Teachers College Press
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Education
Fall/Winter 2016–2017
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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
Sep 2016/144 pp./PB, $29.95/5790-1
“Marc Prensky offers us a lucid, inspiring, optimistic, doable, and crucial blueprint for how we can build a future with the schools that children desperately need.” —James Paul Gee, Arizona State University ”Marc Prensky was always ahead of his time. This book is a gold mine and a powerful wakeup call.” —Michael Fullan, OISE/ University of Toronto “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
In his seventh and most visionary book, internationally renowned educator and futurist Marc Prensky presents a compelling alternative— based on applying students’ passion to real, worldimproving projects—to how and what we teach our children. What education should be about, says Prensky, is improving the world and having individuals improve in the process. He argues that a routinely taught combination of math, language arts, science, and social studies (“The MESS”) increasingly leaves the bulk of our students woefully unprepared for the future. Drawing on emerging world trends, Prensky 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. This is a book, ultimately, about developing young people’s capacity to accomplish things that will make their world a better place, using means never before available. It offers an innovative and achievable vision for a Global Future Education that will better prepare students from all backgrounds. Visit the book’s website at bettertheirworld.org.
Book Features: • Documents and presents world-improving projects under implementation. • Introduces new concepts of “The MESS,” “Applied Passion,” “Apprenticeship to the World,” and “Learning as a means to education (and not its goal).” • Focuses on a broader curriculum with all the skills kids need. • Shows how technology can truly support students. • Details the changing role of the teacher and how teachers can evolve. • Speaks to parents, politicians, and citizens as well as educators.
“It’s a great book. Filled with food for thought, common sense, provocative ideas, and fun to read.” —Nieves Segovia, Institucion Educativa SEK
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Catalog cover photo courtesy of Anne Arnould under a creative commons attribution license.
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Hard Questions on Global Educational Change Policies, Practices, and the Future of Education
Pasi Sahlberg is a professor of practice at the University of Helsinki and Arizona State University. Visit his website at www.pasisahlberg.com. Jonathan Hasak is a manager of public policy and government affairs at Year Up. Vanessa Rodriguez is assistant professor at the Center for Early Childhood Health and Development, NYU School of Medicine.
New
Dec 2016/144 pp./PB, $27.95/5818-2 HC, $63/5819-1
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 that illuminate a way forward to improve the educational experience of all students.
This new 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. The authors devote a chapter to each of these “hard questions”: • Does parental choice improve education systems? • Is there a future for teacher unions? • What is the right answer to the standardized-testing question? • Can schools prepare children for the 21st-century workplace? • Will technology save schools? • Can anyone be a teacher? • Should higher education be for the public good? • What knowledge and skill should an educator have? Each educational-change question sheds muchneeded light on today’s large-scale education policies and related reforms around the world. The authors focus on what makes each question globally significant, what we know from international research, and what can be inferred from benchmark evidence. The final chapter offers a model for policymakers with implications for teaching, learning, and schooling overall.
Contributors: Aditi Adhikari, Love Basillote, Jason
Brown, Janine Campbell, Chu Chen, Momar Dieng, Zachary Goldman, Aline Hankey, Fairuz Alia Jamaluddin, Amanda Klonsky, Elaine Koh, Lauren Marston, Lauren Owen, Elyse Postlewaite, Wen Qui, Jonathan Seiden, Reema Souraya, Terrance Tan Wei Ting, Randy Tarnowsky, Kolja Wohlleben, Sharon Yoo.
ALSO BY PASI SAHLBERG
New Edition of the 2013 Winner!
Finnish Lessons 2.0
What Can the World Learn from Educational Change in Finland?, Second Edition Forewords by Diane Ravitch and Andy Hargreaves / Afterword by Sir Ken Robinson
“Whether or not you have read Finnish Lessons, you should read and ponder this new edition right away.” —Howard Gardner, Harvard University 264 pp./PB, $24.95/5585-3
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“What’s So Great About Art, Anyway?” A Teacher’s Odyssey
Rachel Branham is an art educator in the Marblehead Public Schools, Massachusetts. Foreword by William Ayers
New
Aug 2016/144 pp./PB, $22.95/5732-1 large format
The Teaching for Social Justice Series
“A practical, thought-provoking, and fun read sure to inspire new teachers and seasoned educators to explore fresh ways of learning alongside their students.” —Nick Sousanis, San Francisco State University “I found myself wanting to read every word and look at every picture.” —Michael Bitz, founder, The Comic Book Project “With a contagious passion, a dynamic pen, and a generous wit, Rachel Braham returns art to its rightful place in our schools. This isn’t just for art educators; it’s for all of us.” —Adam Bessie, co-author of graphic report The Disaster Capitalism Curriculum “This visually and conceptually captivating book blazes new territory in the tradition of teacher memoirs.” —Gregory Michie, Chicago teacher and author “This book is refreshing! Branham’s ideas are purposefully provocative.” —Laurel Campbell, Indiana University-Purdue University Fort Wayne
“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 and author “Don’t be fooled. This is not just a book for art educators—it’s a graphic and entertaining gift to every teacher of children.” —Fred Klonsky, education activist and blogger Inviting readers to examine schools and teaching with a critical lens, this visually and conceptually captivating graphic novel advocates for arts education in schools. At the center of this work is the author’s memoir as a young high school art teacher in the public school system. Through engaging (and frequently funny) anecdotes centered on classroom life, mixed with discussions of education policy and reform, readers explore teacher/student relationships, testing and accountability, 21st-century learning, and the history and purpose of art education. Branham’s personal narrative of challenges and triumphs demonstrate why art education should be preserved as a core subject if students are to understand the connection between creativity, critical thinking, and other higher-order skills. “What’s So Great About Art, Anyway?” is a refreshing book for everyone—particularly for in-service teachers—and is a smart foundational text in arts education and introduction to teaching courses.
Book Features: • A personal narrative that begins with the author’s reasons for becoming an art teacher. • A visually compelling layout with arresting illustrations drawn by the author. • An approach to teaching complex concepts that will appeal to younger generations. • A succinct look at art education and its history and function in American schools. • A critical examination of current educational policies and how they affect classroom teachers.
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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.
New
Dec 2016/192 pp./PB, $34.95/5780-2 HC, $76/5781-9
“Brooks and Noddings offer a timely and inspirational guide for teaching critical thinking in American schools. With deep roots in American philosophy and traditions, this book inspires us to teach students to question authority while fostering meaningful conversations about the difficult issues confronting our nation. This book offers a recipe for nurturing the next generation of caring and critical democratic citizens.” —Andrew Fiala, California State University, Fresno
Contents: Introduction 1. The Sources of Morality 2. Authority 3. Critical Thinking 4. Religion 5. Race 6. Gender and Public Life 7. Entertainment, Sports, and Media 8. Capitalism and Socialism 9. Money, Class, and Poverty 10. Equality, Justice, and Freedom 11. Patriotism 12. Moral Commitment
In this book, eminent educational philosopher Nel Noddings and daughter Laurie Brooks explain how teachers can foster critical thinking through the exploration of controversial issues. The emphasis is on the use of critical thinking to understand and collaborate, not simply to win arguments. The authors describe how critical thinking that encourages dialogue across the school disciplines and across social/economic classes prepares students for participation in democracy. They offer specific, concrete strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The goal is to develop individuals who can examine their own beliefs, those of their own and other groups, and those of their nation, and can do so with respect and understanding for others values.
Book Features: • Underscores the necessity of moral commitment in the use of critical thinking. • Offers assistance for handling controversial issues that many teachers find unsettling. • Proposes a way for students and teachers to work together across the disciplines.
ALSO BY NEL NODDINGS 2015 AACTE Outstanding Book Award
Education and Democracy in the 21st Century 192 pp./PB, $30.95/5396-5 HC, $66/5397-2
The Challenge to Care in Schools
An Alternative Approach to Education, Second Edition Foreword by Jonas Soltis
224 pp./PB, $28.95/4609-7 Advances in Contemporary Educational Thought Series
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Un-Standardizing Curriculum Multicultural Teaching in the Standards-Based Classroom Second Edition
New Edition
ccss Dec 2016/224 pp. PB, $33.95/5807-6
Multicultural Education Series
“This second edition is a game changer for educators interested in powerful curriculum engineering to support new century students!” —H. Richard Milner IV, University of Pittsburgh “This text breaks new ground with a timely contribution that provides solid, potentially emancipatory grounding for a new, inclusive, research-based vision of curriculum, assessment, schools, and society.” —Angela Valenzuela, University of Texas at Austin “Combining theory and practice, the authors provide up-to-date, effective approaches for teachers interested in critical multicultural curricula, and a compelling call for all educators to disrupt standardized knowledge within the context of Common Core State Standards. It is a book that teachers, teacher educators, policymakers, and researchers will continue to return to for guidance and inspiration.” —Dolores Delgado Bernal, University of Utah
Christine E. Sleeter is professor emerita in the College of Professional Studies at California State University, Monterey Bay. Judith Flores Carmona is assistant professor in the Department of Curriculum & Instruction and in the Honors College at New Mexico State University. In this Second Edition of her bestseller, Christine Sleeter and new co-author Judith Flores Carmona show how educators can learn to teach rich, academically rigorous, multicultural curricula within a standards-based environment. The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today’s teachers navigate the Common Core State Standards. The book’s field-tested conceptual framework elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenges, and curriculum resources. Un-Standardizing Curriculum shows teachers what they can do to “un-standardize” knowledge in their own classrooms, while working toward high standards of academic achievement.
Book Features: • Classroom vignettes to help teachers bridge theory with practice in the context of commonly faced pressures and expectations. • Guidance for teachers who want to develop their classroom practice, including the possibilities and spaces teachers have within a standardized curriculum. • Attention to multiple subject areas and levels of schooling, making the book applicable across a wide range of teacher education programs. • A critique of the tensions between school reforms and progressive classroom practice. ALSO BY CHRISTINE E. SLEETER
Teaching with Vision
Culturally Responsive Teaching in Standards-Based Classrooms Edited by Christine E. Sleeter and Catherine Cornbleth
176 pp./PB, $29.95/5172-5/HC, $68/5173-2
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First Things First!
Creating the New American Primary School Ruby Takanishi is senior research fellow 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
Aug 2016/208 pp./PB, $31.95/5693-5 HC, $68/5694-2 Copublished with NAESP (National Association of Elementary School Principals)
“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. The scholarship in this book is impeccable and the arguments advanced by this leading scholar are most convincing. Further, the book is beautifully written.” —Edward Zigler, Sterling Professor of Psychology Emeritus, Yale University “Takanishi makes the compelling case that enabling all American children to achieve their potential requires both expansion of highquality preschool and fundamental changes in how our public elementary schools serve young students. ” —Sara Mead, Bellwether Education Partners “Dr. Takanishi has laid out a vision and approach to schooling that is comprehensive, forward-looking, and versed in strong evidence. This is must-reading for educators, leaders, policymakers, and researchers.” —Arthur Reynolds, University of Minnesota
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 (pre-K–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.
Contents: Introduction 1. Why Do We Need a New Primary School? 2. What Does the New Primary School Look Like? 3. Who Are the Educators for the New Primary School? 4. How Are Families Engaged in the New Primary School? 5. How Do We Create a New Primary School? 6. First Things First! If Not Now, When?
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The Summer Slide What We Know and Can Do About Summer Learning Loss
Edited by Karl L. Alexander, director of the 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.
New
Sep 2016/352 pp./PB, $47.95/5799-4
“If we intend to renew our reform agenda, as we must, summer learning should be a top priority. This volume provides a clear rationale for investment in summer learning as well as a balanced analysis of the ways and means of assuring effective implementation.” —From the Foreword by Paul Reville, former Massachusetts secretary of education “A comprehensive look at what’s known about summer’s impact on learning and achievement, this work is an important contribution to the field and a wake-up call to policymakers and educators alike.” —Jane Stoddard Williams, chair, Horizons National “The Summer Slide provides the reader with everything they didn’t know about summer learning loss and also provides information on everything we do know about eliminating summer learning loss. Do your school a favor and read this book, and then act upon what you have learned.” —Richard Allington, University of Tennessee
Foreword by Paul Reville
This book is an authoritative examination of summer learning loss, featuring original contributions by scholars and practitioners at the forefront of the movement to understand—and stem—the “summer slide.” The contributors provide an up-to-date account of what research has to say about summer learning loss, the conditions in low-income children’s homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations. They also show how information on program costs can be combined with student outcome data to inform future planning and establish program cost-effectiveness. This book will help policymakers, school administrators, and teachers in their efforts to close academic achievement gaps and improve outcomes for all students.
Book Features: • Empirical research on summer learning loss and efforts to counteract it. • Original contributions by leading authorities. • Practical guidance on best practices for implementing and evaluating strong summer programs. • Recommendations for using program evaluations more effectively to inform policy.
Contributors: Emily Ackman • Allison Atteberry
• Catherine Augustine • Janice Aurini • Amy Bohnert • Geoffrey D. Borman • Claudia Buchmann • Judy B. Cheatham • Barbara Condliffe • Dennis J. Condron • Scott Davies • Douglas Downey • Ean Fonseca • Linda Goetze • Kathryn Grant • Amy Heard • Michelle K. Hosp • James S. Kim • Heather Marshall • Jennifer McCombs • Andrew McEachin • Dorothy McLeod • Joseph J. Merry • Emily Milne • Aaron M. Pallas • Sarah Pitcock • Alex Schmidt • Marc L. Stein • Paul von Hippel • Thomas G. White • Doris Terry Williams • Nicole Zarrett
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RE SE A RCH GUIDE
TE ACH ER EDUC ATIO N
Doing Case Study Research
A Practical Guide for Beginning Researchers Third Edition
New 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.
“Hancock and Algozzine have developed an important resource for guiding novice researchers to use logical thinking when conducting case study research. The examples and step-by-step approach illustrate the importance of incorporating theory and practice.” —Claudia Flowers, University of North Carolina at Charlotte
“A highly accessible introductory text and a very quick read.... Hancock and Algozzine are pedagogically savvy when introducing readers to case study research.” —Journal of College Student Development, (of first edition) Reflecting recent knowledge and developments in the field, this very practical, easy-to-use guide emphasizes learning how to do case study research—from the first step of deciding whether a case study is the way to go to the last step of verifying and confirming findings before disseminating them. The authors show students how to: determine an appropriate research design; conduct informative interviews; record observations; document analyses; delineate ways to confirm case study findings; describe methods for deriving meaning from data; and communicate their findings. Featuring many new examples, the Third Edition offers step-by-step guidance to help beginning researchers through the stages of planning and implementing a thesis, dissertation, or independent project. This succinct “how-to” guide is an excellent place for anyone to begin doing case study research. Book Features: • Straightforward introduction to the science of doing case study research. • A step-by-step approach that speaks directly to the novice investigator. • Many concrete examples to illustrate key concepts. • Questions, illustrations, and activities to reinforce what has been learned. Jan 2017/128 pp./PB, $29.95/5813-7
Impactful Practitioner Inquiry
The Ripple Effect on Classrooms, Schools, and Teacher Professionalism
New
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.
“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 How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They reveal the difference that practitioner inquiry has made in their professional practice, their understanding of student learning, their content area knowledge, and their career trajectories. Attesting to longlasting changes in ways that these educators approach professional challenges, the authors identify the “ripple effect” of these changes through school communities and beyond. Impactful Practitioner Inquiry includes in-depth case studies as well as chapters specifically focused on the design and analysis aspects of inquiry. Book Features: • An examination of how practitioner inquiry impacts professional practice, school culture, and career trajectories. • The use of complexity and network theories to understand how practitioner inquiry is able to create its ripple effect. • Testimonies from educators with up to 10 years’ experience as inquirers. • Practices from early childhood and school settings, classroom and leadership roles, general education and specialist settings. Nov 2016/192 pp./PB, $39.95/5672-0 Practitioner Inquiry Series
PROFESSORS
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TE ACH E R E D U C ATIO N The TeacherWriter
Coaching Teacher-Writers
Creating Writing Groups for Personal and Professional Growth
New
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
“Shines a desperately needed light on the importance of writing in the professional and personal lives of teachers. This is a valuable contribution to the ongoing discussions about literacy instruction, teacher education, and school improvement.” —From the Foreword by Robert P. Yagelski, University at Albany, SUNY “An extremely important read for every teacher of writing. We see how teachers can bring fresh language, literacy excitement, and expertise into their classrooms.” —Judith A. Langer, University at Albany
The Teacher-Writer shows how teachers can pursue and sustain personally and professionally worthwhile writing practices, even amidst the many demands associated with teaching. It meets teachers wherever they are—as novice teachers just beginning to pursue writing, as teachers emerging from a professional development experience, or as accomplished writers seeking to further their craft. Chapter by chapter, the book provides strategies to help teachers get started on projects, build energy for writing, overcome obstacles of limited time, and create support systems using online technologies. The text includes useful writing group routines, questions for framing collaborative inquiry, methods for adapting writing communities to online settings, and rich examples of conversations and texts shared in actual teacher writing group meetings. Book Features: • Focuses on teacher-writers and their actual experiences working together in a writing group, including benefits and challenges. • Includes vignettes taken from writing group meetings that demonstrate the variety of ways teachers may participate and engage in writing. • Offers practical suggestions for teachers seeking to form writing groups, including plans for online groups. • Shares strategies to help teacher-writers expand their concepts of writing to include everything from exploratory texts to professional and academic writing. Nov 2016/160 pp./PB, $31.95/5800-7
Language and Literacy Series Copublished with NWP (National Writing Project)
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
Foreword by Patricia A. Edwards
“Understanding writing is a lifelong journey. This book is an indispensable guide.” —Elyse Eidman-Aadahl, executive director, National Writing Project “Gives advice on how I can become a better collaborator, facilitator, and cocreator who helps teachers celebrate the power (and joy) that writing can give them.” —Cathy Fleischer, Eastern Michigan University “The authors know how to support teachers in gathering the courage to write. I am grateful for the ideas that have ignited my own writing.” —Penny Kittle, teacher and author This practical book illustrates how to encourage, lead, and sustain teacher-writers, especially in group contexts. In contrast to guides on writing and teacher research, this book is designed for those who support teacher-writers, such as teacher educators and literacy coaches. The authors offer descriptions of key practices they have developed over years of coaching, teaching, and collaborating with K–12 teachers who write about classroom instruction, teacher research, or advocacy for better policy and pedagogy. Knowing firsthand just how hard writing can be for teachers, they provide a repertoire of strategies to elicit writing, to support teachers as they write, to find audiences for the teachers’ work, and much more. This book offers clear guidance to coach teacher-writers to: • Choose topics and shape ideas. • Conquer insecurities and draw from their strengths. • Establish authority with their audience. • Navigate publishing, including choosing venues and working with editors. • Find time and space to write and create the habits of writing daily. • Respond to audience reaction to their writing. • Reflect on their teaching and writing. • Develop a voice and vision as a professional. Nov 2016/168 pp./PB, $33.95/5591-4 Copublished with NWP (National Writing Project)
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TE ACH E R E D U C ATIO N
available
January New
Professional Development in Relational Learning Communities
Teachers in Connection
Miriam B. RaiderRoth 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.
“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 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. Jan 2017/176 pp. (tent.)/PB, $37.95/5815-1 HC, $83/5816-8 Practitioner Inquiry Series
ccss
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Common Core resources
Professional Learning in Action
An Inquiry Approach for Teachers of Literacy
New
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
“The authors have developed a systematic way to ensure that teachers are members of collaborating learning groups that harness the power of collective teacher efficacy.” —From the Foreword by Douglas Fisher, San Diego State University “A must-read for educators involved in supporting high-quality literacy teaching. Current research about the importance of job-embedded, authentic professional learning serves as the foundation for the many practical ideas in this book.” —Rita M. Bean, professor emerita, University of Pittsburgh “A guiding resource for teachers and for those who support teachers’ professional learning. It is focused on the needs of adult learners, respectful of teachers’ knowledge, and responsive to dynamic changes in educational standards.” —Maryann Mraz, University of North Carolina at Charlotte 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. Book Features: • Provides authentic examples for implementing professional learning (PL) that addresses and resolves authentic dilemmas educators and students face. • Synthesizes current research on effective professional learning with a literacy emphasis. • Describes evidence-based and differentiated professional learning opportunities. • Advances knowledge about applications of professional learning that is collaborative, substantive, situated, dynamic, intense, and personal. • Makes explicit connections to Common Core and similar State standards-based instruction. • Includes reflection and self-study questions at the end of each chapter. ccss Jul 2016/176 pp./PB, $32.95/5702-4
The Common Core State Standards in Literacy Series
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E D U C ATI O NAL LE AD E RS H I P & P O LI C Y Transforming Educational Pathways for Chicana/o Students
New
A Critical Race Feminista Praxis
Dolores Delgado Bernal is professor of
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.
“Theoretically cutting-edge and with practical on-the-ground application, this is a brilliant example of how university–school–community collaborations can be reshaped into transformative praxis in the education of Chicanx, Latinx students.” —Luis Urrieta, The University of Texas at Austin “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 “An inspiring story of the impact of culturally affirming and anti-colonial education on Latina/o children and their teachers, university student mentors, and parents.” —Sofia Villenas, Cornell University This book chronicles a 10-year journey to develop and sustain Adelante, a university– school–community partnership designed to address public education’s failure to meet the needs of students of color, particularly Chicana/o students. The authors examine the persistent barriers, mistakes, challenges, and successes that emerged in their communitybased partnership with elementary school students, college students, teachers, parents, and educational leaders. They offer practical advice and theoretical insight for disrupting pervasive inequities that shape the (mis)education of marginalized students. Book Features: • Fills a void about how to engage in activist scholarship by describing concrete strategies and practices employed by the authors. • Offers theoretical contributions through the braiding together of critical race and Chicana feminist theories. • Proposes a partnership model for working with communities of color that promotes pathways to higher education.
New
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. Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act’s mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role of school districts in serving marginalized students. Serving Students Who Are Homeless can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entrylevel and advanced-credential administrators, counselors, school psychologists, and curriculum leaders. Book Features: • Guidance for understanding and implementing the law and tools for training staff. • Case studies that include the voices of students, families, and practitioners. • Questions and activities to facilitate professional development discussions. Dec 2016/160 pp./PB, $36.95/5802-1
Dec 2016/176 pp./PB, $39.95/5791-8 HC, $82/5792-5
Multicultural Education Series
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CITIZENSHIP EDUC ATIO N Global Migration, Diversity, and Civic Education Improving Policy and Practice
New
Edited by James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies and founding director, Center for Multicultural Education, University of Washington, Seattle, Marcelo M. SuárezOrozco, Wasserman Dean, UCLA Graduate School of Education and Information Studies, and Miriam Ben-Peretz, professor emerita, the University of Haifa.
“An invaluable guide to understanding the multiple complexities and challenges involved in designing a transformative multicultural civic education.” —Robert F. Arnove, professor emeritus, Indiana University, Bloomington “This impressive volume offers valuable insights to teachers, teacher educators, and researchers concerned with preparing youth to be participating democratic citizens.” —Carole L. Hahn, Emory University “This important book outlines a set of urgent issues for both scholars and practitioners committed to the fuller expression worldwide of education for democracy.” —Margaret Crocco, Michigan State University “A stellar group of scholars integrates the migration question into issues related to teaching and learning, as well as teacher preparation.” —Gloria Ladson-Billings, University of Wisconsin–Madison “This visionary book highlights research, theory, and practices that can be used to help all students become effective and engaged citizens.” —Linda Darling-Hammond, president, Learning Policy Institute Some of the world’s leading researchers in multicultural education and immigration consider how global migration is forcing nation-states to reinvent the ways in which they socialize and educate diverse groups for citizenship and civic engagement. Case studies from the United States and Israel illustrate how concepts are manifested in two immigrant nations. Contributors: Tali Aderet-German • Ayman K. Agbaria • James A. Banks • Zvi Bekerman • Miriam Ben-Peretz • Amy K. Marks • Minas Michikyan • John P. Myers • Sonia Nieto • Carola Suárez-Orozco • Marcelo M. SuárezOrozco • Guadalupe Valdés • Gregory White
S CIENCE EDUC ATIO N Composing Science
A Facilitator’s Guide to Writing in the Science Classroom Leslie Atkins Elliott
is an associate professor at Boise State University, New 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.
“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, director, Site Development, National Writing Project “Through the lens of writing we see students doing science—and it is truly science—in surprising and delightful ways.” —David Hammer, Tufts University “I will use this book in my own faculty development program and will recommend it wholeheartedly to my science colleagues.” —Elizabeth Wardle, Miami University “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 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. ccss Oct 2016/176 pp./PB, $32.95/5806-9 Copublished with NWP (National Writing Project)
Sep 2016/256 pp./PB, $44.95/5809-0
Multicultural Education Series
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L AN G UAG E & LITE R AC Y Personal Narrative, Revised
The Vocabulary Book Learning and Instruction Second Edition
New 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 “Now that ‘vocabulary’ is included on the Nation’s Report Card, teachers will want to know how to help students increase their word power. Graves’s advice will be invaluable in what to do—and what not to do.” —Robert Calfee, professor emeritus, Stanford University 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. ccss Jul 2016/240 pp./PB, $29.95/5726-0
Language and Literacy Series
Writing Love and Agency in the High School Classroom
New
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.
“A remarkable story of a teacher and her students working with courageous determination to create an education that values young people and gives weight and meaning to their lives.” —Mike Rose, UCLA Graduate School of Education and Information Studies “This wonderful book demonstrates how enabling students to tackle ideas that are meaningful to them can produce both rigor and integrity in the learning process.” —Linda Darling-Hammond, president, Learning Policy Institute “Bronwyn LaMay takes Toni Morrison’s concept of response-ability to heart and develops a powerful sequenced theory of narrative revelation in order to empower students and teachers.” —Nigel Hatton, University of California In this inspirational book, LaMay shows readers how to transform classrooms and schools into places where youth can explore the intersection between literacy and their lives. This book is the culmination of a literacy curriculum that the author and her high school students wrote dialogically, beginning with their attempts to define love. Through real-life classroom examples, they demonstrate how an innovative curriculum that intertwines personal and academic engagement can create space for students to explore their identities, connect to literary texts, and develop agency as writers and thinkers. In this important contribution to literacy educators, the author shows how personal narratives can help students rebuild their fractured relationships with school and envision writing and academic achievement as playing a role in their futures. Book Features: • Evidence of how students’ social-emotional and academic growth may intertwine in the 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. Sep 2016/160 pp./PB, $31.95/5808-3
Language and Literacy Series Copublished with NWP (National Writing Project)
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L AN G UAG E & LITE R AC Y
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“You Gotta BE the Book”
Teaching Engaged and Reflective Reading with Adolescents, Third Edition
available
December New
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 Swain directed the Mississippi Writing Thinking Institute before joining the National Writing Project as Senior Research Associate.
“Smith and Swain reveal how the Analytic Writing Continuum assessment tool can be used as a catalyst for a deeper understanding of writing and as a source for a common language for teaching and learning writing. I would recommend this book to all involved in the process of English language arts curriculum and instruction.” —Jessica Early, Arizona State University Many writing teachers are searching for a better way to turn student writing into teaching and learning opportunities without being crushed under the weight of student papers. This book introduces a rubric designed by the National Writing Project—the Analytic Writing Continuum (AWC)—that is making its way into classrooms across the country at all grade levels. The authors use sample student writing and multiple classroom scenarios to illustrate how teachers have adapted this flexible tool to meet the needs of their students, including using the AWC to teach revision, give feedback, direct peer-to-peer response groups, and serve as a formative assessment guide. This resource also discusses how to set up a local scoring session and how to use the AWC in professional development. Book Features: • Introduces teachers to a powerful assessment system and teaching tool to support student writing achievement. • Offers a diagnostic tool for guiding students toward a common understanding of the qualities of good writing. • Provides ideas for helping students learn from models and give productive feedback to peers. • Illustrates ways to adjust the AWC to various grade levels and different teaching goals. Dec 2016/128 pp./PB, $31.95/5812-0
Language and Literacy Series Copublished with NWP (National Writing Project)
New 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.
“This book points the way for us to understand how we can help our students enter a story world through drama, symbolic story representations, and the use of visual art and other non-traditional texts.” —From the Foreword by Michael W. Smith, Temple 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.” —Deborah Appleman, Carleton College This award-winning book continues to resonate with teachers and inspire their teaching because it focuses on the joy of reading and how it can engage and even transform readers. In a time of next-generation standards that emphasize higher-order strategies, text complexity, and the reading of nonfiction, “You Gotta BE the Book” continues to help teachers meet new challenges, including those of increasing cultural diversity. At the core of Wilhelm’s foundational text is an in-depth account of what highly motivated adolescent readers actually do when they read, and how to help struggling readers take on those same stances and strategies. His work offers a robust model teachers can use to prepare students for the demands of disciplinary understanding and for literacy in the real world. 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. Book Features: • A data-driven theory of literature and literary reading as engagement. • A case for undertaking teacher research with students. • An approach for using drama and visual art to support readers’ comprehension. • Guidance for assisting students in the use of higher-order strategies of reading (and writing) as required by next-generation standards like the Common Core. • Classroom interventions to help all students, especially reluctant ones, become successful readers. • Online resources, including inquiry unit templates, tools for teaching with drama, and tips for using visual techniques. ccss Aug 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)
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L AN G UAG E & LITE R AC Y Every Young Child a Reader
Using Marie Clay’s Key Concepts for Classroom Instruction Sharan A. Gibson is
professor emeritus of literacy education and trainer emeritus of teacher New 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.
“These writers challenge us to implement differentiated teaching in classrooms to meet the instructional needs of individuals, and they have provided a rich source of information to help us do it.” —From the Foreword by Gay Su Pinnell, professor emeritus, The Ohio State University “The combination of Marie Clay’s research and theory with the authors’ understanding of these principles in today’s classroom is what sets this book apart.” —Lisa Lenhart, The University of Akron 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. ccss Aug 2016/160 pp./PB, $34.95/5810-6
available
December New
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. “The ideas contained within this volume have the potential to unleash student learning in powerful ways.” —Douglas Fisher, San Diego State University “This resource is perfect for meeting the expectations of the Common Core and fostering students’ comprehension, as well as their speaking and listening skills.” —Maureen McLaughlin, East Stroudsburg University of PA Combining research with classroom examples, this book demonstrates how high-level conversations centered on fiction and nonfiction can promote student 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. Dec 2016/160 pp. (tent.)/PB, $32.95/5733-8
HC, $80/5811-3
Language and Literacy Series
Teaching Skills for Complex Text Deepening Close Reading in the Classroom
available
December
Heidi Anne E. Mesmer is an associate professor of literacy education at Virginia Tech. Foreword by Michael C. McKenna
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.
New
Book Features: • T ext-based lessons for grades 3–5 • Opening vignettes which provide classroom context for each skill • Key objectives and Common Core Standards • Think-aloud language to guide strategy development • Research-based strategies and games. ccss Dec 2016/176 pp. (tent.)/PB, $29.95/5814-4 large format The Common Core State Standards in Literacy Series
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L AN G UAG E & LITE R AC Y
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”They’re All Writers” available
December New
Teaching Peer Tutoring in the Elementary Writing Center Jennifer Sanders is
an associate professor 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.
Elementary school teachers will find foundational information about the writing process with everything they need to begin and facilitate a peer tutoring writing center. Student-led writing centers harness the social and instructional power of students working and learning together, and this book includes specific lessons to teach students how to be effective peer tutors and how to be better writers. Book Features: • A new, research-based approach to writing pedagogy that integrates both writing process theories and writing center pedagogies • Complete lesson plans to help teachers implement a writing center curriculum that meets Common Core and other quality standards • An approach that harnesses the power of social learning, develops students as leaders in their schools, and facilitates generative conversations around writing. ccss Dec 2016/176 pp./PB, $32.95/5820-5
Language and Literacy Series Copublished with NWP (National Writing Project)
available
January New
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.
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. ccss Jan 2017/176 pp./PB, $31.95/5817-5
The Common Core State Standards in Literacy Series
N E W YO R K CIT Y PAR E NT G U I D E 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
New Edition
of education policy at The New School’s Center for New York City Affairs. Lydie Raschka writes reviews for InsideSchools.
Completely revised with new profiles of more than 150 elementary schools and pre-kindergarten programs! For nearly 2 decades, parents have looked to Clara Hemphill to help them find a good public school for their child. This Fourth Edition features all-new reviews of more than 150 of the city’s best public elementary schools, based on visits and in-depth interviews by the InsideSchools staff.
Dec 2016/320 pp. (tent.)/PB, $29.95/5804-5
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BESTSELLERS! 2015 Prose Award in Education Practice, Honorable Mention 2014 Foreword Reviews’ indiefab Book of the Year Bronze Award for Education
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 “A timely and hard-hitting book. The teachers of our children will be grateful.” —Jonathan Kozol, educator and author 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, $29.95/5524-2 (T)
Designing Groupwork
Strategies for the Heterogeneous Classroom, Third Edition Elizabeth G. Cohen and Rachel A. Lotan Forewords by Linda Darling-Hammond and John I. Goodlad
“The new edition updates a classic text for those who want both theory and practice.” —Larry Cuban, professor emeritus, Stanford University “Designing Groupwork has earned its place in the library of anyone seeking to create high-achieving, equitable classrooms.” —Horace 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, $26.95/5566-2
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
“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 stepby-step directions.” —Michelle M. Herczog, president, National Council for the Social Studies The Common Core and C3 Framework emphasize literacy and inquiry in social studies, but do not offer resources to achieve these goals. This practical guide presents six researchtested 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, $31.95/5530-3 large format
The Common Core State Standards in Literacy Series Copublished with NWP
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BESTSELLERS! Trauma-Sensitive Schools
Learning Communities Transforming Children’s Lives, K–5 Susan E. Craig
Foreword by Jane Ellen Stevens
“Kudos! Susan Craig has done it again . . . she has written a book that will help administrators and educators truly make schoolwide trauma sensitivity a regular part of the way their schools are run. A major contribution to education reform.” —Susan Cole, director, Trauma and Learning Policy Initiative, Massachusetts Advocates for Children 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 of practical, creative ideas. 2016/160 pp./PB, $28.95/5745-1
Teaching Kindergarten
Learner-Centered Classrooms for the 21st Century
Julie Diamond, Betsy Grob, and Fretta Reitzes, Editors
Foreword by Vivian Gussin Paley / Prologue by Ruth Charney
“What a delightful addition to the field! This volume has taken the wisdom and soulfulness of Diamond’s first work and expanded it to a broad, coherent argument for how to approach teaching the young ones. And, again, it offers the kind of intellectual challenges that mark the best of education 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. ccss 2015/176 pp./PB, $29.95/5711-6 photos Early Childhood Education Series
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 “This update of his classic text could not come at a better time given the rolling wave of rethinking Industrial Age education around the world.” —Peter Senge, MIT Sloan School 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, $36.95/5680-5/HC, $78/5744-4 Copublished with Routledge and Ontario Principals’ Council. See tcpress.com for availability outside the U.S.A.
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BESTSELLERS!
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Pose, Wobble, Flow
A Culturally Proactive Approach to Literacy Instruction Antero Garcia and Cindy O’Donnell-Allen Foreword by Linda Christensen
“The authors provide a critical lens into the teaching of secondary English Language Arts in an era of mandates, reforms, and high-stakes assessments for teachers who are striving to deliver instruction with integrity.” —Michigan Reading Journal “This beautiful book will educate, challenge, and inspire educators determined to improve their teaching.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst Presents a framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral “best” practices. Each chapter highlights a particular pose, describes how to work through common wobbles, incorporates teacher voices, and provides questions for further discussion. 2015/176 pp./PB, $29.95/5652-2/HC, $76/5664-5 Language and Literacy Series Copublished with NWP
Biography-Driven Culturally Responsive Teaching Second Edition
Socorro Herrera
Foreword by Geneva Gay
Culturally responsive pedagogy, literacy, and English learner education expert Socorro Herrera has updated this bestseller to clarify, focus, and redefine concepts for the continued professional development of educators serving culturally and linguistically diverse (CLD) populations. Teaching strategies and tools have been updated to reflect important new brain research and to keep pace with our nation’s everchanging demographics and constant shift in expectations for K–12 students. Herrera has also revised the structure and format of the book to help educators find information quickly while working in highly complex and demanding environments. 2016/208 pp./PB, $32.95/5750-5 large format, photos ALSO BY SOCORRO HERRERA:
Accelerating Literacy for Diverse Learners Strategies for the Common Core Classroom, K–8 ccss
208 page book + 1-hour DVD, $34.95/5450-4
Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms 208 pp./PB, $29.95/5217-3 large format, photos
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, $29.95/5736-9/HC, $74/5737-6
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BESTSELLERS! 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
“In this book, Washington, Gadson, and Amel lay out a proven, intentional, strategic, and clear approach to effect change collectively and individually. A definite must-read!” —Marta T. Rosa, Wheelock College 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, $27.95/5663-8
Early Childhood Education Series Copublished with NAEYC
Helping English Learners to Write
Meeting Common Core Standards, Grades 6–12 Carol Booth Olson, Robin C. Scarcella, and Tina Matuchniak Foreword by Steve Graham
“This is a helpful book, not just for middle and secondary level teachers but also for teachers of the upper elementary grades in all subject areas who are interested in learning about best practices for writing instruction through the lens of supporting English learners.” —Language Arts Using a rich array of research-based practices, this book will help secondary teachers improve the academic writing of English learners. It provides specific teaching strategies, activities, and extended lessons to develop EL students’ narrative, informational, and argumentative writing, emphasized in the Common Core State Standards. It also explores the challenges each of these genres pose for ELs and suggests ways to scaffold instruction. ccss 2015/192 pp./PB, $31.95/5633-1 photos/illustrations
The Common Core State Standards in Literacy Series Copublished with NWP and TESOL
What Kind of Citizen?
Educating Our Children for the Common Good
Joel Westheimer “This book presents a powerful and passionately delivered argument for citizenship education and convincingly demonstrates that recent educational reform tends to be hostile to this goal.” —Canada Education “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 “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, $24.95/5635-5
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R ECE NTLY P U B LI S H E D
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Invite! Excite! Ignite!
Books by William Ayers Teaching with Conscience in an Imperfect World
An Invitation
William Ayers “Bill Ayers invites you to imagine teaching in ways that make a difference; ways that bring smiles and successful learning to students and joyous fulfillment to teachers.” —Carl Grant, University of Wisconsin–Madison 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.
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, $31.95/5752-9
2016/112 pp./PB, $24.95/5768-0 illustrations
We Can’t Teach What We Don’t Know
The Teaching for Social Justice Series
ALSO OF INTEREST
White Teachers, Multiracial Schools Third Edition
To Teach
The Journey of a Teacher, Third Edition
Gary R. Howard
William Ayers
Best seller
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, $26.95/5063-6
Foreword by Sonia Nieto
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 in-service professional development, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. 2016/224 pp./PB, $28.95/5731-4 Multicultural Education Series
To Teach
The Mindful Teacher
The Journey, in Comics
Best seller
Second Edition
William Ayers and Ryan Alexander-Tanner
Dennis Shirley and Elizabeth A. MacDonald
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 brings the celebrated teacher’s memoir to life! 2010/144 pp./PB, $21.95/5062-9 (T)
“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 reallife examples of schools in the midst of change. 2016/160 pp./PB, $25.95/5684-3 the series on school reform
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R ECE NTLY P U B LI S H E D 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, $26.95/5671-3
Teach On Purpose! Responsive Teaching for Student Success Leslie David Burns and Stergios Botzakis Foreword by Donna E. Alvermann
“Teach on Purpose! is really about teaching with purpose while helping students meet and exceed academic standards.” —David Kirkland, New York University
The authors provide secondary teachers with scientifically proven strategies for creating learning environments that increase student engagement and academic achievement. The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts that can be used in any classroom. 2016/176 pp./PB, $29.95/5788-8
Inclusive Literacy Teaching
Differentiating Approaches in Multilingual Elementary Classrooms
Lori Helman, Carrie Rogers, Amy Frederick, and Maggie Struck
Foreword by Robert T. Jiménez
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, $35.95/5786-4/HC, $84/5787-1 Language and Literacy Series
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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
“This book will be a cherished resource and guide for Latino/a and non-Latino/a teachers alike, and for the university faculty and school- and community-based facilitators who help prepare them.“ —From the Foreword by Sonia Nieto, professor emerita, University of Massachusetts, Amherst Renowned scholar and educator Angela Valenzuela, together with an impressive roster of contributors, provides a critical framework for educating culturally responsive teachers. They present an approach to secondary education teacher preparation based on the work of the National Latino/a Education Research and Policy Project (NLERAP). 2016/208 pp./PB, $27.95/5683-6 Copublished with NLERAP (National Latino/a Education Research and Policy Project)
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, $25.95/5689-8
Quiet at School
An Educator’s Guide to Shy Children Robert J. Coplan and Kathleen Moritz Rudasill
Foreword by Sandee McClowry
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, $34.95/5769-7/HC, $74/5770-3
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Expanding College Access for Urban Youth
Books by Linda Darling-Hammond Be the Change
What Schools and Colleges Can Do
Reinventing School for Student Success Linda Darling-Hammond, Nicky Ramos-Beban, Rebecca Padnos Altamirano, and Maria E. Hyler
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 has allowed students who start off far behind to graduate and go on to college in record numbers. 2016/264 pp./PB, $34.95/5743-7 large format
Getting Teacher Evaluation Right
What Really Matters for Effectiveness and Improvement
Edited by Tyrone C. Howard, Jonli Tunstall, and Terry Flennaugh
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 under-represented 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, $34.95/5764-2/HC, $78/5765-9 ALSO BY TYRONE HOWARD:
Why Race and Culture Matter in Schools
Closing the Achievement Gap in America’s Classrooms 208 pp./PB, $30.95/5071-1/HC, $62/5072-8
Black Male(d): Peril and Promise in the Education of
African American Males
208 pp./PB, $29.95/5490-0/HC, $72/5491-7
Linda Darling-Hammond
Best seller
Raising Race Questions
“Darling-Hammond has given us a practical roadmap to success based on research and best practice.” —Randi Weingarten, AFT
Whiteness and Inquiry in Education
2013/192 pp./PB, $26.95/5446-7/HC, $68/5447-4
Ali Michael / Foreword by
Copublished with Learning Forward
Best seller
2012 Winner!
Best seller
The Flat World and Education
How America’s Commitment to Equity Will Determine Our Future Linda Darling-Hammond
“Contains a valuable lode of practical and research-based advice about how to improve our schools.” —The Washington Post 2010/408 pp./PB, $26.95/4962-3/(T) Multicultural Education Series
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.” —Michael Fullan, professor emeritus, University of Toronto 2015/120 pp./PB, $24.95/5647-8/HC, $54/5648-5
Shaun R. Harper
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, $34.95/5599-0/HC, $78/5600-3 Practitioner Inquiry Series
Why We Teach Now Sonia Nieto, Editor
“This book is a powerful contribution to the discussion about teachers, teacher retention, and educational policy. It gives voice to an often-silenced constituency—those who are charged with teaching the nation’s children and adolescents. It describes the daily struggles not only of teaching, but of teaching under the current trends.” —Journal of Education, Boston University 2015/288 pp./PB, $29.95/5587-7/HC, $68/5624-9
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Data Literacy for Educators
Human Rights and Schooling
Making It Count in Teacher Preparation and Practice
An Ethical Framework for Teaching for Social Justice
Ellen B. Mandinach
Audrey Osler
and Edith S. Gummer Foreword by Barbara Schneider
All teachers need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource features case studies to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. It provides concrete strategies for schools of education, professional developers, and school districts. 2016/176 pp./PB, $34.95/5753-6/HC, $72/5754-3
Technology, Education—Connections (The TEC Series) Copublished with WestEd
“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, $39.95/5676-8/HC, $88/5677-5 Multicultural Education Series
Teaching Disciplinary Literacy
Facilitating for Learning
Using Video Records of Practice to Improve Secondary Teacher Preparation
Charles W. Peters, Deanna Birdyshaw, and Amy Bacevich This guide will help pre- and inservice secondary teachers and their instructors to use videos as a resource to improve teaching. The book focuses on five disciplinary literacy strategies to help teachers develop high-leverage teaching practices across a range of subject areas. The text includes sample lessons, protocols, and transcripts from video discussion groups. 2016/176 pp./PB, $37.95/5767-3
Tools for Teacher Groups of All Kinds David Allen and Tina Blythe Foreword by Ron Ritchhart 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, $27.95/5738-3
Transforming Teacher Education for Social Justice
Looking Together at Student Work
Third Edition
Tina Blythe, David Allen, and Barbara Schieffelin Powell
Eva Zygmunt and Patricia Clark
Foreword for the Third Edition by Joseph P. McDonald
Foreword by Peter Murrell
“[The authors] model an authentic university-school-community partnership that is both sustainable and mutually beneficial for all stakeholders. This is a valuable contribution to a body of literature that often glosses over the complicated and tenuous relationships that frequently exist between universities and the local community.” —Teachers College Record The authors propose a new model of culturally responsive teacher preparation that capitalizes on the strengths of programs evidencing important outcomes. 2016/160 pp./PB, $40.95/5708-6/HC, $84/5710-9
“School leaders looking for systemic strategies to improve student achievement would be well served by Looking Together at Student Work.” —The School Administrator 2015/96 pp./PB, $24.95/5646-1 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, $26.95/4468-0
Copublished with NSDC (now Learning Forward)
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R ECE NTLY P U B LI S H E D Reclaiming the Multicultural Roots of U.S. Curriculum
Communities of Color and Official Knowledge in Education Wayne Au, Anthony L. Brown, and Dolores Calderón Foreword by Michael Dumas
“This is such a timely and necessary volume. It should be on the shelf of every curriculum scholar.” —Gloria Ladson-Billings, University of Wisconsin–Madison Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the “founding” period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States. 2016/192 pp./PB, $35.95/5678-2/HC, $76/5679-9 Multicultural Education Series
The Privatization of Education
A Political Economy of Global Education Reform Antoni Verger, Clara Fontdevila, and Adrián Zancajo “Few issues are as significant as is education privatization across the globe; few treatments of this issue offer both the breadth and nuanced understanding that this book does.” —Christopher Lubienski, Indiana University The authors explore the contexts, key personnel, and policy initiatives that explain the worldwide advance of the private sector in education. 2016/256 pp./PB, $41.95/5759-8
International Perspectives on Education Reform
School Integration Matters
Research-Based Strategies to Advance Equity Edited by Erica Frankenberg, Liliana M. Garces, and
Megan Hopkins
“This visionary book suggests workable solutions for a multi racial future. Educators and policymakers need this book.” —Gary Orfield, codirector, The Civil Rights Project, UCLA 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, $37.95/5755-0/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.” —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, $36.95/5742-0
After the “At-Risk” Label
Reorienting Educational Policy and Practice Keffrelyn D. Brown
“This book represents an audaciously genuine call to know more about, to see more in, and do more for students who have somehow amassed the label ‘at-risk!’” —H. Richard Milner IV,University of Pittsburgh This book examines how the use of the “at-risk” category and label creates problems for students and teachers. 2016/216 pp. (tent.)/PB, $42.95/5701-7 Disability, Culture, and Equity Series
Liberating Leadership Capacity Pathways to Educational Wisdom
Linda Lambert, Diane P. Zimmerman, and Mary E. Gardner Foreword by Andy Hargreaves
“[This book] suggests incorporat ing some of the most effective research based strategies for improving the learning climate at the school level and provides a strong rationale for how all of the components fit together.” —Teachers College Record 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, $31.95/5751-2
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R ECE NTLY P U B LI S H E D School Choice
The End of Public Education?
Mercedes K. Schneider “Public education in America is under attack by the diversion of massive amounts of public funds to special interest private schools and for-profit charter schools, thanks to their political enablers. Experienced educator Mercedes Schneider provides a devastating critique of this sabotage in this well researched, documented book.” —Edd Doerr, senior editor, Voice of Reason 2016/224 pp./PB, $35.95/5725-3
The Culturally Inclusive Educator
Preparing for a Multicultural World Dena R. Samuels
“At last—an empathetic and inspiring book that says the way to educate all students more successfully is to awaken teachers’ higher awareness.” —Peggy McIntosh, National SEED Project on Inclusive Curriculum 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/identity-blindness, 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, $37.95/5592-1/HC, $80/5593-8 2016 Society of Professors of Education Book Award
Being Bad
My Baby Brother and the School-to-Prison Pipeline Crystal T. Laura
Foreword by William Ayers Afterword by Erica R. Meiners
“This book brings to life the experience of those most directly and collaterally impacted by the politics of schooling and its relationship to our growing prison nation.” —Garrett Albert Duncan, Washington University in St. Louis In a harrowing journey, the author follows her brother, Chris, who has been designated a “bad kid” by his school, a “person of interest” by the police, and a “gangster” by society. This book explores such timely issues as the under-education of Black males, scapegoats in our culture, and the media’s role in constructing Black masculinity. 2014/144 pp./PB, $29.95/5596-9/HC, $64/5597-6
Teaching for Social Justice Series
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Closing the School Discipline Gap Equitable Remedies for Excessive Exclusion Daniel J. Losen, Editor “This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, Children’s Defense Fund Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies, including a districtwide 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, $36.95/5613-3/HC, $76/5614-0 Disability, Culture, and Equity Series
Teaching for Equity in Complex Times
Negotiating National Standards in a HighPerforming 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. ccss 2016/224 pp./PB, $39.95/5784-0 HC, $84/5785-7
Multicultural Education Series
Partnering with Immigrant Communities
Action Through Literacy Gerald Campano, María Paula Ghiso, and Bethany J. Welch ”Supported by theory and written with clarity, this inspiring account sets the gold standard for research that is both committed and ethical.” —Hilary Janks, emeritus professor, Wits University This book demonstrates how to draw on the knowledge and interests of a multilingual community to inform literacy teaching and learning, both in and out of school. It is based on a 5-year university partnership with members from Indonesian, Vietnamese, Latino, Filipino, African American, and Irish American communities. 2016/176 pp./PB, $32.95/5721-5/HC, $72/5722-2 Language and Literacy Series
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R ECE NTLY P U B LI S H E D Go Be a Writer!
Untangling Urban Middle School Reform
Expanding the Curricular Boundaries of Literacy Learning with Children
Clashing Agendas for Literacy Standards and Student Success
Candace R. Kuby and Tara Gutshall Rucker
Foreword by Jennifer Rowsell
Go Be a Writer! provides an introduction to poststructural and posthumanist theories in order to imagine new possibilities for expanding literacy education. The authors put these theories to work in the context of an elementary school classroom, examining literacy-based activities that occur as students participate with materials in a multimedia writers’ studio. 2016/256 pp./PB, $56.95/5774-1/HC, $118/5775-8 Language and Literacy Series
Revitalizing Read Alouds
Interactive Talk About Books with Young Children, PreK–2
Lisa Hammett Price and Barbara A. Bradley
Foreword by Sharon Walpole
This practitioner-friendly book provides recommendations for structuring read aloud routines in the early childhood classroom, making the read aloud interactive, and using instructional strategies that enhance children’s vocabulary and content knowledge. It also includes methods for supporting children with special needs, as well as English language learners. ccss 2016/168 pp./PB, $29.95/5763-5
The Common Core State Standards in Literacy Series
Young Meaning Makers
Teaching Comprehension, Grades K–2 D. Ray Reutzel, Cindy D. Jones, Sarah K. Clark, and Sandra L. Gillam
Foreword by P. David Pearson
“A must-read for teachers and educators as they strive to meet the new literacy standards and improve reading comprehension outcomes for their students.” —Linda B. Gambrell, Clemson University, coeditor, Reading Research Quarterly One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the early years. This book shows teachers how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time, and assessing the acquisition of knowledge. ccss 2016/168 pp./PB, $35.95/5760-4/HC, $72/5761-1
The Common Core State Standards in Literacy Series
Cynthia D. Urbanski
Foreword by Elyse EidmanAadahl
“Almost everyone in education will find this book extremely useful.” —Tom Fox, California State University 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, $32.95/5771-0 Copublished with NWP
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.” —Michelle Fine, CUNY 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. 2016/288 pp./PB, $44.95/5667-6/HC, $92/5668-3 Disability, Culture, and Equity Series
Preparing to Teach Social Studies for Social Justice
(Becoming a Renegade)
Ruchi Agarwal-Rangnath, Alison G. Dover, and Nick Henning Foreword by Rick Ayers
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. ccss 2016/160 pp./PB, $27.95/5766-6
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Young Investigators
Bestselling Resources for Differentiating Math Instruction
The Project Approach in the Early Years, Third Edition Judy Harris Helm and Lilian G. Katz
Good Questions
Great Ways to Differentiate Mathematics Instruction, Second Edition
“Everything you could possibly need to start a project is covered in this book, so start investigating!” —Association for Childhood Education International
Marian Small
Foreword by Diane Heacox
“A must for any educator who is serious about reaching more students more often and achieving more positive results.” —Resources for the Mathematics Educator “A valuable book for mathematics teachers, teacher educators, and faculty involved in differentiated instruction.” —Choice “A great resource, with realistic applications to current instruction and tips for creating solid math discourse with your students.” —Mathematics Teaching in the Middle School
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 Project Investigations as STEM— and to assist teachers with younger children (toddlers) and older children (2nd grade). ccss 2016/176 pp./PB, $32.95/5690-4 large format, photos Early Childhood Education Series
Reading, Writing, and Talk
ccss 2012/240 pp./PB, $31.95/5313-2 large format Copublished with NCTM
Inclusive Teaching Strategies for Diverse Learners, K–2
ALSO BY MARIAN SMALL:
More Good Questions: Great Ways to Differentiate
Secondary Mathematics Instruction Marian Small and Amy Lin
Mariana Souto-Manning and Jessica Martell
224 pp./PB, $32.95/5088-9 Copublished with NCTM
Foreword by Gloria Ladson-Billings
Eyes on Math
A Visual Approach to Teaching Math Concepts Illustrations by Amy Lin ccss
240 pp./PB, $32.95/5391-0 Copublished with NCTM
Building Proportional Reasoning Across Grades and Math Strands, K–8 ccss 128 pp./PB, $26.95/5660-7 large format Copublished with NCTM
Uncomplicating Algebra to Meet Common Core Standards in Math, K–8 ccss
176 pp./PB, $27.95/5517-4 large format
Uncomplicating Fractions to Meet Common Core Standards in Math, K–7 ccss
144 pp./PB, $26.95/5485-6 Copublished with NCTM
Marian Small’s books are available in Canada exclusively from Nelson Education Ltd.
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
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. 2016/160 pp./PB, $33.95/5789-5 Early Childhood Education Series
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 literacy education curriculum for young children. 2016/176 pp./PB, $32.95/5757-4/HC, $72/5758-1 Language and Literacy Series
ALSO BY MARIANA SOUTO-MANNING
Multicultural Teaching in the Early Childhood Classroom: Approaches, Strategies, and Tools, Preschool–
2nd Grade
168 pp./PB, $29.95/5405-4/HC, $60/5406-1 Copublished with ACEI
The Early Intervention Guidebook for Families and Professionals
Partnering for Success Second Edition Bonnie Keilty
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. 2016/224 pp./PB, $33.95/5773-4 Early Childhood Education Series
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CLASSICS&BESTSELLERS! 2015 Winner! 2014 AACTE Outstanding Book Award PROFESSIONAL CAPITAL
Transforming Teaching in Every School Andy Hargreaves and Michael Fullan 2012/240 pp./PB, $32.95/5332-3/ HC, $66/5333-0
REACHING AND TEACHING STUDENTS IN POVERTY
Strategies for Erasing the Opportunity Gap Paul C. Gorski
2013/216 pp./PB, $34.95/5457-3/ HC, $74/5458-0
Copublished with Routledge and the Ontario Principals’ Council. See tcpress. com for availability outside the U.S.A.
THE PEDAGOGY OF CONFIDENCE
IS EVERYONE REALLY EQUAL?
Yvette Jackson
An Introduction to Key Concepts in Social Justice Education
Özlem Sensoy & Robin DiAngelo 2011/240 pp./PB, $32.95/5269-2 HC, $66/5270-8
INTERVIEWING AS QUALITATIVE RESEARCH
A Guide for Researchers in Education and the Social Sciences, Fourth Edition Irving Seidman 2013/192 pp./PB, $26.95/5404-7
Inspiring High Intellectual Performance in Urban Schools Foreword by Reuven Feuerstein 2011/208 pp./PB, $28.95/5223-4/ HC, $62/5224-1
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 ccss 2013/168 pp./PB, $29.95/5403-0 large format, illustrations
THE POWER OF PROTOCOLS
CRITICAL ENCOUNTERS IN SECONDARY ENGLISH
An Educator’s Guide to Better Practice, Third Edition
Deborah Appleman
Joseph P. McDonald, Nancy Mohr, Alan Dichter, and Elizabeth C. McDonald
Teaching Literary Theory to Adolescents, Third Edition ccss 2015/272 pp./PB, $29.95/5623-2 illustrations
2013/144 pp./PB, $26.95/5459-7
Language and Literacy Series
Thinking About Education Series Jonas F. Soltis , Editor THE ETHICS OF TEACHING Kenneth A. Strike and
Jonas F. Soltis
176 pp. /PB, $24.95/4981-4 CURRICULUM AND AIMS Decker F. Walker and Jonas F. Soltis, assisted by
Frances Schoonmaker
144 pp./PB, $24.95/4984-5
5th Editions
APPROACHES TO TEACHING Gary D Fenstermacher and Jonas F. Soltis, with contributions from Matthew N. Sanger 128 pp. /PB, $24.95 /4982-1
“Does a masterful job of bringing together the basic issues and teaching methods that should frame social and philosophical foundations curricula.” —Educational Theory
PERSPECTIVES ON LEARNING
D. C. Phillips and Jonas F. Soltis 144 pp./PB, $24.95/4983-8 SCHOOL AND SOCIETY
Walter Feinberg and Jonas F. Soltis
160 pp./PB, $24.95/4985-2
Fall/Winter 2016–17 TC Press ISBN prefix is 978-0-8077
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