional or personal interest in the future of social studies education.” —Harvard Educational Review 2005/144 pp./PB, $25.95/4522-9

THE ACTIVIST LEARNER Inquiry, Literacy, and Service to Make Learning Matter Jeffrey D. Wilhelm, Whitney Douglas, and Sara W. Fry Foreword by Mary Beth Tinker Afterword by Bruce Novak

This dynamic book explores a variety of ways teachers can integrate service learning to enliven their classroom, meet the unique developmental needs of their students, and satisfy the next generation of standards and assessments. The text includes templates for conducting inquiry units and a free online supplement. ccss 2014/160 pp./ PB, $33.95/5595-2

Copublished with NWP (National Writing Project)

WHAT KIND OF CITIZEN? Educating Our Children for the Common Good Joel Westheimer asks readers

to imagine the kind of society they would like to live in—and then shows the ways in which schools can be used to make that vision a reality.

NEW

Best Seller

“An essential resource for teachers faced with the challenges of integrating critical reading and writing skills into their classrooms.” —The American Historian

“This extraordinary book provides tried-and-true practical tools and step-bystep directions.” —Michelle M. Herczog, president, National Council for the Social Studies This practical guide presents six research-tested investigations, along with corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Sample student essays and formative feedback illustrate the progress of two different learners and explain how to support students’ development. ccss 2014/240 pp./PB, $33.95/5530-3 large format

The Common Core State Standards in Literacy Series Copublished with NWP (National Writing Project) ew

N Edition

Named one of AAUP’s Best of the Best at the 2012 American Library Association Conference • 2012 American Historical Association (AHA) James Harvey Robinson Prize for first edition

NEW

African Americans to integrate the White high school in Batesville, Mississippi, in 1967–69. SEE P. 58 FOR MORE INFORMATION

This book shows how civic engagement encourages young people to examine their environment, to notice and question injustices, and to take action to make a difference in their communities and school. Focusing on the intersection of student voice and critical inquiry, the authors provide classroom activities and lessons for practice. 2015/192 pp./PB, $35.95/5634-8 HC, $78/5636-2

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

READING LIKE A HISTORIAN Teaching Literacy in Middle and High School History Classrooms—Aligned with Common Core State Standards Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano

Best Seller

This award-winning book has been updated to link curriculum to the Common Core State Standards. The text covers key moments in American history and includes primary documents, charts, graphic organizers, visual images, and political cartoons, as well as guidance ew N for assessing students’ understanding of core historical ideas. Edition ccss 2013/168 pp./PB, $31.95/5403-0 large format, illustrations

NEW

SEE P. 61 FOR MORE INFORMATION

40 YEARS LATER Now Can We Talk? DVD and Discussion Guide Lee Anne Bell and Markie Hancock tell the story of the first

READING, THINKING, AND WRITING ABOUT HISTORY Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6–12 Chauncey Monte-Sano, Susan De La Paz, and Mark Felton Foreword by Sam Wineburg

Best Seller

TEACHING WHAT REALLY HAPPENED How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History James W. Loewen

“James Loewen reminds us why the textbook should go.” —Teaching Tolerance “James Loewen’s new book should be in the hands of every history teacher in the country.” —Howard Zinn

In this follow-up to his landmark bestseller, Lies My Teacher Told Me, Loewen goes beyond the usual textbook-dominated curriculum to illuminate a wealth of intriguing, often hidden facts about America’s past. This book will help teachers tackle difficult but important topics, like the American Indian experience, slavery, and race relations. 2009/264 pp./PB, $26.95/4991-3/HC, $61/4992-0 (T) Multicultural Education Series

SOCIAL STUDIES FOR SOCIAL JUSTICE Teaching Strategies for the Elementary Classroom Rahima C. Wade Foreword by Sonia Nieto

“Highly recommended.”—The Midwest Book Review Informed by the experiences of more than forty teachers across the country, this resource includes classroom activities, “Reflection Exercises,” and “Teaching Ideas.” 2007/144 pp./PB, $28.95/4762-9

Teaching for Social Justice Series

35 | Curriculum and Instruction

“This inspiring book invites us into conversations that cannot help but to make our teaching more collective, impactful, and profound.” —Kevin Kumashiro, University of San Francisco This book shows three ways that veteran, justice-oriented social studies teachers are responding to the Common Core State Standards by “embracing, reframing, and resisting” them. Focusing on how they build curriculum, support students’ literacy skills, and prepare students to think and act critically, each chapter includes exemplary lesson plans drawn from diverse grades and classrooms. Visit the companion website at www.socialstudiesforsocialjustice.com.

TEACHING SOCIAL STUDIES THAT MATTERS Curriculum for Active Learning Stephen J. Thornton Foreword by Nel Noddings

New Edition

The Arts and Art Education ART-CENTERED LEARNING ACROSS THE CURRICULUM Integrating Contemporary Art in the Secondary School Classroom Julia Marshall and David M. Donahue, with contributions by Rick Ayers, Ruth Cossey, Steven D. Drouin, Lawrence Horvath, and Anne Thulson Foreword by Lois Hetland

36 |

Drawing on ideas from Harvard Project Zero, this book will help teachers implement art integration across the curriculum. Subjectspecific chapters include examples of contemporary art with explanations of how these works explore the fundamental concepts of the academic discipline. The text includes guidelines for developing art projects plus a free online supplement for meeting CCSS in English Language Arts. ccss 2014/208 pp./PB, $35.95/5581-5/HC, $76/5582-2 over 90 photos and illustrations

ARTFUL TEACHING Integrating the Arts for Understanding Across the Curriculum, K–8 Edited by David M. Donahue and Jennifer Stuart Foreword by Cyrus E. Driver / Afterword by Lois Hetland

“Provides a thorough guide to integrating art into other disciplinary subjects... recommended.” —SchoolArts “Recommended.” —Choice The text includes rich and lively examples of public school teachers integrating visual arts, music, drama, and dance with subject matter, including English, social studies, science, and mathematics. 2010/192 pp./PB, $27.95/5080-3 15 photos

Copublished with NAEA (National Art Education Association)

NEW

Best Seller

STUDIO THINKING 2 The Real Benefits of Visual Arts Education, Second Edition Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan Foreword by Louise Music

“This is an excellent resource for both novice and experienced teachers” —SchoolArts

The first edition of this bestseller was featured in The New York Times and The Boston Globe for its groundbreaking research on the positive effects of art education on student learning across the curriculum. Capitalizing on observations and conversations with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material, including a color insert with new examples of student art. New ition2013/176 pp./PB, $32.95/5435-1 large format, full-color insert Edccss Copublished with NAEA (National Art Education Association)

NEW

ENGAGING LEARNERS THROUGH ARTMAKING Choice-Based Art Education in the Classroom Katherine M. Douglas and Diane B. Jaquith Foreword by George Szekely

“A dynamic resource.” —Art Education “The authors address theory, instruction, assessment and advocacy in a user-friendly format that includes color photos of classroom setups and student work, sample demonstrations and reflections on classroom activities. Overall, the book states the case for what we ‘ought to be doing.’” —Arts and Activities

Best Seller

2009/128 pp./PB, $28.95/4976-0 24 full color photos

THE LEARNERDIRECTED CLASSROOM Developing Creative Thinking Skills Through Art Edited by Diane B. Jaquith and Nan E. Hathaway

“A useful tool for both preservice and experienced educators looking for methods to use within the constraints of a system of compliance and conformity.” —National Art Education Association Practicing art educators offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement studentdirect learning activities in school. In addition, research-based assessment strategies provide educators with evidence of student mastery and achievement. Contributors: Catherine Adelman, Marvin Bartel, Katherine M. Douglas, Ellyn Gaspardi, Clyde Gaw, Lois Hetland, Pauline Joseph, Tannis Longmore, Linda Papanicolaou, Cameron Sesto, George Szekely, Ilona Szekely, Dale Zalmstra

OBSERVATION DRAWING WITH CHILDREN A Framework for Teachers Nancy R. Smith and the Drawing Study Group Foreword by Dennie Palmer Wolf

“It opens new doors to the ways a child’s drawing contributes to learning all through the curriculum.” —Arts and Activities 1998/144 pp./PB, $26.95/3691-3

WHY OUR SCHOOLS NEED THE ARTS Jessica Hoffmann Davis

“This pioneering work dares to chart a new path.” —Art Education “Highly recommended for all educators, parents and administrators in K–12 schools.” —Choice 2008/160 pp./PB, $27.95/4834-3 11 photos/illustrations

A HISTORY OF ART EDUCATION Intellectual and Social Currents in Teaching the Visual Arts Arthur Efland

“The book should become a standard reference tool for art educators at all levels of the field.” —The Journal of Aesthetics and Art Criticism “Arthur Efland not only sheds light on the problems of inhibiting art education, but also demonstrates how art contributes to the overall development of the mind.” —Arts and Activities 1990/320 pp./PB, $30.95/2977-9

VARIATIONS ON A BLUE GUITAR The Lincoln Center Institute Lectures on Aesthetic Education Maxine Greene Introduction by Scott NoppeBrandon and Madeleine F. Holzer

“I encourage all Teaching Artists and educators everywhere to take advantage of this wonderful resource.” —Teaching Artists Journal “A valuable book for the beginning teacher.” —Educational Review 2001/256 pp./PB, $29.95/4135-1 HC, $50/4136-8

Science/Math MATHEMATICS PROFESSIONAL DEVELOPMENT Improving Teaching Using the Problem-Solving Cycle and Leadership Preparation Models Hilda Borko, Jennifer Jacobs, Karen Koellner, and Lyn E. Swackhamer Forewords by Jennie Whitcomb and Paul Cobb

“The work reported in this book moves the field forward and will be of interest to both school and district leaders and to researchers.” —From the Foreword by Paul Cobb This resource presents models for teacher professional development (K–12) and the preparation of PD leaders designed and field-tested as part of two research projects supported by the National Science Foundation. Through engaging vignettes, the authors describe the models, summarize key research findings, and share lessons learned. ccss 2015/160 pp./PB, $33.95/5655-3

the series on school reform Copublished with NCTM (National Council of Teachers of Mathematics)

Copublished with NAEA (National Art Education Association)

2012/176 pp./PB, $33.95/5362-0

For full book descriptions, visit www.tcpress.com

IMPLEMENTING STANDARDSBASED MATHEMATICS INSTRUCTION A Casebook for Professional Development, Second Edition Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. Silver Foreword by James Hiebert

2009/208 pp./PB, $28.95/4957-9

Copublished with NCTM (National Council of Teachers of Mathematics)

MATHEMATICS FOR EQUITY A Framework for Successful Practice Edited by Na’ilah Suad Nasir, Carlos Cabana, Barbara Shreve, Estelle Woodbury, and Nicole Louie

“Want to fix what’s wrong with mathematics instruction in your school? Read this book.” —Phil Daro, Strategic Education Research Partnership Nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students at the Railside High School. Invaluable reading for teachers, schools, and districts interested in improving student learning while making sense of the new demands of the Common Core State Standards. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, Rachel Lotan 2014/288 pp./PB, $45.95/5541-9 HC, $96/5562-1

ALSO SEE: Good Questions, Third Edition, 33; Teaching Mathematical Thinking, 33 MORE GOOD QUESTIONS Great Ways to Differentiate Secondary Mathematics Instruction Marian Small and Amy Lin

This resource will help secondary mathematics teachers differentiate math instruction with less difficulty and greater success. The authors cut through the difficulties with two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Strategies and examples are organized around Big Ideas within the National Council of Teachers of Mathematics (NCTM) content strands. With particular emphasis on Algebra, chapters also address Number and Operations, Geometry, Measurement, and Data Analysis and Probability, with examples included for Pre-Calculus. BUILDING PROPORTIONAL REASONING ACROSS GRADES AND MATH STRANDS, K–8 Marian Small

“The book’s notable strengths are the connections it makes between the early grades and the development of proportional reasoning, the clarity of the writing and organization, and the variety of models it uses to illustrate ideas.” —Mathematics Teaching in the Middle School This book by professional developer Marian Small suggests questions that are both interesting for students and useful for providing diagnostic information to teachers. Chapters are organized by grade level (K–8) around the Common Core State Standards for Mathematics to help teachers use the resource more easily. ccss 2015/128 pp./PB, $27.95/5660-7 large format Copublished with NCTM (National Council of Teachers of Mathematics)

EYES ON MATH A Visual Approach to Teaching Math Concepts Marian Small / Illustrations by Amy Lin

Eyes on Math is a unique teaching resource that shows teachers how to use images to stimulate mathematical teaching conversations around key K–8 concepts. Teachers using the book can download more than 120 full-color teaching visuals to use with students. For each visual, the text identifies the key math concept and the Common Core State Standard being addressed. ccss 2013/240 pp./PB, $33.95/5391-0 large format, color illustrations Copublished with NCTM Marian Small’s books are available in Canada exclusively from Nelson Education Ltd.

Multicultural Education Series Copublished with NCTM (National Council of Teachers of Mathematics)

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

2010/224 pp./PB, $33.95/5088-9 Copublished with NCTM

UNCOMPLICATING ALGEBRA TO MEET COMMON CORE STANDARDS IN MATH, K–8 Marian Small

Marian Small shows teachers how to uncomplicate the teaching of algebra by focusing on the most important ideas that students need to grasp. Organized by grade level around the Common Core State Standards for Mathematics, the book begins with kindergarten, where the first relevant standard is found in the operations and algebraic thinking domain, and ends with grade 8, where the focus is on working with linear equations and functions.

| Curriculum and Instruction

This essential textbook and professional development resource describes the Mathematical Tasks Framework, a tool that has been proven effective in evaluating instructional decisions, the choice of materials, and learning outcomes. The text features cases of actual classroom instruction, Discussion Questions and Teaching Notes, and link to a downloadable PowerPoint presentation.

Bestselling Resources for Differentiating Math Instruction

ccss 2014/176 pp./PB, $28.95/5517-4 large format

UNCOMPLICATING FRACTIONS TO MEET COMMON CORE STANDARDS IN MATH, K–7 Marian Small

“A must have for instructional coaches, supervisors, and teachers.” —Mathematics Teaching in the Middle School Marian Small shows teachers how to uncomplicate the teaching of fractions by focusing on the most important fraction ideas that students need to grasp. The book is organized by grade level beginning with Grade 1, where the first relevant standard is found in the geometry domain, and ending with Grade 7, where the focus is on operations with rational numbers and proportional thinking. ccss 2013/144 pp./PB, $27.95/5485-6 large format Copublished with NCTM

For professional development, visit Marian Small’s website: http://www.onetwoinfinity.ca

New Edition

Cooperative Learning NEW

Best Seller

DESIGNING GROUPWORK Strategies for the Heterogeneous Classroom, Third Edition Elizabeth G. Cohen and Rachel A. Lotan Forewords by Linda DarlingHammond and John I. Goodlad

“I have no doubt that this important book will be of enormous practical value.” —From the Foreword by Linda Darling-Hammond

“Designing Groupwork has earned its place in the library of anyone seeking to create high-achieving, equitable classrooms.” —Horace (of second edition) As teachers today work in ever more challenging contexts, groupwork remains a particularly effective pedagogical strategy. The new edition of this popular book incorporates current research findings with new material on what makes for a groupworthy task, and shows how groupwork contributes to growth and development in the language of instruction. Responding to new curriculum standards and assessments across all grade levels and subject areas, this edition shows teachers how to organize their classroom so that all students participate actively. 2014/256 pp. /PB, $28.95/5566-2

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School Materials for more information, visit us at www.tcpress.com REASONING WITH DEMOCRATIC VALUES Ethical Problems in United States History ew L. Lockwood & David E. Harris NAlan

ition Ed1985/Vol. 1 1607–1876/224 pp./$26.95/6094-9 Vol. 2 1877–Present/350 pp./$25.95/6095-6 Teachers’ Manual/$18.95/6101-4

NEW

Best Seller

MCCALL-CRABBS Standard Test Lessons in Reading 1979/Book A/$9.95/5540-2 Book B/$9.95/5542-6 Book C/$9.95/5544-0 Book D/$10.95/5546-4 Book E/$9.95/5548-8 Book F/$9.95/5550-1 TM/Answer Key/$5.50/5552-5 (good for all books in the series) Student Answer Sheets/pkg. of 30/$10.95/5556-3

(On orders of 30 or more books, a teacher’s manual/answer key will be furnished at no charge. When applicable, this request should be indicated on order.)

TEST LESSONS IN PRIMARY READING William A. McCall and Mary Lourita Harby 1980/Lesson Booklet/$9.95/5965-3 GATES-PEARDON-LACLAIR READING EXERCISES 1982/Read Beyond the Lines Book B/$9.95/5988-2 Book C/$9.95/5989-9 (On orders of 30 or more books, a teacher’s manual/answer key will be furnished at no charge. When applicable, this request should be indicated on order.)

Mind, Brain, and Education IMAGINATION AND THE ENGAGED LEARNER Cognitive Tools for the Classroom Kieran Egan and Gillian Judson

”What fun! Readers will get a host of practical ideas to make lessons come alive through the exercise of imagination, the use of metaphors, and the telling of stories. Read and enjoy.” —Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University This practical handbook shows that the imagination—one of the great workhorses of learning—can make all learning and all teaching more effective. The authors demonstrate how and why imagination can be used across the curriculum and grade levels and provide techniques that any teacher can learn and easily apply in any classroom. 2016/160 pp./PB, $38.95/5712-3/ HC, $78/5714-7

THINKING-BASED LEARNING Promoting Quality Student Achievement in the 21st Century Robert J. Swartz, Arthur L. Costa, Barry K. Beyer, Rebecca Reagan, and Bena Kallick Foreword by David Perkins

This book provides accessible educational practices that teachers can use to infuse skillful thinking into standards-based content instruction in any subject area or grade level. Specific chapters look at the role of metacognition in the classroom, translating good thinking into good writing, and assessment of progress in thinking. 2010/288 pp./PB, $33.95/5098-8

BEYOND SMARTER Mediated Learning and the Brain’s Capacity for Change Reuven Feuerstein, Refael S. Feuerstein, and Louis H. Falik Foreword by John D. Bransford

This book is the most up-to-date summary of Reuven Feuerstein’s thinking and includes dramatic case studies and accessible descriptions of his tools and methods for cognitive modifiablilty and mediated learning. 2010/192 pp./PB, $33.95/5118-3 HC, $60/5119-0

CHANGING MINDS AND BRAINS—THE LEGACY OF REUVEN FEUERSTEIN Higher Thinking and Cognition Through Mediated Learning Reuven Feuerstein, Louis H. Falik, and Refael Feuerstein Foreword by H. Carl Haywood

“Reuven Feuerstein was one of a handful of thinkers and practitioners in the 20th century who made a significant, lasting contribution to our understanding of human learning and human potential. Educators, parents, and others involved with human development will continue to draw on his path-breaking body of work.” —Howard Gardner, Harvard University In this final work, Feuerstein provides a first-person narrative of the implementation of mediated learning experience (MLE) past and present, including stories, new insights, observations, and newly formulated concepts on MLE and how it contributes to higher-level thinking and overcoming disability. 2015/256 pp./PB, $30.95/5620-1 HC, $62/5621-8

WHAT LEARNING LOOKS LIKE Mediated Learning in Theory and Practice, K–6 Reuven Feuerstein and Ann Lewin-Benham Foreword by James Bellanca

This is the first book to present Reuven Feuerstein’s groundbreaking work in accessible language with copious examples of practice. Book features include: Step-bystep guidance for diverse teaching situations • Examples from museum exhibits • Exemplars of classroom practice • Useful teaching illustrations • A list of cognitive functions that can impair learning 2012/240 pp./PB, $37.95/5326-2 illustrations

For full book descriptions, visit www.tcpress.com

More Books in Curriculum and Instruction Allen: A CRITICAL INQUIRY FRAMEWORK FOR K–12 TEACHERS Lessons and Resources from the U.N. Rights of the Child Edited by JoBeth Allen and Lois Alexander 2013/208 pp./PB, $38.95/5394-1 HC, $76/5395-8 Copublished with NWP (National Writing Project) Practitioner Inquiry Series Barton: TEACHING SCIENCE FOR SOCIAL JUSTICE Angela Calabrese Barton, with Jason L. Ermer, Tanahia A. Burkett, and Margery D. Osborne 2003/208 pp./PB, $30.95/4383-6 HC, $51/4384-3 The Teaching for Social Justice Series Beane: CURRICULUM INTEGRATION Designing the Core of Democratic Education James A. Beane 1997/144 pp./ebook only, $26.95/75165

Brizuela: “SHOW ME WHAT YOU KNOW” Exploring Student Representations Across STEM Disciplines Edited by Bárbara M. Brizuela and Brian E. Gravel Foreword by Gerald A. Goldin 2013/304 pp./PB, $55.95/5409-2 illustrations Caine: NATURAL LEARNING FOR A CONNECTED WORLD Education, Technology, and the Human Brain Renate N. Caine and Geoffrey Caine 2011/256 pp./PB, $29.95/5189-3 HC, $64/5190-9 large format Costa: THE POWER OF THE SOCIAL BRAIN Teaching, Learning, and Interdependent Thinking Edited by Arthur L. Costa and Pat Wilson O’Leary 2013/240 pp./PB, $35.95/5414-6 HC, $72/5415-3 photos Davis: ORDINARY GIFTED CHILDREN The Power and Promise of Individual Attention Jessica Hoffmann Davis 2010/208 pp./PB, $26.95/5096-4

DeBoer: A HISTORY OF IDEAS IN SCIENCE EDUCATION

Implications for Practice

George E. DeBoer 1991/288 pp./PB, $28.95/3053-9 Dudley-Marling: HIGHEXPECTATION CURRICULA Helping all Students Succeed with Powerful Learning Edited by Curt Dudley-Marling and Sarah Michaels 2012/240 pp./PB, $31.95/5366-8

Lockwood: THE CASE FOR CHARACTER EDUCATION A Developmental Approach Alan L. Lockwood 2008/128 pp./PB, $28.95/4923-4 Meier: PLAYING FOR KEEPS Life and Learning on a Public School Playground Deborah Meier, Brenda S. Engel, and Beth Taylor 2010/144 pp./PB, $25.95/5095-7 Nasir: IMPROVING ACCESS TO MATHEMATICS Diversity and Equity in the Classroom Edited by Na’ilah Suad Nasir and Paul Cobb 2007/224 pp./PB, $36.95/4728-5 Multicultural Education Series

Efland: ART AND COGNITION Integrating the Visual Arts in the Curriculum Arthur D. Efland 2002/208 pp./PB, $22.36/75431

Parker: TEACHING DEMOCRACY Unity and Diversity in Public Life Walter C. Parker 2002/216 pp./ebook only, $32.95/7629-2 Multicultural Education Series

Fisher: THE PATH TO GET THERE A Common Core Road Map for Higher Student Achievement Across the Disciplines Douglas Fisher, Nancy Frey, and Cristina Alfaro Foreword by Donna Ogle ccss 2013/176 pp./PB, $31.95/ 5434-4 large format

Pasi: HIGHER EXPECTATIONS Promoting Social Emotional Learning and Academic Achievement in Your School Raymond J. Pasi Foreword by Maurice J. Elias 2001/112 pp./PB, $21.95/4091-0 The Series on Social Emotional Learning

Hutzel: TRANSFORMING CITY SCHOOLS THROUGH ART Approaches to Meaningful K–12 Learning Edited by Karen Hutzel, Flávia M. C. Bastos, and Kim Cosier 2012/192 pp./PB, $32.95/5292-0 HC, $64/5293-7 illustrations Copublished with NAEA

Schielack: THE NEW SCIENCE EDUCATION LEADERSHIP An IT-Based Learning Ecology Model Edited by Jane F. Schielack and Stephanie L. Knight Foreword by Richard Duschl 2012/168 pp./PB, $40.95/5343-9 Technology, Education—Connections (The TEC Series)

Smith: IMPROVING INSTRUCTION IN ALGEBRA Volume 2 Margaret Schwan Smith, Edward A. Silver, and Mary Kay Stein with Marjorie A. Henningsen, Melissa Boston, and Elizabeth K. Hughes 2005/168 pp./PB, $31.95/4530-4 Ways of Knowing in Science and Mathematics Series Spielhagen: THE ALGEBRA SOLUTION TO MATHEMATICS REFORM Completing the Equation Frances R. Spielhagen 2011/112 pp./PB, $27.95/5231-9 Tokuhama-Espinosa: THE NEW SCIENCE OF TEACHING AND LEARNING Using the Best of Mind, Brain, and Education Science in the Classroom Tracey Tokuhama-Espinosa 2010/208 pp./PB, $33.95/5033-9 Walker: BUILDING MATHEMATICS LEARNING COMMUNITIES Improving Outcomes in Urban High Schools Erica N. Walker 2012/168 pp./PB, $34.95/5328-6 Wassermann: TEACHING FOR THINKING TODAY Theory, Strategies, and Activities for the K–8 Classroom Selma Wassermann 2009/224 pp./PB, $25.95/5012-4 Watanabe: “HETEROGENIUS” CLASSROOMS Detracking Math and Science— A Look at Groupwork in Action Edited by Maika Watanabe 2011/112 page book + 80-min. DVD/$37.95/5246-3

Lamb: SEX ED FOR CARING SCHOOLS Creating an Ethics-Based Curriculum Sharon Lamb 2013/168 pp./PB, $31.95/5398-9 HC, $69/5399-6 Leahey: WHITEWASHING WAR Historical Myth, Corporate Textbooks, and Possibilities for Democratic Education Christopher R. Leahey 2010/160 pp./PB, $24.95/5043-8 Lee: DIVERSITY AND EQUITY IN SCIENCE EDUCATION Research, Policy, and Practice Okhee Lee and Cory A. Buxton 2010/256 pp./PB, $38.95/5068-1 HC, $74/5069-8 Multicultural Education Series Lobman: UNSCRIPTED LEARNING Using Improv Activities Across the K–8 Curriculum Carrie Lobman and Matthew Lundquist 2007/208 pp./PB, $30.95/4797-1 large format

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COMMON CORE RESOURCES

39 | Curriculum and Instruction

Bellanca: THE FOCUS FACTOR 8 Essential Twenty-First Century Thinking Skills for Deeper Student Learning James A. Bellanca 2013/192 pp./PB, $31.95/5448-1 ccss

Davis: WHY OUR HIGH SCHOOLS NEED THE ARTS Jessica Hoffmann Davis 2011/128 pp./PB, $27.95/5286-9 photos Copublished with NAEA (National Art Education Association)

OF RELATED INTEREST

TeacherEducation Teaching Controversial Issues

The Case for Critical Thinking and Moral Commitment in the Classroom Nel Noddings is Lee Jacks Professor of Education, Emerita, at Stanford University. Laurie Brooks is on the board of Provident Financial Services and serves on advisory boards for programs at North Carolina State and Rutgers Universities.

Good Questions, 3rd Edition, 33; Teaching Mathematical Thinking, 33; Preparing Educators for Arts Integration, 34

Teaching in the Cracks

Openings and Opportunities for StudentCentered, Action-Focused Curriculum Brian D. Schultz, Bernard J. Brommel

Distinguished Research Professor and department chair, educational inquiry and curriculum studies, Daniel L. Goodwin College of Education, Northeastern Illinois University, Chicago.

A Teacher’s Odyssey Rachel Branham is an art educator in the Marblehead Public Schools, Massachusetts. Foreword by William Ayers

New Edition

Afterword by William Ayers

”This delightful graphic novel will challenge all teachers and prospective educators to think more deeply about their practice—the craft, the science, and, yes, the art of teaching.” —From the Foreword by William Ayers, education activist

“In this hopeful and creative new book, Brian Schultz offers strategies that come directly from practitioners on New NEW how to provide an eduEdition cation that engages, “This is a brilliant and motivates, and stimutimely book that will lates students. For teachNEW transform how many ers who genuinely seek readers will think NEW Best to make a difference about what good r through their work, this Selle teaching can accomplish.” “Don’t be fooled. This is not just a book for art book will be a helpful —Eamonn K. Callan, educators—it’s a graphic and entertaining gift to resource.” Stanford University Best every teacher of children.” —Pedro A. Noguera, University r Selle of California, Los Angeles —Fred Klonsky, education “This book offers a recipe for nurturing the next Best activist and blogger generation of caring and critical democratic ller Se “This book shepherds readers into reimagining citizens.” “‘What’s So Great About Art, Anyway?’ isn’t just an ‘expected curriculum’ by carefully examining —Andrew Fiala, California for art educators; it’s for all of us.” what is taught and why during a complex political State University, Fresno —Adam Bessie, co-author, The Disaster landscape. Curriculum scholars interested in Capitalism Curriculum (with Dan Archer) “Chock-full of contemporary and historical deepening their understanding and knowledge examples, this book offers educators myriad of the micro-, meso-, and macrolevel issues that “This visually and conceptually captivating book examples of how to help students learn to talk influence students’ opportunities to learn should blazes new territory in the tradition of teacher with and listen to others and to understand the read this book!” memoirs, while reminding us of the vital imporfullness of our collective humanity.” —H. Richard Milner IV, tance of art education in our schools.” —Suzanne M. Wilson, University of Pittsburgh —Gregory Michie, Chicago teacher University of Connecticut and bestselling author “Brian Schultz has done it again. Schultz’s unique In this book, eminent educational philosopher ability to realistically and informatively engage “This book is refreshing! Branham’s ideas are Nel Noddings and daughter Laurie Brooks exwith teachers about curriculum that inspires purposefully provocative, and she expresses them plain how teachers can foster critical thinking students’ learning is exceptional.” through a popular medium.” through the exploration of controversial issues. —Carl Grant, University of —Laurel Campbell, Indiana UniversityThe emphasis is on the use of critical thinking Wisconsin–Madison Purdue University Fort Wayne to understand and collaborate, not simply to This engaging book shows how teachers and “A practical, thought-provoking, and fun read sure win arguments. schools are creating emergent, democratic, to inspire new teachers and seasoned educators The authors describe how critical thinking progressive education amidst the current to explore fresh ways of learning alongside their that encourages dialogue across the school context of high-stakes accountability. In this students.” disciplines and across social/economic classes follow-up to his bestseller, Spectacular Things —Nick Sousanis, San Francisco prepares students for participation in democHappen Along the Way, Schultz explores how State University racy. They offer specific, concrete strategies today’s rhetoric and restrictive mandates result for addressing a variety of issues related to At the center of this captivating graphic in curriculum that fails to capture the attention authority, religion, gender, race, media, sports, novel is the author’s memoir as a young of students. For meaningful learning that deentertainment, class and poverty, capitalism high school art teacher in the public school velops transferable skills and engages students, and socialism, and equality and justice. The system. Through engaging (and frequently teachers and sometimes whole schools need goal is to develop individuals who can examine funny) anecdotes, Branham demonstrates to find spaces to “teach in the cracks” so that their own beliefs, those of their own and other why art education should be preserved as a students can connect with issues relevant groups, and those of their nation, and can do core subject if students are to understand the to their lives. Teaching in the Cracks provides so with respect and understanding for others connection between creativity, critical thinking, both a theoretical and practical foundation for values. and other higher-order skills. incorporating an action-focused curriculum AUDIENCE: Teacher educators, K–12 classroom that meets academic standards and provides AUDIENCE: Teacher educators, teachers, art teachers, curriculum developers, and scholars; students with opportunities for agency and to teachers, professional developers, and art courses in educational foundations, philosophy of advocates; courses in arts education, secondary use their voices in their own learning. “Brilliant! This is a book that all educators and New parents should read.” Edition —Lynn Butler-Krisber, McGill University

“What’s So Great About Art, Anyway?”

education, teaching social studies, moral education, and democracy, race, gender, and education.

2016/192 pp./PB, $34.95/5780-2/HC, $76/5781-9

AUDIENCE: Pre- and inservice teachers, school

leaders, and researchers; courses in social studies methods, teaching for social justice, curriculum and instruction, contemporary issues, history and philosophy of education, policy and leadership, student teaching.

education, introduction to teaching, teaching methods, educational psychology, curriculum, philosophy of education.

2016/144 pp./PB, $22.95/5732-1 large format

The Teaching for Social Justice Series

2017/160 pp. (tent.)/PB, $29.95/5831-1

For full book descriptions, visit www.tcpress.com

Professional Learning in Action

An Inquiry Approach for Teachers of Literacy Victoria J. Risko is professor emerita of

language, literacy, and culture at Peabody College Vanderbilt University, Nashville. MaryEllen Vogt is professor emerita of education at California State University, Long Beach. Both are past presidents of the International Literacy Association. Foreword by Douglas Fisher

Coaching Teacher-Writers

Practical Steps to Nurture Professional Writing Troy Hicks is a professor of English and education at Central Michigan University and director of the Chippewa River Writing Project. Anne Elrod Whitney is an associate professor of language and literacy education at Pennsylvania State University. James Fredricksen is an associate professor at Boise State University and co-director of the Boise State Writing Project. Leah Zuidema is associate provost and dean for curriculum and instruction at Dordt College.

New Edition

NEW

AUDIENCE: Teacher educators, preK–12 school

personnel, including principals, reading specialist, literacy coaches, professional learning communities, and book study groups; courses in language and literacy, educational leadership, policy and management, school improvement, curriculum and instruction. ccss 2016/176 pp./PB, $32.95/5702-4

The Common Core State Standards in Literacy Series

AUDIENCE: Teacher educators, K–12 teacher

leaders, literacy coaches, administrators, and professional developers; courses in educational foundations, teaching writing, teacher leadership, school leadership, professional writing, teacher inquiry, teacher research. 2016/192 pp./PB, $33.95/5591-4 Copublished with NWP (National Writing Project)

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

41 | Teacher Education

“The authors have devel“Why We Drop Out” oped a systematic way to Foreword by Patricia A. Edwards Understanding and Disrupting st Be New ensure that teachers are ller Pathways to Leaving School Edition “Understanding writing SeStudent members of collaboratis a lifelong journey. Deborah L. Feldman is a research consultant ing learning groups that This book is an indispensbased in Seattle who works with public sector harness the power of col- New able guide.” and private nonprofit organizations, Antony T. lective teacher efficacy.” Edition —Elyse EidmanSmith is an associate professor in the School —From the Foreword NEW Aadahl, executive by Douglas Fisher, of Educational Studies at the University of director, National San Diego State Washington, Bothell, and Barbara L. Waxman Writing Project University is an educational consultant based in Seattle. W NE “Gives advice on how “A must-read for Through engaging stories and the use of I can become a better educators involved students’ voices, this book corrects persistent collaborator, facilitator, Best in supporting high-quality literacy teaching. misconceptions about youth who drop out of Seller and cocreator who helps Current research about the importance of jobhigh school. teachers celebrate the embedded, authentic professional learning serves Based on research conducted with high power (and joy) that writing can give them.” as the foundation for the many practical ideas in school dropouts in both urban and rural Best —Cathy Fleischer, Seller this book.” communities, the authors argue that, contrary Eastern Michigan University —Rita M. Bean, professor emerita, to popular belief, most dropouts are not University of Pittsburgh disengaged from school at an early age. Many “The authors know how to support teachers in have positive memories of their education, gathering the courage to write. I am grateful for “A guiding resource for teachers and for those who both social and academic, that educators and the ideas that have ignited my own writing.” support teachers’ professional learning.” policymakers can draw on to create successful —Penny Kittle, teacher and author —Maryann Mraz, University of prevention and intervention practices. The North Carolina at Charlotte This practical book illustrates how to narratives and insights presented here will help encourage, lead, and sustain teacher-writers, Risko and Vogt provide a progressive approach readers to better understand the interplay of especially in group contexts. In contrast to for engaging the professional learning of school-related and personal factors that lead guides on writing and teacher research, this teachers of literacy, reading specialists, literacy students to drop out of school. book is designed for those who support coaches, content specialists, and administra“Why We Drop Out” is essential reading for teacher-writers, such as teacher educators and tors. They describe needs assessments and K–12 educators, school principals, counselors, literacy coaches. The authors offer descripprogress monitoring activities that are embedpsychologists, and everyone concerned with tions of key practices they have developed over ded within differentiated professional learning our nation’s “dropout crisis.” years of coaching, teaching, and collaborating activities, such as book clubs, lesson study, Book Features: with K–12 teachers who write about classroom family literacy groups, and peer coaching. instruction, teacher research, or advocacy for • Looks beyond stereotypes to more Book Features: better policy and pedagogy. Knowing firsthand effectively identify students at risk. just how hard writing can be for teachers, • Provides authentic examples for • Identifies the underlying patterns and they provide a repertoire of strategies to elicit implementing professional learning (PL) processes associated with dropping out. writing, to support teachers as they write, to that addresses and resolves authentic • Incorporates student profiles and find audiences for the teachers’ work, and dilemmas educators and students face. experiences to illustrate key issues. much more. • Synthesizes current research on effective • Includes a research-based framework to This book offers clear guidance to coach professional learning with a literacy help readers connect stories to policy teacher-writers to: emphasis. implications. • Choose topics and shape ideas. • Describes evidence-based and AUDIENCE: Teacher educators, K–12 teachers, • Conquer insecurities and draw from their differentiated professional learning school principals, counselors, psychologists, youth strengths. opportunities. workers, and professional developers; courses in • Establish authority with their audience. • Advances knowledge about applications of teaching methods, leadership and policy, literacy, • Navigate publishing, including choosing professional learning that is collaborative, child and adolescent development, sociology, venues and working with editors. substantive, situated, dynamic, intense, psychology, criminology, social work. • Find time and space to write and create the and personal. 2017/160 pp. (tent.)/PB, $33.95/5862-5 habits of writing daily. • Makes explicit connections to Common • Respond to audience reaction to their Core and similar State standards-based writing. instruction. • Reflect on their teaching and writing. • Includes reflection and self-study questions • Develop a voice and vision as a professional. at the end of each chapter.

“We’ve Been Doing It Your Way Long Enough”

Choosing the Culturally Relevant Classroom Janice Baines is a 1st grade teacher at Whittaker Elementary School, Orangeburg, South Carolina, Carmen Tisdale is a 2nd/3rd grade ELA teacher New at the Logan Elementary School, Columbia South Carolina, and Susi Long is professor Edition of early childhood education and language and literacy at the University of South Carolina.

Creating Writing Groups for Personal and Professional Growth Christine M. Dawson is a visiting assistant professor at Skidmore College and is on the leadership team for the Capital District Writing Project (a site of the National Writing Project). Foreword by Robert P. Yagelski

New Edition

Impactful Practitioner Inquiry

The Ripple Effect on Classrooms, Schools, and Teacher Professionalism Sue Nichols is senior lecturer at the School of Education, University of South Australia. Phil Cormack is adjunct research associate professor at the Centre for Research in Education, University of South Australia.

“Shines a desperately needed light on the importance of writing in the professional and personal ew lives of teachers. This is a Niti on valuable contribution to Ed the ongoing discussions about literacy instruction, teacher education, and school NEW improvement.” —From the Foreword by Robert P. Yagelski, University at Albany

“This in-depth reflective analysis will be invaluable to action researchers and school–university collaborations in designing inquiries that positively impact student lives and learning.” —JoBeth Allen, professor emeritus, University of Georgia

Filled with day-to-day practices, this book will help elementary school teachers tackle the imbalance of privilege in literacy education. Readers will learn about culturally relevant pedagogies as young children learn NEW literacy and a critical stance through music, oralBehistories, name stories, intergenerational st r heritage lessons—all brought to Selleand texts, life through the voices of students, families, “Incorporating community members, and teachers. Based extended examples, st Be on the premise that learning to teach in helpful frameworks, and critical analysis, this will ller extremely important read for every teacher Se“An st Be culturally relevant ways means affirming and of writing. We see how teachers can bring fresh ber a must-have book for teacher-researchers and Selle normalizing cultures historically marginalized language, literacy excitement, and expertise into educational professional learning communities and/or misrepresented, the authors also share their classrooms.” internationally.” strategies to help teachers examine their —Judith A. Langer, University at Albany —Barbara Comber, research professor, own classrooms, histories, and assumptions; University of South Australia and “This is a newly liberated notion of a writing group understand the need to decolonize practices; Queensland University of Technology and a practical guide to those readers inspired to start the school year in humanizing ways; build start their own group.” How does practitioner inquiry impact strong reciprocal relationships with families —Anne Haas Dyson, University of education? Examining the experiences of and communities; work within and beyond Illinois at Urbana-Champaign practitioners who have participated in inquiry perceived curricular constraints; support projects, the authors present ways in which students in transferring knowledge to testing The Teacher-Writer shows how teachers can this work has enabled educators to be positive genres; and negotiate challenges that come pursue and sustain personally and professionchange agents. They reveal the difference with innovation. ally worthwhile writing practices, even amidst that practitioner inquiry has made in their the many demands associated with teaching. It Book Features: professional practice, their understanding of meets teachers wherever they are—as novice • Provides a strong foundation and rationale student learning, their content area knowledge, teachers just beginning to pursue writing, for why equity pedagogies are necessary. and their career trajectories. Attesting to longas teachers emerging from a professional • Offers strategies to help teachers and lasting changes in ways that these educators development experience, or as accomplished schools engage in self-examination to approach professional challenges, the authors writers seeking to further their craft. Chapter confront how their own educational identify the “ripple effect” of these changes by chapter, the book provides strategies to help environments might perpetuate an through school communities and beyond. teachers get started on projects, build energy inequitable status quo. Impactful Practitioner Inquiry includes in-depth for writing, overcome obstacles of limited • Moves from self-examination to providing case studies as well as chapters specifically time, and create support systems using online detailed descriptions of classroom focused on the design and analysis aspects of technologies. The text includes useful writing practices that overturn unjust systems. inquiry. group routines, questions for framing col• Describes ways that mutually respectful Book Features: laborative inquiry, methods for adapting writing relationships can be nurtured as teachers communities to online settings, and rich • An examination of how practitioner inquiry affirm and seek the expertise, histories, and examples of conversations and texts shared in impacts professional practice, school experiences of families. actual teacher writing group meetings. culture, and career trajectories. • Examines culturally relevant teaching • The use of complexity and network theories Book Features: with African American children with an to understand how practitioner inquiry is emphasis on its value for all students as we • Focuses on teacher-writers and their actual able to create its ripple effect. reshape pedagogy. experiences working together in a writing • Testimonies from educators with up to 10 group, including benefits and challenges. AUDIENCE: Teacher educators, pre- and inservice years’ experience as inquirers. • Includes vignettes taken from writing group teachers (pre-K–2), administrators, and professional • Practices from early childhood and school developers; courses in elementary school education, meetings that demonstrate the variety of settings, classroom and leadership roles, teaching reading and writing, literacy and social ways teachers may participate and engage general education and specialist settings. studies methods, culturally relevant pedagogy, in writing. decolonizing pedagogies, multicultural education, • Offers practical suggestions for teachers AUDIENCE: Teacher educators, teacher leaders critical literacies, student teaching. (K–12), teacher inquiry groups, and researchers; seeking to form writing groups, including courses in education research methods, practitioner plans for online groups. 2017/168 pp. (tent.)/PB, $35.95/5717-8 inquiry, action research, teacher development, • Shares strategies to help teacher-writers HC, $100/5718-5 educational leadership. expand their concepts of writing to include everything from exploratory texts to 2016/192 pp./PB, $39.95/5672-0 professional and academic writing. Practitioner Inquiry Series

NEW

The Teacher-Writer

AUDIENCE: Pre- and inservice teachers, professional developers, and school- or district-based study groups; courses in teacher education, teaching methods, literacy, writing pedagogies, teaching of writing, teacher identity studies.

2016/160 pp./PB, $31.95/5800-7

Language and Literacy Series Copublished with NWP (National Writing Project)

For full book descriptions, visit www.tcpress.com

Professional Development in Relational Learning Communities

Teachers in Connection Miriam B. Raider-Roth is professor of

educational studies and director of the Center for Studies in Jewish Education and Culture at the College of Education, Criminal Justice, & Human Services, University of Cincinnati. Foreword by Sharon Feiman-Nemser

New Edition

NEW

“This is an effective and powerful antidote to the usual models of professional development. It takes seriously the intellectual work of teachers and the importance of relationships in teacher learning.” —Curt Dudley-Marling, professor emeritus, Boston College

“This book invites the reader into a fascinating and provocative discussion among many fields, voices, and texts. Miriam Raider-Roth proves to be the ideal facilitator for that discussion.” —David Allen, College of Staten Island, City University of New York In this book, Raider-Roth offers an innovative approach to teacher professional development that builds on the intellectual strength and practical wisdom of practitioners. Focusing on nurturing relationships between and among participants, facilitators, subject matter, texts, and the school environment, this book helps educators create a repertoire of teaching approaches founded on sustained, deep, democratic, local, and active learning. The author demonstrates that, within the context of trustworthy relationships, teachers can better connect with all that they know about teaching, learning, and their own identities. This, in turn, enables them to act on what they know in the best interest of their students and leads to the kinds of lasting change and commitment that can move the teaching profession beyond training for a particular skill set. Book Features: • Examples showing how the work of relational learning communities can improve teachers’ practice. • A focus on the cultural dimension in professional development for teachers. • A view of teaching and learning as deeply relational and transformative. • Strategies to help facilitators and participants create processes to best support a fertile learning environment. AUDIENCE: Teacher educators, professional developers, teacher leaders, school administrators, and teacher learning communities; courses in educational leadership, elementary and secondary teaching and learning, urban education, teacher inquiry.

2017/176 pp./PB, $37.95/5815-1

SEE ALSO: Teaching 2030, p. 52 URBAN TEACHING The Essentials Third Edition Lois Weiner and Daniel Jerome

“FINALLY, a book about urban teaching from two experienced professionals who intimately know and respect the art of educating in urban America!” —Keith Benson, teacher, New Jersey This significantly revised edition will help prospective and new teachers navigate the realities of city teaching. The Third Edition melds new insights from Daniel Jerome—New York City teacher—with what Lois Weiner has learned from research and decades of experience working with teachers and students in a variety of settings. 2016/112 pp./PB, $26.95/5689-8 2016 Society of Professors of Education Book Award

SCHOOLED Ordinary, Extraordinary Teaching in an Age of Change Anne Lutz Fernandez and Catherine Lutz Foreword by Ann Lieberman

”This book makes an important case for defying the standardization that passes for school reform. We learn, first-hand, what it means to teach today in a changing social, cultural, and political environment.” —From the Foreword by Ann Lieberman, Stanford University The authors traveled the country to meet a wide range of educators on the frontlines of teaching across diverse contexts. This beautifully written book highlights teachers’ thoughts on many key educational issues, including revamped teacher evaluations, curricular standardization, and increased testing. Visit the book website and blog at www.schooledbook.org. 2015/160 pp./PB, $30.95/5736-9 HC, $74/5737-6

IDENTITY WORK IN THE CLASSROOM Successful Learning in Urban Schools Cheryl Jones-Walker Foreword by Theresa Perry

“An extraordinary and compelling book. . .essential reading for teacher-educators, teachers, and community organizers.” —From the Foreword by Theresa Perry, Simmons College This book proposes “identity work” as an alternative to top-down reform measures. Based on an in-depth study of two classrooms in urban K–8 schools, the author argues that efforts to improve urban schools should recognize the importance of relational change that focuses on deepening personal interactions between students and teachers, teachers and other teachers, and schools and parents. 2015/128 pp./PB, $33.95/5691-1/HC, $76/5692-8

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

QUIET AT SCHOOL An Educator’s Guide to Shy Children Robert J. Coplan and Kathleen Moritz Rudasill Foreword by Sandee McClowry

“For more than 2 decades, the authors’ research has influenced practitioners and researchers alike. Now you and I can benefit from the evidence-based teacher practices they offer throughout this book. Actually, the ones who will benefit the most are the shy children who sit quietly in your classroom.” —From the Foreword by Sandee McClowry, NYU Steinhardt Written by a developmental and an educational psychologist, Quiet at School is a comprehensive guide to everything teachers should know about shy children. Topics include how shyness develops in childhood, the unique challenges faced by shy children, and strategies and techniques for improving shy children’s social, emotional, and academic functioning at school.

2016/144 pp./PB, $35.95/5769-7/HC, $74/5770-3 Copublished with Australian Council for Educational Research (ACER)

SMARTER TEACHER LEADERSHIP Neuroscience and the Power of Purposeful Collaboration Marcus Conyers and Donna Wilson Foreword by Mary Helen Immordino-Yang

”Elevates the concept of teacher leadership to a new level of understanding and significance.” —Frank Crowther, University of Southern Queensland This pioneering book shares a fresh vision for school leadership that connects current knowledge from mind, brain, and adult learning research to the process of teacher development and leadership. Providing clear steps and reallife examples, the authors demonstrate a broad array of leadership pathways to help teachers collaborate with colleagues and advocate with administrators and parents. 2016/144 pp./PB, $29.95/5730-7

INVITE! EXCITE! IGNITE! 13 Principles for Teaching, Learning, and Leading, K–12 Robin J. Fogarty Foreword by Charlotte Danielson

”Will be a valued supplement to any introduction to teaching course, as well as an appreciated gift from coach or mentor to a new or developing teacher.” —From the Foreword by Charlotte Danielson, Danielson Group Educational consultant Robin Fogarty offers 13 guiding principles for new teachers and school leaders. These seminal ideas, along with the stories that accompany them, will help teachers from kindergarten to college invite, excite, and ignite their students’ learning. Each chapter includes a description of the guiding principle, classroom examples, teaching tips, and discussion questions. 2016/160 pp./PB, $32.95/5752-9

43 | Teacher Education

“As practical and useful as it is inspiring and renewing, this book is an st Be important contribution to teacher professional r Selle development.” —Robert Kegan, Harvard University Graduate School of Education

Teacher Practice

N Edition

New Edition

2015 Society of Professors of Education Book Award

NEW

Best Seller

NEW

WHY WE TEACH NOW Sonia Nieto, Editor

“Sonia Nieto has done it again, this time providing us with a hopeful book featuring a collection of writings grounded in the lived experiences of outstanding teachers.” —Luis Moll, University of Arizona

Why We Teach Now dares to challenge current notions of what it means to be a “highly qualified teacher” á la No Child Left Behind, and demonstrates the depth of commitment and care teachers bring to their work with students, families, and communities. This sequel to Nieto’s popular book, Why We Teach, features powerful stories of classroom teachers from across the country as they give witness to their hopes and struggles to teach our nation’s children.

Best Seller

New Edition

HOLLER IF YOU HEAR ME The Education of a Teacher and His Students Second Edition Gregory Michie Forewords by Luis J. Rodriguez and Sandra Cisneros

This is the updated 10th Anniversary Edition of Michie’s moving memoir of teaching on Chicago’s South Side. 2009/256 pp./PB, $25.95/4958-6 (T)

Teaching for Social Justice Series

2015/288 pp./PB, $31.95/5587-7/HC, $68/5624-9

WHY WE TEACH Edited by Sonia Nieto

“Highly recommended.” —Choice “These pieces reveal the passion and hope that keep people in the classroom.” —Rethinking Schools “Demonstrates exactly why there is hope for our public schools.” —VOYA

pp./PB, $27.95/4593-9 (T) ew N2005/256 Edition

2013 ForeWord Magazine Book of the Year Honorable Mention in Education

NEW

Best Seller

REACHING AND TEACHING STUDENTS IN POVERTY Strategies for Erasing the Opportunity Gap Paul C. Gorski

“A must-read for educators in schools of all kinds. This accessible, highly relevant book empowers teachers with tools they can use today. —Rethinking Schools

“A good overview of the topic, delivers clear, wellresearched information, and helps all educators expand their knowledge of poverty and social class.” —Choice The author deconstructs popular myths, misconceptions, and educational practices that undercut the achievement of low-income students. Most importantly, Gorski provides instructional strategies based on more than 20 years of research on what works (and what doesn’t work). The text also includes activities such as a Poverty and Class Awareness Quiz. 2013/216 pp./PB, $36.95/5457-3/HC, $74/5458-0 New on EditiMulticultural Education Series

2011 ForeWord Magazine Silver Book of the Year Award in Education

NEW

Best Seller

THE PEDAGOGY OF CONFIDENCE Inspiring High Intellectual Performance in Urban Schools Yvette Jackson / Foreword by Reuven Feuerstein

“What Dr. Jackson proposes here is truly a remedy to ensure that students, no matter where they come from, and no matter where they go to school, have the ability to attain their innate intellectual potential.” —Education Update “This book will become the ‘Rosetta Stone’ of urban education.” —Joseph S. Renzulli, The University of Connecticut

2011/208 pp./PB, $30.95/5223-4/HC, $62/5224-1

2012 Society of Professors of Education Book Award

WE DON’T NEED ANOTHER HERO Struggle, Hope, and Possibility in the Age of HighStakes Schooling Gregory Michie Foreword by Sonia Nieto

“An accessible, deeply-engaging, and at times humorous text that illustrates the realities of teaching and learning in today’s urban schools.” —TC Record Challenging the dominant narratives of failing urban schools and bad teachers, this book gives much-needed hope to new and seasoned teachers alike. 2012/168 pp./PB, $25.95/5350-7 2006 Outstanding Book Award— AERA Narrative and Research SIG

SEE YOU WHEN WE GET THERE Teaching for Change in Urban Schools Gregory Michie Foreword by Gloria Ladson-Billings

“This outstanding work should be read by every preservice, new, and veteran teacher.” —Multicultural Review

2011 AESA Critics’ Choice Award

NEW

Best Seller

TO TEACH The Journey, in Comics William Ayers and Ryan AlexanderTanner Foreword by Jonathan Kozol

“This fascinating and, yes, educational book will certainly be of interest to teachers, but it will also teach, inspire, and entertain anyone else who picks it up.” —Publishers Weekly “A delightful book that will make readers smile.” —Phi Delta Kappan “An inspiring, heartwarming book that serves as a reminder of what teaching should, and can, be.” —Harvard Educational Review To help bring this popular story to a new generation of teachers, the classic text is now available as a graphic novel. Featuring the evocative and wry drawings of Ryan Alexander-Tanner, the comics version ew brings the celebrated N ition memoir to life! Edteacher’s 2010/144 pp./PB, $22.95/5062-9 (T)

NEW

Best Seller

TO TEACH The Journey of a Teacher, Third Edition William Ayers Foreword by Sonia Nieto / Afterword by Mike Rose

For almost two decades, To Teach has inspired teachers across the country to become the teachers they long to be. This new edition is essential reading amidst today’s public policy debates and school reform initiatives that stress the importance of “good teaching.” 2010/192 pp./ PB, $28.95/5063-6

2005/224 pp./PB, $26.95/4519-9

ALSO BY WILLIAM AYERS: Teaching with

2011 Choice Outstanding Academic Title

TEACHING THE TABOO Courage and Imagination in the Classroom, Second Edition Rick Ayers and William Ayers Foreword by Carol D. Lee

The Teaching for Social Justice Series

TEACHING WITH VISION Culturally Responsive Teaching in Standards-Based Classrooms Edited by Christine E. Sleeter and Catherine Cornbleth Foreword by Bill Bigelow and Linda Christensen

“A must read for all new teachers and prospective teachers. . . . Essential.” —Choice This collection shows how experienced teachers construct math curriculum, history units, and writing projects grounded in their students’ lives and the world beyond the classroom. 2011/176 pp./PB, $30.95/5172-5 NEW BY CHRISTINE SLEETER:

Un-Standardizing Curriculum, 33

Conscience in an Imperfect World, 59; Diving In, 61

“For those frustrated by the thrust of educational ‘reform’. . .this book provides what can be described as both a challenge and a set of alternatives.” —Education Review The second edition of this bestseller has been thoroughly updated to include a deeper exploration of racism, the problems with math and science education, the importance of creative writing, the work of Freire, and the school struggles in Atlanta, Chicago, and Seattle. 2014/160 pp./PB, $26.95/5528-0 (T)

For full book descriptions, visit www.tcpress.com

New Edition On The U.K. Times Higher Education Suggested Reading List for 2013

NEW

FIVE BIG IDEAS FOR EFFECTIVE TEACHING Connecting Mind, Brain, and Education Best Research to Seller Classroom Practice Donna Wilson and Marcus Conyers

“This text is well-written and researched. I would recommend it to any professor, teacher, or administrator trying to improve instruction.” —Teaching History “When it comes to the research based practices that have the biggest impact on students, this book serves as a powerful primer.” —P21 Blogazine ccss 2013/208 pp./PB, $30.95/5425-2 2009 AERA Division B Curriculum Studies Outstanding Book Award • 2008 AESA’s Critics Choice Award

“Engaging and important.” —The Huffington Post “A compelling narrative of multicultural uplift that prospective teachers will embrace.” —Educational Studies “The real story in this book is how a teacher evolves in his thinking about his students and their curriculum, and for this rare gift readers will be grateful.” —Education Review “Inspirational.” —Multicultural Review 2008/192 pp./PB, $27.95/4857-2 HC, $45/4858-9

Teaching for Social Justice Series NEW BY BRIAN SCHULTZ:

Teaching in the Cracks, 40

JENNY’S STORY Taking the Long View of the Child / Prospect’s Philosophy in Action Patricia F. Carini and Margaret Himley, with Carol Christine, Cecilia Espinosa, and Julia Fournier

“The book’s inspiring essays explore a vision of education and schooling that is grounded in 40 years of experience addressing the challenges of teachers, children and schools.” —Young Children 2009/216 pp./PB, $33.95/5051-3 9 photos, including color insert

“This book should be added to every teacher’s wish list.” —Michigan Reading Journal This practical resource presents a wealth of information, strategies, and tools to help educators transfer current resilience theory and research into practice. The text includes format suggestions for preservice and professional development programs, reflection ideas for facilitators and participants, and a resilience-in-practice checklist. 2013/160 pp./PB, $30.95/5483-2 HC, $70/5484-9

EFFECTIVE QUESTIONING STRATEGIES IN THE CLASSROOM A Step-byStep Approach to Engaged Thinking and Learning, K–8 Esther Fusco Foreword by Lawrence F. Lowery

K–8 teachers across all disciplines can use this book to create a challenging learning climate. It features: Guidance for using and developing effective questions • Reflections from teachers • Scripts of teacher questions and student responses • Suggested activities • Evaluation checklists and forms ccss 2012/160 pp./PB, $30.95/5329-3

MAKING SPACE FOR ACTIVE LEARNING The Art and Practice of Teaching Edited by Anne C. Martin and Ellen Schwartz Foreword by Helen Featherstone

This powerful collection will inspire new and veteran teachers to “make space” for children’s interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors introduce the Prospect Center’s Descriptive Review of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their practice and gain new perspectives from other participants. Book features include specific examples that teachers can draw on to improve practice. 2014/216 pp./PB, $34.95/5539-6 Practitioner Inquiry Series

Practitioner Inquiry Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Professional Development FACILITATING FOR LEARNING Tools for Teacher Groups of All Kinds David Allen and Tina Blythe Foreword by Ron Ritchhart

“A practice-based resource loaded with ideas, strategies, and tools designed to maximize opportunities to promote professional learning, team-based thinking, and collaborative problem solving.” —Larry Leverett, executive director, Panasonic Foundation Organized to be both an exploration of the role of facilitating and a handbook of strategies, this resource is designed for use in a range of contexts, including faculty and department meetings, professional learning communities, grade-level teams, and inquiry groups. It is a perfect companion to the authors’ bestseller, The Facilitator’s Book of Questions.

2015/144 pp./PB, $28.95/5738-3

NEW WAYS TO ENGAGE PARENTS Strategies and Tools for Teachers and Leaders, K–12 Patricia A. Edwards

“It is my hope that this book inspires teachers to seek ways to make schools more equitable and caring spaces for all children.” —From the Foreword by Catherine ComptonLilly, University of Wisconsin–Madison This practical resource by bestselling author Patricia Edwards provides school leaders and classroom teachers with new and creative ways in which to welcome, encourage, and involve parents. This is a straightforward, concise, and easy-to-use guide that is perfect for professional learning communities and teacher preparation courses. 2016/168 pp./PB, $27.95/5671-3

THE MINDFUL TEACHER Second Edition Dennis Shirley and Elizabeth A. MacDonald

“This updated edition is essential reading for all who agree that it is time to spark a quiet revolution of learning in which teachers and their students can truly flourish.” —Michael Schratz, president, International Congress of School Effectiveness and Improvement This bestseller provides educators everywhere with practical ideas for improving teaching and learning. It has been expanded and updated to include new sections on the promise of teacher leadership, the benefits and distractions of technology, and real-life examples of schools in the midst of change. 2016/160 pp./PB, $26.95/5684-3

the series on school reform

2016 Society of Professors of Education Book Award

WORTH STRIKING FOR Why Education Policy Is Every Teacher’s Concern (Lessons from Chicago) Isabel Nuñez, Gregory Michie, and Pamela Konkol Foreword by Pedro Noguera

”This book, written by teachers who have been at the forefront of the battle to stop market-based reform, is yet another step in the effort to reclaim the reform agenda.” —From the Foreword by Pedro Noguera, NYU Written by activist educators, Worth Striking For examines the drastic changes in the landscape of public education in recent decades and focuses on what teachers need to know about the debates and complex issues of reform. Using the 2012 Chicago teachers strike as a framing device, the authors demonstrate how each of the policy areas addressed is critically important to teachers’ lives and work. 2015/160 pp./PB, $33.95/5626-3/HC, $70/5627-0

The Teaching for Social Justice Series

45 | Teacher Education

SPECTACULAR THINGS HAPPEN ALONG THE WAY Lessons from an Urban Classroom Brian D. Schultz Foreword by Carl A. Grant

by Bonnie Benard

RESILIENCE BEGINS WITH BELIEFS Building on Student Strengths for Success in School Sara Truebridge Foreword

New Edition

EFFECTIVE CLASSROOM MANAGEMENT The Essentials Tracey Garrett

Each chapter concentrates on a key area (physical design, rules and routines, relationships, engaging instruction, and discipline) and focuses on the importance of that particular area in relation to a teacher’s overall classroom management plan. This guide includes classroom examples, case studies, and study questions. There is also an app, Classroom Management Essentials, available on the iTunes store. 2014/128 pp./PB, $30.95/5574-7 2015 Choice Outstanding Academic Title

46 |

TEACHING FOR CREATIVITY IN THE COMMON CORE CLASSROOM Ronald A. Beghetto, James C. Kaufman, and John Baer Foreword by Robert J. Sternberg

“There are few favors you can do your students greater than putting into practice the precepts of this book. Give it a try. I will!” —Robert J. Sternberg, Cornell University Based on cutting-edge psychological research on creativity, this book debunks common misconceptions about creativity and describes how learning environments can support both creativity and the Common Core. It offers classroom examples, ideas, and lesson plans for teaching English language arts and mathematics, and includes assessments for creativity and Common Core learning. ccss 2015/144 pp./PB, $35.95/ 5615-7/HC, $86/5616-4

WHAT SHOULD I DO? Confronting Dilemmas of Teaching in Urban Schools Anna Ershler Richert

This practical guide uses narratives of practice from novice teachers to help readers experience a variety of dilemmas they are likely to encounter in the classroom. By engaging with and analyzing the cases, readers come to see that the “problems” of teaching are actually “dilemmas” that have no clear-cut right or wrong solution. 2012/144 pp./PB, $32.95/5325-5

LOOKING TOGETHER AT STUDENT WORK Third Edition Tina Blythe, David Allen, and Barbara Schieffelin Powell Foreword for the Third Edition by Joseph P. McDonald

“School leaders looking for systemic strategies to improve student achievement would be well served by Looking Together at Student Work.” —The School Administrator This bestseller provides teachers and administrators with strategies for examining and discussing student work, such as essays, math problems, projects, artwork, and more. New for the Third Edition: The Microlab Protocol, a relatively quick and easy way to introduce groups to protocol-guided conversation; a new case focused on understanding the Common Core; and more detailed notes and strategies for facilitators. 2015/96 pp./PB, $25.95/5646-1

the series on school reform

THE FACILITATOR’S BOOK OF QUESTIONS Tools for Looking Together at Student and Teacher Work David Allen and Tina Blythe Foreword by Gene Thompson-Grove

This book is an essential tool for facilitators of groups using protocols, or structured conversations, to collaboratively review student and teacher work. 2004/160 pp./PB, $27.95/4468-0

Copublished with Learning Forward and NSDC

DILEMMAS IN EDUCATIONAL LEADERSHIP The Facilitator’s Book of Cases Donna J. Reid

In this book, educational consultant and group coach Donna Reid examines the experiences of teacher leaders, principals, consultants, and parents as they negotiate the difficulties of reluctant team members, hostile colleagues, maintaining group interest, sharing responsibility, using technology, and cultural competency. Each case includes questions for reflection that can be used by individuals or in small groups to improve facilitation skills. 2014/120 pp. /PB, $30.95/5549-5

NEW

Best Seller

THE POWER OF PROTOCOLS An Educator’s Guide to Better Practice Third Edition Joseph P. McDonald, Nancy Mohr, Alan Dichter, and Elizabeth C. McDonald

“This book will enlarge your thinking about how protocols can help you with change management and issues of equity.” —Bena Kallick, The Institute for Habits of Mind “This is one of a handful of books that I keep right on my desk.” —Kathryn Boudett, Harvard Graduate School of Education

This new edition features substantial updates that take into account recent developments in the field of facilitative leadership. The authors have also added 11 totally new protocols, including the “Peer Review Protocol” and “Looking at Student Work with Equity in Mind.” This essential teaching and professional development tool includes step-bystep descriptions of how educators can use protocols to study together, ew N work on problems of practice, teach well, and explore students’ work. Edition 2013/144 pp./PB, $28.95/5459-7 the series on school reform

NEW

Best Seller

RAISING RACE QUESTIONS Whiteness and Inquiry in Education Ali Michael / Foreword by Shaun R. Harper

“Provides muchneeded guidance and inspiration for educators who want racial equity in schools.” —From the Foreword by Shaun R. Harper, University of Pennsylvania Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead. 2015/192 pp./PB, $35.95/5599-0 HC, $78/5600-3

Practitioner Inquiry Series

THE NEW INCLUSION Differentiated Strategies to Engage ALL Students Kathy Perez Foreword by Lim Chye Tin

Embracing all the different needs that teachers face—from special education, to ELL, to a wide spectrum of student ability and readiness—this innovative resource combines the latest research in brain-based teaching and student engagement with useful interventions and differentiated strategies (Pre-K–8). Designed to be of practical and immediate use, the text includes classroom vignettes, ties to the Common Core, illustrations, diagrams, highlight boxes, and many more user-friendly features.

AN EMPTY SEAT IN CLASS Teaching and Learning After the Death of a Student Rick Ayers

“Will be an invaluable resource for teachers and will hopefully spur additional research on the practical and pedagogical issues that arise as a result of a student’s death.” —Reflective Teaching An Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. The book features Rick Ayers’s personal experience, short pieces by other educators, and contributions from counselors, therapists, and school principals. 2015/144 pp./PB, $30.95/5612-6

EFFECTIVE TEACHER LEADERSHIP Using Research to Inform and Reform Edited by Melinda M. Mangin and Sara Ray Stoelinga Foreword by Mark A. Smylie

This authoritative collection presents both qualitative and quantitative evidence on the enactment, design, conditions, constraints, and successes of nonsupervisory, school-based instructional leadership. Contributors: Eric Camburn, Kate Cress, William A. Firestone, Richard R. Halverson, Steven M. Kimball, Brian Lord, Rebecca Lowenhaupt, Christopher M. Manno, Barbara Miller, Jonathan A. Supovitz, James E. Taylor, Christopher N. Thomas 2008/224 pp./HC, $43/4840-4

ccss 2013/176 pp./PB, $30.95/ 5482-5 large format, illustrations

the series on school reform

For full book descriptions, visit www.tcpress.com

BUILDING SCHOOL-BASED TEACHER LEARNING COMMUNITIES Professional Strategies to Improve Student Achievement Milbrey W. McLaughlin and Joan E. Talbert

“A rich account of a powerful strategy for improving teachers’ practice and, subsequently, students’ learning.” —TC Record 2006/160 pp./PB, $28.95/4679-0

Teacher Research INQUIRY AS STANCE Practitioner Research for the Next Generation Marilyn Cochran-Smith and Susan L. Lytle

In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. 2009/416 pp./PB, $30.95/4970-8

the series on school reform

THE TEACHER’S GUIDE FOR SUPPORTING STUDENTS FROM MILITARY FAMILIES Ron Avi Astor, Linda Jacobson, and Rami Benbenishty

2012/128 pp./PB, $28.95/5369-9 Copublished with Military Child Education Coalition COMPANION GUIDES: The Military Family’s Parent Guide, p. 14 The School Administrator’s Guide, p. 55 The Pupil Personnel Guide, p. 68 Four-book set: $84.95/5419-1 All royalties from the sale of these books are being donated to military children’s educational causes.

PUZZLING MOMENTS, TEACHABLE MOMENTS Practicing Teacher Research in Urban Classrooms Cynthia Ballenger

Bestselling author Cynthia Ballenger explores the intellectual strengths of students whom teachers find “puzzling”—poor, urban, immigrant, or bilingual children who do not traditionally excel in school. 2009/160 pp./PB, $28.95/4993-7

Practitioner Inquiry Series

THE FIRST YEAR OF TEACHING Classroom Research to Increase Student Learning Edited by Jabari Mahiri and Sarah Warshauer Freedman

This compelling look at first-year teachers’ practice in urban schools demonstrates how a program of systematic classroom research by teachers themselves enables them to effectively target instruction and improve their own practice. The text offers an array of classroom scenarios that will spark discussions in teacher preparation classes and professional development workshops. 2014/224 pp./PB, $40.95/5547-1/HC, $78/5564-8

Practitioner Inquiry Series Copublished with NWP (National Writing Project)

FROM ANOTHER ANGLE Children’s Strengths and School Standards The Prospect Center’s Descriptive Review of the Child Edited by Margaret Himley, with Patricia F. Carini

“Provides the teacher with fresh insights into sensitive teaching as well as understanding children as thinkers and learners.” —Young Children 2000/240 pp./PB, $27.95/3931-0

Practitioner Inquiry Series

AN INTRODUCTION TO STANDARDS-BASED REFLECTIVE PRACTICE FOR MIDDLE AND HIGH SCHOOL TEACHING Elizabeth Spalding, Jesus Garcia, and Joseph A. Braun, Jr.

“Certain to be useful in a variety of teacher education courses and a valuable resource for both pre- and inservice teachers.” —Sandra J. Odell, Editor, Journal of Teacher Education 2010/224 pp./PB, $40.95/5055-1

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

47 | Teacher Education

Written in an engaging style by experts in the field, this guide provides strategies and classroom practices to help minimize the impact of military life on student learning. It shows how practices already being used in your school can be adapted to ease the transition for military students, and it also introduces original strategies, such as a “Hero Wall” and writing letters for deployed service members.

Practitioner Inquiry Series

More Books in Teacher Education Achinstein: CHANGE(D) AGENTS New Teachers of Color in Urban Schools Betty Achinstein and Rodney T. Ogawa 2011/224 pp./PB, $30.95/5218-0 Achinstein: MENTORS IN THE MAKING Developing New Leaders for New Teachers Edited by Betty Achinstein and Steven Z. Athanases 2006/208 pp./PB, $33.95/4635-6 the series on school reform Ayers: TO BECOME A TEACHER Making a Difference in Children’s Lives Edited by William Ayers 1995/264 pp./PB, $25.95/3455-1

Baker-Doyle: THE NETWORKED TEACHER How New Teachers Build Social Networks for Professional Support Kira J. Baker-Doyle 2011/120 pp./PB, $28.95/5251-7 the series on school reform

Barone: TOUCHING ETERNITY the enduring outcomes of teaching Tom Barone Foreword by David C. Berliner 2001/208 pp./ebook only, $22.95/ 74441 Baum: MULTIPLE INTELLIGENCES IN THE ELEMENTARY CLASSROOM A Teacher’s Toolkit Susan Baum, Julie Viens, and Barbara Slatin 2005/160 pp./PB, $28.95/4610-3 large format the series on school reform Blackburn: ACTING OUT! Combating Homophobia Through Teacher Activism Edited by Mollie V. Blackburn, Caroline T. Clark, Lauren M. Kenney, and Jill M. Smith 2009/208 pp./PB, $29.95/5031-5 HC, $58/5032-2 Practitioner Inquiry Series Cahnmann-Taylor: TEACHERS ACT UP! Creating Multicultural Learning Communities Through Theatre Melisa Cahnmann-Taylor and Mariana Souto-Manning 2010/192 pp./PB, $29.95/5073-5 Cochran-Smith: INSIDE/OUTSIDE Teacher Research and Knowledge Marilyn Cochran-Smith and Susan L. Lytle 1992/328 pp./PB, $28.95/3235-9 Language and Literacy Series

Cochran-Smith: WALKING THE ROAD Race, Diversity, and Social Justice in Teacher Education Marilyn Cochran-Smith 2004/224 pp./PB, $29.95/4433-8 HC, $54/4434-5 Multicultural Education Series Cruz: TALKING DIVERSITY WITH TEACHERS AND TEACHER EDUCATORS Exercises and Critical Conversations Across the Curriculum Bárbara C. Cruz, Cheryl R. Ellerbrock, Anete Vásquez, and Elaine V. Howes, Editors Foreword by Geneva Gay 2014/240 pp./PB, $35.95/5537-2 illustrations Darling-Hammond: LEARNING TO TEACH FOR SOCIAL JUSTICE Edited by Linda DarlingHammond, Jennifer French, and Silvia Paloma Garcia-Lopez 2002/240 pp./PB, $28.95/4208-2 Multicultural Education Series Falk: CREATING AND SUSTAINING ONLINE PROFESSIONAL LEARNING COMMUNITIES Edited by Joni K. Falk and Brian Drayton Foreword by Marcia C. Linn 2009/256 pp./PB, $37.95/4940-1 Technology, Education—Connections (The TEC Series)

Hord: RECLAIMING OUR TEACHING PROFESSION The Power of Educators Learning in Community Shirley M. Hord and Edward F. Tobia 2011/144 pp./PB, $29.95/5289-0 Jackson: LIFE IN CLASSROOMS Philip W. Jackson 1990/208 pp./PB, $26.95/3034-8 Jones: WRITING AND TEACHING TO CHANGE THE WORLD Connecting with Our Most Vulnerable Students Stephanie Jones, Editor Foreword by Ann Lieberman 2014/160 pp./PB, $30.95/5525-9 Language and Literacy Series Copublished with NWP (National Writing Project) Ladson-Billings: BEYOND THE BIG HOUSE African American Educators on Teacher Education Gloria Ladson-Billings 2005/176 pp./PB, $26.95/4581-6 Multicultural Education Series Lieberman: HOW TEACHERS BECOME LEADERS Learning from Practice and Research Ann Lieberman and Linda D. Friedrich 2010/128 pp./PB, $29.95/5128-2 the series on school reform

Sanger: THE MORAL WORK OF TEACHING AND TEACHER EDUCATION Preparing and Supporting Practitioners Edited by Matthew N. Sanger and Richard D. Osguthorpe 2013/224 pp./PB, $35.95/5430-6 Sarason: TEACHING AS A PERFORMING ART Seymour Sarason Foreword by Maxine Greene 1999/192 pp./ebook only, $23.95/74960 Schultz: LISTENING A Framework for Teaching Across Differences Katherine Schultz 2003/216 pp./PB, $29.95/4377-5 Sisk-Hilton: TEACHING AND LEARNING IN PUBLIC Professional Development Through Shared Inquiry Stephanie Sisk-Hilton Foreword by Catherine Lewis 2009/192 pp./Paper, $28.95/5010-0 Technology, Education—Connections (The TEC Series) Stoelinga: EXAMINING EFFECTIVE TEACHER LEADERSHIP A Case Study Approach Sara Ray Stoelinga and Melinda M. Mangin 2010/208 pp./PB, $33.95/5035-3 HC, $62/5036-0

Falk: TEACHING THE WAY CHILDREN LEARN Beverly Falk 2008/208 pp./PB, $29.95/4928-9 the series on school reform Copublished with NEA (National Education Association)

McDonald: GOING ONLINE WITH PROTOCOLS New Tools for Teaching and Learning Joseph P. McDonald, Janet Mannheimer Zydney, Alan Dichter, and Elizabeth C. McDonald

Strong: THE HIGHLY QUALIFIED TEACHER What Is Teacher Quality and How Do We Measure It? Michael Strong 2011/168 pp./PB, $30.95/5225-8 HC, $60/5226-5

Frank: ETHNOGRAPHIC INTERVIEWING FOR TEACHER PREPARATION AND STAFF DEVELOPMENT A Field Guide Carolyn Frank 2011/120 pp./PB, $29.95/5256-2 photos

Nieto: WHAT KEEPS TEACHERS GOING? Sonia Nieto 2003/176 pp./PB, $26.95/4311-9 HC, $50/4312-6

TC Press: FOREVER AFTER New York City Teachers on 9/11 Edited by Teachers College Press with Maureen Grolnick, Consulting Editor Foreword by Maxine Greene 2006/272 pp./PB, $26.95/4715-5 (T) 15 photos and illustrations

Goodlad: THE TEACHING CAREER Edited by John I. Goodlad and Timothy J. McMannon Foreword by Patricia A. Wasley 2004/240 pp./ebook only, $25.95/74366 the series on school reform Hansen: THE CALL TO TEACH David T. Hansen Foreword by Larry Cuban 1995 / 192 pp. / PB, $22.95 / 3468-1 Heaton: TEACHING MATHEMATICS TO THE NEW STANDARDS Relearning the Dance Ruth Heaton 2000/192 pp./ebook only, $20.95/ 70443 Practitioner Inquiry Series

2012/144 pp./PB, $28.95/5357-6

Obidah: BECAUSE OF THE KIDS Facing Racial and Cultural Differences in Schools Jennifer E. Obidah and Karen Manheim Teel Foreword by Jeannie Oakes 2001/144 pp./PB, $26.95/4012-5 Practitioner Inquiry Series Pointer Mace: TEACHER PRACTICE ONLINE Sharing Wisdom, Opening Doors Désirée H. Pointer Mace Foreword by Ann Lieberman 2009 / 160 pp. / PB, $26.95 / 4968-5 the series on school reform

Weinbaum: TEACHING AS INQUIRY Asking Hard Questions to Improve Practice and Student Achievement Alexandra T. Weinbaum, David Allen, Tina Blythe, Katherine G. Simon, Steve Seidel and Catherine S. Rubin 2004/192 pp./PB, $28.95/4457-4 Practitioner Inquiry Series Copublished with NSDC (National Staff Development Council) Zins: BUILDING ACADEMIC SUCCESS ON SOCIAL AND EMOTIONAL LEARNING What Does the Research Say? Edited by Joseph E. Zins, Roger P. Weissberg, Margaret C. Wang, and Herbert J. Walberg 2004/256 pp./PB, $33.95/4439-0 HC, $58/4440-6 (T) The Series on Social Emotional Learning

For full book descriptions, visit www.tcpress.com

Administration, Leadership, and Policy Education to Better Their World

Unleashing the Power of 21st-Century Kids Marc Prensky is an internationally acclaimed

speaker, author, consultant, and designer in the field of education. He is the founder and executive director of The Global Future Education Foundation and Institute. Contact Marc at marcprensky@gmail.com.

New Edition

NEW

Performance-Based Pay for Teachers

Assessing the Evidence Jennifer King Rice, professor of education

policy and associate dean of graduate studies and faculty affairs, College of Education, University of Maryland, and Betty Malen, professor of education policy and Distinguished Scholar Teacher, the University of Maryland.

OF RELATED INTEREST When Pre-K Comes to School, 2; The Summer Slide, 56; Beyond Testing, 57; Transforming Educational Pathways for Chicana/o Students, 63; Hard Questions on Global Educational Change, 67

Serving Students Who Are Homeless

A Resource Guide for Schools, Districts, and Educational Leaders Ronald E. Hallett is an associate professor and former school teacher. Linda Skrla is professor and department chair of educational administration and leadership. Both are at the Benerd School of Education, University of the Pacific.

”Marc Prensky offers us a lucid, inspiring, optimistic, doable, and crucial blue- Newon Editi print for how we can build a future with the schools that children desperately need.” —James Paul Gee, NEW Arizona State University

“We need the better world Prensky envisions and we need it now.” —Milton Chen, The George Lucas Educational Foundation “Prensky offers perhaps the most compelling case and model yet articulated by anyone for today’s globally empowered children.” —James Tracey, Rocky Hill School, RI “Wow. As a takeaway it is good—very good.” —John Seely Brown, Deloitte Center for the Edge “It’s a great book. Filled with food for thought, common sense, provocative ideas, and fun to read.” —Nieves Segovia, Institucion Educativa SEK In his most visionary book, internationally renowned educator Marc Prensky presents a compelling alternative to how and what we teach our children. Drawing on emerging world trends, he elaborates a comprehensive vision for K–12 education that includes new goals, new means, a new curriculum, a new kind of teaching, and a new use of technology. Visit the book’s website at bettertheirworld.org. AUDIENCE: Deans of education, school superintendents, K–12 teacher leaders, principals, curriculum directors, school reformers, parents, politicians, ministries and departments of education worldwide; courses in educational methods, educational philosophy, history of education, leadership and policy, technology and learning.

2016/144 pp./PB, $29.95/5790-1

AUDIENCE: Policymakers, school administrators,

teacher unions, and researchers; courses in foundations of education, educational policy, economics of education, school finance, politics of education, public policy, and school reform. 2017/208 pp./PB, $43.95/5801-4/HC, $98/5803-8

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

and social work.

2017/160 pp./PB, $36.95/5802-1

49 | Administration, Leadership, and Policy

“Marc Prensky was always ahead of his time. This book is a gold mine st a powerful wakeup call.” Beand Seller —Michael Fullan, OISE/ University of Toronto

”This first-rate study of Foreword by Melissa Schoonmaker one district’s comprehen“This is an invaluable resive pay reform is resource for counselors, quired reading for all school personnel, teachwell-intentioned New ers, administrators, and on iti Ed reformers.” advocates for homeless —Susan Moore Johnson, students.” Harvard University —From the Foreword “It behooves policy by Melissa makers, reformers, Schoonmaker, Los NEW funders, and Angeles County students to learn Office of Education from this important case.” “The authors have skillBest —Julie A. Marsh, Seller fully developed a critical University of Southern California new resource that can help those most in need. I Best This book provides an in-depth analysis their work.” r Selleadmire of a performance-based pay initiative and —Peter Miller, University of crystalizes the design issues and implementaWisconsin–Madison tion challenges that confounded efforts to Schools and districts are seeing unprecedented translate this promising policy into practice. numbers of students and families living without This story has much to say to academics residential stability. Although the McKinneyand policymakers who are trying to figure Vento Act has been around for over 2 decades, out the combinations of incentives and the many district- and site-level practitioners have full range of resources required to establish a difficult time interpreting and implementing incentive programs that promote an adequate the Act’s mandates within their local contexts. supply and equitable distribution of capable This book provides much-needed guidance and committed educators for our public to help educational leaders support students schools. The book uncovers the conditions that who are homeless and highly mobile students appear to be necessary, if not fully sufficient, who face significant barriers related to access for performance-based initiatives to have a and academic success. The authors employ chance to realize their ambitious aims and several different strategies to help translate the research that is required to guide policy complex state and federal policies into effecdevelopment. In so doing, the authors consider tive practices. They include policy analysis, the thorny question of whether performanceexamples of successful approaches, tools for based pay systems for educators are worth the training staff, youth experiences, and address investment. the role of school districts in serving marginalBook Features: ized students. Serving Students Who Are Homeless can be • Examines the use of educator used as a professional development tool at compensation reform as a tool to improve the local and district level, and as a textbook human capital in chronically lowin higher education settings that prepare performing schools. entry-level and advanced-credential adminis• Analyzes how a theoretically promising trators, counselors, school psychologists, and incentive program actually plays out in curriculum leaders. schools. • Documents policy implementation and AUDIENCE: School and district leaders, including its impacts through the experiences homeless liaisons, school principals, school counselors and social workers, and superintendents; and voices of teachers and school McKinney-Vento state coordinators; courses administrators. in educational administration and leadership, • Concludes with clear and actionable curriculum and instruction, educational psychology, recommendations for policy and research.

TEACHING FOR INCLUSION Eight Principles for Effective and Equitable Practice Srikala Naraian

The author offers eight guiding principles that permit teachers to uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities. SEE P. 69 FOR FULL DESCRIPTION

Policy SCHOOL CHOICE The End of Public Education? Mercedes K. Schneider

“Mercedes Schneider’s book examines the contradictions of school choice, which is now the rallying cry for those who call themselves reformers.” —Diane Ravitch, The New York Review of Books “Public education in America is under attack.. . . Experienced educator Mercedes Schneider provides a devastating critique of this sabotage in this well researched, documented book.” —Voice of Reason

50 |

Are vouchers and charters superior to local-board-run public schools? In this book, Schneider argues that there is no clear research supporting this view and, in fact, there is increasing evidence of charter mismanagement. She documents many important school choice issues, including the impoverishment of public schools to support privatized schools and questionable disciplinary practices. 2016/224 pp./PB, $36.95/5725-3

IMPROVING TEACHER EVALUATION SYSTEMS Making the Most of Multiple Measures Edited by Jason A. Grissom and Peter Youngs

“Grissom and Youngs collect our best research-based knowledge on the topic in a smart, accessible volume that sets the standard in the field.” —John Tyler, Brown University This volume by expert researchers and practitioners will be invaluable to school and district administrators, policymakers, researchers, and teacher education institutions grappling with issues of teacher accountability and school leadership. 2016/208 pp./PB, $38.95/5739-0/HC, $76/5740-6 New Edition 2015 Prose Award in Education Practice, Honorable Mention • 2014 Foreword Reviews’ INDIEFAB Book of the Year Bronze Award for Education

NEW

Best Seller

50 MYTHS AND LIES THAT THREATEN AMERICA’S PUBLIC SCHOOLS The Real Crisis in Education David C. Berliner and Gene V Glass

“This valuable new book takes a stark look at some of the worst ideas being promoted by school reformers around the country as ways to improve public education.” —The Washington Post

“Anyone involved in making decisions about today’s schools should read this book.” —Linda Darling-Hammond, Stanford University

COMMON CORE DILEMMA Who Owns Our Schools Mercedes K. Schneider Foreword by Carol Corbett Burris

“Mercedes Schneider is the right person to take a close look at the controversies around the Common Core.” —Diane Ravitch, New York University In her new book, bestselling author Mercedes Schneider lifts the veil on the development of the Common Core, the individuals present in the back room, the push to copyright it so that test-makers could profit, and the urgency for governors to sign commitments before the standards were even completed. ccss 2015/264 pp./PB, $30.95/5649-2 HC, $68/5650-8

POLITICAL EDUCATION Setting the Course for State and Federal Policy, Second Edition Christopher T. Cross Foreword by Brian Sandoval and Jeremy Anderson

“As Political Education so clearly documents, we need to engage in a dialogue that is about our expectations and our commitment to education as a national priority.” —From the Foreword by Brian Sandoval and Jeremy Anderson, Education Commission of the States Political insider Christopher Cross updates his critically acclaimed bestseller to present a highly readable history of federal education policy, from WWII to the Obama administration. This fascinating chronicle highlights the key players who helped shape federal policy because, as Cross writes in his introduction, “policy development is woven of personalities, events, and timing.” 2014/224 pp./PB, $38.95/5586-0

2016 Choice Outstanding Academic Title

RACE TO THE BOTTOM Corporate School Reform and the Future of Public Education Michael V. McGill

“An acute analysis of the failure of corporate school reform, a sobering tale of its damages, and an urgent call for changing course, all from a veteran education leader of the nation’s best schools.” —Yong Zhao, internationally known scholar, author, and speaker McGill traces the emergence of corporate reform and describes how its tenets run counter to the key elements of a high-quality education. Drawing from a wealth of experience as a school superintendent, including his tenure in Scarsdale during the 2001 districtwide boycott of New York State standardized tests, the author offers a model of school reform that will prepare students for the 21st century. 2015/192 pp./PB, $33.95/5637-9

Christian Science Monitor’s “Must-Read book about K–12 education in the U.S.” 2012

BAD TEACHER! How Blaming Teachers Distorts the Bigger Picture Kevin K. Kumashiro

Leading educator and author Kevin Kumashiro takes aim at the current debate on educational reform, paying particular attention to the ways that scapegoating public school teachers, teacher unions, and teacher educators masks the real, systemic problems. He convincingly demonstrates how current trends, like market-based reforms and fast-track teacher certification programs, are creating overwhelming obstacles to achieving an equitable education for all children. 2012/120 pp./PB, $25.95/5321-7 (T)

The Teaching for Social Justice Series

“A timely and hard-hitting book. The teachers of our children will be grateful.” —Jonathan Kozol, educator and author “A flat-out masterpiece.” —W. James Popham, UCLA “If you care about the future of public education, you mustn’t ignore this book.” —Andy Hargreaves, Boston College In this comprehensive look at modern education reform, two of the most respected voices in education and a team of young education scholars use hard-hitting information and a touch of comic relief to separate fact from fiction. 2014/272 pp./PB, $30.95/5524-2 (T)

For full book descriptions, visit www.tcpress.com

Ne Edition

New Edition

New Edition of the 2013 Winner!

NEW

Best Seller

FINNISH LESSONS 2.0 What Can the World Learn from Educational Change in Finland?, Second Edition Pasi Sahlberg Forewords by Diane Ravitch and Andy Hargreaves / Afterword by Sir Ken Robinson

“Finnish Lessons 2.0 reminds us that a nation can consciously build an admirable school system if it pays close attention to the needs of children, if it selects and prepares its educators well, and if it builds educational communities that are not only physically attractive but conducive to the joys of teaching and learning.” —From the Foreword by Diane Ravitch, New York University

“Whether or not you have read Finnish Lessons, you should read and ponder this new edition right away.” —Howard Gardner, Harvard University The first edition of Finnish Lessons won the prestigious Grawemeyer Award in Education and has been translated into 16 languages. Now, with Finnish Lessons 2.0, Pasi Sahlberg has thoroughly updated his groundbreaking account of how Finland built a world-class education system during the past four decades. This second edition details the complexity of meaningful change by examining Finland’s educational performance in light of the most recent international assessment data and domestic changes. 2015/264 pp./PB, $25.95/5585-3 NEW BY PASI SAHLBERG; Hard Questions on Global Educational Change, 67 New Edition

NEW

Best Seller

PROFESSIONAL CAPITAL Transforming Teaching in Every School Andy Hargreaves and Michael Fullan

“This book gives educators viable solutions and varied examples from around the world.” —Principal

“Engaging, challenging and stimulating. Particularly encouraging is the fact the authors not only identify core problems in education but also, based upon their own international experiences of being directly engaged in effective educational reform, suggest practical solutions.” —School Administrator

“This provocative, thoughtful, and challenging book is an excellent place to start a much-needed conversation.” —Education Update Professional Capital has been endorsed by leaders from NEA, AFT, and AASA, among others. New 2012/240 pp./PB, $34.95/5332-3/HC, $66/5333-0 EditionCopublished with Routledge and the Ontario Principals’ Council. See tcpress.com for availability outside the U.S.A.

W Winner! NE2012 THE FLAT WORLD AND EDUCATION How America’s Commitment to Equity Will Determine Our Future Linda Darling-Hammond Best Seller

“Contains a valuable lode of practical and researchbased advice about how to improve our schools.” —The Washington Post

“Darling-Hammond identifies the policies and the practices that could turn the tide from educational mediocrity to educational excellence for all if we only had the will.” —The School Administrator “This book is a must for graduate education students, educators, [and] policymakers.... Essential.” —Choice 2010/408 pp./PB, $27.95/4962-3/(T) Multicultural Education Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Best Seller

CLOSING THE SCHOOL DISCIPLINE GAP Equitable Remedies for Excessive Exclusion Daniel J. Losen, Editor

“Should be required reading for any school, district or state using suspensions. This book is a wake-up call for anyone concerned with justice and public education.” —Education Review “This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, Children’s Defense Fund The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today’s profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies, including a district-wide approach in Cleveland aimed at social and emotional learning strategies. Contributors include Robert Balfanz, Jamilia J. Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, and Ivory A. Toldson. 2015/288 pp./PB, $37.95/5613-3 HC, $76/5614-0

Disability, Culture, and Equity Series

A SMARTER CHARTER Finding What Works for Charter Schools and Public Education Richard D. Kahlenberg and Halley Potter

“A remarkable new book.. . .Wise and energetic advocates such as Kahlenberg and Potter can take the charter movement in new and useful directions.” —The Washington Post Moving beyond the debate over whether or not charter schools should exist, A Smarter Charter wrestles with the question of what kind of charter schools we should encourage. The book begins by tracing the evolution of charter schools and then examines two key reforms currently seen in a small but growing number of charter schools that have the potential to improve performance and reshape the stereotypical image of what it means to be a charter school. 2014/240 pp./PB, $31.95/5579-2 HC, $72/5580-8

DUMB IDEAS WON’T CREATE SMART KIDS Straight Talk About Bad School Reform, Good Teaching, and Better Learning Eric M. Haas, Gustavo E. Fischman, and Joe Brewer Foreword by George Lakoff

Using insights from cognitive science, educational research, and the social sciences, the authors examine the compelling nature of four “dumb ideas” at the center of current education policy and practice: (1) simplifying knowledge helps students learn more and faster, (2) teaching and learning are a matter of proper transmission of good content, (3) homogenous environments ease learning, and (4) more standardized data and rigorous controls of our schooling will solve all our problems. This lively book also offers solutions, including key “smart ideas” and a set of how-to actions that will lead to great schools for every child.

2014/128 pp. /PB, $35.95/5553-2 2014 Society of Professors of Education Book Award

FEAR AND LEARNING IN AMERICA Bad Data, Good Teachers, and the Attack on Public Education John Kuhn / Foreword by Diane Ravitch

“Kuhn’s Fear and Learning is humorous and candid when explaining how schools succumbed to bubble-in malpractice. He is as quotable as Ravitch, and as skilled in rallying and inspiring teachers. He also is charitable in a way that creates common ground.” —Education Week “This important book should be heeded.” —John Merrow, PBS NewsHour “Demonstrates what is really important.” —Randi Weingarten, president, AFT When the author’s “Alamo Letter” first appeared in the Washington Post, it galvanized the educational community in a call to action that was impossible to ignore. This powerful book requires us to question whether the current education crisis will be judged by history as a legitimate national emergency or an agenda-driven panic. 2014/176 pp./PB, $26.95/5572-3

The Teaching for Social Justice Series

51 | Administration, Leadership, and Policy

2015 Winner! 2014 AACTE Outstanding Book Award

NEW

New Edition Christian Science Monitor’s “Must-Read book about K–12 education in the U.S.” 2012

CHARTER SCHOOLS AND THE CORPORATE MAKEOVER OF PUBLIC EDUCATION What’s at Stake? Michael Fabricant and Michelle Fine Foreword by Deborah Meier

“This book provides an easily accessible, non-academic explanation of the role [charter schools] play beyond the rhetoric.” —Christian Science Monitor “Fabricant and Fine have fearlessly peered behind the Waiting for Superman hype. Everyone interested in the future of American education needs to read this insightful analysis.” —Juan Gonzalez, columnist and co-host of Democracy Now! 2012/168 pp./PB, $28.95/5285-2 2005 Outstanding Academic Title, Choice Magazine • 2005 AESA Critics’ Choice Award

52 |

CLASS AND SCHOOLS Using Social, Economic, and Educational Reform to Close the Black–White Achievement Gap Richard Rothstein Foreword by Arthur E. Levine

“A must read.” —Choice “This book is timely, persuasive, well written, and thorough.” —American Journal of Education

2013 AESA Critics’ Choice Award

AMERICANS BY HEART Undocumented Latino Students and the Promise of Higher Education William Pérez

This important book brings to light the hard work and perseverance of undocumented Latino students and their families; their commitment to education and civic participation; and their deep sense of uncertainty and marginality. The author presents a new framework for educational policies and examines the larger issues of immigration reform and higher education access. 2011/208 pp./PB, $35.95/5283-8 HC, $72/5284-5

Multicultural Education Series

A NEW AGENDA FOR RESEARCH IN EDUCATIONAL LEADERSHIP Edited by William A. Firestone and Carolyn Riehl

Contributors: Albert Bennett, Mary Erina Driscoll, Carol R. Fendt, Gail C. Furman, Ellen B. Goldring, Pamela Konkol, Kenneth A. Leithwood, Barbara Scott Nelson, Nona A. Prestine, Pedro Reyes, Carolyn M. Shields, Dorothy Shipps, Mark A. Smylie, James P. Spillane, Mary Kay Stein, Lonnie Wagstaff

THE ASSAULT ON PUBLIC EDUCATION Confronting the Politics of Corporate School Reform Edited by William H. Watkins Foreword by Michael W. Apple

Addresses some of the most urgent issues facing public education. Contributors: Kristen L. Buras, Jack Gerson, Alfie Kohn, Pauline Lipman, Catherine A. Lugg, Malila N. Robinson, Kennneth Saltman, William H. Watkins, and Ann G. Winfield 2011/224 pp./PB, $37.95/5254-8

The Teaching for Social Justice Series

NEW

Best Seller

THE NEW MEANING OF EDUCATIONAL CHANGE Fifth Edition Michael Fullan

“In this Fifth Edition, Michael Fullan shares the wisdom that he has accumulated over more than 3 decades. It should be required reading for all educators.” —Richard DuFour, educational author and consultant

Based on practical and fundamental work with education systems in several countries, this classic textbook captured the dilemmas and leading ideas for successful large-scale systemic reform. The updated Fifth Edition includes decisionmakers at all levels and introduces many new and powerful ideas for formulating strategies and implementing solutions that will improve educational systems. 2016/312 pp./PB, $38.95/5680-5/HC, $78/5744-4 Copublished with Routledge and Ontario Principals’ Council. See tcpress.com for availability outside the U.S.A.

WHAT’S WORTH FIGHTING FOR IN THE PRINCIPALSHIP? Second Edition Michael Fullan

“Promises much and delivers more. Fullan continues to provide the leadership needed to accelerate school improvement efforts around the globe.” —Thomas J. Sergiovanni, Trinity University 2008/80 pp./PB, $22.95/4833-6 (T) Copublished with the Ontario Principals’ Council, and published in association with AASA. See www.tcpress.com for availability outside the U.S.

2005/256 pp./HC, $54/4630-1

Critical Issues in Educational Leadership Series

2004/224 pp./PB, $27.95/4556-4

Co-published by the Economic Policy Institute and Teachers College Press

School Change

GIVING OUR CHILDREN A FIGHTING CHANCE Poverty, Literacy, and the Development of Information Capital Susan B. Neuman and Donna C. Celano

“Deeply illuminating without being overwhelming, useful for policymakers and educators alike.” —Democracy and Education “An excellent text for introductory courses on sociology of education and qualitative methods. ..offers as lucid a definition of some complex concepts as I’ve read anywhere.” —Educational Theory and Policy This is a compelling, eye-opening portrait of two communities in Philadelphia with drastically different economic resources. 2012/176 pp./PB, $32.95/5358-3 HC, $64/5359-0 photos

TEACHING IN THE FLAT WORLD Learning from High-Performing Systems Linda Darling-Hammond and Robert Rothman, with contributions by Pasi Sahlberg, Barry Pervin, Carol Campbell, and Tan Lay Choo

“The best single collection you will find on the topic of improving the teaching profession. It’s got everything, including six great lessons from successful systems that you will not want to miss.” —Michael Fullan, professor emeritus, University of Toronto Will help school systems improve their teacher workforce by drawing important lessons from nations with high-performing educational systems and from successful state experiments in the United States. Their varied solutions offer valuable ideas for how to create a strong teacher and school administrator corps from recruitment and preparation through induction, professional development, evaluation, and career advancement into leadership roles. 2015/120 pp./PB, $25.95/5647-8/HC, $54/5648-5

TEACHING 2030 What We Must Do for Our Students and Our Public Schools—Now and in the Future Barnett Berry and The TeacherSolutions 2030 Team

An important and lively examination of what we need to do to transform teaching into the profession students deserve. Powerful new ideas—e.g., students who learn in and out of cyberspace and teacherpreneurs who radically spread their expertise to colleagues— frame a hopeful future for all classrooms filled with qualified, caring, and effective teachers. This book project was generously supported by MetLife Foundation. 2011/272 pp. /PB, $28.95/5154-1/HC, $58/5155-8 (T) Copublished with NEA (National Education Association)

For full book descriptions, visit www.tcpress.com

LEADING EDUCATIONAL CHANGE Global Issues, Challenges, and Lessons on Whole-System Reform Helen Janc Malone, Editor Foreword by Michael Fullan

Each “think piece” draws on the latest knowledge from research, policy, and practice to provide important insights for creating systemic, meaningful reform. Together with the online companion Instructor’s Guide, this is a perfect text for educational leadership and policy courses. Contributors include Gabriel Cámara, Amanda Datnow, Andy Hargreaves, Alma Harris, Jonathan D. Jansen, Ann Lieberman, Pak Tee Ng, Pasi Sahlberg, Andreas Schleicher, Dennis Shirley, James P. Spillane, and Yong Zhao. 2013/160 pp./PB, $38.95/5473-3 the series on school reform

In this volume, two educational leaders argue that we need to change the focus of our current high school reform efforts from “college for all” to “careers for all.” This book provides a framework for a career and technical education that can stem dropout rates, including research-based strategies that schools can implement to improve students’ math and literacy skills. 2012/224 pp./PB, $35.95/5323-1 HC, $68/5324-8

Urban Education TEACHING FOR EQUITY IN COMPLEX TIMES Negotiating National Standards in a High-Performing Bilingual School Jamy Stillman and Lauren Anderson with John Beltramo, Kathryn Struthers and Joyce Gomez-Najarro

In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity-minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement.

Failing at School starts with the premise that urban American high schools generate widespread student failure because they were designed to stratify achievement and let only the top performers advance to higher levels of education. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning. 2014/208 pp./PB, $40.95/5516-7

Leadership BE THE CHANGE Reinventing School for Student Success Linda Darling-Hammond, Nicky Ramos-Beban, Rebecca Padnos Altamirano, and Maria E. Hyler

“A powerful and compelling tale about how educators, parents, and representatives of one of America’s most powerful universities came together to create a school that is now a beacon of pride and hope.” —Pedro A. Noguera, Graduate School of Education and Information Sciences, UCLA Be the Change tells the remarkable story of an innovative public high school in East Palo Alto modeled after successful small schools in New York City. Guided by the expertise of renowned educator Linda Darling-Hammond, it offers authentic and engaging instruction that New has allowed students who start off far behind to graduate and go on Edititooncollege in record numbers. 2016/264 pp./PB, $30.95/5743-7 large format

W Delta Kappa Gamma Educators Award Honorable Mention NE2014

GETTING TEACHER EVALUATION RIGHT What Really Matters for Effectiveness and Improvement Linda Darling-Hammond

the series on school reform

2016 Society of Professors of Education Book Award Honorable Mention

FROM CHARITY TO EQUITY Race, Homelessness, and Urban Schools Ann Aviles de Bradley

“This book will completely transform the way we think about how to address the needs of homeless youth in our schools. Bravo, Dr. Aviles de Bradley!” —Marvin Lynn, Indiana University South Bend Through interviews with youth, readers are challenged to see implementation of the McKinney– Vento Act (1987) not as charity but as an issue of legislated social justice and to work towards educational equity for students experiencing homelessness. 2015/144 pp./PB, $32.95/5639-3 2015 Choice Outstanding Academic Title

BIG-CITY SCHOOL REFORMS Lessons from New York, Toronto, and London Michael Fullan and Alan Boyle

Examining three major cities—New York, Toronto, and London—this book weaves case studies with careful analysis and recommendations to hone in on which policies and strategies work best to raise the bar for all students and reduce the gap for the disadvantaged. This is an eminently practical book that focuses on big problems and big solutions. 2014/192 pp./PB, $29.95/5518-1/ HC, $66/5519-8 Copublished with the Ontario Principals’ Council See tcpress.com for availability outside the U.S.A.

ccss 2017/224 pp./PB, $39.95/5784-0/HC, $84/5785-7

Multicultural Education Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Best Seller

“Darling-Hammond knows that we must ‘get teacher evaluation right’ and her book is as clear a guide for doing that as we will ever see.” —Ronald Thorpe, National Board for Professional Teaching Standards

In this book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole. 2013/192 pp./PB, $28.95/5446-7/HC, $68/5447-4 Copublished with Learning Forward

LIBERATING LEADERSHIP CAPACITY Pathways to Educational Wisdom Linda Lambert, Diane P. Zimmerman, and Mary E. Gardner Foreword by Andy Hargreaves

“It is a book that can not only set you and your school free but also set you off in a determined direction to foster a more inclusive and inspiring place for your students and fellow educators alike.” —From the Foreword by Andy Hargreaves, Boston College Conceptions of leadership have evolved in concert with breakthrough discoveries in science and generative learning. This book captures these new ideas and provides a pathway through which educators can become the primary designers of their own learning and that of their students, thus creating sustainable systems of high leadership capacity. 2016/168 pp./PB, $32.95/5751-2

WHAT EVERY PRINCIPAL NEEDS TO KNOW TO CREATE EQUITABLE AND EXCELLENT SCHOOLS Edited by George Theoharis and Jeffrey S. Brooks

Key scholars show how to put into practice a commitment to equity and excellence across the Pre-K–12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. 2012/240 pp./PB, $33.95/5353-8/HC, $76/5354-5

53 | Administration, Leadership, and Policy

COLLEGE AND CAREER READY IN THE 21ST CENTURY Making High School Matter James R. Stone III and Morgan V. Lewis

FAILING AT SCHOOL Lessons for Redesigning Urban High Schools Camille A. Farrington

Edition

THE SCHOOL LEADERS OUR CHILDREN DESERVE Seven Keys to Equity, Social Justice, and School Reform George Theoharis

“Theoharis does a beautiful job at marrying research with practical application that can be utilized by school administrators.” —Journal of Educational Administration “Presents a hopeful, humanistic, and democratic approach to school reform that many will no doubt wish to replicate.” —American School Board Journal 2009/192 pp./PB, $29.95/4951-7 HC, $56/4952-4

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FINDING YOUR LEADERSHIP FOCUS What Matters Most for Student Results Douglas B. Reeves Foreword by Michael Fullan

In his new book, international keynoter Douglas Reeves identifies a specific set of leadership practices that are more strongly associated with improvements in student achievement. Drawing on recent research findings, Reeves provides explicit guidelines for how school leaders can improve their most critical leadership decisions. This is essential reading for new and veteran principals, teacher leaders, and PLC book study groups. 2011/168 pp./PB, $27.95/5170-1

THE 3 DIMENSIONS OF IMPROVING STUDENT PERFORMANCE Finding the Right Solutions to the Right Problems Robert Rueda Foreword by P. David Pearson

Hensley

LEADING FOR POWERFUL LEARNING A Guide for Instructional Leaders Angela Breidenstein, Kevin Fahey, Carl Glickman, and Frances

“This short, easy-to-read book overflows with good ideas and helpful tools.” —School Administrator “Useful to instructional leaders who look for advice, ideas and empathy in their somewhat lonely leadership role—and to people aspiring to take on such a role.” —British Journal of Educational Technology This book identifies specific structures, formats, and strategies that an instructional leader can use to support new and veteran principals and teacher leaders. It combines theory with best practices to create a vision of how 21st-century instructional leaders can improve education for all students. 2012/168 pp./PB, $29.95/5349-1

LEADING TECHNOLOGYRICH SCHOOLS Award-Winning Models for Success Barbara B. Levin and Lynne Schrum / Foreword by Dennis Sparks

This book shows how awardwinning secondary schools and districts are successfully using technology and making systemic changes to increase student engagement, improve achievement, and re-invigorate the teaching and learning process. 2012/240 pp./PB, $36.95/5334-7 HC, $70/5335-4 photos

Technology, Education—Connections (The TEC Series)

CULTIVATING LEADERSHIP

IN SCHOOLS Using literacy Connecting People, and other proPurpose, and Practice gram examples Second Edition from urban schools, Robert Gordon A. Donaldson, Jr. Rueda offers a Foreword by Michael G. Fullan multidimensional, more systematic “Sharing a journey with Donaldson might be just the right prescription model to help for a school community that wants every school to be successful in supporting each leader address local achievement other, attending to the needs of gaps and low student performance. students and finding ways to renew a He shares a problem-solving commitment to what matters.” framework and then targets the —The School Administrator development of solutions and successful outcome loops that are cus2006/216 pp./PB, $32.95/4710-0 tomized to problematic areas. 2011/144 pp./PB, $27.95/5240-1

NEW

Best Seller

TRAUMA-SENSITIVE SCHOOLS Learning Communities Transforming Children’s Lives, K–5 Susan E. Craig / Foreword by Jane Ellen Stevens

“This book couldn’t have come at a better time. This research is essential knowledge if educators want to create a school system where all children can feel safe enough to learn and succeed academically.” —From the Foreword by Jane Ellen Stevens, ACEs Connection Network

Growing evidence supports the important relationship between trauma and academic failure. In response, the trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K–5 education professionals with clear explanations of current research and dozens Newof practical, creative ideas. Edition 2016/160 pp./PB, $29.95/5745-1

NEW

Best Seller

PROMOTING RACIAL LITERACY IN SCHOOLS Differences That Make a Difference Howard C. Stevenson

THE ETHICS OF SCHOOL New ADMINISTRATION on Editi

Third Edition Kenneth A. Strike, Emil J. Haller, and Jonas F. Soltis

NEW

”A wonderful book to help guide school leaders through the many ethical issues that are a routine part of leading a school district.” —The School Administrator

Most schools fail to act on racial microaggressions because the stress of negotiating such conflicts is extremely high Best Seller due to fears of incompetence, public exposure, and accusation. Instead of facing these conflicts “This text has head on, schools perpetuate a set much to recommend [it] to educators of avoidance or coping strategies. in general and school administrators This much-needed book uncovin particular.” ers how racial stress undermines —NASSP Bulletin student achievement, and provides educators and social service sup2005/208 pp./PB, $29.95/4573-1 port staff with workable strategies Professional Ethics in Education Series to improve their racial literacy skills. 2014/240 pp./PB, $34.95/5504-4 HC, $70/5557-0

COGNITIVE CAPITAL Investing in Teacher Quality Arthur L. Costa, Robert J. Garmston, and Diane P. Zimmerman Foreword by Michael Fullan

“Costa, Garmston and Zimmerman have crafted a timely and well focused book from their own professional and life experiences.” —Teachers College Record Building on the authors’ celebrated work in Cognitive Coaching, this important book provides teachers, schools, and policy leaders with the rationale and new direction for enhancing the development of the intellectual capacity of educators, their performance, and their ultimate effects on student learning. Rather than spending time becoming better inspectors and enforcers, Cognitive Capital calls for skillful leaders to engage educators’ thought processes in order to promote practices that have lasting impacts on their students. 2014/144 pp./PB, $30.95/5497-9

HOW TO INNOVATE The Essential Guide for Fearless School Leaders Mary Moss Brown and Alisa Berger Foreword by Tony Wagner

How to Innovate demonstrates a radically different approach to school transformation. Using a framework built around four critical levers for school change—curriculum, culture, time, and human capital—the NYC iSchool model merges the teaching of big ideas and valuable skills with the realities of accountability, academic preparation, and adolescent development. The book includes more than 20 activities that will help educators begin the process of school transformation. 2014/144 pp./PB, $30.95/5569-3 large format

HOW LEADERS LEARN Cultivating Capacities for School Improvement Gordon A. Donaldson, Jr.

“A gem of a book.” —Michael Fullan, University of Toronto 2008/192 pp./PB, $31.95/4854-1

For full book descriptions, visit www.tcpress.com

More Books in Administration, Leadership, & Policy Astor: THE SCHOOL ADMINISTRATOR’S GUIDE FOR SUPPORTING STUDENTS FROM MILITARY FAMILIES Ron Avi Astor, Linda Jacobson, and Rami Benbenishty 2012/160 pp./PB, $27.95/5370-5 photos Copublished with Military Child Education Coalition Anyon: GHETTO SCHOOLING A Political Economy of Urban Educational Reform Jean Anyon 1997/240 pp./PB, $27.95/3662-3 HC, $45/3663-0 (T) Arrastía: STARTING UP Critical Lessons from 10 New Schools Edited by Lisa Arrastía and Marvin Hoffman

2012/192 pp./PB, $33.95/5307-1

Brooks: BLACK SCHOOL WHITE SCHOOL Racism and Educational (Mis)Leadership Jeffrey S. Brooks Foreword by Lisa D. Delpit Afterword by William Ayers 2012/176 pp./PB, $29.95/5312-5 Casanova: ¡SÍ SE PUEDE! Learning from a High School That Beats the Odds Úrsula Casanova 2010/112 pp./PB, $26.95/5102-2 Contreras: ACHIEVING EQUITY FOR LATINO STUDENTS Expanding the Pathway to Higher Education Through Public Policy Frances Contreras 2011/208 pp./PB, $32.95/5210-4 Multicultural Education Series Corbett: EFFORT AND EXCELLENCE IN URBAN CLASSROOMS Expecting—and Getting— Success with All Students Dick Corbett, Bruce Wilson, and Belinda Williams 2002/192 pp./PB, $29.95/4216-7 Critical Issues in Educational Leadership Series Cuban: HUGGING THE MIDDLE—HOW TEACHERS TEACH IN AN ERA OF TESTING AND ACCOUNTABILITY Larry Cuban 2008/112 pp./PB, $29.95/4935-7 Cuban: POWERFUL REFORMS WITH SHALLOW ROOTS Improving America’s Urban Schools Edited by Larry Cuban and Michael Usdan Foreword by Elizabeth L. Hale 2003/192 pp./ebook only, $24.95/74373

Knoester: DEMOCRATIC EDUCATION IN PRACTICE Inside the Mission Hill School Matthew Knoester 2013/208 pp./PB, $34.95/5380-4 HC, $74/5381-1 Practitioner Inquiry Series

Demarest: A LEARNINGCENTERED FRAMEWORK FOR EDUCATION REFORM What Does It Mean for National Policy? Elizabeth J. Demarest 2010/192 pp./ebook only, $31.95/71556

Lambert: THE CONSTRUCTIVIST LEADER Second Edition Linda Lambert, Deborah Walker, Diane P. Zimmerman, Joanne E. Cooper, Morgan Dale Lambert, Mary E. Gardner, and Margaret Szabo 2002/304 pp./PB, $30.95/4253-2

Gándara: FORBIDDEN LANGUAGE English Learners and Restrictive Language Policies Edited by Patricia Gándara and Megan Hopkins 2010/264 pp./PB, $35.95/5045-2 HC, $70/5046-9 Multicultural Education Series Hatch: MANAGING TO CHANGE How Schools Can Survive (and Sometimes Thrive) in Turbulent Times Thomas Hatch 2009/208 pp./PB, $31.95/4966-1 the series on school reform Hess: COMMON CORE MEETS EDUCATION REFORM What It All Means for Politics, Policy, and the Future of Schooling Frederick M. Hess and Michael Q. McShane, Editors

ccss 2013/240 pp./PB, $34.95/ 5478-8/HC, $74/5479-5 Hess: PRIVATE ENTERPRISE AND PUBLIC EDUCATION Frederick M. Hess and Michael B. Horn 2013/272 pp./PB, $35.95/5442-9 HC, $76/5443-6 Jackson: TURNING POINTS 2000 Educating Adolescents in the 21st Century: A Report of Carnegie Corporation of New York Anthony W. Jackson and Gayle A. Davis Foreword by David A. Hamburg 2000/288 pp./PB, $25.95/3996-9 Copublished with NASSP and NMSA Jensen: REGARDING EDUCACIÓN Mexican-American Schooling, Immigration, and Bi-National Improvement Edited by Bryant Jensen and Adam Sawyer 2013/360 pp./PB, $40.95/5392-7 Jentleson: BETTER TOGETHER A Model University-Community Partnership for Urban Youth Barbara C. Jentleson 2011/160 pp./ebook only, $31.95/71761 Jones: BECOMING A STRONG INSTRUCTIONAL LEADER Saying No to Business as Usual Alan C. Jones Foreword by Robert V. Bullough Jr. 2012/224 pp./PB, $33.95/5338-5 HC, $68/5339-2 Jones: LEADING FOR INCLUSION How Schools Can Build on the Strengths of All Learners Edited by Phyllis Jones, Janice R. Fauske, and Judy F. Carr 2011/256 pp./PB, $35.95/5258-6

Darling-Hammond: PROFESSIONAL DEVELOPMENT SCHOOLS Schools for Developing a Profession Edited by Linda Darling-Hammond 2005/240 pp./PB, $26.95/4592-2

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Lengel: EDUCATION 3.0 Seven Steps to Better Schools James G. Lengel 2013/240 pp./PB, $33.95/5382-8 HC, $64/5383-5 photos Levine: ONE KID AT A TIME Big Lessons from a Small School Eliot Levine 2001/192 pp./PB, $25.95/4153-5 the series on school reform Mandinach: DATA-DRIVEN SCHOOL IMPROVEMENT Linking Data and Learning Edited by Ellen B. Mandinach and Margaret Honey 2008/304 pp./PB, $55.95/4856-5 Technology, Education—Connections (The TEC Series) Developed in association with the Center for Children and Technology, Education Development Center, Inc., New York, NY McAdams: WHAT SCHOOL BOARDS CAN DO Reform Governance for Urban Schools Donald R. McAdams 2006/192 pp./PB, $35.95/4648-6 McMillan: FORMATIVE CLASSROOM ASSESSMENT Theory into Practice James H. McMillan, Editor 2007/168 pp./PB, $29.95/4799-5 HC, $56/4800-8 Meyer: GENDER, BULLYING, AND HARASSMENT Strategies to End Sexism and Homophobia in Schools Elizabeth J. Meyer 2009/120 pp./PB, $28.95/4953-1 Moody: STRATEGIC DESIGN FOR STUDENT ACHIEVEMENT Michael S. Moody and Jason M. Stricker 2008/128 pp./PB, $27.95/4925-8 Morris: TROUBLING THE WATERS Fulfilling the Promise of Quality Public Schooling for Black Children Jerome E. Morris 2009/216 pp./PB, $29.95/5015-5 Nadelstern: 10 LESSONS FROM NEW YORK CITY SCHOOLS What Really Works to Improve Education Eric Nadelstern 2013/96 pp./PB, $26.95/5449-8 Neuman: CHANGING THE ODDS FOR CHILDREN AT RISK Seven Essential Principles of Educational Programs That Break the Cycle of Poverty Susan B. Neuman 2009/240 pp./PB, $28.95/5048-3 the series on school reform

Noddings: WHEN SCHOOL REFORM GOES WRONG Nel Noddings 2007/112 pp./PB, $22.95/4810-7 HC, $50/4811-4 Planty: UNDERSTANDING EDUCATION INDICATORS A Practical Primer for Research and Policy Mike Planty and Deven Carlson 2010/160 pp./PB, $44.95/5120-6 Quint: SCHOOLING HOMELESS CHILDREN A Working Model for America’s Public Schools Sharon Quint 1994/176 pp./PB, $20.95/3391-2 Rebell: NCLB AT THE CROSSROADS Reexamining the Federal Effort to Close the Achievement Gap Edited by Michael A. Rebell and Jessica R. Wolff 2009/312 pp./HC, $36/4944-9 Rothstein: GRADING EDUCATION Getting Accountability Right Richard Rothstein, with Rebecca Jacobsen and Tamara Wilder 2008/280 pp./PB, $24.95/4939-5 Co-published by the Economic Policy Institute and Teachers College Press Schmidt: INEQUALITY FOR ALL The Challenge of Unequal Opportunity in American Schools William H. Schmidt & Curtis C. McKnight

ccss 2012/288 pp./PB, $35.95/5341-5 HC, $78/5342-2 Seligson: BRINGING YOURSELF TO WORK A Guide to Successful Staff Development in After-School Programs Michelle Seligson and Patricia Jahoda Stahl 2003/112 pp./PB, $30.95/4426-0 large format Copublished with NSACA Simmons: BREAKING THROUGH Transforming Urban School Districts John Simmons 2006/264 pp./PB, $30.95/4657-8 HC, $56/4658-5 Spillane: DIAGNOSIS AND DESIGN FOR SCHOOL IMPROVEMENT Using a Distributed Perspective to Lead and Manage Change James P. Spillane and Amy Franz Coldren 2011/144 pp./ebook only, $27.95/0771 Swail: FINDING SUPERMAN Debating the Future of Public Education in America Watson Scott Swail 2012/128 pp./PB, 5330-9/$28.95 Vinovskis: FROM A NATION AT RISK TO NO CHILD LEFT BEHIND National Education Goals and the Creation of Federal Education Policy Maris A. Vinovskis 2009/312 pp./PB, $48.95/4922-7 Wepner: COLLABORATIVE LEADERSHIP IN ACTION Partnering for Success in Schools Edited by Shelley B. Wepner and Dee Hopkins 2011/216 pp./PB, $37.95/5146-6 Wilcox: BEST PRACTICES FROM HIGH-PERFORMING HIGH SCHOOLS How Successful Schools Help Students Stay in School and Thrive Kristen C. Wilcox and Janet I. Angelis 2011/144 pp./PB, $29.95/5168-8

55 | Administration, Leadership, and Policy

Bensman: CENTRAL PARK EAST AND ITS GRADUATES “Learning by Heart” David Bensman 2000/168 pp./ebook only, $21.95/3992-1 the series on school reform

Del Prete: IMPROVING THE ODDS Developing Powerful Teaching Practice and a Culture of Learning in Urban High Schools Thomas Del Prete 2010/192 pp./PB, $32.95/5029-2 the series on school reform

FoundationsofEducation Is Everyone Really Equal?

An Introduction to Key Concepts in Social Justice Education Second Edition Özlem Sensoy, associate professor in

the faculty of education at Simon Fraser University, Vancouver, Canada, and Robin DiAngelo, lecturer in the School of Social Work at the University of Washington, Seattle

56 |

This is the new edition of the award-winning guide to social justice education. Based on the authors’ extensive experience in a range of NEW EDITION 17 settings in the United G 20 States and Canada, the COMING SPRIN book addresses the most common stumbling blocks to understanding social justice. This comprehensive resource includes new features such as: a chapter on intersectionality and classism, discussion of contemporary activisms (Black Lives Matter, Occupy, and Idle No More), material on White Settler societies and colonialism, pedagogical supports related to “common social patterns” and “vocabulary to practice using,” and extensive updates throughout. Accessible to students from high school through graduate school, Is Everyone Really Equal? is a detailed and engaging textbook and professional development resource presenting the key concepts in social justice education. The text includes many userfriendly features, examples, and vignettes to not just define but illustrate key concepts. Book Features: • Definition Boxes that define key terms. • Stop Boxes to remind readers of previously explained ideas. • Perspective Check Boxes to draw attention to alternative standpoints. • Discussion Questions and Extension Activities for using the book in a class, workshop, or study group. • A Glossary of terms and guide to language use. AUDIENCE: Educators, activists, administrators,

and diversity trainers; courses in educational foundations, multicultural education, educational leadership, diversity, social issues, women/gender/ sexuality studies, race and ethnicity, sociology, nursing, social psychology, public health, social work, child care, and business management. 2017/224 pp. (tent.)/PB, $34.95/5861-8

Multicultural Education Series

Deconstructing Race

The Summer Slide

William and Mary Jane Brinton Family Chair in Urban Teaching at the University of California, Berkeley. He directs the TEACH Project (Technology, Equity, NewAnd Culture for High-performance schools) research Edition initiative, is the faculty director for the Bay Area Writing Project, and is a senior scholar for the National Urban Alliance for Effective Education.

Thurgood Marshall Alliance in Baltimore, professor emeritus at the Johns Hopkins University, and coauthor of The Long Shadow which received the 2016 Grawemeyer Prize in Education; Sarah Pitcock, CEO of the National Summer Learning Association; and Matthew Boulay, founder of the National Summer Learning Association.

Multicultural Education Beyond the Color-Bind Jabari Mahiri is the inaugural holder of the

What We Know and Can Do About Summer Learning Loss Edited by Karl L. Alexander, director of the

How do socially constructed Foreword by Paul Reville concepts of race dominate and limit “Provides a clear ratiounderstandings and practices of nale for investment in multicultural education? Since race summer learning, as well is socially constructed, how do we deconstruct as a balanced analysis of it? New the ways and means of In this important book Mahiri argues that Edition assuring effective multicultural education needs to move beyond Best implementation.” r Sellecategories racial defined and sustained by the —From the Foreword by ideological, social, political, and economic Paul Reville, former forces of white supremacy. Exploring contemMassachusetts porary and historical scholarship on race, the NEW secretary of emergence of multiculturalism, and the rise of education the digital age, the author investigates micro“A comprehensive look cultural practices and provides a compelling at what’s known about summer’s impact on framework for understanding the diversity of learning and achievement. It is a wake-up call to individuals and groups. Descriptions and analyst Be policymakers and educators alike.” sis from ethnographic interviews reveal how Seller —Jane Stoddard Williams, people’s continually evolving, highly distinctive, chair, Horizons National micro-cultural identities and affinities provide understandings of diversity not captured within “Do your school a favor and read this book, and assigned racial categories. Synthesizing the then act upon what you have learned.” scholarship and interview findings, the final —Richard Allington, University of Tennessee chapter connects the play of micro-cultures This authoritative examination of summer in people’s lives to a needed shift in how learning loss features original contributions by multicultural education uses race to frame and scholars and practitioners at the forefront of comprehend diversity and identity and provides the movement to understand—and stem—the pedagogical examples of how this shift can “summer slide.” look in teaching practices. The Summer Slide provides an up-to-date acAUDIENCE: Scholars, teacher educators, and count of what research has to say about sumresearchers; courses in multicultural education, urban education, anthropology of education, literacy, mer learning loss, the conditions in low-income children’s homes and communities that impede digital media, diversity, race and ethnicity, social learning over the summer months, and best justice, American studies, African American studies. practices in summer programming with lessons 2017/192 pp. (tent.)/PB, $37.95/5776-5 on how to strengthen program evaluations. It HC, $81/5777-2 also shows how information on program costs Multicultural Education Series can be combined with student outcome data to inform future planning and establish program cost-effectiveness. Contributors include: Catherine Augustine, Geoffrey D. Borman, Claudia Buchmann, Judy B. Cheatham, Scott Davies, Douglas Downey, James S. Kim, Jennifer McCombs, Aaron M. Pallas, Thomas G. White, and Doris Terry Williams.

NEW

AUDIENCE: Policymakers, school administrators,

school reformers, summer program planners, and educational researchers; courses in out-of-school time learning, educational equity, education policy, sociology of education, urban education, child development. 2016/352 pp./PB, $47.95/5799-4

For full book descriptions, visit www.tcpress.com

Now available from TC Press

The Enlightened Eye

Qualitative Inquiry and the Enhancement of Educational Practice Reissued with a New Prologue and Foreword Elliot W. Eisner (deceased) is an esteemed

educational researcher and pioneer in qualitative inquiry and arts-based research. He was professor emeritus of education and art at Stanford University. Foreword by Nel Noddings

Doing Case Study Research

A Practical Guide for Beginning Researchers Third Edition Dawson R. Hancock is associate dean for

Research and Graduate Studies and a research professor in the College of Education at the University of North Carolina at Charlotte. Bob Algozzine is a research professor in the Department of Educational Leadership at the University of North Carolina at Charlotte.

AUDIENCE: Professors and researchers in education,

sociology, anthropology, psychology, health care, and social work; courses in research methods and qualitative and quantitative research. 2017/128 pp./PB, $29.95/5813-7

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Seven Assessments of Students and Schools More Effective Than Standardized Tests Deborah Meier has spent 50 years working

in public education as a teacher, principal, writer, and advocate, and received a MacArthur “genius” New Award for her work in East Harlem, New York City. Edition Matthew Knoester is an associate professor of education at the University of Evansville.

The authors of this timely book argue that a fundamentally complex problem—how to assess the knowledge of a child—cannot be reduced to a simple test score. Beyond Testing describes seven forms of assessment that are more effective than standardized test results: Best 1) student self-assessments, 2) direct Seller observations of students and their teacher work, 3) descriptive reviews of the child, 4) reading and math interviews with children, 5) portfolios and public defense of student work, 6) school reviews and observations by outside professionals, and 7) school boards and town meetings. These assessments are more honest about what we can and cannot know about children’s knowledge, skills, and dispositions, and are more adaptable to varying educational missions. Readers can compare and contrast each approach and make informed decisions about which is most appropriate for their school. Book Features: • Legendary educator Deborah Meier’s thinking on assessments as they relate to the central goal of educating for democracy. • Effective approaches for getting to know the strengths and challenges of individual students and schools. • Multiple examples of children and schools for each assessment. • A case study of 28 successful high schools in New York using performance assessments in place of standardized tests.

NEW

AUDIENCE: Teacher educators, teacher researchers,

and school reformers; courses in K–12 education (all subject areas), assessment, urban education, literacy and language arts. 2017/192 pp. (tent.)/PB, $37.95/5852-6 HC, $81/5853-3

57 | Foundations of Education

Now available from TC “Hancock and Algozzine Press with a new forehave developed an imword by Nel Noddings portant resource for and a new prologue by guiding novice researchP. Bruce Uhrmacher ers to use logical thinking and Christy McConnell when conducting case Moroye, this classic study research. The extext on qualitative reamples and step-by-step search is ideal for approach illustrate the New New both novice and esEdition importance of incorpoReissue tablished researchers. rating theory and Eisner’s seminal work practice.” on mind, education, —Claudia Flowers, and research explores the ways in which the University of methods, content, and assumptions in the arts, NEW North Carolina at Charlotte humanities, and social sciences can help us “A highly accessible introductory text and a better understand our schools and classrooms. very quick read.... Hancock and Algozzine are The Enlightened Eye expands how we think pedagogically savvy when introducing readers to about inquiry in education and broadens our case study research.” views about what it means to “know” with the Best —Journal of College Student Development, goal of positively influencing the educational Seller (of first edition) experience of those who live and work in our Reflecting recent knowledge and developments schools. The text includes examples depicting in the field, this very practical, easy-to-use this type of research and how it can be used to guide emphasizes learning how to do case evaluate teaching, learning, and the school study research—from the first step of deciding environment. whether a case study is the way to go to the Book Features: last step of verifying and confirming findings • Provides researchers with ethical before disseminating them. The authors show frameworks promoting diversity and students how to: determine an appropriate reinclusivity. search design; conduct informative interviews; • Establishes connections between record observations; document analyses; qualitative inquiry in our daily lives and delineate ways to confirm case study findings; its functions in the practice and study of describe methods for deriving meaning from education. data; and communicate their findings. • Broadens understanding of how we come Featuring many new examples, the Third to know the world. Edition offers step-by-step guidance to help beginning researchers through the stages of AUDIENCE: Researchers in education; courses in planning and implementing a thesis, dissertaqualitative research, research methods, arts-based research. tion, or independent project. This succinct “how-to” guide is an excellent place for anyone 2017/288 pp./PB, $34.95/5824-3 to begin doing case study research. Book Features: ALSO BY ELLIOT W. EISNER • Straightforward introduction to the science of doing case study research. Eisner: COGNITION AND • A step-by-step approach that speaks CURRICULUM RECONSIDERED Second Edition directly to the novice investigator. • Many concrete examples to illustrate key 1994/120 pp./ebook only, $23.95/75967 concepts. • Questions, illustrations, and activities to reinforce what has been learned.

Beyond Testing

The Indispensable Guide to Undergraduate Research Success in and Beyond College Anne Harper Charity Hudley, The Class

of 1952 Associate Professor of English and Education, College of William & Mary, where she directs the Scholars Program and codirects the Scholars Undergraduate Research Experience (WMSURE). Cheryl L. Dickter, The Wilson P. and Martha Claiborne Stephens Distinguished Associate Professor of Psychology, William & Mary, where she codirects WMSURE. Hannah A. Franz, PhD student, William & Mary.

New Edition

“This is a must read for every college student. It provides a roadmap for success as a researcher, a scholar, and a learner.” —Tia Brown McNair, AACTE

“Faculty mentors and administrative leaders who aspire to be effective sponsors and supporters of students from diverse backgrounds should definitely acquire this resource.” Best Seller—Elizabeth L. Ambos, Council on Undergraduate Research

NEW

58 |

“What I love about this book is the broader, humanistic conversation about how pursuing research becomes a window into how one becomes a supremely informed and critical citizen.” —Armando Bengochea, director, MellonMays Undergraduate Fellowship Program Despite all of the information that exists to encourage students to attend and do well in college, this is the first research-based guide that directly advises first- and second-year college students. With a focus on the needs and interests of students who are underrepresented in the academy (African American, Latinx, lowincome, and first-generation students), this book will help all students take full advantage of the academic resources that the university setting has to offer. The authors introduce students to different types of research across the disciplines, showing them how to work with professors to build a course of study, how to integrate research work into coursework, and how to write and present research. This timely volume will also assist faculty, staff, and parents in providing the needed tools to promote student success. Visit the book website at undergraduateresearchguide.com. Book Features: • Focuses on writing, time management, and research skills. • Empowers students to seek out resources and research opportunities to achieve their full academic potential. • Includes models, approaches, student voices, and vignettes from the authors’ successful undergraduate research program. AUDIENCE: Undergraduate students and faculty,

research program directors, diversity offices, multicultural affairs centers, academic advisors, and college prep programs; introductory courses and seminars in research, particularly for first- and second-year students. 2017/208 pp./PB, $29.95/5850-7

Perspectives on Research New

Philosophical Studies

Edition

See also Language and Literacy/Research, 31; Teacher Research, 47; and Practitioner Inquiry Series, tcpress.com/browse.html

NEW

Best Seller

INTERVIEWING AS QUALITATIVE RESEARCH A Guide for Researchers in Education and the Social Sciences Fourth Edition Irving Seidman

Now in its fourth edition, this popular book provides clear, step-by-step guidance for new and experienced interviewers to develop, shape, and reflect on interviewing as a qualitative research process. Using concrete examples of interviewing techniques to illustrate the issues under discussion, this classic text offers principles and methods that can be adapted to a range of interviewing approaches. Expanded features include: New sections on Long-Distance Interviewing and the pros and cons of Computer-Assisted Qualitative Data Analysis Software • A new chapter that discusses the interplay between ethical issues in interviewing and how interviewers carry out their work as researchers.

2015 American Association for Adult and Continuing Education Cyril O’Houle Award for Outstanding Literature in Adult Education

FIRST FREIRE Early Writings in Social Justice Education Carlos Alberto Torres Foreword by Moacir Gadotti

Carlos Alberto Torres, an internationally renowned critical theorist of education, explores the formative thinking of Paulo Freire. Torres analyzes Freire’s works, from the 1960s and 1970s, before he gained worldwide recognition for his Pedagogy of the Oppressed. This book identifies how Freire’s ideas produced frameworks for educating global citizens, building community and mutual respect, creating social responsibility, instilling an appreciation for diversity, promoting multiple literacies, and social justice education. 2014/208 pp./PB, $44.95/5533-4 HC, $92/5534-1

Multicultural Education Series

2015 AACTE Outstanding Book Award • 2014 Delta Kappa Gamma Educators Award Honorable Mention • 2014 Teaching Tolerance Staff pick • 2013 AESA Critics’ Choice Award • 2013 U.K. Times Higher Education Suggested Reading List

EDUCATION AND DEMOCRACY IN THE 21ST CENTURY Nel Noddings

2013/192 pp./PB, $28.95/5404-7

“How I wish Noddings were making our educational policies so our nation could thrive!” —David C. Berliner, Arizona State University

Historical Studies RACE AND THE ORIGINS OF PROGRESSIVE EDUCATION, 1880–1929 Thomas D. Fallace

”In this bold and brilliant study, Thomas Fallace uses our present-day racial lens to critique our historic dogmas about progressive education. We might not like what we see, but we should not look away.” —Jonathan Zimmerman, New York University This penetrating historical study traces the rise and fall of the theory of recapitulation and its enduring influence on American education. Building on cutting-edge scholarship, this is the first major study to trace the racial worldviews of key progressive thinkers, such as Colonel Francis W. Parker, John Dewey, Charles Judd, William Bagley, and many others. 2015/216 pp./PB, $43.95/5651-5 2013 NAME Multicultural Media Award • USC Museum of Education’s Witten Award for Distinguished Documentary Film in Education

40 YEARS LATER Now Can We Talk? DVD and Discussion Guide Lee Anne Bell and Markie Hancock

This 45-minute DVD and Discussion Guide offers a powerful way to engage students, teachers, and community groups in honest dialogue about the ongoing problems of racism and what we can do to address them. The film tells the story of the first African Americans to integrate the White high school in Batesville, Mississippi, in 1967–69. A provocative and moving conversation emerges from separate discussions with African American alumni, White alumni, and a third dialogue that brings the two groups face-to-face. 2013/24 page booklet + 45-min. DVD/5454-2 Individual price: $20.95 Institutional price: $45

Eminent educational philosopher Nel Noddings argues that we must find ways to preserve our commitment to democratic values while adapting to the societal changes that have occurred since Dewey wrote Democracy and Education almost a century ago. Chapters examine the liberal arts curriculum, vocational education, restructuring secondary school, extracurricular activities, national and global citizenship, critical thinking, and moral education. 2013/192 pp./PB, $31.95/5396-5/HC, $66/5397-2

EDUCATING MORAL PEOPLE A Caring Alternative to Character Education Nel Noddings

In this collection of essential essays, Nel Noddings describes the similarities and differences between character education and care ethics and examines how moral education might be infused throughout the curriculum. 2002/192 pp./PB, $29.95/4168-9 NEW BY NEL NODDINGS: Teaching Controversial Issues,

ETHICAL VISIONS OF EDUCATION Philosophies in Practice David T. Hansen, Editor

This pathbreaking book provides readers with a collection of insights drawn from a diverse array of thinkers—John Dewey, Jane Addams, and others—that proves there is nothing quite as practical as a good educational philosophy. 2006/224 pp./PB, $27.95/4758-2/HC, $52/4759-9 Developed in Association with the Boston Research Center for the 21st Century

For full book descriptions, visit www.tcpress.com

Thinking About Education Series

Social Justice

Jonas F. Soltis, Editor

Speaking directly to today’s teacher, these fifth editions feature realistic case studies, dialogues, and open-ended questions that will stimulate thinking and encourage lively classroom discussions.

Best Sellers

TEACHING WITH CONSCIENCE IN AN IMPERFECT WORLD An Invitation William Ayers

“This captivating text takes the reader on an emancipatory journey toward a brighter educational future replete with hope and multiple, redemptive possibilities.” —Angela Valenzuela, University of Texas at Austin In this beautifully written little book, Bill Ayers blends personal anecdotes with critique of the state of education. He offers a plan to help educators, policymakers, and parents stretch toward something new and dramatically better—schools that are more joyful, more balanced, and more guided by the power of love. 2016/112 pp./PB, $25.95/5768-0 illustrations

The Teaching for Social Justice Series

THE ETHICS OF TEACHING, 5TH EDITION Kenneth A. Strike and Jonas F. Soltis

2009/176 pp. /PB, $26.95/4981-4

CURRICULUM AND AIMS, 5TH EDITION Decker F. Walker and Jonas F. Soltis, assisted by Frances Schoonmaker

This revised edition provides a broad perspective on the basic curriculum questions educators face regarding the purposes, content, design, and structure of educational programs. The new edition features a new case study on Education and Equity: Closing the Achievement Gap.

“Does a masterful job of bringing together the basic issues and teaching methods that should frame social and philosophical foundations curricula.”

—Educational Theory

2009 / 144 pp./PB, $25.95/4984-5

APPROACHES TO TEACHING, 5TH EDITION Gary D Fenstermacher and Jonas F. Soltis, with contributions from Matthew N. Sanger

This new edition continues using the format of the three approaches— The Executive, The Facilitator, and The Liberationist—and adds four new case studies: “Scripted Teaching,” “Accountability and Merit,” “What Is the Value of Caring Relationships?” and “School Funding.” 2009/128 pp./PB, $25.95/4982-1

PERSPECTIVES ON LEARNING, 5TH EDITION D. C. Phillips and Jonas F. Soltis

This widely adopted text uses case studies that engage readers in debates about what really happens in classrooms. The new edition features: a discussion of common sense and learning theories • a new chapter on Transfer of Learning • consideration of recent developments in brain science. 2009/144 pp./PB, $25.95/4983-8

SCHOOL AND SOCIETY, 5TH EDITION Walter Feinberg and Jonas F. Soltis

The new edition tackles such crucial questions as: Do schools socialize students to become productive workers? • Does schooling reproduce social class and pass on ethnic and gender biases? • Can a teacher avoid passing on dominant social and cultural values? • What besides subjects do students really learn in schools? 2009/160 pp./PB, $25.95/4985-2

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

“Empirical. Well-written. Thoughtful. Provocative. The book is useful for all of us concerned about access and equity in education.” —William G. Tierney, University of Southern California Building on a 10-year case study of a successful school–university partnership, the authors examine the support, mentoring, and resources needed to transform the college opportunities and life chances for underrepresented urban youth. Because this partnership situates college access within a social justice framework, it is one of the more unique programs in the country. 2016/192 pp./PB, $35.95/5764-2/HC, $78/5765-9

2016 Choice Outstanding Academic Title

CRACKS IN THE SCHOOLYARD Confronting Latino Educational Inequality Edited by Gilberto Q. Conchas, with Brianna M. Hinga Foreword by Amanda Datnow

“Powerful accounts of the ways in which Latino students achieve in spite of formidable obstacles.” —From the Foreword Amanda Datnow, University of California, San Diego This book features achievement cases that depict Latinos as active actors—not hopeless victims—in the quest for social and economic mobility. These counternarratives will help educators and policymakers fill the cracks in the schoolyard that often create disparity and failure for youth and young adults. 2016/224 pp./PB, $40.95/5703-1/HC, $80/5704-8

HUMAN RIGHTS AND SCHOOLING An Ethical Framework for Teaching for Social Justice Audrey Osler

“Timely and relevant insights into education for human rights and social justice.” —Monisha Bajaj, University of San Francisco The author examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Osler anchors her examination of human rights in the U.N Convention on the Rights of the Child, as well as the U.N. Declaration on Human Rights Education and Training. 2016/192 pp./PB, $40.95/5676-8/HC, $88/5677-5

Multicultural Education Series

59 | Foundations of Education

This text has been expanded to include the most important ethical issues in contemporary schooling. Topics include: punishment and due process • intellectual freedom • equal treatment of students • multiculturalism • religious differences • democracy • teacher burnout • and more.

EXPANDING COLLEGE ACCESS FOR URBAN YOUTH What Schools and Colleges Can Do Edited by Tyrone C. Howard, Jonli Tunstall, and Terry Flennaugh

New Edition SCHOOL INTEGRATION MATTERS Research-Based Strategies to Advance Equity Edited by Erica Frankenberg, Liliana M. Garces, and Megan Hopkins

”This is the book that reignites the civil rights movement for the 21st century, written and edited by a powerful new generation of civil rights scholars.” —Patricia Gandara, co-director, The Civil Rights Project, UCLA

This timely book sheds light on how and why U.S. schools are experiencing increasing segregation along racial, socioeconomic, and linguistic lines. The authors look at the structural and legal roots of inequity in the United States educational system and examine opportunities to support integration efforts across the educational pipeline (pre-K to higher education). 2016/256 pp./PB, $38.95/5755-0/HC, $80/5756-7

| RESTORING DIGNITY IN PUBLIC SCHOOLS Human Rights Education in Action Maria Hantzopoulos

”This book provides what most of us don’t have: hope that a school based on human rights can actually exist in urban education. It will inspire grassroots activists and educators alike to envision something tangible to fight for.” —Sally Lee, executive director, Teachers Unite Drawing from rich narratives of human rights education (HRE) in action, the author shows how school leaders can create an environment in which a culture of dignity, respect, tolerance, and democracy ﬂourishes. This timely book provides a viable alternative to the currently favored strategies of increased testing, privatization, and disciplinary control. 2016/192 pp./PB, $37.95/5742-0

2017 AACTE Outstanding Book Award

TRANSFORMING TEACHER EDUCATION FOR SOCIAL JUSTICE Eva Zygmunt and Patricia Clark Foreword by Peter Murrell

2016 Society of Professors of Education Book Award • 2016 Library Services for Youth in Custody In the Margins Book Award List Selection • 2015 AESA Critics’ Choice Award

NEW

BEING BAD My Baby Brother and the School-toPrison Pipeline Crystal T. Laura Foreword by William Ayers Afterword by Erica R. Meiners

”They model an authentic universityBest schoolSeller community partnership that is both sustainable and mutually “This book brings to life the experience beneficial for all of those most directly and collaterally impacted by the politics of schooling stakeholders. This and its relationship to our growing is a valuable contribution to a body prison nation.” of literature that often glosses over —Garrett Albert Duncan, the complicated and tenuous relaWashington University tionships that frequently exist in St. Louis between universities and the local community.” In a harrowing journey, the author —Teachers College Record follows her brother, Chris, who has been designated a “bad kid” by his The authors propose a new model school, a “person of interest” by the of culturally responsive teacher police, and a “gangster” by society. preparation that capitalizes on the This book explores such timely strengths of programs evidencing issues as the under-education of important outcomes. Chapters Black males, scapegoats in our address: situated learning embedculture, and the media’s role in conded in communities; strategies for structing Black masculinity. interweaving theory, content, peda2014/144 pp./PB, $30.95/5596-9 gogy, and classroom practice; stuHC, $64/5597-6 dent engagement and motivation; Teaching for Social Justice Series and critical service learning. 2016/160 pp./PB, $41.95/5708-6 HC, $84/5710-9

DIVERSITY AND EDUCATION A Critical Multicultural Approach Michael Vavrus Foreword by Wayne Au

“Through an artful weaving of historical and contemporary critical analyses, Vavrus leads us, chapter by chapter, down the rabbit holes of contentious diversity debates.” —TC Record Michael Vavrus helps readers better understand why issues of diversity and difference are so highly contested in the United States and across the globe. Diversity and Education is designed to help educators move beyond the “how can they believe that?” knee-jerk reaction toward a more informed, strategic understanding of belief systems and political affiliations. 2015/208 pp./PB, $38.95/5605-8 HC, $82/5606-5

Multicultural Education Series

AFTER THE “AT-RISK” LABEL Reorienting Educational Policy and Practice Keffrelyn D. Brown

This book examines how the use of the “at-risk” category and label creates problems for students and teachers. The text provides a historical overview, discusses the role of federal education policy and teaching, and includes tools to help readers acquire more complex, critical understandings of risk in educational practice. 2016/216 pp./PB, $43.95/5701-7 Disability, Culture, and Equity Series

2015 AESA Critics’ Choice Award

LGBTQ YOUTH AND EDUCATION Policies and Practices Cris Mayo

“Lively, engaging, crackles with wit, and carries readers through weighty matters with clarity.” —Educational Theory This essential volume brings together in one resource the major issues that schools must address to improve the educational outcomes for gender and sexual minority students—as well as all students. The text includes teaching strategies, innovative projects, curricular revisions, and policy initiatives that have had positive effects on LGBTQ learning, aspirations, and school climate. 2013/160 pp./PB, $30.95/5488-7 HC, $76/5489-4

Multicultural Education Series

RACE FRAMEWORKS A Multidimensional Theory of Racism and Education Zeus Leonardo

“Race Frameworks is a pick for education and sociology holdings alike, and provides an in-depth introduction to the primary frameworks for researching and teaching about race and racism in education.” —The Midwest Book Review This is a comprehensive introduction to the main frameworks for thinking about, conducting research on, and teaching about race and racism in education. 2013/216 pp./PB, $35.95/5462-7 HC, $74/5463-4

Multicultural Education Series

2014 Society of Professors of Education Book Award

CLASS RULES Exposing Inequality in American High Schools Peter W. Cookson Jr.

“Recommended [for] graduate, research, and professional collections.” —Choice Drawing on stories of schools and individual students, this book shows that where a student goes to high school is a major influence on his or her social-class trajectory. This penetrating, original examination offers a compelling vision of an equitable system of schools based on the full democratic rights of students. 2013/160 pp./PB, $31.95/5452-8 HC, $69/5453-5

Multicultural Education Series

For full book descriptions, visit www.tcpress.com

New Edition TEACHING AND LEARNING ON THE VERGE Democratic Education in Action Shanti Elliott

“Shanti Elliott offers an engaging whirlwind of examples and ideas in examining civic action among and with youth in a multicultural democracy.” —Meira Levinson, Harvard Graduate School of Education This guide demonstrates how educators in all disciplines can integrate civic engagement, multicultural literacy, and leadership into their classrooms and programs. It is based on 20 years of teaching experience and research in schools across the country, including Rudy Lozano Leadership Academy in Chicago, June Jordan School for Equity in San Francisco, and Urban Academy in New York. 2015/240 pp./PB, $40.95/5641-6 HC, $84/5642-3

Educational Studies NEW

Best Seller

WHAT KIND OF CITIZEN? Educating Our Children for the Common Good Joel Westheimer

“In this book, Westheimer issues a welcome invitation to connect our conception of the ideal school to its impact on our broader society.” —Alfie Kohn, bestselling author “An invaluable roadmap for anyone who asks the big questions, no matter what they think of his answers.” —Jonathan Zimmerman, New York University

“Dazzling and clear, entirely accessible, and grounded in real experiences.” —William Ayers, school reform activist “The book is compelling, very accessible, full of inspiring examples, and sometimes even funny. It’s a book that every teacher should have.” —Andy Hargreaves, Boston College What Kind of Citizen? asks readers to imagine the kind of society they would like to live in—and then shows the ways in which schools can be used to make that vision a reality. 2015/128 pp./PB, $25.95/5635-5

Multicultural Education Series

2015 Society of Professors of Education Book Award

The contributors use themes suggested by Ayers’s work to open up new perspectives and discourses on key issues in education, such as participatory democracy, social justice, liberation, and education as a human right. Contributors: Alexandra Allweiss, Patrick Camangian, Bernardine Dohrn, Hubert M. Dyasi, Michelle Fine, Carl A. Grant, Ming Fang He, Rashid Khalidi, Alice Kim, Joyce E. King, Fred Klonsky, Craig Kridel, Gloria Ladson-Billings, Lisa Yun Lee, Avi D. Lessing, Karla Manning, Erica R. Meiners, W. J. T. Mitchell, Sonia Nieto, Bree Picower, Therese Quinn, William H. Schubert, David Stovall, William H. Watkins, Joel Westheimer 2014/224 pp./PB, $32.95/5577-8 HC, $77/5578-5

PEDAGOGY OF THE POOR Building the Movement to End Poverty Willie Baptist and Jan Rehmann

This unique book combines the oral history of a renowned antipoverty organizer with an accessible introduction to relevant social theories, case studies, in-class student debates, and pedagogical reflections. It will be of interest to activists committed to eradicating poverty and educators looking for ways to teach about social justice. 2011/208 pp./PB, $31.95/5228-9

The Teaching for Social Justice Series

“Recommended for all levels.” —Choice “We recommend you read this thought-provoking book, and help us repair the damage.” —The Quarterly of the National Writing Project 1998/144 pp./PB, $27.95/3750-7 2005 AESA Critics’ Choice Award • 2003 Gold Book of the Year Award in Education, ForeWord Magazine

CITY SCHOOLS AND THE AMERICAN DREAM Reclaiming the Promise of Public Education Pedro Noguera

“This book will prove useful to anyone interested in and perplexed by how to reform urban public schools in this country.” —Harvard Educational Review “This well-researched and well-written book should be on every American educator’s reading list.” —VOYA “A gem of a book.” —Journal of Educational Change 2003/208 pp./PB, $27.95/4381-2 (T) Multicultural Education Series

2010 Choice Outstanding Academic Title • 2009 Notable Education Book, American School Board Journal

THE CHALLENGE TO CARE IN SCHOOLS An Alternative Approach to Education Second Edition Nel Noddings Foreword by Jonas Soltis

Rather then forcing one side to yield to the other, this book advocates an alternative, “responsive system” that will allow the best ideas to flourish to the benefit of all... especially the children. 2005/224 pp./PB, $29.95/4609-7

Advances in Contemporary Educational Thought Series

TEACHING MINDS How Cognitive Science Can Save Our Schools Roger Schank

“A thoughtful contribution to the vital conversation about the future of American education and the ways contemporary science can enhance our practice.” —Journal of Education 2011/240 pp./PB, $28.95/5266-1 (T)

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

THE LONG HAUL An Autobiography Myles Horton with Judith Kohl and Herbert Kohl

“Were I to choose America’s most influential and inspiring educator, it would be Myles Horton of Highlander.” —Studs Terkel “Horton’s . . . story is an entire American Studies sequence in political courage.” —The New York Times

In his own direct, modest, plainspoken style, Myles Horton tells the story of the Highlander Folk School. 1998/256 pp./PB, $26.95/3700-2 (T) (For sale by TC Press in the U.S. and Canada only)

WOUNDED BY SCHOOL Recapturing the Joy in Learning and Standing Up to Old School Culture Kirsten Olson Forewords by Sara Lawrence-Lightfoot and Parker J. Palmer

“This important book is filled with resources and specific ideas for reclaiming joy in learning.... Highly recommended.” —Choice Drawing on deeply emotional stories, Olson shows that current institutional structures do not produce the kinds of minds and thinking that society really needs. Instead, the system tends to shame, disable, and bore many learners. 2009/240 pp./PB, $27.95/4955-5 HC, $56/4956-2 (T)

OUR SCHOOL Searching for Community in the Era of Choice Sam Chaltain Foreword by Sir Ken Robinson

“One of the strengths of this thoughtful, highly readable book is that Chaltain, himself a former teacher, takes the concerns of teachers, parents, and students seriously as he spends an entire school year observing them in action.” —The Washington Monthly “Parents, educators, and policymakers should read this book.” —Parker J. Palmer, bestselling author 2014/208 pp./PB, $28.95/5531-0 HC, $62/5559-4

61 | Foundations of Education

DIVING IN Bill Ayers and the Art of Teaching into the Contradiction Isabel Nuñez, Crystal T. Laura, and Rick Ayers, Editors

THE BOOK OF LEARNING AND FORGETTING Frank Smith

1998 AESA Critics’ Choice Award

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Bankston: PUBLIC EDUCATION— AMERICA’S CIVIL RELIGION A Social History Carl L. Bankston III and Stephen J. Caldas 2009/216 pp./PB, $36.95/4947-0 Biklen: A PRACTICAL GUIDE TO THE QUALITATIVE DISSERTATION Sari Knopp Biklen and Ronnie Casella 2006/160 pp./PB, $25.95/4760-5 Boostrom: THINKING The Foundation of Critical and Creative Learning in the Classroom Robert Boostrom 2005/192 pp./HC, $44/4569-4 Advances in Contemporary Educational Thought Series Bullough: UNCERTAIN LIVES Children of Promise, Teachers of Hope Robert V. Bullough, Jr. 2001/144 pp./PB, $26.95/4045-3 Buras: PEDAGOGY, POLICY, AND THE PRIVATIZED CITY Stories of Dispossession and Defiance from New Orleans Kristen L. Buras, Jim Randels, and Kalamu ya Salaam 2009/208 pp./PB, $30.95/5089-6 Carini: STARTING STRONG A Different Look at Children, Schools, and Standards Patricia F. Carini 2001/240 pp./PB, $31.95/4132-0 Practitioner Inquiry Series

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OF RELATED INTEREST

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Serving Students Who Are Homeless, 49; Un-Standardizing Curriculum, 33; Mi Padre, 13; Deconstructing Race, 56; Breakaway Learners, 66; Personal Narrative, Revised, 21; Transition by Design, 69; Impactful Practitioner Inquiry, 42; Professional Development in Relational Learning Communities, 43; Culturally Sustaining Pedagogies, 20; “We’ve Been Doing It Your Way Long Enough, 42; “Why We Drop Out” 41

Global Migration, Diversity, and Civic Education

Transforming Educational Pathways for Chicana/o Students

Killinger Endowed Chair in Diversity Studies and founding director, Center for Multicultural Education, University of Washington, Seattle, Marcelo M. Suárez-Orozco, Wasserman Dean, UCLA Graduate School of Education and Information Studies, and Miriam Ben-Peretz, professor emerita, the University of Haifa.

education and ethnic studies at the University of Utah. Enrique Alemán, Jr., is professor and chair of educational leadership and policy studies at the University of Texas at San Antonio. Both are cofounders of the Adelante Partnership.

Improving Policy and Practice Edited by James A. Banks, Kerry and Linda

A Critical Race Feminista Praxis Dolores Delgado Bernal is professor of

“The authors provide the most compelling assetbased and theoretically grounded university– community partnership program I’ve seen in the K–8 sector.” —Daniel G. Solorzano, UCLA

AUDIENCE: Teacher educators, students, scholars, and policymakers; courses in multicultural education, social studies education, migration and education, citizenship education, education and globalization, diversity, ethnic studies.

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Engaging the “Race Question”, page 66; Raising Race Questions, page 46; Why We Teach Now, page 44

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WE CAN’T TEACH WHAT WE DON’T KNOW White Teachers, Multiracial Schools Third Edition Gary R. Howard Foreword by Sonia Nieto

“More teachers need to read this book, more schools need to make sure it is in their libraries, and more colleges of education need to include it as mandatory reading.” —From the Foreword by Sonia Nieto, University of Massachusetts at Amherst This new edition deepens the discussion of race and social justice in education with many updates, including a new section entitled “The Whiteness of School Reform.” Widely used for teacher preparation and inservice professional development, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. 2016/224 pp./PB, $29.95/5731-4

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63 | Culture, Society, and Education

ew “An invaluable guide to Niti Ed on understanding the multiple complexities and challenges involved in designing a transforNew Edition mative multicultural NEW civic education.” —Robert F. Arnove, “An inspiring story of the professor emeritus, impact of culturally afIndiana University, firming and anti-colonial NEW Bloomington education on Latina/o st Bechildren and their teachers, university student “This impressive volume Se ller mentors, and parents.” offers valuable insights —Sofia Villenas, Cornell University to teachers, teacher educators, and researchers concerned with preparing youth to be participating “Theoretically cutting-edge and with practical st Bedemocratic citizens.” on-the-ground application.” Seller—Carole L. Hahn, Emory University —Luis Urrieta, The University of Texas at Austin “This important book outlines a set of urgent issues for both scholars and practitioners.” This book chronicles a 10-year journey to —Margaret Crocco, develop and sustain Adelante, a university– Michigan State University school–community partnership designed to address public education’s failure to meet “A stellar group of scholars integrates the migration the needs of students of color, particularly question into issues related to teaching and learnChicana/o students. The authors examine the ing, as well as teacher preparation.” persistent barriers, mistakes, challenges, and —Gloria Ladson-Billings, successes that emerged in their communityUniversity of Wisconsin–Madison based partnership with elementary school “This visionary book highlights research, theory, students, college students, teachers, parents, and practices that can be used to help all students and educational leaders. They offer practical become effective and engaged citizens.” advice and theoretical insight for disrupting —Linda Darling-Hammond, president, pervasive inequities that shape the (mis) Learning Policy Institute education of marginalized students. Some of the world’s leading researchers in mulBook Features: ticultural education and immigration consider • Fills a void about how to engage in activist how global migration is forcing nation-states to scholarship by describing concrete reinvent the ways in which they socialize and strategies and practices employed by the educate diverse groups for citizenship and civic authors. engagement. Case studies from the United • Offers theoretical contributions through States and Israel illustrate how concepts are the braiding together of critical race and manifested in two immigrant nations. Chicana feminist theories. Contributors: Tali Aderet-German • • Proposes a partnership model for working Ayman K. Agbaria • James A. Banks • Zvi with communities of color that promotes Bekerman • Miriam Ben-Peretz • Amy K. pathways to higher education. Marks • Minas Michikyan • John P. Myers • Sonia Nieto • Carola Suárez-Orozco • Marcelo AUDIENCE: Teacher educators, school administraM. Suárez-Orozco • Guadalupe Valdés • tors, policymakers, community leaders, and researchers; courses in multicultural education, Gregory White

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“An essential read . . . serves as an anchor text in helping us understand culturally responsive teaching, issues surrounding it, and the urgency with which its incorporation needs Best to take place.” —Language Arts Seller “Recommended.” —Choice Combining insights from multicultural education theory and research with real-life classroom stories, this foundational book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural New on Editiexperiences. 2010/320 pp./PB, $34.95/5078-0 Multicultural Education Series

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WHY RACE AND CULTURE MATTER IN SCHOOLS Closing the Achievement Gap in America’s Classrooms Tyrone C. Howard

“Gives educators at all levels an excellent primer of the achievement gap, its causes, and remedies.” —International Journal of Multicultural Education

While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. This accessible book presents empirical data from schools that have improved achievement outcomes for racially and culturally diverse students and focuses on ways in which educators can partner with parents and communities. It is important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children. 2010/208 pp./PB, $32.95/5071-1/HC, $62/5072-8

“For educators in a multicultural program, and for veteran and novice teachers, Nieto’s book would be invaluable.” —Childhood Education In this 10th Anniversary Edition of her popular text, Sonia Nieto reviews where we have been and where we should be going in our pursuit of creating multicultural learning communities in our schools. With a new Introductory Chapter and a new Epilogue, Nieto addresses some of the changes we have experienced during the past decade. This edition focuses on the significant role of teachers in transforming students’ lives and includes updates on former students whose journal entries were included in the first edition. 2010/272 pp./PB, $30.95/5054-4 Multicultural Education Series

“A must read for those who have the goal of helping all children to reach their full potential.” —Multicultural Review This book explores the way a group of first- and second-generation Hmong students created their identities as “new Americans” in response to their school experiences. 2005/168 pp./PB, $27.95/4574-8 2001 Outstanding Academic Title, Choice Magazine

LEARNING AND NOT LEARNING ENGLISH Latino Students in American Schools Guadalupe Valdés

“The strengths of this book are not to be missed .” —Modern Language Journal

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THE LIGHT IN THEIR EYES Creating Multicultural Learning Communities 10th Anniversary Edition Sonia Nieto

UP AGAINST WHITENESS Race, School, and Immigrant Youth Stacey J. Lee Foreword by Lois Weis

THE CULTURALLY INCLUSIVE EDUCATOR Preparing for a Multicultural World Dena R. Samuels

“This book provides the research and the tools for transforming ourselves and our practice; it is up to us to do the work.” —Gary R. Howard, Equity and School Change Consulting Based on the author’s national research and consulting work, this book provides guidance on overcoming personal and institutional challenges to cultural inclusiveness (stereotype threats, microaggressions, colorblindness/identityblindness, implicit bias, among others). Samuels begins with the challenges facing the higher education community and then offers 8 transformative steps that any educator teaching any subject can utilize to increase their effectiveness. 2014/176 pp./PB, $38.95/5592-1/ HC, $80/5593-8

The critically acclaimed author of Con Respeto examines both the policy and the instructional dilemmas that surround the English language education of immigrant children in this country. 2001/192 pp./PB, $30.95/4105-4

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CON RESPETO Bridging the Distances Between Culturally Diverse Families and Schools—An Ethnographic Portrait Guadalupe Valdés

“This excellent ethnography . . . raises issues deserving serious consideration.” —MultiCultural Review This book presents a study of ten Mexican immigrant families, describing how such families go about the business of surviving and learning to succeed in a new world. 1996/256 pp./PB, $29.95 /3526-8

2013 AESA Critics’ Choice Award

YOUTH HELD AT THE BORDER Immigration, Education, and the Politics of Inclusion Lisa (Leigh) Patel / Foreword by Michelle Fine

”Patel has written the kind of book that education needs.” —Harvard Education Review Using a combination of engaging narrative and rigorous analysis, this book explores how immigrant youth are included in, and excluded from, various sectors of American society, including education. With an intimate storytelling style, the author invites readers to rethink assumptions about immigrant youth and what their often liminal positions reveal about the politics of inclusion in America. 2013/144 pp./PB, $29.95/5389-7 HC, $67/5390-3

“WHY DON’T THEY LEARN ENGLISH?” Separating Fact from Fallacy in the U.S. Language Debate Lucy Tse

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THE WHITE ARCHITECTS OF BLACK EDUCATION Ideology and Power in America, 1865-1954 William H. Watkins

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Cultural Studies BLACK MALE(D) Peril and Promise in the Education of African American Males Tyrone C. Howard Foreword by Pedro Noguera

Howard examines the chronic underperformance of African American males in U.S. schools, and calls for a paradigm shift in how we think about, teach, and study Black males. He discusses the potential and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify useful practices that can significantly improve their schooling experiences and life chances. He also identifies community-based programs that are helping Black males succeed. Multicultural Education Series

BLACK YOUTH RISING Activism and Radical Healing in Urban America Shawn A. Ginwright

“Brilliant, shocking, tender, full of poetic fury.” —Susan L. Taylor, Editor-in-chief Emerita, Essence Magazine In this pathbreaking account, Shawn Ginwright details the powerful positive impact that community-based organizations can have in rebuilding the lives of urban black youth.

“TO REMAIN AN INDIAN” Lessons in Democracy from a Century of Native American Education K. Tsianina Lomawaima and Teresa L. McCarty

“It offers a balm against despair [and] provides an inspiring theoretical frame for those who continue to fight for indigenous control.” —Tribal College Journal Features the voices and experiences of individuals that official history has silenced and pushed aside. 2006/240 pp./PB, $34.95/4716-2 17 photos Multicultural Education Series

BEING BAD My Baby Brother and the School-to-Prison Pipeline Crystal T. Laura

In a harrowing journey from systems of education to systems of criminal justice, the author combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males. SEE PAGE 60 FOR FULL DESCRIPTION

SHOPTALK Lessons in Teaching from an African American Hair Salon Yolanda J. Majors

Examines the development of literacy, identity, and thinking skills that takes place through cross-generation conversation in an African American hair salon and how it can inform teaching in today’s diverse classrooms. SEE PAGE 27 FOR MORE INFORMATION

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UNRAVELING THE “MODEL MINORITY” STEREOTYPE Listening to Asian American Youth, Second Edition Stacey J. Lee Foreword by Christine Sleeter

Lee provides a comprehensive update of social science research to reveal the ways in which the larger structures of race and class play out in the lives of Asian American high school students, especially regarding presumptions that the educational experiences of Koreans, Chinese, and Hmong youth are all largely the same. 2009/176 pp./PB, $28.95/4973-9

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65 | Culture, Society, and Education

2014/208 pp./PB, $30.95/5490-0 HC, $72/5491-7

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Higher&AdultEducation SEE ALSO: The Culturally Inclusive Educator, page 64

Breakaway Learners

Strategies for Post-Secondary Success with At-Risk Students Karen Gross, advisor and consultant, was

president of Southern Vermont College and senior policy advisor to the United States Department of Education.

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“This book is a must-read for academics, policymakers, teachers, social service providers, police chiefs, and government officials.” —Martha Kanter, former under secretary, U.S. Dept. of Education

“We need to pay attention to what Karen Gross says. Read this book, then share it.” Best —Mark Huddleston, president, r Selle University of New Hampshire “Karen Gross offers practical ideas based on her research and, more importantly, on her substantial leadership in assisting our nation’s colleges and universities serving at-risk students.” —Marybeth Gasman, University of Pennsylvania “Gross’s bold vision for education, grounded in real in-the-trenches experience, turns the current deficiency model into an interactive one, where trust is paramount and the educator is as much a learner as the student.” —Mary Frances Bisselle, Head of School at Hathaway Brown “It takes courage and tremendous effort to offer both a new paradigm and a new educational concept: ‘lasticity.’ The author deserves enormous credit for rocking the proverbial boat.” —Adler Irwin, public school principal This powerful book explores how institutions of higher education can successfully serve “breakaway” students—first-generation, low-income students who are trying to break away from the past in order to create a more secure future. The gap between low-SES and high-SES students persists as efforts to close it have not met with great success. Karen Gross offers a new approach to addressing inequities by focusing on students who have succeeded despite struggling with the impacts of poverty and trauma. She draws on her experience as a college president to outline practical steps that post-secondary institutions can take to create structures of support and opportunity that build reciprocal trust. Students must trust their institutions and professors, professors must trust their students, and eventually students must learn to trust themselves.

ENGAGING THE “RACE QUESTION” Accountability and Equity in U.S. Higher Education Alicia C. Dowd and Estela Mara Bensimon

“The introspective journeys this book will inspire should be experienced by faculty and staff at higher education institutions across the country.” —Tia Brown McNair, Association of American Colleges and Universities This book clarifies the “muddled conversation” that colleges and universities are having about equity. The authors illustrate how practitioner inquiry can be used to address the “race question” with wisdom and calls on college leaders and educators to change the policies and practices that perpetuate institutional and structural racism—and provides a blueprint for doing so. 2015/224 pp./PB, $43.95/5609-6 HC, $86/5611-9

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THE UNIVERSITY NEXT DOOR WhatIs a Comprehensive University, Who Does It Educate, and Can It Survive? Mark Schneider and KC Deane, Editors

“A valuable resource for all stakeholders who seek to affect positive change in policy and practice at public comprehensive universities.” —Daniel J. Hurley, American Association of State Colleges and Universities This volume assembles a team of experts to examine both the history of the comprehensive university and what lies ahead. The book grapples with such questions as: How do these institutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labor market? What partnerships can bolster student success? Contributors: Lloyd Armstrong, John Dorrer, William Doyle, Alisa Hicklin Fryar, Michael B. Horn, Alison Kadlec, Mario Martinez, Awilda Rodriguez, Jeffrey J. Selingo, Michelle R. Weise, Michelle Lu Yin 2015/256 pp./PB, $37.95/5602-7 HC, $84/5603-4

COLLEGE-READY Preparing Black and Latino/a Youth for Higher Education—A Culturally Relevant Approach Michelle G. Knight and Joanne E. Marciano Foreword by Ronald S. Rochon

“An essential resource for practitioners, researchers, and scholars seeking to galvanize an urgent social justice agenda in education.” —Journal of Adolescent and Adult Literacy This book will support teachers, counselors, and administrators in creating a culturally relevant, school-wide, college-going culture to improve educational experiences and outcomes for Black and Latina/o youth. The text includes “Teacher Responses” that connect to the author’s experience working with youth, and “Reading in Action” sections for professional development with individuals, small groups of educators, and whole school communities. 2013/168 pp./PB, $30.95/5412-2/HC, $65/5413-9

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AUDIENCE: Researchers, college administrators and faculty, foundation leaders, and civil rights advocates; courses in higher education, psychology of education, sociology of education, urban studies, student development, student affairs, administrative leadership, diversity.

2017/240 pp./PB, $30.95/5842-7/HC, $70/5843-4

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Comparative and International Education Hard Questions on Global Educational Change

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and Arizona State University. Visit his website at www.pasisahlberg.com. Jonathan Hasak, manager of public policy and government affairs, Year Up. Vanessa Rodriguez, assistant professor, Center for Early Childhood Health and Development, NYU School of Medicine.

New Edition

“Fascinating case studies open up our imaginations and provide clues for the most sustainable forward for educators in the years to st Bepathways r Selle come.” —Dennis Shirley, Boston College “Features enlightening chapters with an international perspective for educators and teacher educators alike. Highly recommended.” —David C. Berliner, Arizona State University “Pasi once again demonstrates why he is considered a world leader in the global education community. This book really does answer the question, is there a better way?” —Mark Ramsankar, president elect, Canadian Teachers’ Federation This book, from internationally renowned education scholar Pasi Sahlberg and his colleagues, focuses on some of the most controversial issues in contemporary education reform around the world, such as parental choice, teacher unions, standardized testing, technology, and teacher knowledge. The final chapter offers a model for policymakers with implications for teaching, learning, and schooling overall. Book Features: • An in-depth look at the most contentious areas of contemporary education reform. • Concrete examples from across the globe. • Commentary from key experts, authorities, and organizations. • A consistent, accessible organization that will appeal to faculty and students. • Lessons learned to improve the educational experience of all students. AUDIENCE: Policymakers, teacher educators,

school principals, teachers, and researchers; courses in school administration, education policy and reform, politics of education, comparative and international education, curriculum and instruction, and philosophy of education.

Pasi Sahlberg has thoroughly updated his groundbreaking account, which won the prestigious Grawemeyer Award in Education and has been translated into 16 languages. SEE PAGE 51 FOR MORE INFORMATION

THE PRIVATIZATION OF EDUCATION A Political Economy of Global Education Reform Antoni Verger, Clara Fontdevila, and Adrián Zancajo

This is the first comprehensive, in-depth investigation of the political economy of education privatization at a global scale. The authors explore the contexts, key personnel, and policy initiatives that explain the worldwide advance of the private sector in education, and identify six different paths toward education privatization. 2016/256 pp./PB, $42.95/5759-8

International Perspectives on Education Reform

INSTITUTIONALIZING HEALTH AND EDUCATION FOR ALL Global Goals, Innovations, and Scaling Up Colette Chabbott, with Mushtaque Chowdhury Foreword by Francisco O. Ramirez

“This is that rare book, one that is grounded in decades of policy experiences in the international development field yet is also theoretically motivated.” —From the Foreword by Francisco O. Ramirez, Stanford University School of Education Chabbott’s careful analyses are particularly timely as the international community defines new global goals for the post2015 era. 2015/264 pp./PB, $40.95/5608-9

International Perspectives on Education Reform Series

EAST MEETS WEST IN TEACHER PREPARATION Crossing Chinese and American Borders Wen Ma, Editor / Foreword by Allan Luke

Drawing on their lived experiences, contributors discuss how they view the similarities and differences between educational systems in the United States and China, what strategies they use to navigate through complex sociocultural boundaries, and what possibilities exist for the American and Chinese educational communities to learn from each other. 2014/208 pp./PB, $37.95/5521-1/HC, $76/5522-8

2016/144 pp./PB, $27.95/5818-2/HC, $63/5819-1

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Finnish Lessons 2.0, 51 Teaching in the Flat World, 52 Global Migration, Diversity, and Civic Education, 63

2012 Jackie Kirk Outstanding Book Award Honorable Mention

EDUCATING CHILDREN IN CONFLICT ZONES Research, Policy, and Practice for Systemic Change— A Tribute to Jackie Kirk Edited by Karen Mundy and Sarah Dryden-Peterson

This collection looks at the challenges of delivering quality education to children around the world who live in situations affected by violent conflict. The text includes case studies from Afghanistan, Sierra Leone, Rwanda, and Uganda, several pieces of Jackie’s writings, plus new chapters from preeminent scholars in the field of education in conflict. 2011/336 pp./PB, $38.95/5243-2 International Perspectives on Education Reform Series

More Books in Comparative and International Education Akiba: IMPROVING TEACHER QUALITY The U.S. Teaching Force in Global Context Motoko Akiba and Gerald LeTendre 2009/176 pp./PB, $40.95/4988-3 DeCoker: JAPANESE EDUCATION IN AN ERA OF GLOBALIZATION Culture, Politics, and Equity Edited by Gary DeCoker and Christopher Bjork 2013/224 pp./PB, $50.95/5423-8

Dunn: TEACHERS WITHOUT BORDERS? The Hidden Consequences of International Teachers in U.S. Schools Alyssa Hadley Dunn Foreword by Jacqueline Jordan Irvine 2013/224 pp./PB, $42.95/5411-5 Multicultural Education Series

Gordon: CHALLENGES TO JAPANESE EDUCATION

Economics, Reform, and Human Rights Edited by June A. Gordon, Hidenori Fujita, Takehiko Kariya, and Gerald LeTendre

2009/224 pp./PB, $47.95/5053-7 International Perspectives on Education Reform Series Copublished with, and available in Japan from, Seori-shobo Ridge: EDUCATION AND THE REVERSE GENDER DIVIDE IN THE GULF STATES Embracing the Global, Ignoring the Local Natasha Ridge 2014/224 pp./PB, $40.95/5561-7 International Perspectives on Education Reform Series

Sleeter: CREATING SOLIDARITY ACROSS DIVERSE COMMUNITIES Christine E. Sleeter and Encarnación Soriano, Editors 2012/240 pp./PB, $54.95/5337-8 Steiner-Khamsi: GLOBAL POLITICS OF EDUCATIONAL BORROWING AND LENDING Edited by Gita Steiner-Khamsi Foreword by Thomas S. Popkewitz 2004/256 pp./PB, $35.95/4493-2

67 | Comparative and International Education

NEW

”This is an impressive and engaging book. If you care about the impacts of technology, testing, and teacher education designs, then this book will stretch your thinking and challenge your assumptions.” —Andy Hargreaves, Boston College

FINNISH LESSONS 2.0 What Can the World Learn from Educational Change in Finland?, Second Edition Pasi Sahlberg Forewords by Diane Ravitch and Andy Hargreaves / Afterword by Sir Ken Robinson

OF RELATED INTEREST

Psychology, Counseling, andDevelopment AN EMPTY SEAT IN CLASS Teaching and Learning After the Death of a Student Rick Ayers

An Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. Through accumulated wisdom, educators are given the means and the resources to find their own path to healing their students, their communities, and themselves. SEE PAGE 46 FOR FULL DESCRIPTION

BEING BAD My Baby Brother and the School-to-Prison Pipeline Crystal T. Laura

In a poignant and harrowing journey from systems of education to systems of criminal justice, the author combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males. SEE PAGE 60 FOR FULL DESCRIPTION

FULL OF OURSELVES A Wellness Program to Advance Girl Power, Health, and Leadership Catherine Steiner-Adair and Lisa Sjostrom

“A valuable addition to the repertoire of any school system, church-based program, or community organization seeking to strengthen girls to become independent, healthy adolescents.” —Contemporary Psychology SEE PAGE 14 FOR FULL DESCRIPTION

New Edition

TRAUMA-SENSITIVE SCHOOLS Learning Communities Transforming Children’s Lives, K–5 Susan E. Craig W by Jane Ellen Stevens NEForeword

“This book couldn’t have come at a better time. This research is essenBest tial knowledge if Seller educators want to create a school system where all children can feel safe enough to learn and succeed academically.” —From the Foreword by Jane Ellen Stevens, ACEs Connection Network Growing evidence supports the important relationship between trauma and academic failure. In response, the trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K–5 education professionals with clear explanations of current ew N research and dozens of practical, on Editicreative ideas. 2016/160 pp./PB, 30.95/5745-1

NEW

Best Seller

HEALING THE SOUL WOUND Counseling with American Indians and Other Native Peoples Eduardo Duran Foreword by Allen E. Ivey

“Duran’s personal and engaging style captivates the reader as he or she catches a glimpse of what training with this master must be like.” —PsycCritiques Eduardo Duran—a psychologist working in Indian country—draws on his own clinical experience to provide guidance to counselors working with Native Peoples. Duran presents a culture-specific approach for dealing with common problems, such as substance abuse, intergenerational trauma, and the effects of oppression. This groundbreaking book outlines very different ways of serving American Indian clients, translating Western metaphor into Indigenous ideas that will make sense to Native People.

PERSONALITY THEORIES Journeys Into Self (An Experiential Workbook), Second Edition Willard B. Frick

The author has revised this popular experiential workbook by adding Carl Jung and Karen Horney to his cast of major personality theorists—Freud, Adler, Erikson, Bandura, Allport, Maslow, and Rogers. Through exercises, projects, and group activities, students are given the means to relate abstract theories and concepts to their own personality development and experience. Many exercises deal with private aspects of students’ lives and are designed to be completed individually out of the classroom and reviewed by the instructor. 1991/144 pp./PB, $26.95/3088-1

More Books in Psychology, Counseling, & Development Astor: THE PUPIL PERSONNEL GUIDE FOR SUPPORTING STUDENTS FROM MILITARY FAMILIES Ron Avi Astor, Linda Jacobson, and Rami Benbenishty 2012/144 pp./PB, $27.95/5371-2 photos Copublished with Military Child Education Coalition Constantine: CLINICAL PRACTICE WITH PEOPLE OF COLOR A Guide to Becoming Culturally Competent Madonna G. Constantine, Editor 2007/272 pp./PB, $36.95/4753-7 Multicultural Foundations of Psychology and Counseling Series Smith: PSYCHOLOGY, POVERTY, AND THE END OF SOCIAL EXCLUSION Putting Our Practice to Work Laura Smith 2010/192 pp./PB, $35.95/5124-4 Multicultural Foundations of Psychology and Counseling Series

2006/160 pp./PB, $36.95/4689-9

Multicultural Foundations of Psychology and Counseling

For full book descriptions, visit www.tcpress.com

SpecialEducation/ GıftedEducation Teaching for Inclusion

Transition by Design

education at Teachers College, Columbia University.

sor of special education in the Department of Teaching and Learning at New York University.

Eight Principles for Effective New and Equitable Practice Edition Srikala Naraian is associate professor of

“Offers a cohesive understanding on NEW what it takes to advance inclusive practice at the ground level in classrooms and in schools.” —Marleen C. Pugach, professor emerita, University of Wisconsin–Milwaukee “This rich and wonderful book should be the Best centerpiece of professional development for every Seller district and school in the United States.” —Scot Danforth, Chapman University

AUDIENCE: Teacher educators, general and

special education teachers, curriculum developers, policymakers, and professional developers; courses in special education, inclusive education, differentiating instruction, culturally relevant teaching, disability studies, diversity, education policy, urban education. 2017/176 (tent.) pp./PB, $39.95/5857-1 HC, $96/5858-8

Disability, Culture, and Equity Series

“Audrey Trainor offers an excellent treatise on transition research and practice as cultural acts that lead to differential outcomes for youth with disabilities, particularly for those from historically marginalized groups. Each of us must heed her call to examine how our personal and professional cultures Best influence our work and contribute to Selleror inequity, in programs and services for equity, these populations.” —Alba A. Ortiz, professor emerita, The University of Texas at Austin

NEW

“With passion and precision, Trainor calls us to see the work of transition education through new and broader lenses. Her remarkable book pushes the field to pursue equity and ensure every young person with a disability can flourish.” —Erik Carter, Vanderbilt University Transitions to adulthood for adolescents with disabilities are as diverse as the adolescents themselves. While there have been marked improvements for students with disabilities, there is still concern that employment education and independent living outcomes are not equitable across groups of students. For example, adolescents of color are more likely to face exclusionary discipline procedures in school resulting in detention and court involvement which, in turn, can limit access to educational opportunities in inclusive settings. Recommending a shift toward strengths-based approaches to research and practice, Trainor explores how all stakeholders, including researchers and practitioners, can help shape equitable opportunities for youth with disabilities in transition. Transition by Design reframes disability, diversity, and equity during the transition from high school to adulthood. Book Features: · Uses a unique theoretical framework in transition: cultivating a culture of practice. · Lays out an in-depth examination of the school-to-prison pipeline as a major issue in transition. · Examines health status and healthcare access issues relative to transition. · Calls for culturally responsive approaches to research by exposing the limitations of intervention methods and holes in the extant literature. AUDIENCE: Secondary special educators, school administrators, policymakers, and transition scholars; courses in disability studies, special education policy, transition planning, curriculum and instruction, teaching and learning, sociology, and law.

2017/192 pp./PB, $43.95/5840-3/HC, $96/5841-0

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

WORD STUDY IN THE INCLUSIVE SECONDARY CLASSROOM Supporting Struggling Readers and Students with Disabilities Melinda Leko

Word study integrates decoding/phonics, spelling, and vocabulary instruction to help struggling readers identify unfamiliar words in order to improve reading comprehension. This book provides secondary general and special education teachers with strategies to embed word study instruction in content area classes. The text includes lesson plans, reproducible teaching tools, and discussion questions.

2016/144 pp./PB, $30.95/5778-9/HC, $68/5779-6

DISCRIT—DISABILITY STUDIES AND CRITICAL RACE THEORY IN EDUCATION Edited by David J. Connor, Beth A. Ferri, and Subini A. Annamma

“This book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities.” —Michelle Fine, The Graduate Center, CUNY This groundbreaking volume examines the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). 2016/288 pp./PB, $45.95/5667-6 HC, $92/5668-3

Disability, Culture, and Equity Series

SEE ALSO: Changing Minds and Brains— The Legacy of Reuven Feuerstein, page 38; Reading Upside Down, page 30

69 | Gifted Education / Special Education

Teaching for Inclusion shows how educators navigate the competing demands of everyday practice with examples from urban, suburban, elementary, and secondary schools. The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities. Situated in the everyday realities of classrooms that often include mandated testing requirements and accountability policies, this book addresses multiple dimensions of inclusive practice including curricular decisionmaking, the “grammar” of schooling, the status of family communities, and the demands of professional roles. Book Features: • Values teachers as contributors to the field of inclusive education, rather than technicians implementing given concepts. • Offers ways of thinking about inclusive practices that educators can adapt to their own school contexts. • Captures the real dilemmas faced by classroom teachers as they implement recommended practices. • Incorporates a range of perspectives, including educators, students, and families.

Improving Equity and Outcomes for Adolescents with Disabilities New Audrey Edition A. Trainor is an associate profes-

OF RELATED INTEREST Seven Essentials for Family–Professional Partnerships in Early Intervention, 2

CREATIVITY AND THE AUTISTIC STUDENT Supporting Strengths to Develop Skills and Deepen Knowledge Carrie C. Snow

”What a beautiful book! This is not just an attempt to highlight the creative abilities of those on the spectrum, it is a call to explore how those who see the world differently are helping us all better understand creativity itself.” —Paula K. Kluth, consultant, advocate, and author Carrie Snow challenges common conceptions about autism and offers a strengths-based demonstration of the many ways that autistic people express creativity and imagination. She identifies key qualities of education that are commonly cited by autistic people to be significant to the development of fulfilling lives, healthy identities, promising careers and vocations, and creativity in general.

2015/144 pp./PB, $37.95/5727-7 HC, $78/5728-4 illustrations

HOW TO PREVENT SPECIAL EDUCATION LITIGATION Eight Legal Lesson Plans Regina Umpstead, Janet R. Decker, Kevin P. Brady, David Schimmel, and Matthew Militello

“This book provides a workable framework for school administrators to give their staff the knowledge needed to make legally correct decisions and avoid costly litigation.” —Allan Osborne, former principal, Snug Harbor Community School, Quincy, MA This book provides eight easy-toimplement lesson plans on special education law that will help schools and districts reduce the time and energy devoted to dealing with violations of the law, resolving parental complaints, correcting errors by school employees, and more. In these one-hour sessions, participants learn by engaging with actual situations that have led to expensive litigation. 2015/128 pp./PB, $37.95/5707-9 large format, illustrations

WHY ARE SO MANY MINORITY STUDENTS IN SPECIAL EDUCATION? Understanding Race and Disability in Schools, Second Edition Beth Harry and Janette Klingner Forewords by Lisa D. Delpit and Alfredo Artiles

Now in a second edition, this powerful book presents research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. The authors examine the experiences of the children, their families, and their teachers, along with the school climate that influences decisions about referrals to special education. The expanded second edition addresses key developments in the placement process, with a particular focus on Response to Intervention. The book concludes with recommendations for improving educational practice, teacher training, and policy renewal. 2014/256 pp./PB, $35.95/5506-8

(UN)LEARNING DISABILITY Recognizing and Changing Restrictive Views of Student Ability AnnMarie D. Baines Foreword by Ray McDermott

Following the lives of adolescents at home and at school, the author makes visible the disabling language, contextual arrangements, and unconscious social practices that restrict learning regardless of special education services. She also showcases how young people resist disablement to transform their worlds and pursue pathways most important to them. Educators and scholars can use this important resource to recognize and change disabling practices that are often taken for granted as a natural part of schooling. 2014/192 pp./PB, $35.95/5536-5 HC, $70/5576-1

Disability, Culture, and Equity Series

THE NATURE AND NURTURE OF GIFTEDNESS A New Framework for Understanding Gifted Education David Yun Dai

CASE STUDIES “I would recommend this text to eduOF MINORITY STUDENT cation administrators who are considPLACEMENT IN ering reform of their gifted education SPECIAL programs.” EDUCATION —Contemporary Psychology Beth Harry, Janette Klingner, 2010/312 pp./HC, $63/5087-2 Education and Psychology of the Gifted Series and Elizabeth Cramer, with Keith M. RETHINKING GIFTED Sturges and Robert F. Moore EDUCATION Edited by James H. Borland “The best casebook on special

education that I have seen.” —Velma L. Cobb, National Urban League

2007/144 pp./PB, $25.95/4761-2

PLAY AND IMAGINATION IN CHILDREN WITH AUTISM Second Edition Pamela J. Wolfberg

“With solid, thorough research, this book is a serious read, ideal for parents and educators searching for an inclusive, positive approach to helping children with autism expand their play repertoire and interact with peers.” —Building Blocks 2009/216 pp./PB, $29.95/4941-8

More Books in Special and Gifted Education Bruce: ACTION RESEARCH IN SPECIAL EDUCATION An Inquiry Approach for Effective Teaching and Learning Susan M. Bruce and Gerald J. Pine 2010/160 pp./PB, $31.95/5091-9/HC, $62/5092-6 Donnellan: PROGRESS WITHOUT PUNISHMENT Effective Approaches for Learners with Behavior Problems Anne M. Donnellan, Nanette Negri-Shoultz, Lynette Fassbender, and Gary LaVigna 1988/184 pp./PB, $26.95/2911-3 Special Education Series Howe: THE ETHICS OF SPECIAL EDUCATION Kenneth R. Howe and Ofelia Miramontes 1992/176 pp./ebook only, $21.95/74410 Professional Ethics in Education Series Kozleski: ABILITY, EQUITY, AND CULTURE Sustaining Inclusive Urban Education Reform Elizabeth B. Kozleski and Kathleen King Thorius, Editors 2014/272 pp./PB, $34.95/5492-4 HC, $76/5493-1 Disability, Culture, and Equity Series Lawrence-Brown: CONDITION CRITICAL Key Principles for Equitable and Inclusive Education Diana Lawrence-Brown and Mara Sapon-Shevin 2014/256 pp./PB, $40.95/5476-4 HC, $84/5477-1 Disability, Culture, and Equity Series

“Readers are left prepared for thoughtful revision of gifted education policies wherever they exist. Highly recommended.” —Choice Contributors include: Laurence J. Coleman, Tracy L. Cross, John F. Feldhusen, David Henry Feldman, Donna Y. Ford, Mara Sapon-Shevin, Joyce VanTassel-Baska 2003/304 pp./HC, $48/4304-1

Education and Psychology of the Gifted Series

A PARENTS’ GUIDE TO SPECIAL EDUCATION IN NEW YORK CITY AND THE METROPOLITAN AREA Laurie DuBos and Jana Fromer 2006/208 pp./PB, $26.95/4685-1 (T)

Copublished with AAPC (Autism Asperger Publishing Company)

For full book descriptions, visit www.tcpress.com

Author Index A

Bacevich; Teaching Disciplinary Literacy, 27 Baer; Teaching for Creativity in the Common Core Classroom, 46 Bain; Learning Edge, 12 Baines, A.; (Un)Learning Disability, 70 Baines, J.; “We’ve Been Doing It Your Way Long Enough”, 42 Baker-Doyle; Networked Teacher, 48 Balaban; Everyday Goodbyes, 9; Observing and Recording the Behavior of Young Children, 6 Ballenger; Puzzling Moments, Teachable Moments, 47; Teaching Other People’s Children, 17 Banks, J.; Educating Citizens in a Multicultural Society, 65; Global Migration, Diversity, and Civic Education, 63; Multicultural Education, Transformative Knowledge, and Action, 65 Bankston; Public Education— America’s Civil Religion, 62 Baptist; Pedagogy of the Poor, 61 Barone, B.; Literary Conversations in the Classroom, 23 Barone, D.; Literary Conversations in the Classroom, 23 Barone, T.; touching eternity, 48 Barton; Teaching Science for Social Justice, 39 Bastos; Transforming City Schools Through Art, 39 Bates; Complete Guide to Tutoring Struggling Readers—Mapping Interventions to Purpose and CCSS, 30 Baum; Multiple Intelligences in the Elementary Classroom, 48 Beane; Curriculum Integration, 39 Beaty; Family Dialogue Journals, 32 Beghetto; Teaching for Creativity in the Common Core Classroom, 46 Bell; 40 Years Later, 58 Bellanca; Classrooms Without Borders, 12; The Focus Factor, 39 Benbenishty; Military Family’s Parent Guide for Supporting Your Child in School, 14; The Pupil Personnel Guide for Supporting Students from Military Families, 68; The School Administrator’s Guide for Supporting Students from

Military Families, 55; The Teacher’s Guide for Supporting Students from Military Families, 47 Beneke; Power of Projects, 7; Windows on Learning, 7 Ben-Peretz; Global Migration, Diversity, and Civic Education, 63 Bensimon; Engaging the “Race Question”, 66 Bensman; Central Park East and Its Graduates, 55 Bentley; Everyday Artists, 9 Bergen; Educating and Caring for Very Young Children, 9; Young Children in Action, 9 Berger; How to Innovate, 54 Berliner; 50 Myths and Lies That Threaten America’s Public Schools, 50 Berne; The One-on-One Reading and Writing Conference, 25 Berry; Teaching 2030, 52 Bers; Blocks to Robots, 8 Bess; View from the Little Chair in the Corner, 9 Beyer; Thinking-Based Learning, 38 Biklen; Practical Guide to the Qualitative Dissertation, 62 Birdyshaw; Teaching Disciplinary Literacy, 27 Bjork; Japanese Education in an Era of Globalization, 67 Blackburn; Acting Out!, 48; Interrupting Hate, 32 Bloom; Business Administration Scale for Family Child Care (BAS), 5; Escala de Evaluación de la Administración de Negocios, 5; Program Administration Scale, 5 Blythe; Facilitating for Learning, 45; Facilitator’s Book of Questions, 46; Looking Together at Student Work, 46; Teaching as Inquiry, 48 Boehm; Classroom Observer, 9 Bohács; Think-Aloud and TalkAloud Approach to Building Language, 8 Bolgatz; Talking Race in the Classroom, 65 Bonazzo; Healthy Learners, 5 Boostrom; Thinking, 62 Borko; Mathematics Professional Development, 36 Borland; Rethinking Gifted Education, 70 Borsheim-Black; Inspiring Dialogue, 26 Boston; Improving Instruction in Algebra, 39 Boulay; Summer Slide, 56 Boyle; Big-City School Reforms, 53 Bradley; On Formative and Design Experiments, 31; Revitalizing Read Alouds, 28 Brady; How to Prevent Special Education Litigation, 70 Branham; “What’s So Great About Art, Anyway?”, 40 Braun; An Introduction to Standards-Based Reflective Practice..., 47 Bredo; William James and Education, 62 Breidenstein; Leading for Powerful Learning, 54

Brewer; Dumb Ideas Won’t Create Smart Kids, 51 Brizuela; “Show Me What You Know”, 39 Brock; Engaging Students in Disciplinary Literacy, K–6, 28 Brooks, Jacqueline; Big Science for Growing Minds, 7 Brooks, Jeffrey; Black School White School, 55; What Every Principal Needs to Know to Create Equitable and Excellent Schools, 53 Brooks, L.; Teaching Controversial Issues, 40 Broomhead; (Re)Imagining Content-Area Literacy Instruction, 28 Brown, A.; Reclaiming the Multicultural Roots of U.S. Curriculum, 63 Brown, K.; After the “At-Risk” Label, 60 Brozo; RTI and the Adolescent Reader, 32; Wham! Teaching with Graphic Novels Across the Curriculum, 28 Bruce; Action Research in Special Education, 70 Bruno; Managing Legal Risks in Early Childhood Programs, 5 Bullough; Uncertain Lives, 62 Buras; Pedagogy, Policy, and the Privatized City, 62 Burkett; Teaching Science for Social Justice, 39 Burns; Teach On Purpose!, 34 Buxton; Diversity and Equity in Science Education, 39

Cabana; Mathematics for Equity, 37 Cadwell; Bringing Learning to Life, 9; Bringing Reggio Emilia Home, 8; In the Spirit of the Studio, 8 Cahnmann-Taylor; Teachers Act Up!, 48 Caine; Natural Learning for a Connected World, 39 Caldas; Public Education— America’s Civil Religion, 62 Calderón; Reclaiming the Multicultural Roots of U.S. Curriculum, 63 Campano; Immigrant Students and Literacy, 17; Partnering with Immigrant Communities, 27 Campos; Jump Start Health!, 14 Capin; RTI in the Common Core Classroom, 26 Capitelli; Latino Children Learning English, 17 Carini; From Another Angle, 47; Jenny’s Story, 45; Starting Strong, 62 Carlson; Understanding Education Indicators, 55 Carlsson-Paige; War Play Dilemma, 6 Carmona; Un-Standardizing Curriculum, 33 Carr; Leading for Inclusion, 55 Carrasquillo; The Bilingual Advantage, 16 Caruso; Supervision in Early Childhood Education, 5

71 | Author / Title / Series Indexes

Achinstein; Change(d) Agents, 48; Mentors in the Making, 48 Agarwal-Rangnath; Preparing to Teach Social Studies for Social Justice, 35; Social Studies, Literacy, and Social Justice in the Common Core Classroom, 34 Akiba; Improving Teacher Quality, 67 Alemán; Transforming Educational Pathways for Chicana/o Students, 63 Alexander, K.; Summer Slide, 56 Alexander, L.; A Critical Inquiry Framework for K–12 Teachers, 39 Alexander-Tanner; To Teach, in Comics, 44 Alfaro; The Path to Get There, 39 Algozzine; Doing Case Study Research, 57 Alim; Culturally Sustaining Pedagogies, 20 Allen, D.; Facilitating for Learning, 45; Facilitator’s Book of Questions, 46; Looking Together at Student Work, 46; Teaching as Inquiry, 48 Allen, J.; A Critical Inquiry Framework for K–12 Teachers, 39; Creating Welcoming Schools, 13; Family Dialogue Journals, 32; Literacy in the Welcoming Classroom, 32 Allington; No Quick Fix, 32; Summer Reading, 25 Almy; Ways of Studying Children, 9 Alridge; Educational Thought of W.E.B. Du Bois, 62 Altamirano; Be the Change, 53 Althouse; Colors of Learning, 9 Alvarez; Latino Children Learning English, 17 Alvermann; Bring It to Class, 31 Amel; New Early Childhood Professional, 4 Anderson; Teaching for Equity, 53 Angelis; Best Practices from HighPerforming High Schools, 55 Annamma; DisCrit, 69 Anyon; Ghetto Schooling, 55 Applebee; Writing Instruction That Works, 29 Appleman; Critical Encounters in Secondary English, 26 Arrastía; Starting Up, 55 Astor; The Military Family’s Parent Guide for Supporting Your Child in School, 14; The Pupil Personnel Guide for Supporting Students from Military Families, 68; The School Administrator’s Guide for Supporting Students from Military Families, 55; The Teacher’s Guide for Supporting Students from Military Families, 47 Athanases; Mentors in the Making, 48 Au; Reclaiming the Multicultural Roots of U.S. Curriculum, 63 August; Teaching Vocabulary to English Language Learners, 16

Ault; Assessment of Practices in Early Elementary Classrooms (APEEC), 6 Aviles de Bradley; From Charity to Equity, 53 Ayers, R.; Diving In, 61; Empty Seat in Class, 46; Teaching the Taboo, 44 Ayers, W.; Good Preschool Teacher, 4; On the Side of the Child, 62; Teaching for Social Justice, 62; Teaching the Taboo, 44; Teaching with Conscience in an Imperfect World, 59; To Become a Teacher, 48; To Teach, 3rd Edition, 44; To Teach, in Comics, 44

72 |

Casanova; ¡Sí Se Puede!, 55 Casella; “Being Down”, 65; Practical Guide to the Qualitative Dissertation, 62 Casper; Gay Parents/ Straight Schools, 14 Caughlan; Inspiring Dialogue, 26 Celano; Giving Our Children a Fighting Chance, 52 Chabbott; Institutionalizing Health and Education for All, 67 Chaltain; Our School, 61 Chapman; Computer Clubhouse, 12 Charity Hudley; Indispensable Guide to Undergraduate Research, 58; Understanding English Language Variation in U.S. Schools, 32; We Do Language, 32 Chavez; Reading and Representing Across the Content Areas, 28 Clark, C.; Acting Out!, 48 Clarke; Educating Literacy Teachers Online, 32; Reading Turn-Around, 30 Clark, P.; Transforming Teacher Education for Social Justice, 60 Clark, S.; Young Meaning Makers, 28 Cleverley; Visions of Childhood, 9 Clifford; Early Childhood Environment Rating Scale (ECERS-3), 10; Early Childhood Environment Rating Scale (ECERS–R), 10; Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 11; Escala de Calificación del Ambiente de la Infancia Temprana, 10; Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 10; Family Child Care Environment Rating Scale (FCCERS–R), 11; Infant Toddler Environment Rating Scale (ITERS-3), 2; Infant Toddler Environment Rating Scale (ITERS-R), 10 Cobb; Improving Access to Mathematics, 39 Cochran-Smith; Inquiry as Stance, 47; Inside/Outside, 48; Walking the Road, 48 Cohen, D.; Observing and Recording the Behavior of Young Children, 6 Cohen, E.; Designing Groupwork, 38 Coldren; Diagnosis and Design for School Improvement, 55 Collins, A.; Rethinking Education in the Age of Technology, 12; What’s Worth Teaching, 12 Collins, C.; “Ethnically Qualified”, 65 Commins; Restructuring Schools for Linguistic Diversity, 17 Compton-Lilly; Bedtime Stories and Book Reports, 32; Reading Time, 32; Re-reading Families, 32 Conchas; Cracks in the Schoolyard, 59; Streetsmart Schoolsmart, 65 Connor; DisCrit, 69 Constantine; Clinical Practice with People of Color, 68 Contreras; Achieving Equity for Latino Students, 55

Conyers; Five Big Ideas for Effective Teaching, 45; Smarter Teacher Leadership, 43 Cookson; Class Rules, 60 Cooper; Constructivist Leader, 55; Playing to Get Smart, 9 Copeland; Connecting Emergent Curriculum and Standards in the Early Childhood Classroom, 8; Managing Legal Risks in Early Childhood Programs, 5 Coplan; Quiet at School, 43 Corbett; Effort and Excellence in Urban Classrooms, 55 Cormack; Impactful Practitioner Inquiry, 42 Cornbleth; Teaching with Vision, 44 Cosier; Transforming City Schools Through Art, 39 Costa; Cognitive Capital, 54; The Power of the Social Brain, 39; Thinking-Based Learning, 38 Counsell; STEM Learning with Young Children, 7 Craig; Trauma-Sensitive Schools, 54 Cramer; Case Studies of Minority Student Placement in Special Education, 70 Cremin; Republic and the School, 62 Crosnoe; Healthy Learners, 5 Cross; Political Education, 50 Cruz; Talking Diversity with Teachers and Teacher Educators, 48 Cryer; Early Childhood Environment Rating Scale (ECERS-3), 10; Early Childhood Environment Rating Scale (ECERS–R), 10; Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 11; Escala de Calificación del Ambiente de la Infancia Temprana, 10; Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 10; Family Child Care Environment Rating Scale (FCCERS–R), 11; Infant Toddler Environment Rating Scale (ITERS-3), 2; Infant Toddler Environment Rating Scale (ITERS-R), 10; Video Observations for the ECERS-R, 10; Video Observations for the FCCERS-R, 11; Video Observations for the ITERS-R, 10 Cuban; Hugging the Middle, 55; Powerful Reforms with Shallow Roots, 55; Teachers and Machines, 12 Cuffaro; Experimenting with the World, 9 Cunningham; Literacy Leadership in Changing Schools, 25

Dai; Nature and Nurture of Giftedness, 70 Damron; ”They’re All Writers”, 23 D’Andrea; Teaching in Themes, 34 D’Angelo; Literacy and History in Action, 27 Darling-Hammond; Be the Change, 53; Flat World and Education, 51; Getting Teacher Evaluation Right, 53; Learning to Teach for Social Justice, 48; Professional

Development Schools, 55; Teaching in the Flat World, 52 Darvin; Teaching the Tough Issues, 28 Davis, G.; Turning Points 2000, 55 Davis, James; African American Males in School and Society, 65 Davis, Jessica; Ordinary Gifted Children, 39; Why Our High Schools Need the Arts, 39; Why Our Schools Need the Arts, 36 Davis, S.; Raising Children Who Soar, 14 Dawson; Teacher-Writer, 42 Dean; Family Dialogue Journals, 32 Deane; University Next Door, 66 DeBoer; History of Ideas in Science Education, 39 Decker; How to Prevent Special Education Litigation, 70 DeCoker; Japanese Education in an Era of Globalization, 67 DeCosta; Real World Writing for Secondary Students, 32 Dede; Digital Teaching Platforms, 12 Degener; The One-on-One Reading and Writing Conference, 25 De La Paz; Reading, Thinking, and Writing About History, 35 Delgado Bernal; Transforming Educational Pathways for Chicana/o Students, 63 Del Prete; Improving the Odds, 55 Demarest; Learning-Centered Framework for Education Reform, 55 Derman-Sparks; Leading Anti-Bias Early Childhood Programs, 4; Teaching/Learning AntiRacism, 17; What If All the Kids Are White?, 4 DeVries; Developing Constructivist Early Childhood Curriculum, 8; Moral Classrooms, Moral Children, 8 Diamond; Teaching Kindergarten, 7 DiAngelo; Is Everyone Really Equal?, 56 Diaz; Preparing Educators for Arts Integration, 34 Dichter; Going Online with Protocols, 48; Power of Protocols, 46 Dickter; Indispensable Guide to Undergraduate Research, 58 Dilg; Our Worlds in Our Words, 65 Dimitriadis; On Qualitative Inquiry, 31, 32 Dole; Reading Across Multiple Texts in the Common Core Classroom, K–5, 30 Doll; Post-Modern Perspective on Curriculum, 62 Donahue; Art-Centered Learning Across the Curriculum, 36; Artful Teaching, 36 Donaldson, B.; Reading Across Multiple Texts in the Common Core Classroom, K–5, 30 Donaldson, G.; Cultivating Leadership in Schools, 54; How Leaders Learn, 54 Donaldson, R.; Reading Across Multiple Texts in the Common Core Classroom, K–5, 30

Donnellan; Progress Without Punishment, 70 Douglas, K.; Engaging Learners through Artmaking, 36 Douglas, W.; The Activist Learner, 35 Dover; Preparing to Teach Social Studies for Social Justice, 35 Dowd; Engaging the “Race Question”, 66 Drago-Severson; Becoming Adult Learners, 66 Draper; (Re)Imagining ContentArea Literacy Instruction, 28 Drayton; Creating and Sustaining Online Professional Learning Communities, 48 Dryden-Peterson; Educating Children in Conflict Zones, 67 DuBos; Parent’s Guide to Special Education in New York City and the Metropolitan Area, 14 Duckworth; “The Having of Wonderful Ideas”, 34 Dudley-Marling; High-Expectation Curricula, 39 Dueñas; Critical Media Pedagogy, 31 Dunn; Teachers Without Borders?, 67 Duran; Healing the Soul Wound, 68 Dworkin; Dewey on Education, 62 Dyson; Children, Language, and Literacy, 31; On the Case, 31; ReWRITING the Basics, 29; The Brothers and Sisters Learn to Write, 32

Early; Real World Writing for Secondary Students, 32 Eckert; Jocks and Burnouts, 65 Edmiaston; Developing Constructivist Early Childhood Curriculum, 8 Edwards, C.; Bambini, 8 Edwards, P.; Bridging Literacy and Equity, 25; Change Is Gonna Come, 32; New Ways to Engage Parents, 45 Efland; Art and Cognition, 39; History of Art Education, 36 Egan; Imagination and the Engaged Learner, 38; Whole School Projects, 34 Eisner; Cognition and Curriculum Reconsidered, 57; Enlightened Eye, 57 Ellerbrock; Talking Diversity with Teachers and Teacher Educators, 48 Elliott, K.; DIY Media in the Classroom, 32 Elliott, L.; Composing Science, 25 Elliott, S.; Teaching and Learning on the Verge, 61 Engel; Playing for Keeps, 39 Enriquez; Reading Turn-Around, 30 Eppler-Wolff; Raising Children Who Soar, 14 Epstein; Teaching Civic Literacy Projects, 27 Ermer; Teaching Science for Social Justice, 39 Escalada; STEM Learning with Young Children, 7 Ewald; Literacy and Justice Through Photography, 32

Foster; Growing Up African American in Catholic Schools, 65 Frank; Ethnographic Interviewing for Teacher Preparation and Staff Development, 48 Frankenberg; School Integration Matters, 60 Franz; Indispensable Guide to Undergraduate Research, 58 Fraser; Preparing America’s Teachers, 62 Frederick; Inclusive Literacy Teaching, 15 Fredricksen; Coaching TeacherWriters, 41 Freedman; The First Year of Teaching, 47 French; Learning to Teach for Social Justice, 48 Frey; The Path to Get There, 39 Frick; Personality Theories, 68 Friedrich; How Teachers Become Leaders, 48 Fromer; Parent’s Guide to Special Education in New York City and the Metropolitan Area, 14 Fry; The Activist Learner, 35 Fucigna; Experience and Art, 9 Fujita; Challenges to Japanese Education, 67 Fullan; Big-City School Reforms, 53; New Meaning of Educational Change, 52; Professional Capital, 51; What’s Worth Fighting For in the Principalship?, 52 Fusco; Effective Questioning Strategies in the Classroom, 45

Gable; States of Child Care, 9 Gadson; New Early Childhood Professional, 4 Galas; Literacy and History in Action, 27 Gallas; Languages of Learning, 32 Gallo; Mi Padre, 13 Gándara; Forbidden Language, 55 Gandini; Bambini, 8; In the Spirit of the Studio, 8 Ganske; Write Now!, 24 Garces; School Integration Matters, 60 Garcia, A.; Pose, Wobble, Flow, 31 García, Erminda; Understanding the Language Development and Early Education of Hispanic Children, 32 García, Eugene; Teaching and Learning in Two Languages, 17; Understanding the Language Development and Early Education of Hispanic Children, 32 Garcia, J.; An Introduction to Standards-Based Reflective Practice..., 47 Garcia-Lopez; Learning to Teach for Social Justice, 48 García, O.; Educating Emergent Bilinguals, 16 Garcia, R.; Bridging the English Learner Achievement Gap, 17 Garcia, V.; Critical Media Pedagogy, 31 Gardner, Mary; Liberating Leadership Capacity, 53 Gardner, Morgan; Constructivist Leader, 55

Garmston; Cognitive Capital, 54 Garrett; Effective Classroom Management, 46 Garrison; William James and Education, 62 Gates; Gates-Peardon-LaClair Reading Exercises, 38 Gay; Culturally Responsive Teaching, 64 Gee, E.; Remixing Multiliteracies, 21 Gee, J.; Teaching, Learning, Literacy in Our High-Risk HighTech World, 21 Geiken; STEM Learning with Young Children, 7 Genishi; Children, Language, and Literacy, 31; Ways of Assessing Children and Curriculum, 9; Ways of Studying Children, 9 Ghiso; Partnering with Immigrant Communities, 27 Gibson; Every Young Child a Reader, 22 Gillam; Young Meaning Makers, 28 Ginwright; Black Youth Rising, 65 Glass; 50 Myths and Lies That Threaten America’s Public Schools, 50 Glickman; Leading for Powerful Learning, 54; Those Who Dared, 62 Goatley; Engaging Students in Disciplinary Literacy, K–6, 28 Goffin; Early Childhood Education for a New Era, 5; Ready or Not, 9 Goldman; Manhattan Family Guide to Private Schools and Selective Public Schools, 14 Gómez, D.; Literacy Leadership in Changing Schools, 25 Gomez, R.; Early Childhood Governance, 5 Goodlad; In Praise of Education, 62; Teaching Career, 48 Gordon; Challenges to Japanese Education, 67 Gorski; Reaching and Teaching Students in Poverty, 44 Goswami; On Teacher Inquiry, 31 Gravel; “Show Me What You Know”, 39 Graves; Teaching Individual Words, 26; Teaching Vocabulary to English Language Learners, 16; Vocabulary Book, 22 Greene, M.; Landscapes of Learning, 62; Variations on a Blue Guitar, 36 Greene, S.; Bedtime Stories and Book Reports, 32; Race, Community, and Urban Schools, 14 Greska; Literacy and History in Action, 27 Grissom; Improving Teacher Evaluation Systems, 50 Grob; Teaching Kindergarten, 7 Grolnick; Forever After, 48 Gropper; Observing and Recording the Behavior of Young Children, 6 Gross; Breakaway Learners, 66 Gullo; Understanding Assessment and Evaluation in Early Childhood Education, 9 Gummer; Data Literacy for Educators, 12

Gurvitz; Complete Guide to Tutoring Struggling Readers— Mapping Interventions to Purpose and CCSS, 30 Gutiérrez; Power of Scriptwriting!, 32 Gutmann; FirstSchool, 5 Guzzetti; DIY Media in the Classroom, 32

Haas; Dumb Ideas Won’t Create Smart Kids, 51 Hagood; Bring It to Class, 31 Haigh; We Are All Explorers, 9 Hall; Seen and Heard, 9 Haller; Ethics of School Administration, 54 Hallett; Serving Students Who Are Homeless, 49 Halverson; Rethinking Education in the Age of Technology, 12 Hamel; Choice and Agency in the Writing Workshop, 22 Hancock; Doing Case Study Research, 57 Handsfield; Literacy Theory as Practice, 30 Hansen; Call to Teach, 48; Ethical Visions of Education, 58 Hantzopoulos; Restoring Dignity in Public Schools, 60 Harby; Test Lessons in Primary Reading, 38 Hargreaves; Professional Capital, 51; Teaching in the Knowledge Society, 62 Harms; Early Childhood Environment Rating Scale (ECERS-3), 10; Early Childhood Environment Rating Scale (ECERS–R), 10; Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 11; Escala de Calificación del Ambiente de la Infancia Temprana, 10; Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 10; Family Child Care Environment Rating Scale (FCCERS–R), 11; Infant Toddler Environment Rating Scale (ITERS-3), 2; Infant Toddler Environment Rating Scale (ITERS-R), 10; Video Observations for the ECERS-R, 10; Video Observations for the FCCERS-R, 11; Video Observations for the ITERS-R, 10 Harris; Reasoning with Democratic Values, 38 Harry; Case Studies of Minority Student Placement in Special Education, 70; Why Are So Many Minority Students in Special Education?, 70 Hasak; Hard Questions on Global Educational Change, 67 Hatch; Managing to Change, 55 Hathaway; The Learner-Directed Classroom, 36 Heath; Identity and Inner-City Youth, 65; On Ethnography, 31 Heaton; Teaching Mathematics to the New Standards, 48 Heintz; Inspiring Dialogue, 26 Helm; Becoming Young Thinkers, 7; Power of Projects, 7; Windows on Learning, 7; Young Investigators, 7

73 | Author / Title / Series Indexes

Fabricant; Charter Schools and the Corporate Makeover of Public Education, 52 Fahey; Leading for Powerful Learning, 54 Falik; Beyond Smarter, 38; Changing Minds and Brains, 38; Think-Aloud and TalkAloud Approach to Building Language, 8 Falk, B.; Defending Childhood, 5; Teaching the Way Children Learn, 48 Falk, J.; Creating and Sustaining Online Professional Learning Communities, 48 Fallace; Race and the Origins of Progressive Education, 58 Falter; Teaching Outside the Box but Inside the Standards, 26 Farrington; Failing at School, 53 Fassbender; Progress Without Punishment, 70 Fauske; Leading for Inclusion, 55 Fawcett; Supervision in Early Childhood Education, 5 Fecho; “Is This English?”, 32; Teaching for the Students, 32; Teaching Outside the Box but Inside the Standards, 26 Feinberg; School and Society, 59 Feldman; “Why We Drop Out”, 41 Fels; Successful High School Writing Center, 25 Felton; Reading, Thinking, and Writing About History, 35 Felton-Collins; Piaget Handbook for Teachers and Parents, 9 Fennimore; Standing Up for Something Every Day, 4 Fenstermacher; Approaches to Teaching, 59 Ferri; DisCrit, 69 Feuerstein, Refael; Changing Minds and Brains, 38; Think-Aloud and Talk-Aloud Approach to Building Language, 8 Feuerstein, Reuven; Beyond Smarter, 38; Changing Minds and Brains, 38; Think-Aloud and Talk-Aloud Approach to Building Language, 8; What Learning Looks Like, 38 Finders; Just Girls, 32 Fine; Charter Schools and the Corporate Makeover of Public Education, 52; Silenced Voices and Extraordinary Conversations, 62; Speed Bumps, 62 Firestone; New Agenda for Research in Educational Leadership, 52 Fischman; Dumb Ideas Won’t Create Smart Kids, 51 Fisher, D.; The Path to Get There, 39 Fisher, M.; Writing in Rhythm, 32 Fisher, P.; Complete Guide to Tutoring Struggling Readers— Mapping Interventions to Purpose and CCSS, 30 Flennaugh; Expanding College Access for Urban Youth, 59 Fogarty; Invite! Excite! Ignite!, 43 Fontdevila; Privatization of Education, 67 Fosnot; Constructivism, 62

74 |

Helman; Inclusive Literacy Teaching, 15; Literacy Instruction in Multilingual Classrooms, 16 Hemmeter; Assessment of Practices in Early Elementary Classrooms (APEEC), 6 Hemphill; NYC’s Best Public High Schools, 13; NYC’s Best Public Pre-K and Elementary Schools, 13 Henderson; Learning from Young Children in the Classroom, 9 Henning; Preparing to Teach Social Studies for Social Justice, 35 Henningsen; Implementing Standards-Based Mathematics Instruction, 37; Improving Instruction in Algebra, 39 Heron-Hruby; Bring It to Class, 31 Herrera; Accelerating Literacy for Diverse Learners, 15; Biography-Driven Culturally Responsive Teaching, 15; Crossing the Vocabulary Bridge, 26 Herrington; Teaching the New Writing, 29 Hess; Common Core Meets Education Reform, 55; Private Enterprise and Public Education, 55 Hetland; Studio Thinking 2, 36 Hicks; Assessing Students’ Digital Writing, 29; Coaching TeacherWriters, 41 Hiebert; Research-Based Practices for Teaching Common Core Literacy, 26 Hildebrandt; Developing Constructivist Early Childhood Curriculum, 8 Hill, L.; In the Spirit of the Studio, 8 Hill, M.; Beats, Rhymes, and Classroom Life, 26; Schooling Hip-Hop, 34 Hill, S.; African American Struggle for Secondary Schooling, 1940–1980, 62 Himley; From Another Angle, 47; Jenny’s Story, 45 Hinga; Cracks in the Schoolyard, 59 Hodgson; Teaching the New Writing, 29 Hoffman; Starting Up, 55 Holmes; Crossing the Vocabulary Bridge, 26 Honey; Data-Driven School Improvement, 55 Hong; Teaching Outside the Box but Inside the Standards, 26 Hopkins, D.; Collaborative Leadership in Action, 55 Hopkins, M.; Forbidden Language, 55; School Integration Matters, 60 Hord; Reclaiming Our Teaching Profession, 48 Horn; Private Enterprise and Public Education, 55 Horsford; Learning in a Burning House, 65 Horton; Long Haul, 61 Horvat; The Beginner’s Guide to Doing Qualitative Research, 62 Housman; Young Children Reinvent Arithmetic, 8 Howard; We Can’t Teach What We Don’t Know,63

Howard; Black Male(d), 65; Expanding College Access for Urban Youth, 59; Why Race and Culture Matter in Schools, 64 Howe; Ethics of Special Education, 70 Howes; Culture and Child Development in Early Childhood Programs, 9; Matter of Trust, 9; Talking Diversity with Teachers and Teacher Educators, 48 Hughes; Improving Instruction in Algebra, 39 Hunt; Teaching for Social Justice, 62 Hutzel; Transforming City Schools Through Art, 39 Hyde; Literacy and Justice Through Photography, 32 Hyler; Be the Change, 53 Hynes-Berry; Don’t Leave the Story in the Book, 9 Hyson; Early Years Matter, 6; Emotional Development of Young Children, 9; Enthusiastic and Engaged Learners, 9

Irvine; Growing Up African American in Catholic Schools, 65 Isenberg; Major Trends and Issues in Early Childhood Education, 9

Jackson, A.; Turning Points 2000, 55 Jackson, P.; Life in Classrooms, 48 Jackson, Y.; Pedagogy of Confidence, 44 Jacobs; Mathematics Professional Development, 36 Jacobsen; Grading Education, 55 Jacobson; Military Family’s Parent Guide for Supporting Your Child in School, 14; The Pupil Personnel Guide for Supporting Students from Military Families, 68; The School Administrator’s Guide for Supporting Students from Military Families, 55; The Teacher’s Guide for Supporting Students from Military Families, 47 Jalongo; Major Trends and Issues in Early Childhood Education, 9 Jaquith; Engaging Learners through Artmaking, 36; The LearnerDirected Classroom, 36 Jaxon; Composing Science, 25 Jenkins; Reading in a Participatory Culture, 31 Jensen, A.; (Re)Imagining ContentArea Literacy Instruction, 28 Jensen, B.; Regarding Educación, 55 Jentleson; Better Together, 55 Jerome; Urban Teaching, 43 Jiménez-Castellanos; Bicultural Parent Engagement, 13 Johnson, D.; Reading, Writing, and Literacy 2.0, 30 Johnson, M.; Colors of Learning, 9 Jones, A.; Becoming a Strong Instructional Leader, 55 Jones, C.; Young Meaning Makers, 28

Jones, E.; Playing to Get Smart, 9; Play’s the Thing, 4 Jones, J.; Family Dialogue Journals, 32 Jones, P.; Leading for Inclusion, 55 Jones, S.; Reading Turn-Around, 30; Writing and Teaching to Change the World, 48 Jones-Walker; Identity Work in the Classroom, 43 Joseph; YCCRA—2nd Grade, 8 Jozwiak; Continuity in Children’s Worlds, 6 Judson; Imagination and the Engaged Learner, 38 Juzwik; Inspiring Dialogue, 26

Kafai; Computer Clubhouse, 12 Kagan; Early Care and Education Teaching Workforce at the Fulcrum, 9; Early Childhood Governance, 5; Early Childhood Systems, 9 Kahlenberg; Smarter Charter, 51 Kallick; Thinking-Based Learning, 38 Kamberelis; On Qualitative Inquiry, 31, 32 Kamii; YCCRA—2nd Grade, 8; Young Children Reinvent Arithmetic, 8 Kariya; Challenges to Japanese Education, 67 Katz; Young Investigators, 7 Kauerz; Early Care and Education Teaching Workforce at the Fulcrum, 9; Early Childhood Systems, 9 Kaufman; Teaching for Creativity in the Common Core Classroom, 46 Kavimandan; Accelerating Literacy for Diverse Learners, 15; Crossing the Vocabulary Bridge, 26 Keilty; Early Intervention Guidebook for Families and Professionals, 6; Seven Essentials for Family– Professional Partnerships in Early Intervention, 2 Kelley; Reading in a Participatory Culture, 31 Kelly; Literacy Leadership in Changing Schools, 25 Kemple; Let’s Be Friends, 9 Kendall; Diversity in the Classroom, 9 Kennedy; Experience and Art, 9 Kenney; Acting Out!, 48 Kinloch; Crossing Boundaries, 32; Harlem on Our Minds, 32; Urban Literacies, 32 Kirkland; A Search Past Silence, 27 Kissel; What’s New in Literacy Teaching?, 24 Kleifgen; Educating Emergent Bilinguals, 16 Klingner; Case Studies of Minority Student Placement in Special Education, 70; Why Are So Many Minority Students in Special Education?, 70 Knight, M.; College-Ready, 66 Knight, S.; The New Science Education Leadership, 39 Knoester; Beyond Testing, 57; Democratic Education in Practice, 55; Teaching in Themes, 34

Koellner; Mathematics Professional Development, 36 Kohl; Long Haul, 61 Koplow; Bears, Bears Everywhere!, 8; Creating Schools that Heal, 6; Unsmiling Faces, 6 Koppelman; Great Diversity Debate, 65 Kozleski; Ability, Equity, and Culture, 70 Kuby; Critical Literacy in the Early Childhood Classroom, 32; Go Be a Writer!, 28 Kuh; Thinking Critically About Environments for Young Children, 6 Kuhn; Fear and Learning in America, 51 Kumashiro; Bad Teacher!, 50; Seduction of Common Sense, 62

LaClair; Gates-Peardon-LaClair Reading Exercises, 38 Ladson-Billings; Beyond the Big House, 48; Education Research in the Public Interest, 62 Lagemann; What Is College For?, 66 Lake; Dear Maxine, 62; Dear Nel, 62 Lally; For Our Babies, 5 LaMay; Personal Narrative, Revised, 21 Lamb; Sex Ed for Caring Schools, 39 Lambert, L.; Constructivist Leader, 55; Liberating Leadership Capacity, 53 Lambert, M.; Constructivist Leader, 55 Langer, J.; Envisioning Knowledge, 32; Envisioning Literature, 27 Larkin; Deep Knowledge, 62 Laura; Being Bad, 60; Diving In, 61 LaVigna; Progress Without Punishment, 70 Lawrence-Brown; Condition Critical, 70 Lazar; Bridging Literacy and Equity, 25; Practicing What We Teach, 32 Leahey; Whitewashing War, 39 Lee, C.; Culture, Literacy, and Learning, 65 Lee, K.; The Bilingual Advantage, 16 LeeKeenan; Leading Anti-Bias Early Childhood Programs, 4 Lee, O.; Diversity and Equity in Science Education, 39 Lee, S.; Unraveling the “Model Minority” Stereotype, 65; Up Against Whiteness, 64 Lee, Y.; Inclusion in the Early Childhood Classroom, 7 Lehu; Dr. Ruth’s Guide to Teens and Sex Today, 14 Leko; Word Study in the Inclusive Secondary Classroom, 69 Lengel; Education 3.0, 55 Lent; Keep Them Reading, 32; Literacy for Real, 32 Leonardo; Race Frameworks, 60 LeTendre; Challenges to Japanese Education, 67; Improving Teacher Quality, 67 Levin, B.; Leading Technology-Rich Schools, 54

Ma; East Meets West in Teacher Preparation, 67 Ma’ayan; Reading Girls, 32 MacDonald; Mindful Teacher, 45 Mace; Teacher Practice Online, 48 Mack; Engaging Writers with Multigenre Research Projects, 29 Madison; Newsworthy, 26 Maguire-Fong; Teaching and Learning with Infants and Toddlers, 3 Mahiri; Deconstructing Race, 56; First Year of Teaching, 47 Majors; Shoptalk, 27 Malen; Performance-Based Pay for Teachers, 49 Mallinson; Understanding English Language Variation in U.S. Schools, 32; We Do Language, 32 Malone; Leading Educational Change, 53 Mancilla-Martinez; Teaching Vocabulary to English Language Learners, 16

Mandinach; Data-Driven School Improvement, 55; Data Literacy for Educators, 12 Mangin; Effective Teacher Leadership, 46; Examining Effective Teacher Leadership, 48 Marciano; College-Ready, 66 Marsh; (Mis)Understanding Families, 14; Other Kinds of Families, 14 Marshall; Art-Centered Learning Across the Curriculum, 36 Martell; Reading, Writing, and Talk, 3 Martin, A.; Making Space for Active Learning, 45 Martin, D.; Reading Like a Historian, 35 Marx; Health Is Academic, 14 Mathews; Family Dialogue Journals, 32 Matuchniak; Helping English Learners to Write, 16 Maxwell; Assessment of Practices in Early Elementary Classrooms (APEEC), 6 Mayo; LGBTQ Youth and Education, 60 McAdams; What School Boards Can Do, 55 McCall; McCall-Crabbs Standard Test Lessons in Reading, 38; Test Lessons in Primary Reading, 38 McCann; Literacy and History in Action, 27; Transforming Talk into Text, 29 McCarty; To Remain an Indian, 65 McClellan; Moral Education in America, 62 McCormack; What’s New in Literacy Teaching?, 24 McCreight; Family Dialogue Journals, 32 McDonald, E.; Going Online with Protocols, 48; Power of Protocols, 46 McDonald, J.; Going Online with Protocols, 48; Power of Protocols, 46 McGill; Race to the Bottom, 50 McGill-Franzen; Summer Reading, 25 McKenna; Preparing Educators for Arts Integration, 34 McKnight; Inequality for All, 55 McLaughlin; Building SchoolBased Teacher Learning Communities, 47; Identity and Inner-City Youth, 65 McMannon; Teaching Career, 48 McMillan; Formative Classroom Assessment, 55 McMillon; Bridging Literacy and Equity, 25; Change Is Gonna Come, 32 McShane; Common Core Meets Education Reform, 55 Meier, Daniel; Learning from Young Children in the Classroom, 9; Learning In Small Moments, 9; Teaching Children to Write, 9 Meier, Deborah; Beyond Testing, 57; Playing for Keeps, 39; Teaching in Themes, 34 Mesmer; Teaching Skills for Complex Text, 24

Meyer, C.; Wham! Teaching with Graphic Novels Across the Curriculum, 28 Meyer, E.; Gender, Bullying, and Harassment, 55 Michael; Raising Race Questions, 46 Michaels; High-Expectation Curricula, 39 Michie; Holler If You Hear Me, 44; See You When We Get There, 44; We Don’t Need Another Hero, 44; Worth Striking For, 45 Militello; How to Prevent Special Education Litigation, 70 Mills; On Ethnography, 31 Miramontes; Ethics of Special Education, 70; Restructuring Schools for Linguistic Diversity, 17 Mitchell; Colors of Learning, 9 Mitra; Civic Education in the Elementary Grades, 35 Mohr; Power of Protocols, 46 Monte-Sano; Reading Like a Historian, 35; Reading, Thinking, and Writing About History, 35 Moody; Strategic Design for Student Achievement, 55 Moore; Case Studies of Minority Student Placement in Special Education, 70 Moorman; Wham! Teaching with Graphic Novels Across the Curriculum, 28 Moran; Teaching the New Writing, 29 Morrell; Critical Media Pedagogy, 31 Morris. J.; Troubling the Waters, 55 Morris, V.; Price They Paid, 62 Moss, Barbara; Every Young Child a Reader, 22 Moss Brown; How to Innovate, 54 Motha; Race, Empire, and English Language Teaching, 16 Mulcahey; Story in the Picture, 9 Mundy; Educating Children in Conflict Zones, 67 Murphy; Uncommonly Good Ideas, 29

Nadeau; Restructuring Schools for Linguistic Diversity, 17 Nadelstern; 10 Lessons from NYC Schools, 55 Nageldinger; Fluency Factor, 30 Naraian; Teaching for Inclusion, 69 Nash; “Real World” Ethics, 62 Nasir; Improving Access to Mathematics, 39; Mathematics for Equity, 37 Nathenson-Mejía; Literacy Essentials for English Language Learners, 17 Neal; Writing Assessment and the Revolution in Digital Texts and Technologies, 32 Negri-Shoultz; Progress Without Punishment, 70 Neuman; All About Words, 29; Changing the Odds for Children at Risk, 55; Giving Our Children a Fighting Chance, 52 Nichols; Impactful Practitioner Inquiry, 42

Nieto; Light in Their Eyes, 64; What Keeps Teachers Going?, 48; Why We Teach, 44; Why We Teach Now, 44 Nimmo; Leading Anti-Bias Early Childhood Programs, 4 Noddings; Challenge to Care in Schools, 61; Educating Citizens for Global Awareness, 62; Educating Moral People, 58; Education and Democracy in the 21st Century, 58; Teaching Controversial Issues, 40; When School Reform Goes Wrong, 55 Noguera; City Schools and the American Dream, 61 Nokes; (Re)Imagining ContentArea Literacy Instruction, 28 Northrop; Health Is Academic, 14 Nuñez; Diving In, 61; Worth Striking For, 45

Oakes; Learning Power, 62 Obidah; Because of the Kids, 48 Ochoa; Bicultural Parent Engagement, 13 Ochshorn; Squandering America’s Future, 4 O’Donnell-Allen; Pose, Wobble, Flow, 31 Ogawa; Change(d) Agents, 48 O’Leary; The Power of the Social Brain, 39 Olivos; Bicultural Parent Engagement, 13 Olson, C.; Helping English Learners to Write, 16 Olson, K.; Wounded by School, 61 Ortmeier-Hooper; The ELL Writer, 17 Osborne; Teaching Science for Social Justice, 39 Osguthorpe; The Moral Work of Teaching and Teacher Education, 48 Osler; Human Rights and Schooling, 59

Pahl; Artifactual Literacies, 32 Pandey; Language Building Blocks, 7 Pandya; Overtested, 17 Paratore; What’s New in Literacy Teaching?, 24 Paris; Culturally Sustaining Pedagogies, 20 Parker; Teaching Democracy, 39 Parks; Exploring Mathematics Through Play in the EC Classroom, 7 Pasi; Higher Expectations, 39 Patel; Youth Held at the Border, 64 Patrikakou; School-Family Partnerships for Children’s Success, 14 Payne; Teach Freedom, 62 Peardon; Gates-Peardon-LaClair Reading Exercises, 38 Pearson; Research-Based Practices for Teaching Common Core Literacy, 26 Peppler; Computer Clubhouse, 12 Perez, D.; Accelerating Literacy for Diverse Learners, 15; New Inclusion, 46 Pérez, W.; Americans by Heart, 52

75 | Author / Title / Series Indexes

Levin, D.; War Play Dilemma, 6 Levine, A.; Unequal Fortunes, 65 Levine, E.; One Kid at a Time, 55 Lewin-Benham; Eight Essential Techniques for Teaching with Intention, 3; Infants and Toddlers at Work, 8; Powerful Children, 8; Twelve Best Practices for ECE, 3; What Learning Looks Like, 38 Lewis, C.; College and Career Ready in the 21st Century, 53; On Teacher Inquiry, 31 Lewis, Harry; What Is College For?, 66 Lewis, Heather; New York City Public Schools from Brownsville to Bloomberg, 62 Lickey; Starting With Their Strengths, 9 Lieberman; How Teachers Become Leaders, 48 Lin; Eyes on Math, 37; More Good Questions, 37 Lindfors; Children’s Inquiry, 32; Children’s Language, 29 Lobman; Unscripted Learning, 39 Lockwood; Case for Character Education, 39; Reasoning with Democratic Values, 38 Loewen; Teaching What Really Happened, 35 Lomawaima; To Remain an Indian, 65 Long; Courageous Leadership in Early Childhood Education, 4; “We’ve Been Doing It Your Way Long Enough”, 42 Lopez; Critical Media Pedagogy, 31 Lord, Lisa; Literacy and Justice Through Photography, 32 Lord, Lois; Experience and Art, 9 Losen; Closing the School Discipline Gap, 51 Lotan; Designing Groupwork, 38 Louie; Mathematics for Equity, 37 Lovejoy; Other People’s English, 31 Lundquist; Unscripted Learning, 39 Lutz; Schooled, 43 Lutz Fernandez; Schooled, 43 Lytle; Inside/Outside, 48

76 |

Perrone; Teacher with a Heart, 14 Petchauer; Schooling Hip-Hop, 34 Peters; Teaching Disciplinary Literacy, 27 Peterson; Piaget Handbook for Teachers and Parents, 9 Phillips, C.; Teaching/Learning Anti-Racism, 17 Phillips, D.C.; Perspectives on Learning, 59; Visions of Childhood, 9 Piety; Assessing the Educational Data Movement, 12 Pine; Action Research in Special Education, 70 Pipkin; Keep Them Reading, 32 Pitcock; Summer Slide, 56 Planty; Understanding Education Indicators, 55 Plaut; Right to Literacy in Secondary Schools, 28 Podeschi; William James and Education, 62 Polakow; Who Cares for Our Children?, 62 Polite; African American Males in School and Society, 65 Potter; Smarter Charter, 51 Powell; Looking Together at Student Work, 46 Powers; Starting With Their Strengths, 9 Prensky; Education to Better Their World, 49 Price; Revitalizing Read Alouds, 28

Quatroche; Administration and Supervision of Reading Programs, 25 Quinn; Teaching for Social Justice, 62 Quint; Schooling Homeless Children, 55

Raider-Roth; Professional Development in Relational Learning Communities, 43 Rainville; Literacy Leadership in Changing Schools, 25 Ramos-Beban; Be the Change, 53 Ramsey; Teaching and Learning in a Diverse World, 3; What If All the Kids Are White?, 4 Randels; Pedagogy, Policy, and the Privatized City, 62 Randolph; The Wrong Kind of Different, 62 Raphael; Engaging Students in Disciplinary Literacy, K–6, 28 Raschka; NYC’s Best Public Pre-K and Elementary Schools, 13 Rasinski; Fluency Factor, 30 Reagan; Thinking-Based Learning, 38 Rebell; NCLB at the Crossroads, 55 Recchia; Inclusion in the Early Childhood Classroom, 7 Redding; School-Family Partnerships for Children’s Success, 14 Reeves; Finding Your Leadership Focus, 54 Rehmann; Pedagogy of the Poor, 61 Reid; Dilemmas in Educational Leadership, 46; Educating and Caring for Very Young Children, 9; Young Children in Action, 9 Reinking; On Formative and Design Experiments, 31

Reitzes; Teaching Kindergarten, 7 Reutzel; Young Meaning Makers, 28 Reyes; Words Were All We Had, 17 Reynolds, G.; Play’s the Thing, 4 Reynolds, L., 32 Rice; Performance-Based Pay for Teachers, 49 Richards; Digital Teaching Platforms, 12 Richert; What Should I Do?, 46 Ridge; Education and the Reverse Gender Divide in the Gulf States, 67 Riehl; New Agenda for Research in Educational Leadership, 52 Riley-Ayers; Literacy Leadership in Early Childhood, 9 Risko; Be That Teacher!, 32; Professional Learning in Action, 41 Ritchie; FirstSchool, 5; Matter of Trust, 9 Roberts, G.; RTI in the Common Core Classroom, 26 Roberts, T.; Literacy Success for Emergent Bilinguals, 15 Rodgers, A.; Effective Literacy Coach, 30 Rodgers, E.; Effective Literacy Coach, 30 Rodríguez, D.; The Bilingual Advantage, 16 Rodriguez, V.; Hard Questions on Global Educational Change, 67 Rogers; Inclusive Literacy Teaching, 15 Rosser; Re-Engineering Female Friendly Science, 66 Rothman; Teaching in the Flat World, 52 Rothstein; Class and Schools, 52; Grading Education, 55 Rowsell; Artifactual Literacies, 32 Rubin; Teaching as Inquiry, 48 Rucker; Go Be a Writer!, 28 Rudasill; Quiet at School, 43 Rudkin; Seen and Heard, 9 Rueda; 3 Dimensions of Improving Student Performance, 54 Rury; African American Struggle for Secondary Schooling, 1940–1980, 62 Rutherford; On Teacher Inquiry, 31

Sahlberg; Finnish Lessons 2.0, 51; Hard Questions on Global Educational Change, 67 Salaam; Pedagogy, Policy, and the Privatized City, 62 Sales; Developing Constructivist Early Childhood Curriculum, 8 Salter; Composing Science, 25 Samuels; Culturally Inclusive Educator, 64 Sander; STEM Learning with Young Children, 7 Sanders; ”They’re All Writers”, 23 Sanger; Approaches to Teaching, 59; The Moral Work of Teaching and Teacher Education, 48 Sapon-Shevin; Condition Critical, 70 Sarason; Teaching as a Performing Art, 48 Sawyer; Regarding Educación, 55 Scarcella; Helping English Learners to Write, 16

Schaafsma; On Narrative Inquiry, 31 Schank; Teaching Minds, 61 Scheiber; Unequal Fortunes, 65 Scheinfeld; We Are All Explorers, 9 Schielack; The New Science Education Leadership, 39 Schimmel; How to Prevent Special Education Litigation, 70 Schmidt, P.; Practicing What We Teach, 32 Schmidt, W.; Inequality for All, 55 Schneider; Common Core Dilemma, 50; School Choice, 50; University Next Door, 66 Schoonmaker; Curriculum and Aims, 59 Schrum; Leading Technology-Rich Schools, 54 Schultz, B.; Spectacular Things Happen Along the Way, 45; Teaching in the Cracks, 40 Schultz, K.; Listening, 48 Schultz, S.; Gay Parents/ Straight Schools, 14 Schuster; Assessment of Practices in Early Elementary Classrooms (APEEC), 6 Schwall; In the Spirit of the Studio, 8 Schwartz, E.; Making Space for Active Learning, 45 Schwartz, S.; Connecting Emergent Curriculum and Standards in the Early Childhood Classroom, 8 Schwedler; Family Dialogue Journals, 32 Seidel; Teaching as Inquiry, 48 Seidman; Interviewing as Qualitative Research, 58 Seligson; Bringing Yourself to Work, 55 Selvester; Socially Responsible Literacy, 32 Sensoy; Is Everyone Really Equal?, 56 Serafini; Reading the Visual, 31; Remixing Multiliteracies, 21 Serriere; Civic Education in the Elementary Grades, 35 Shaker; Faculty Work and the Public Good, 66 Shannon; Reading Wide Awake, 30 Sheridan; Studio Thinking 2, 36 Shirley; Mindful Teacher, 45 Shreve; Mathematics for Equity, 37 Siebert; (Re)Imagining ContentArea Literacy Instruction, 28 Silver; Implementing StandardsBased Mathematics Instruction, 37; Improving Instruction in Algebra, 39 Simmons, A.; Family Dialogue Journals, 32 Simmons, J.; Breaking Through, 55 Simon; Teaching as Inquiry, 48 Sipe; Storytime, 32 Siraj-Blatchford; ECERS-E, 11 Sisk-Hilton; Teaching and Learning in Public, 48 Sittig; New Kid in School, 14 Sjostrom; Full of Ourselves, 14 Skerrett; Teaching Transnational Youth, 27 Skrla; Serving Students Who Are Homeless, 49 Slatin; Multiple Intelligences in the Elementary Classroom, 48

Sleeter; Creating Solidarity Across Diverse Communities, 67; Teaching with Vision, 44; UnStandardizing Curriculum, 33 Small; Building Proportional Reasoning Across Grades and Math Strands, K–8, 37; Eyes on Math, 37; Good Questions, 33; More Good Questions, 37; Teaching Mathematical Thinking, 33; Uncomplicating Algebra to Meet Common Core Standards in Math, K–8, 37; Uncomplicating Fractions to Meet Common Core Standards in Math, K–7, 37 Smith, A.; “Why We Drop Out”, 41 Smith, F.; Book of Learning and Forgetting, 61; Reading Without Nonsense, 30 Smith, J.; Acting Out!, 48 Smith, L.; Psychology, Poverty, and the End of Social Exclusion, 68 Smith, Margaret; Implementing Standards-Based Mathematics Instruction, 37; Improving Instruction in Algebra, 39 Smith, Mary; Assessing Writing, Teaching Writers, 23; Uncommonly Good Ideas, 29 Smith, N.; Experience and Art, 9; Observation Drawing with Children, 36 Snow; Creativity and the Autistic Student, 70 Soares; SAT Wars, 66 Soltis; Approaches to Teaching, 59; Curriculum and Aims, 59; Ethics of School Administration, 54; Ethics of Teaching, 59; Perspectives on Learning, 59; School and Society, 59 Soriano; Creating Solidarity Across Diverse Communities, 67 Souto-Manning; Courageous Leadership in Early Childhood Education, 4; Multicultural Teaching in the Early Childhood Classroom, 4; Reading, Writing, and Talk, 3; Teachers Act Up!, 48 Spalding; An Introduction to Standards-Based Reflective Practice..., 47 Spielhagen; Algebra Solution to Mathematics Reform, 39 Spillane; Diagnosis and Design for School Improvement, 55 Squire; Video Games and Learning, 12 Stahl; Bringing Yourself to Work, 55 Stanton-Salazar; Manufacturing Hope and Despair, 65 Stein; Implementing StandardsBased Mathematics Instruction, 37; Improving Instruction in Algebra, 39 Steiner-Adair; Full of Ourselves, 14 Steiner-Khamsi; Global Politics of Educational Borrowing and Lending, 67 Steinheimer; Windows on Learning, 7 Stern; Observing and Recording the Behavior of Young Children, 6 Stevenson; Promoting Racial Literacy in Schools, 54

Taggart; ECERS-E, 11 Takanishi; First Things First, 3 Talan; Business Administration Scale for Family Child Care (BAS), 5; Escala de Evaluación de la Administración de Negocios, 5; Program Administration Scale, 5 Talbert; Building School-Based Teacher Learning Communities, 47 Tarrant; Early Care and Education Teaching Workforce at the Fulcrum, 9 Tate; Education Research in the Public Interest, 62 Taylor; Playing for Keeps, 39 TC Press; Forever After, 48 Teel; Because of the Kids, 48 Teranishi; Asians in the Ivory Tower, 66 Theilheimer; Continuity in Children’s Worlds, 6 Theoharis; School Leaders Our Children Deserve, 54; What Every Principal Needs to Know to Create Equitable and Excellent Schools, 53 Thorius; Ability, Equity, and Culture, 70 Thormann; Complete Step-byStep Guide to Designing and Teaching Online Courses, 12

Thornton; Teaching Social Studies that Matters, 35 Tisdale; “We’ve Been Doing It Your Way Long Enough”, 42 Tobia; Reclaiming Our Teaching Profession, 48 Tokuhama-Espinosa; New Science of Teaching and Learning, 39 Tomlinson; The Early Years Matter, 6 Torelli; Educating and Caring for Very Young Children, 9; Young Children in Action, 9 Torres; First Freire, 58 Trainor; Transition by Design, 69 Trost-Shahata; Engaging Students in Disciplinary Literacy, K–6, 28 Truebridge; Resilience Begins with Beliefs, 45 Tse; “Why Don’t They Learn English?”, 64 Tunstall; Expanding College Access for Urban Youth, 59 Turner; Change Is Gonna Come, 32 Turner-Vorbeck; (Mis) Understanding Families, 14; Other Kinds of Families, 14

Uhlenberg; STEM Learning with Young Children, 7 Umpstead; How to Prevent Special Education Litigation, 70 Urbanski; Untangling Urban Middle School Reform, 25 Uribe; Literacy Essentials for English Language Learners, 17 Usdan; Powerful Reforms with Shallow Roots, 55

Valdés; Con Respeto, 64; Latino Children Learning English, 17; Learning and Not Learning English, 64 Valenzuela; Growing Critically Conscious Teachers, 16 Vasquez; Courageous Leadership in Early Childhood Education, 4 Vaughn; RTI in the Common Core Classroom, 26 Vavrus; Diversity and Education, 60 Vázquez; Talking Diversity with Teachers and Teacher Educators, 48 Veenema; Studio Thinking 2, 36 Verger; Privatization of Education, 67 Viens; Multiple Intelligences in the Elementary Classroom, 48 Vigil; Streetsmart Schoolsmart, 65 Vinovskis; From A Nation at Risk to No Child Left Behind, 55 Vinz; On Narrative Inquiry, 31 Vogt; Professional Learning in Action, 41

Wade; Social Studies for Social Justice, 35 Waff; On Teacher Inquiry, 31 Walberg; Building Academic Success on Social and Emotional Learning, 48; School-Family Partnerships for Children’s Success, 14 Walker-Dalhouse; Be That Teacher!, 32

Walker, Deborah; Constructivist Leader, 55 Walker, Decker; Curriculum and Aims, 59 Walker, E.; Building Mathematics Learning Communities, 39 Walker, M.; RTI in the Common Core Classroom, 26 Walmsley; No Quick Fix, 32 Wang; Building Academic Success on Social and Emotional Learning, 48 Warnick; Understanding Student Rights in Schools, 62 Warschauer; Learning in the Cloud, 12 Washington; New Early Childhood Professional, 4; Ready or Not, 9 Wassermann; Teaching for Thinking Today, 39 Watanabe; “Heterogenius” Classrooms, 39 Watkins; Assault on Public Education, 52; White Architects of Black Education, 64 Watts-Taffe; Educating Literacy Teachers Online, 32 Waxman; “Why We Drop Out”, 41 Weber; Engaging Students in Disciplinary Literacy, K–6, 28 Weinbaum; Teaching as Inquiry, 48 Weinberg; Classroom Observer, 9 Weiner; Urban Teaching, 43 Weis; Silenced Voices and Extraordinary Conversations, 62; Speed Bumps, 62 Weissberg; Building Academic Success on Social and Emotional Learning, 48; School-Family Partnerships for Children’s Success, 14 Welch; Partnering with Immigrant Communities, 27 Wells; Successful High School Writing Center, 25 Welsch; DIY Media in the Classroom, 32 Wepner; Administration and Supervision of Reading Programs, 25; Collaborative Leadership in Action, 55; Literacy Leadership in Changing Schools, 25 Wessels; Accelerating Literacy for Diverse Learners, 15 Westheimer, J.; Pledging Allegiance, 62; What Kind of Citizen?, 61 Westheimer, R.; Dr. Ruth’s Guide to Teens and Sex Today, 14 Weston; Learning Edge, 12 Whitney; Coaching TeacherWriters, 41 Wien; Emergent Curriculum in the Primary Classroom, 8 Wilcox; Best Practices from HighPerforming High Schools, 55 Wilder; Grading Education, 55 Wilhelm; Teaching Literacy for Love and Wisdom, 32; The Activist Learner, 35; “You Gotta BE the Book”, 20 Wilinski; When Pre-K Comes to School, 2 Williams; Effort and Excellence in Urban Classrooms, 55 Wilson, A.; Reading and Representing Across the Content Areas, 28

Wilson, B.; Effort and Excellence in Urban Classrooms, 55 Wilson, C.; Telling a Different Story, 9 Wilson, D.; Five Big Ideas for Effective Teaching, 45; Smarter Teacher Leadership, 43 Wineburg; Reading Like a Historian, 35 Winn; Girl Time, 27 Winner; Studio Thinking 2, 36 Wohlwend; Playing Their Way into Literacies, 32 Wolfberg; Play and Imagination in Children with Autism, 70 Wolff; NCLB at the Crossroads, 55 Wolter; Reading Upside Down, 30 Wood; What’s New in Literacy Teaching?, 24 Woodbury; Mathematics for Equity, 37 Wooley; Health Is Academic, 14 Wright; All About Words, 29 Wu; Healthy Learners, 5

Yazejian; Infant Toddler Environment Rating Scale (ITERS-3), 2 Yoshizawa; STEM Learning with Young Children, 7 Young; Other People’s English, 31 Young-Rivera; Other People’s English, 31 Youngs; Improving Teacher Evaluation Systems, 50

Zan; Moral Classrooms, Moral Children, 8; STEM Learning with Young Children, 7 Zancajo; Privatization of Education, 67 Zentella; Building on Strength, 14 Zimmerman, D.; Cognitive Capital, 54; Constructivist Leader, 55; Liberating Leadership Capacity, 53 Zimmerman, I.; Complete Step-byStep Guide to Designing and Teaching Online Courses, 12 Zins; Building Academic Success on Social and Emotional Learning, 48 Zuidema; Coaching TeacherWriters, 41 Zydney; Going Online with Protocols, 48 Zygmunt; Transforming Teacher Education for Social Justice, 60

77 | Author / Title / Series Indexes

Stillman; Teaching for Equity, 53 Stirling; Classrooms Without Borders, 12 Stoelinga; Effective Teacher Leadership, 46; Examining Effective Teacher Leadership, 48 Stone; College and Career Ready in the 21st Century, 53 Street; On Ethnography, 31 Stricker; Strategic Design for Student Achievement, 55 Strickland, C.; Teach Freedom, 62 Strickland, D.; Administration and Supervision of Reading Programs, 25; Literacy Leadership in Early Childhood, 9 Strieb; Inviting Families into the Classroom, 14 Strike; Ethics of School Administration, 54; Ethics of Teaching, 59 Strong; The Highly Qualified Teacher, 48 Struck; Inclusive Literacy Teaching, 15 Stuart; Artful Teaching, 36 Sturges; Case Studies of Minority Student Placement in Special Education, 70 Suárez-Orozco; Global Migration, Diversity, and Civic Education, 63 Summers; Socially Responsible Literacy, 32 Swackhamer; Mathematics Professional Development, 36 Swail; Finding Superman, 55 Swain; Assessing Writing, Teaching Writers, 23 Swartz; Thinking-Based Learning, 38 Sylva; ECERS-E, 11 Szabo; Constructivist Leader, 55

Title Index #

3 Dimensions of Improving Student Performance, 54 10 Lessons from New York City Schools, 55 40 Years Later, 58 50 Myths and Lies That Threaten America’s Public Schools, 50

78 |

Ability, Equity, and Culture, 70 Accelerating Literacy for Diverse Learners, 15 Achieving Equity for Latino Students, 55 Acting Out!, 48 Action Research in Special Education, 70 Activist Learner, 35 Administration and Supervision of Reading Programs, 25 African American Males in School and Society, 65 African American Struggle for Secondary Schooling, 1940–1980, 62 After the “At-Risk” Label, 60 A Learning-Centered Framework for Education Reform, 55 Algebra Solution to Mathematics Reform, 39 All About Words, 29 Americans by Heart, 52 Approaches to Teaching, 59 Art and Cognition, 39 Art-Centered Learning Across the Curriculum, 36 Artful Teaching, 36 Artifactual Literacies, 32 Asians in the Ivory Tower, 66 Assault on Public Education, 52 Assessing Students’ Digital Writing, 29 Assessing the Educational Data Movement, 12 Assessing Writing, Teaching Writers, 23 Assessment of Practices in Early Elementary Classrooms (APEEC), 6

Bad Teacher!, 50 Bambini, 8 Bears, Bears Everywhere!, 8 Beats, Rhymes, and Classroom Life, 26 Because of the Kids, 48 Becoming Adult Learners, 66 Becoming a Strong Instructional Leader, 55 Becoming Young Thinkers, 7 Bedtime Stories and Book Reports, 32 Beginner’s Guide to Doing Qualitative Research, 62 Being Bad, 60 “Being Down”, 65 Best Practices from HighPerforming High Schools, 55

Be That Teacher!, 31 Be the Change, 53 Better Together, 55 Beyond Smarter, 38 Beyond Testing, 57 Beyond the Big House, 48 Bicultural Parent Engagement, 13 Big-City School Reforms, 53 Big Science for Growing Minds, 7 Bilingual Advantage, 16 Biography-Driven Culturally Responsive Teaching, 15 Black Male(d), 65 Black School White School, 55 Black Youth Rising, 65 Blocks to Robots, 8 Book of Learning and Forgetting, 61 Breakaway Learners, 66 Breaking Through, 55 Bridging Literacy and Equity, 25 Bridging the English Learner Achievement Gap, 17 Bringing Learning to Life, 9 Bringing Reggio Emilia Home, 8 Bringing Yourself to Work, 55 Bring It to Class, 31 Brothers and Sisters Learn to Write, 32 Building Academic Success on Social and Emotional Learning, 48 Building Mathematics Learning Communities, 39 Building on Strength, 14 Building Proportional Reasoning Across Grades and Math Strands, K–8, 37 Building School-Based Teacher Learning Communities, 47 Business Administration Scale for Family Child Care (BAS), 5

Call to Creativity, 32 Call to Teach, 48 Case for Character Education, 39 Case Studies of Minority Student Placement in Special Education, 70 Central Park East and Its Graduates, 55 Challenges to Japanese Education, 67 Challenge to Care in Schools, 61 Change(d) Agents, 48 Change Is Gonna Come, 32 Changing Minds and Brains, 38 Changing the Odds for Children at Risk, 55 Charter Schools and the Corporate Makeover of Public Education, 52 Children, Language, and Literacy, 31 Children’s Inquiry, 32 Children’s Language, 29 Choice and Agency in the Writing Workshop, 22 City Schools and the American Dream, 61 Civic Education in the Elementary Grades, 35 Class and Schools, 52 Classroom Observer, 9 Class Rules, 60

Clinical Practice with People of Color, 68 Closing the School Discipline Gap, 51 Coaching Teacher-Writers, 41 Cognition and Curriculum Reconsidered, 57 Cognitive Capital, 54 Collaborative Leadership in Action, 55 College and Career Ready in the 21st Century, 53 College-Ready, 66 Colors of Learning, 9 Common Core Dilemma, 50 Common Core Meets Education Reform, 55 Complete Guide to Tutoring Struggling Readers—Mapping Interventions to Purpose and CCSS, 30 Complete Step-by-Step Guide to Designing and Teaching Online Courses, 12 Composing Science, 25 Computer Clubhouse, 12 Condition Critical, 70 Connecting Emergent Curriculum and Standards in the Early Childhood Classroom, 8 Con Respeto, 64 Constructivism, 62 Constructivist Leader, 55 Continuity in Children’s Worlds, 6 Courageous Leadership in Early Childhood Education, 4 Cracks in the Schoolyard, 59 Creating and Sustaining Online Professional Learning Communities, 48 Creating Schools that Heal, 6 Creating Solidarity Across Diverse Communities, 67 Creating Welcoming Schools, 13 Creativity and the Autistic Student, 70 Critical Encounters in Secondary English, 26 Critical Inquiry Framework for K–12 Teachers, 39 Critical Literacy in the Early Childhood Classroom, 32 Critical Media Pedagogy, 31 Crossing Boundaries, 32 Crossing the Vocabulary Bridge, 26 Cultivating Leadership in Schools, 54 Culturally Inclusive Educator, 64 Culturally Responsive Teaching, 64 Culturally Sustaining Pedagogies, 20 Culture and Child Development in Early Childhood Programs, 9 Culture, Literacy, and Learning, 65 Curriculum and Aims, 59 Curriculum Integration, 39

Data-Driven School Improvement, 55 Data Literacy for Educators, 12 Dear Maxine, 62 Dear Nel, 62 Deconstructing Race, 56 Deep Knowledge, 62

Defending Childhood, 5 Democratic Education in Practice, 55 Designing Groupwork, 38 Developing Constructivist Early Childhood Curriculum, 8 Dewey on Education, 62 Diagnosis and Design for School Improvement, 55 Digital Teaching Platforms, 12 Dilemmas in Educational Leadership, 46 DisCrit, 69 Diversity and Education, 60 Diversity and Equity in Science Education, 39 Diversity in the Classroom, 9 Diving In, 61 DIY Media in the Classroom, 32 Doing Case Study Research, 57 Don’t Leave the Story in the Book, 9 Dr. Ruth’s Guide to Teens and Sex Today, 14 Dumb Ideas Won’t Create Smart Kids, 51

Early Care and Education Teaching Workforce at the Fulcrum, 9 Early Childhood Education for a New Era, 5 Early Childhood Environment Rating Scale (ECERS-3), 10 Early Childhood Environment Rating Scale (ECERS–R), 10 Early Childhood Governance, 5 Early Childhood Systems, 9 Early Intervention Guidebook for Families and Professionals, 6 Early Years Matter, 6 East Meets West in Teacher Preparation, 67 ECERS-E, 11 Educating and Caring for Very Young Children, 9 Educating Children in Conflict Zones, 67 Educating Citizens for Global Awareness, 62 Educating Citizens in a Multicultural Society, 65 Educating Emergent Bilinguals, 16 Educating Literacy Teachers Online, 32 Educating Moral People, 58 Education 3.0, 55 Educational Thought of W.E.B. Du Bois, 62 Education and Democracy in the 21st Century, 58 Education and the Reverse Gender Divide in the Gulf States, 67 Education Research in the Public Interest, 62 Education to Better Their World, 49 Effective Classroom Management, 46 Effective Literacy Coach, 30 Effective Questioning Strategies in the Classroom, 45 Effective Teacher Leadership, 46 Effort and Excellence in Urban Classrooms, 55 Eight Essential Techniques for Teaching with Intention, 3

Improving Teacher Evaluation Systems, 50 Improving Teacher Quality, 67 Improving the Odds, 55 Inclusion in the Early Childhood Classroom, 7 Inclusive Literacy Teaching, 15 Indispensable Guide to Undergraduate Research, 58 Inequality for All, 55 Infants and Toddlers at Work, 8 Infant Toddler Environment Rating Scale (ITERS-3), 2 Infant Toddler Environment Rating Scale, Revised (ITERS-R), 10 In Praise of Education, 62 Inquiry as Stance, 47 Inside/Outside, 48 Inspiring Dialogue, 26 Institutionalizing Health and Education for All, 67 Interrupting Hate, 32 Interviewing as Qualitative Research, 58 In the Spirit of the Studio, 8 Introduction to Standards-Based Reflective Practice..., 47 Invite! Excite! Ignite!, 43 Inviting Families into the Classroom, 14 Is Everyone Really Equal?, 56 “Is This English?”, 32

Japanese Education in an Era of Globalization, 67 Jenny’s Story, 45 Jocks and Burnouts, 65 Jump Start Health!, 14 Just Girls, 32

Keeping the Struggle Alive, 39 Keep Them Reading, 32

Landscapes of Learning, 62 Language Building Blocks, 7 Languages of Learning, 32 Leading Anti-Bias Early Childhood Programs, 4 Leading Educational Change, 53 Leading for Inclusion, 55 Leading for Powerful Learning, 54 Leading Technology-Rich Schools, 54 Learner-Directed Classroom, 36 Learning and Not Learning English, 64 Learning Edge, 12 Learning from Young Children in the Classroom, 9 Learning in a Burning House, 65 Learning In Small Moments, 9 Learning in the Cloud, 12 Learning Power, 62 Learning to Teach for Social Justice, 48 Let’s Be Friends, 9 LGBTQ Youth and Education, 60 Liberating Leadership Capacity, 53 Life in Classrooms, 48 Light in Their Eyes, 64 Listening, 48 Literacy and History in Action, 27

Literacy and Justice Through Photography, 32 Literacy Essentials for English Language Learners, 17 Literacy for Real, 32 Literacy Instruction in Multilingual Classrooms, 16 Literacy in the Welcoming Classroom, 32 Literacy Leadership in Changing Schools, 25 Literacy Leadership in Early Childhood, 9 Literacy Success for Emergent Bilinguals, 15 Literacy Theory as Practice, 30 Literary Conversations in the Classroom, 23 Long Haul, 61 Looking Together at Student Work, 46

Major Trends and Issues in Early Childhood Education, 9 Making Space for Active Learning, 45 Managing Legal Risks in Early Childhood Programs, 5 Managing to Change, 55 Manhattan Family Guide to Private Schools and Selective Public Schools, 14 Manufacturing Hope and Despair, 65 Mathematics for Equity, 37 Mathematics Professional Development, 36 Matter of Trust, 9 McCall-Crabbs Standard Test Lessons in Reading, 38 Mentors in the Making, 48 Military Family’s Parent Guide for Supporting Your Child in School, 14 Mindful Teacher, 45 Mi Padre, 13 (Mis)Understanding Families, 14 Moral Classrooms, Moral Children, 8 Moral Education in America, 62 Moral Work of Teaching and Teacher Education, 48 More Good Questions, 37 Multicultural Education, Transformative Knowledge, and Action, 65 Multicultural Teaching in the Early Childhood Classroom, 4

Natural Learning for a Connected World, 39 Nature and Nurture of Giftedness, 70 NCLB at the Crossroads, 55 Networked Teacher, 48 New Agenda for Research in Educational Leadership, 52 New Early Childhood Professional, 4 New Inclusion, 46 New Meaning of Educational Change, 52

79 | Author / Title / Series Indexes

ELL Writer, 17 Formative Classroom Assessment, Emergent Curriculum in the 55 Primary Classroom, 8 For Our Babies, 5 Emotional Development of Young From A Nation at Risk to No Child Children, 9 Left Behind, 55 Empty Seat in Class, 46 From Another Angle, 47 Engaging Learners through From Charity to Equity, 53 Artmaking, 36 Full of Ourselves, 14 Engaging Students in Disciplinary Literacy, K–6, 28 G Engaging the “Race Question”, 66 Gates-Peardon-LaClair Reading Engaging Writers with Multigenre Exercises, 38 Research Projects, 29 Gay Parents/Straight Schools, 14 Enlightened Eye, 57 Gender, Bullying, and Harassment, Enthusiastic and Engaged Learners, 55 9 Getting Teacher Evaluation Right, Envisioning Knowledge, 32 50 Envisioning Literature, 27 Ghetto Schooling, 55 Escala de Calificación del Girl Time, 27 Ambiente de Cuidado Infantil Giving Our Children a Fighting en Familia, 11 Chance, 52 Escala de Calificación del Global Migration, Diversity, and Ambiente de la Infancia Civic Education, 63 Temprana, 10 Global Politics of Educational Escala de Calificación del Borrowing and Lending, 67 Ambiente para Bebés y Niños Go Be a Writer!, 28 Pequeños, 10 Going Online with Protocols, 48 Escala de Evaluación de la Good Preschool Teacher, 4 Administración de Negocios, 5 Good Questions, 33 Ethical Visions of Education, 58 Grading Education, 55 Ethics of School Administration, Great Diversity Debate, 65 54 Growing Critically Conscious Ethics of Special Education, 70 Teachers, 16 Ethics of Teaching, 59 Growing Up African American in “Ethnically Qualified”, 65 Catholic Schools, 65 Ethnographic Interviewing for Teacher Preparation and Staff H Development, 48 Hard Questions on Global Everyday Artists, 9 Educational Change, 67 Everyday Goodbyes, 9 Harlem on Our Minds, 32 Every Young Child a Reader, 22 Healing the Soul Wound, 68 Examining Effective Teacher Health Is Academic, 14 Leadership, 48 Healthy Learners, 5 Expanding College Access for Helping English Learners to Write, Urban Youth, 59 16 Experience and Art, 9 “Heterogenius” Classrooms, 39 Experimenting with the World, 9 Higher Expectations, 39 Exploring Mathematics Through High-Expectation Curricula, 39 Play in the Early Childhood Highly Qualified Teacher, 48 Classroom, 7 History of Art Education, 36 Eyes on Math, 37 History of Ideas in Science Education, 39 F Holler If You Hear Me, 44 Facilitating for Learning, 45 How Leaders Learn, 54 Facilitator’s Book of Questions, 46 How Teachers Become Leaders, Faculty Work and the Public Good, 48 66 How to Innovate, 54 Failing at School, 53 How to Prevent Special Education Family Child Care Environment Litigation, 70 Rating Scale (FCCERS–R), 11 Hugging the Middle, 55 Family Dialogue Journals, 32 Human Rights and Schooling, 59 Fear and Learning in America, 51 Finding Superman, 55 I Finding Your Leadership Focus, 54 Identity and Inner-City Youth, 65 Finnish Lessons 2.0, 51 Identity Work in the Classroom, First Freire, 58 43 FirstSchool, 5 Imagination and the Engaged First Things First, 3 Learner, 38 First Year of Teaching, 47 Immigrant Students and Literacy, Five Big Ideas for Effective 17 Teaching, 45 Impactful Practitioner Inquiry, 42 Flat World and Education, 51 Implementing Standards-Based Fluency Factor, 30 Mathematics Instruction, 37 Focus Factor, 39 Improving Access to Mathematics, Forbidden Language, 55 39 Forever After, 48 Improving Instruction in Algebra, 39

New Science Education Leadership, 39 New Science of Teaching and Learning, 39 Newsworthy, 26 New Ways to Engage Parents, 45 New York City Public Schools from Brownsville to Bloomberg, 62 New York City’s Best Public High Schools, 13 No Quick Fix, 32 NYC’s Best Public Pre-K and Elementary Schools, 13

80 |

Observation Drawing with Children, 36 Observing and Recording the Behavior of Young Children, 6 One-on-One Reading and Writing Conference, 25 On Formative and Design Experiments, 31 On Narrative Inquiry, 31 On Qualitative Inquiry, 31, 32 On Teacher Inquiry, 31 On the Case, 31 On the Side of the Child, 62 Ordinary Gifted Children, 39 Other Kinds of Families, 14 Other People’s English, 31 Our School, 61 Our Worlds in Our Words, 65 Overtested, 17

Parent’s Guide to Special Education in New York City and the Metropolitan Area, 14 Partnering with Immigrant Communities, 27 Path to Get There, 39 Pedagogy of Confidence, 44 Pedagogy of the Poor, 61 Pedagogy, Policy, and the Privatized City, 62 Performance-Based Pay for Teachers, 49 Personality Theories, 68 Personal Narrative, Revised, 21 Perspectives on Learning, 59 Piaget Handbook for Teachers and Parents, 9 Play and Imagination in Children with Autism, 70 Playing for Keeps, 39 Playing Their Way into Literacies, 32 Playing to Get Smart, 9 Play’s the Thing, 4 Pledging Allegiance, 62 Political Education, 50 Pose, Wobble, Flow, 31 Post-Modern Perspective on Curriculum, 62 Powerful Children, 8 Powerful Reforms with Shallow Roots, 55 Power of Projects, 7 Power of Protocols, 46 Power of Scriptwriting!, 32 Power of the Social Brain, 39 Practical Guide to the Qualitative Dissertation, 62 Practicing What We Teach, 32

Preparing America’s Teachers, 62 Preparing Educators for Arts Integration, 34 Preparing to Teach Social Studies for Social Justice, 35 Price They Paid, 62 Private Enterprise and Public Education, 55 Privatization of Education, 67 Professional Capital, 51 Professional Development in Relational Learning Communities, 43 Professional Development Schools, 55 Professional Learning in Action, 41 Program Administration Scale, 5 Progress Without Punishment, 70 Promoting Racial Literacy in Schools, 54 Psychology, Poverty, and the End of Social Exclusion, 68 Public Education—America’s Civil Religion, 62 Pupil Personnel Guide for Supporting Students from Military Families, 68 Puzzling Moments, Teachable Moments, 47

Quiet at School, 43

Race and the Origins of Progressive Education, 58 Race, Community, and Urban Schools, 14 Race, Empire, and English Language Teaching, 16 Race Frameworks, 60 Race to the Bottom, 50 Raising Children Who Soar, 14 Raising Race Questions, 46 Reaching and Teaching Students in Poverty, 44 Reading Across Multiple Texts in the Common Core Classroom, K–5, 30 Reading and Representing Across the Content Areas, 28 Reading Girls, 32 Reading in a Participatory Culture, 31 Reading Like a Historian, 35 Reading the Visual, 31 Reading, Thinking, and Writing About History, 35 Reading Time, 32 Reading Turn-Around, 30 Reading Upside Down, 30 Reading Wide Awake, 30 Reading Without Nonsense, 30 Reading, Writing, and Literacy 2.0, 30 Reading, Writing, and Talk, 3 Ready or Not, 9 “Real World” Ethics, 62 Real World Writing for Secondary Students, 32 Reasoning with Democratic Values, 38 Reclaiming Our Teaching Profession, 48 Reclaiming the Multicultural Roots of U.S. Curriculum, 63

Re-Engineering Female Friendly Science, 66 Regarding Educación, 55 (Re)Imagining Content-Area Literacy Instruction, 26 Remixing Multiliteracies, 21 Republic and the School, 62 Re-reading Families, 32 Research-Based Practices for Teaching Common Core Literacy, 26 Resilience Begins with Beliefs, 45 Restoring Dignity in Public Schools, 60 Restructuring Schools for Linguistic Diversity, 17 Rethinking Education in the Age of Technology, 12 Rethinking Gifted Education, 70 Revitalizing Read Alouds, 28 ReWRITING the Basics, 29 Right to Literacy in Secondary Schools, 28 RTI and the Adolescent Reader, 32 RTI in the Common Core Classroom, 26

SAT Wars, 66 School Administrator’s Guide for Supporting Students from Military Families, 55 School-Age Care Environment Rating Scale (SACERS), 11 School and Society, 59 School Choice, 50 Schooled, 43 School-Family Partnerships for Children’s Success, 14 Schooling Hip-Hop, 34 Schooling Homeless Children, 55 School Integration Matters, 60 School Leaders Our Children Deserve, 54 Search Past Silence, 27 Seduction of Common Sense, 62 Seen and Heard, 9 See You When We Get There, 44 Serving Students Who Are Homeless, 49 Seven Essentials for Family– Professional Partnerships in Early Intervention, 2 Sex Ed for Caring Schools, 39 Shoptalk, 27 “Show Me What You Know”, 39 Silenced Voices and Extraordinary Conversations, 62 ¡Sí Se Puede!, 55 Smarter Charter, 51 Smarter Teacher Leadership, 43 Socially Responsible Literacy, 32 Social Studies for Social Justice, 35 Social Studies, Literacy, and Social Justice in the Common Core Classroom, 34 Spectacular Things Happen Along the Way, 45 Speed Bumps, 62 Squandering America’s Future, 4 Standing Up for Something Every Day, 4 Starting Strong, 62 Starting Up, 55 Starting With Their Strengths, 9 States of Child Care, 9

STEM Learning with Young Children, 7 Story in the Picture, 9 Storytime, 32 Strategic Design for Student Achievement, 55 Streetsmart Schoolsmart, 65 Studio Thinking 2, 36 Successful High School Writing Center, 25 Summer Reading, 25 Summer Slide, 56 Supervision in Early Childhood Education, 5

Talking Diversity with Teachers and Teacher Educators, 48 Talking Race in the Classroom, 65 Teacher Practice Online, 48 Teachers Act Up!, 48 Teachers and Machines, 12 Teacher’s Guide for Supporting Students from Military Families, 47 Teachers Without Borders?, 67 Teacher with a Heart, 14 Teacher-Writer, 42 Teach Freedom, 62 Teaching 2030, 52 Teaching and Learning in a Diverse World, 3 Teaching and Learning in Public, 48 Teaching and Learning in Two Languages, 17 Teaching and Learning on the Verge, 61 Teaching and Learning with Infants and Toddlers, 3 Teaching as a Performing Art, 48 Teaching as Inquiry, 48 Teaching Career, 48 Teaching Children to Write, 9 Teaching Civic Literacy Projects, 27 Teaching Controversial Issues, 40 Teaching Democracy, 39 Teaching Disciplinary Literacy, 27 Teaching for Creativity in the Common Core Classroom, 46 Teaching for Equity in Complex Times, 53 Teaching for Inclusion, 69 Teaching for Social Justice, 62 Teaching for Thinking Today, 39 Teaching Individual Words, 26 Teaching in the Cracks, 40 Teaching in the Flat World, 52 Teaching in Themes, 34 Teaching Kindergarten, 7 Teaching/Learning Anti-Racism, 17 Teaching, Learning, Literacy in Our High-Risk High-Tech World, 21 Teaching Literacy for Love and Wisdom, 32 Teaching Mathematical Thinking, 33 Teaching Mathematics to the New Standards, 48 Teaching Minds, 61 Teaching Other People’s Children, 17 Teaching Outside the Box but Inside the Standards, 26 Teaching Science for Social Justice, 39

Why Our High Schools Need the Arts, 39 Why Our Schools Need the Arts, 36 Why Race and Culture Matter in Schools, 64 “Why We Drop Out”, 41 Why We Teach, 44 Why We Teach Now, 44 William James and Education, 62 Windows on Learning, 7 Word Study in the Inclusive Secondary Classroom, 69 Words Were All We Had, 17 Worth Striking For, 45, 53 Wounded by School, 61 Write Now!, 24 Writing and Teaching to Change the World, 48 Writing Assessment and the Revolution in Digital Texts and Technologies, 32 Writing in Rhythm, 32 Writing Instruction That Works, 29 Wrong Kind of Different, 62

“You Gotta BE the Book”, 20 Young Children Continue to Reinvent Arithmetic—2nd Grade, 8 Young Children Continue to Reinvent Arithmetic—3rd Grade, 8 Young Children in Action, 9 Young Children Reinvent Arithmetic, 8 Young Investigators, 7 Young Meaning Makers, 28 Youth Held at the Border, 64

81 | Author / Title / Series Indexes

Teaching Skills for Complex Text, Unequal Fortunes, 65 24 University Next Door, 66 Teaching Social Studies That (Un)Learning Disability, 70 Matters, 35 Unraveling the “Model Minority” Teaching the New Writing, 29 Stereotype, 65 Teaching the Taboo, 44 Unscripted Learning, 39 Teaching the Tough Issues, 28 Unsmiling Faces, 6 Teaching the Way Children Learn, Un-Standardizing Curriculum, 33 48 Untangling Urban Middle School Teaching Transnational Youth, 27 Reform, 25 Teaching Vocabulary to English Up Against Whiteness, 64 Language Learners, 16 Urban Literacies, 32 Teaching What Really Happened, Urban Teaching, 43 35 Teaching with Conscience in an V Imperfect World, 59 Variations on a Blue Guitar, 36 Teaching with Vision, 44 Video Games and Learning, 12 Teach On Purpose!, 34 Video Observations for the Telling a Different Story, 9 ECERS-R, 10 Test Lessons in Primary Reading, Video Observations for the 38 FCCERS-R, 11 “The Having of Wonderful Ideas”, Video Observations for the 34 ITERS-R, 10 ”They’re All Writers”, 23 View from the Little Chair in the Think-Aloud and Talk-Aloud Corner, 9 Approach to Building Language, Visions of Childhood, 9 8 Vocabulary Book, 22 Thinking, 62 Thinking-Based Learning, 38 W Thinking Critically About Walking the Road, 48 Environments for Young War Play Dilemma, 6 Children, 6 Ways of Assessing Children and Those Who Dared, 62 Curriculum, 9 To Become a Teacher, 48 Ways of Studying Children, 9 To Remain an Indian, 65 We Are All Explorers, 9 To Teach, 3rd Edition, 44 We Can’t Teach What We Don’t To Teach, in Comics, 44 Know, 63 touching eternity, 48 We Do Language, 32 Transforming City Schools We Don’t Need Another Hero, 44 Through Art, 39 “We’ve Been Doing It Your Way Transforming Educational Long Enough”, 42 Pathways for Chicana/o Wham! Teaching with Graphic Students, 63 Novels Across the Curriculum, Transforming Talk into Text, 29 28 Transforming Teacher Education What Every Principal Needs to for Social Justice, 60 Know to Create Equitable and Transition by Design, 69 Excellent Schools, 53 Trauma-Sensitive Schools, 54 What If All the Kids Are White?, 4 Troubling the Waters, 55 What Is College For?, 66 Turning Points 2000, 55 What Keeps Teachers Going?, 48 Twelve Best Practices for ECE, 3 What Kind of Citizen?, 61 What Learning Looks Like, 38 U What School Boards Can Do, 55 Uncertain Lives, 62 What Should I Do?, 46 Uncommonly Good Ideas, 29 What’s New in Literacy Teaching?, Uncomplicating Algebra to Meet 24 Common Core Standards in “What’s So Great About Art, Math, K–8, 37 Anyway?”, 40 Uncomplicating Fractions to Meet What’s Worth Fighting For in the Common Core Standards in Principalship?, 52 Math, K–7, 37 “What’s Worth Teaching?”, 12 Understanding Assessment and When Pre-K Comes to School, 2 Evaluation in Early Childhood When School Reform Goes Wrong, Education, 9 55 Understanding Education White Architects of Black Indicators, 55 Education, 64 Understanding English Language Whitewashing War, 39 Variation in U.S. Schools, 32 Who Cares for Our Children?, 62 Understanding Student Rights in Whole School Projects, 34 Schools, 62 Why Are So Many Minority Understanding the Language Students in Special Education?, Development and Early 70 Education of Hispanic Children, “Why Don’t They Learn English?”, 32 64

Series Index For listings and descriptions of all books in these series, please visit www.tcpress.com/browse.html The Common Core State Standards in Literacy Series

Susan B. Neuman and D. Ray Reutzel, Editors Series Board: Diane August, Linda Gambrell, Steve Graham, Laura Justice, Dr. Margaret McKeown, Tim Shanahan

Disability, Culture, and Equity Series

Alfredo J. Artiles and Elizabeth B. Kozleski, Editors

Early Childhood Education Series

82 |

Sharon Ryan, Editor Advisory Board: Mindy Blaise, Stephanie Feeney, Beatrice Fennimore, Doris Pronin Fromberg, Celia Genishi, Stacie G. Goffin, Susan Grieshaber, Dominic F. Gullo, Amita Gupta, Alice Sterling Honig, Elizabeth Jones, Carrie Lobman, Jackie Marsh, Rachel Thielheimer, Gail Yuen

International Perspectives on Education Reform

Gita Steiner-Khamsi, Editor

Language and Literacy Series

Celia Genishi and Donna E. Alvermann, Editors • Dorothy S. Strickland, Founding Editor Advisory Board: Richard Allington, Kathryn Au, Bernice Cullinan, Colette Daiute, Anne Haas Dyson, Carole Edelsky, Susan Lytle, Django Paris, Timothy Shanahan, and Mary Juzwik

Multicultural Education Series

the series on school reform

Education and Psychology of the Gifted Series†

(incorporating books formerly in the Professional Development and Practice Series)

James Borland, Editor

Ann Lieberman and Joseph McDonald, Editors Editorial Board: Priscilla Ellington, Michelle Fine, Carl Glickman, Andy Hargreaves, Marilyn Hohman, Lynne Miller, Gary Sykes

Series Board: Nicholas Colangelo, David H. Feldman, Donna Y. Ford, Lannie Kanevsky, Ann Robinson, Wendy C. Roedell, Bruce M. Shore, Linda K. Silverman, Abraham J. Tannenbaum John Dewey Lecture Series†

The Teaching for Social Justice Series

NCRLL Collection: Approaches to Language and Literacy Research†

JoBeth Allen and William Ayers, Series Editor Donna E. Alvermann, Editors Therese Quinn, Associate Editor All royalties on books in this series go to the NCRLL Editorial Board: Barbara Bowman, Lisa Delpit, Michelle Fine, Maxine Greene, Caroline Heller, The Practitioner’s Bookshelf† Annette Henry, Rashid Khalidi, Kevin Kumashiro, Celia Genishi and Donna E. Alvermann, Editors • Gloria Ladson-Billings, Erica Meiners, Isabel Dorothy S. Strickland, Founding Editor Nuñez, Charles Payne, Mark Perry, Luis Rodriguez, Jonathan Silin, William Watkins

Technology, Education—Connections (The TEC Series)

Marcia C. Linn, Series Editor Advisory Board: Robert Bjork, Chris Dede, Joseph Krajcik, Carol Lee, Jim Minstrell, Jonathan Osborne (Stanford), Mitch Resnick, Constance Steinkuehler

Thinking About Education Series Jonas F. Soltis, Editor

Multicultural Foundations of Psychology and Counseling Series†

Allen E. Ivey and Derald Wing Sue, Editors Politics of Identity and Education Series†

Madeleine R. Grumet and Peter M. Taubman, Editors Professional Development and Practice Series†

See the series on school reform Professional Ethics in Education Series†

Advances in Contemporary Educational Thought Series†

Kenneth A. Strike, Editor

Athene Series†

Barbara Finklestein and William J. Reese, Editors

Jonas F. Soltis, Editor

Between Teacher and Text Series†

Herbert Kohl and Rick Ayers, Editors Classics in Education Series†

Lawrence A. Cremin, Editor Counseling and Development Series†

Reflective History Series†

The Series on Social Emotional Learning†

Jonathan Cohen, Editor

Sociology of Education Series†

Aaron M. Pallas, Editor

Special Education Series†

James A. Banks, Editor

Allen Ivey, Editor

Peter Knoblock, Editor

Practitioner Inquiry Series

Critical Issues in Curriculum Series†

Ann Cook, Series Editor

Marilyn Cochran-Smith and Susan L. Lytle, Editors Advisory Board: JoBeth Allen, Judy Buchanan, Curt Dudley-Marling, Robert Fecho, Susan Florio-Ruane, Sarah Freedman, Dixie Goswami, Joyce E. King, Sarah Michaels, Luis Moll, Sharon Ravitch, Marty Rutherford, Lynne Strieb, Dianne Waff, Ken Zeichner

John Willinksy, Editor Critical Issues in Educational Leadership Series†

Joseph Murphy, Editor

Teacher to Teacher Publications†

Ways of Knowing in Science and Mathematics Series†

Richard Duschl, Editor

Yearbook in Early Childhood Education Series†

Bernard Spodek and Olivia Saracho, Editors

†please note: TCPress no longer publishes titles in these series

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