Teachers College Press: 2016 Catalog by Teachers College Press, Columbia University

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EARLY CHILDHOOD EDUCATION 2 The New Early Childhood Professional, Washington 2 Observing and Recording the Behavior of Young Children, Sixth Edition, Cohen 2 Young Investigators, Helm 3 Teaching Kindergarten, Diamond 3 Reading, Writing, and Talk, SoutoManning 3 Courageous Leadership in Early Childhood Education, Long 4 The Early Intervention Guidebook for Families and Professionals, Second Edition, Keilty TECHNOLOGY AND LEARNING 14 Data Literacy for Educators, Mandinach

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FAMILIES, SCHOOLS, & COMMUNITIES 15 The Manhattan Family Guide to Private Schools and Selective Public Schools, Seventh Edition, Goldman MULTILINGUAL CLASSROOMS/ ENGLISH LANGUAGE LEARNERS 17 Biography-Driven Culturally Responsive Teaching, Second Edition, Herrera 17 Inclusive Literacy Teaching, Helman LANGUAGE AND LITERACY 22 Literacy Leadership in Changing Schools, Wepner 22 The Fluency Factor, Rasinski 22 RTI in the Common Core Classroom, Vaughn 23 Literacy Theory as Practice, Handsfield 23 Partnering with Immigrant Communities, Campano 23 Young Meaning Makers, Reutzel 24 Pose, Wobble, Flow, Garcia 24 Newsworthy, Madison 24 Engaging Writers with Multigenre Research Projects, Mack 25 Revitalizing Read Alouds, Price 25 Literacy and History in Action, McCann 25 Go Be a Writer!, Kuby 26 Teaching Outside the Box but Inside the Standards, Fecho 26 Untangling Urban Middle School Reform, Urbanski 26 Teaching for Promise, Collins CURRICULUM, INSTRUCTION, AND ASSESSMENT 34 Preparing to Teach Social Studies for Social Justice (Becoming a Renegade), Agarwal-Rangnath 34 Teach On Purpose!, Burns 34 Imagination and the Engaged Learner, Egan

TEACHER EDUCATION 40 Teaching with Conscience in an Imperfect World, Ayers 40 Urban Teaching, Third Edition, Weiner 40 The Mindful Teacher, Second Edition, Shirley 41 Growing Critically Conscious Teachers, Valenzuela 41 Facilitating for Learning, Allen 41 Schooled, Lutz Fernandez 42 Quiet at School, Coplan 42 Smarter Teacher Leadership, Conyers 42 New Ways to Engage Parents, Edwards 43 Invite! Excite! Ignite!, Fogarty 43 Teaching Disciplinary Literacy, Peters 43 Teaching in Themes, Meier 44 Civic Education in the Elementary Grades, Mitra 44 Identity Work in the Classroom, Jones-Walker 44 Transforming Teacher Education for Social Justice, Zygmunt ADMINISTRATION, LEADERSHIP, AND POLICY 50 The New Meaning of Educational Change, Fifth Edition, Fullan 50 Be the Change, Darling-Hammond 50 School Choice, Schneider 51 Improving Teacher Evaluation Systems, Grissom 51 Liberating Leadership Capacity, Lambert 51 Trauma-Sensitive Schools, Craig 52 Teaching for Equity in Complex Times, Stillman FOUNDATIONS OF EDUCATION 58 Expanding College Access for Urban Youth, Howard 58 Cracks in the Schoolyard, Conchas 58 Human Rights and Schooling, Osler 59 School Integration Matters, Frankenberg 59 Restoring Dignity in Public Schools, Hantzopoulos 59 After the “At-Risk” Label, Brown CULTURE, SOCIETY AND EDUCATION 65 We Can’t Teach What We Don’t Know, Third Edition, Howard 65 Reclaiming the Multicultural Roots of U.S. Curriculum, Au COMPARATIVE AND INTERNATIONAL EDUCATION 69 The Privatization of Education, Verger SPECIAL/GIFTED EDUCATION 71 DisCrit—Disability Studies and Critical Race Theory in Education, Connor 71 Creativity and the Autistic Student, Snow 71 How to Prevent Special Education Litigation, Umpstead 72 Word Study in the Inclusive Secondary Classroom, Leko

BOOKS ON DISPLAY 2016 Conference Schedule AACTE Booth #420 February 23, 2016 Las Vegas, NV ASCD Booth #521 April 2, 2016 Atlanta, GA AERA April 9, 2016 Washington, DC NAEYCPDI June 5, 2016 Baltimore, MD ILA (IRA) Booth #513 July 9, 2016 Boston, MA NAEYC November 2, 2016 Los Angeles, CA NCTE November 17, 2016 Atlanta, GA LRA November 30, 2016 Nashville, TN

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Contents

2 12 14 15 17 20

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

22 34 40 50 58 65 68 69 70 71 73 84 86 87 88

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

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EarlyChildhoodEducation The New Early Childhood Professional A Step-by-Step Guide to Overcoming Goliath

Valora Washington, CEO, Council for

Professional Recognition, founder, CAYL Institute; Brenda Gadson, owner, BMG Consulting; Kathryn L. Amel, associate manager, programs and operations, CAYL Institute.

Sixth Edition

Dorothy H. Cohen and Virginia Stern held

faculty positions at Bank Street Graduate School of Education; Nancy Balaban was director of Infant and Family Development and Early Intervention Program at Bank Street College of Education; and Nancy Gropper was associate dean for Academic Affairs, department chair, and director of Student Teaching Programs at Bank Street.

Revitalizing Read Alouds, 25 Young Meaning Makers, 23 Trauma-Sensitive Schools, 50

Young Investigators The Project Approach in the Early Years, Third Edition

Judy Harris Helm heads her own educational

consulting and training company, Best Practices, Inc., in Brimfield, Illinois. Lilian G. Katz is past president of the National Association for the Education of Young Children (NAEYC) and professor emerita at the University of Illinois, Urbana-Champaign.

Now in its Third Edition, Young Investigators provides an introduction “Readers, be prepared to to the project approach be jolted out of your with step-by-step guidcomfort zone. This book ”The sixth edition adds ance for conducting will challenge, inform, to the remarkable history meaningful investigaprovoke, and inspire you.” of this volume with nugNew tions with young chil—From the Foreword by gets of updated insights Edition dren. The authors have Roger and Bonnie reflecting the changNew expanded their bestNeugebauer, ing environments in seller to include two publishers of Exchange which our children de- Edition new chapters—How Magazine velop and grow.” NEW Projects Can Connect —Jon Snyder, “The authors lay out New Children with Nature Stanford Center for a proven, intentional, Edition and Project Investigations as STEM—and to proPolicy Opportunity W strategic, and clear E N vide more help to teachers of the youngest in Education approach to effect change collectively and children (toddlers) and older children (2nd individually. A definite must-read!” In the Sixth Edition grade). The new edition also shows teachers of their classic text, the authors reiterate the Best—Marta T. Rosa, Wheelock College how to use standards in the topic selection W importance of observing and recording E Seller N critical “At a pivotal moment in early childhood education, process and identifies activities and experiencthe behavior of young children, especially in the authors give us the tools to become agents st that will help children grasp key concepts Bees the current atmosphere of accountability and r skills. Throughout the text, readers listen of change on behalf of young children. This and Selle testing. In addition, because children with highly readable discussion leaves us with no more to teachers’ concerns, witness how they find special needs are now widely included in a excuses.” solutions to challenges, and experience how majority of early childhood classrooms, they —Jacqueline Jones, executive excited children become during project work. st completely rewritten a chapter to focus Behave Seller director, Foundation for Child This book is appropriate for those new to using more broadly on observing behaviors that may Development, New York the Project Approach, as well as for teachers be viewed as disquieting. Designed to help who already have experience with implementFor today’s early childhood educator, change teachers better understand children’s behavior, ing the Project Approach. is a non-negotiable reality. This handbook the book outlines methods for recordkeeping presents some of the heroic experiences and that provide a realistic picture of each child’s Book Features: strategic approaches used by early childhood interactions and experiences in the classroom. • Examples of projects from child care educators (participants in the CAYL Institute Numerous examples of teachers’ observations centers and preschool, K–2, and special Fellowship programs) to deal with change. The of children from birth to age 8 enrich this work education classrooms. authors share a framework with concrete steps, and make it accessible, practical, and enjoyable • Instructions for incorporating standards resources, tools, and questions for reflection. to read. and STEM skills into project work. Visit the book website at With more than 130,000 copies in print, • A variety of experiences to help children www.newearlychildhoodprofessional.com. this valuable resource for pre- and inservice connect to the natural world. educators features: Audience: Pre- and inservice early childhood • Toddler projects that reflect knowledge • Fresh information about how children think practitioners (birth to age 8), school administrafrom recent mind/brain research. and learn, how their language develops, tors, Head Start and child care directors, teacher • Tools for integrating required curriculum educators, and professional developers; courses in and how their families, their culture, and goals and for assessing achievement. early childhood education, leadership, administratheir environment influence and help to • A Teacher Project Planning Journal that tion, policy, advocacy, and credentialing. shape them. leads teachers through the major decision • Observations that reflect the increasingly 2015/176 pp./PB, $27.95/5663-8 points of project work. diverse population in contemporary early Early Childhood Education Series • Full-color photographs of children engaged childhood classrooms. Copublished with NAEYC with projects. • The imperative for teachers to widen their • A study guide for pre- and inservice lens in order to meet the needs of young teachers, available at www.tcpress.com. children with a range of developmental Audience: Early childhood educators (toddler SEE ALSO, PAGES 12–13 capacities, abilities, and behaviors. Foreword by Roger and Bonnie Neugebauer

Observing and Recording the Behavior of Young Children

OF RELATED INTEREST

ERS

Environment Rating Scales

Family of Products

Audience: Teacher educators, child care and early childhood education practitioners and administrators, Head Start directors, professional trainers and staff developers; courses in early childhood education, child development (birth–age 8), special education, and infant and toddler care.

through grade 2), childcare providers, curriculum coordinators, and professional developers; courses in early childhood education, teaching methods, STEM learning. ccss 2016/176 pp./PB, $32.95/5690-4

Early Childhood Education Series

2016/240 pp./PB, $29.95/5715-4

For full book descriptions, visit www.tcpress.com

Teaching Kindergarten

Reading, Writing, and Talk

Learner-Centered Classrooms for the 21st Century

Inclusive Teaching Strategies for Diverse Learners, K–2

Edited by Julie Diamond who taught kindergarten in New York City public schools for 23 years and currently advises student teachers. Betsy Grob taught kindergarten and Spanish before serving on the faculty of Bank Street College for over 20 years. She consults on curriculum nationally and internationally. Fretta Reitzes created the Wonderplay Conference and provides professional development for early childhood educators.

Mariana Souto-Manning, associate professor

and coordinator, Early Childhood Education Program, Teachers College, Columbia University; and Jessica Martell, elementary school teacher with over 17 years of experience working with diverse student populations in New York City’s public schools. Foreword by Gloria Ladson-Billings

Audience: Pre- and inservice teachers, teacher educators, teacher study groups; courses in early childhood education, curriculum and instruction, literacy, mathematics, play, student teaching, child development, philosophy of education, contemporary issues in education.

literacy, and culture.

2016/176 pp./PB, $32.95/5757-4/HC, $72/5758-1

Language and Literacy Series

ccss 2015/176 pp./PB, $29.95/5711-6 photographs

Early Childhood Education Series

Taking a Stand for Social Justice

Edited by Susi Long, professor, University of South Carolina; Mariana Souto-Manning, associate professor, Teachers College, Columbia University; and Vivian Maria Vasquez, professor, American University. Foreword by Sonia Nieto

“Susi Long, Mariana Souto-Manning, and Vivian Vasquez, scholars with stellar reputations in the fields of early childhood education, critical literacy, and social justice education, NEW have combined their considerable talents to edit a book that will serve as a beacon of hope for administrators, Best policymakers, and eduSeller cators at all levels of learning and teaching. “ —From the Foreword by Sonia Nieto, University of Massachusetts, Amherst

New Edition

In this inspiring collection, 13 early childhood leaders take action to challenge and change inequitable educational practices in preschools and elementary schools. For them, educating for social justice is not an empty platitude. Steadfast and resolute, they turn rhetoric into reality as they guide early childhood teachers to teach for social justice innovatively and strategically. Through the voices of families, teachers, and the administrators themselves, each chapter shares ways that these leaders use the power entrusted in them to question and disrupt discriminatory and marginalizing practices that deny opportunities for some students while privileging others. The book includes insights, strategies, and resources that administrators can use to build confidence, knowledge, and skills as they invest in more equitable and just pre/schools. Book Features: • Highlights the actions of administrators as they take a stand to transcend standardized approaches to teaching and learning, creating more equitable educational environments. • Portrays strategies and resources used to engage teachers in critical examination of self and the institutions in which they work. • Describes principles and practices that guide administrators as they support the development of culturally relevant practices and policies. • Offers powerful ways early childhood administrators can approach inequitable mandates. • Highlights the voices of families as they participate in and are impacted by the work of administrators. Audience: Early childhood educators and leaders, including program directors, school principals, district administrators, program and curriculum coordinators, and teacher educators; courses in educational administration and leadership, diversity/anti-bias education. 2016/224 pp./PB, $34.95/5741-3

Early Childhood Education Series

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3 | Early Childhood Education

This book introduces a variety of inclusive Foreword by Vivian Gussin Paley strategies for teaching Prologue by Ruth Charney language and literacy in kindergarten ”The teachers you are New through 2nd grade. about to read tell stories Edition Readers are invited no one has heard before, into classrooms where at a time when it is diffiNew racially, culturally, and Edition cult to hear the indilinguistically diverse vidual voices in the NEW children’s experiences, classroom. No grade unique strengths, and level needs this soulexpertise are supportsearching examination W E N ed and valued. more than kindergarten.” Chapters focus on oral language, reading, and —From the Foreword by Vivian Gussin writing development and include diverse possiBest Paley, internationally bilities for culturally relevant and inclusive r Selle renowned educator, teaching. Featured teaching strategies foster author, and classroom teacher academic success, cultural competence, and Best critical consciousness—leading students to r lle “Teaching Kindergarten will move readers to Se read their worlds and question educational and collaborate, inquire, and create ideas of their own.” societal inequities. —Celia Genishi, Teachers College, Early childhood teachers will find this book Columbia University invaluable as they consider effective ways to “We need this book. It speaks eloquently to what teach diverse children. The hands-on examples good practice looks like in real schools, as well as and strategies portrayed will help educators what it means to be a good teacher.” expand their thinking and repertoires regarding —Deborah Meier, New York University’s what is possible—and needed—in the language Steinhardt School of Education and literacy education curriculum. Unique in its focus on equitable, fully inclusive, and cultur“This is an important book, written by highly ally relevant language and literacy teaching, competent and gifted educators. It needs to be this important book will help K–2 teachers (re) read by all concerned with the education of young think and (re)conceptualize their own practices. children.” —Aisha Ray, Erikson Institute Book Features: Today’s kindergarten teachers face enormous • Showcases culturally relevant and inclusive challenges to reach district-mandated acaways of teaching reading and writing in the demic standards. This book presents a model early childhood classroom. for 21st-century kindergartens that is rooted in • Uses vivid classroom examples to child-centered learning and also shaped by the show how teachers and students build needs and goals of the present day. Classroom on diversities as strengths, fostering teachers working with diverse populations of educational success. students and focusing on issues of social jus• Includes the voices of teachers who employ tice provide vivid descriptions of classroom life theoretically informed and equitable across urban and rural communities. Teacher language and literacy teaching practices in reflections and commentary from the editors their own K–2 classrooms. link teacher decisions to principles of good Audience: Teachers (K–2), teacher educators, practice. Teaching Kindergarten illustrates how a literacy coaches, professional developers, and progressive, learner-centered approach can not curriculum developers; courses in early childhood only meet the equity and accountability goals education, language and literacy, multicultural of the Common Core State Standards but go education, inclusive education, teaching reading well beyond that to educate the whole child. and writing in the primary grades, language,

Courageous Leadership in Early Childhood Education

The Early Intervention Guidebook for Families and Professionals Partnering for Success Second Edition

Bonnie Keilty, professor and program coordinator, early childhood special education, Hunter College, City University of New York (CUNY).

Healthy Learners

A Whole Child Approach to Reducing Disparities in Early Education Robert Crosnoe is a C.B. Smith, Sr. Centennial Chair at the University of Texas, Claude Bonazzo is a graduate student in the

Department of Sociology at the University of Texas and a predoctoral trainee at the Population Research Center, and Nina Wu works at Children’s Council of San Francisco.

STEM Learning with Young Children Inquiry Teaching with Ramps and Pathways

Shelly Counsell, assistant professor, the University of Memphis; Lawrence Escalada, professor, the University of Northern Iowa; Rosemary Geiken, associate professor, East Tennessee State University; Melissa Sander, special education

teacher, Wapsie Valley Community School District, This guidebook on ”The authors paint a coIowa; Jill Uhlenberg, University of Northern Iowa; family–professional gent picture of early Beth Dykstra Van Meeteren, University of partnerships has been learning in social conNorthern Iowa; Sonia Yoshizawa, East Tennessee used as a go-to early New texts, with a focus on State University; and Betty Zan, associate intervention resource Edition the paradoxical trajectoprofessor, the University of Northern Iowa. in university courseries of the children of work, for inservice pro“Written by eight reMexican immigrants.” fessional markable educators, this —Beth Graue, ew ew N N development, and as powerful book carefully University of on iti Edition Ed a support to families NEW illustrates the design and Wisconsin–Madison in (or considering) teacher practices of conearly intervention. “This book is important structivist classrooms This new edition has for anyone who is conthat nurture the whole been completely recerned about improving child. The authors deW W E NEvised N to reflect recent research and respond to educational and occupational outcomes for scribe how teachers can st Be feedback that the author accumulated from vulnerable populations.” scaffold young children’s Seller users of the book, including practicing profes—Linda Espinosa, building of global comsionals and university instructors. With a focus University of Missouri-Columbia petencies through invenon how families and professionals can collabotive, imaginative, and The early childhood field has long understood st effectively so that infants and toddlers intentional problem solvBerate Best that targeting the intersection of health r ller The teaching/assessment dynamic unfolds (0–3) learn, grow, and thrive, chapters address: Selle Seing. and learning is integral to serving children, child learning and development, family funcwith new resources throughout the text.” especially those from disadvantaged backtioning and priorities, early intervention as a —Jacqueline Grennon Brooks, grounds. Yet this developmentally informed support and not a substitute, and planning Hofstra University educational philosophy has been jeopardized “what’s next” after early intervention. Specific by an increased emphasis on standards-based “This book is a must for all concerned with the components of early intervention—evaluation accountability. In this book, the authors education of young children. Using ramps and and assessment, program planning, intervenexplain why healthy learning is good for pathways as an exciting and stimulating example tion implementation, service coordination, and children, schools, and society, and they suggest of how to engage children in rich STEM experitransition—are also discussed. This hands-on concrete ways to make it happen. Moving back ences, this team of highly knowledgeable and resource uses stories of families in early interand forth between national statistics and the skilled researchers and practitioners draw from vention to illustrate key concepts and provides intimate voices of parents, teachers, and sertheir deep and extensive backgrounds to present checklists that readers can use to assess their vice providers in a large urban school district, a clear and comprehensive view of the current experiences in early intervention. they formulate an action plan for educating the landscape of inquiry-based STEM teaching and whole child and reducing educational inequiNew for the Second Edition: learning for young children. It is a book that can ties. While the book covers a broad spectrum and should inform both policy and practice.” • The most recent research and related of American children, special attention is —Karen Worth, Elementary Education implications for practice. given to the growing population of Mexican Department, Wheelock College • Content directly aligned with new immigrant children. Chapters include: Issues to recommended practices of the Division for This teacher’s guide provides the background Ponder, Keywords, Take-Home Messages, and Early Childhood (DEC) of the Council for information, STEM concepts, and strategies Next Questions. Exceptional Children. needed to successfully implement an early • Two versions of the same scenario to clarify Book Features: STEM curriculum (Ramps and Pathways) with the differences between hoped-for and young children, ages 3–8. R&P actively engages • An in-depth examination of the connection usual practices. young children in designing and building between good health and learning that • Specific tips that the family–professional ramp structures using wooden cove molding, all too often is lost in the daily hustle and partnership can implement right away. releasing marbles on the structures, and bustle of families and schools. • A new chapter that describes how families observing what happens. Children use logical• Statistical evidence from the national level and professionals, university instructors, mathematical thinking and problem-solving combined with the voices of participants and inservice providers can use the skills as they explore science concepts related on the local level, providing a scientifically Guidebook. to motion, force, and energy. rigorous and personalized portrait of early This one-of-a-kind resource uses a newly Audience: Families, early intervention specialists childhood education in the United States. created Inquiry Teaching Model (ITM) as the for infants and toddlers, teacher educators, early • A focus on diversity and inequality, conceptual framework and devotes specific childhood educators, and medical professionals; highlighting the experiences of children courses in special education, child development, attention to the importance of an inclusive and from underserved and often marginalized child and family studies, student teaching, OT, PT, social STEM learning environment in which groups. speech, hearing and pediatrics. children are free to collaborate, take risks, and Audience: Professors, researchers, and policy investigate within the context of exploratory 2016/208 pp./PB, $33.95/5773-4 experts; courses in early childhood education, and constructive play. Early Childhood Education Series

educational policy, politics and public policy, sociology, families and communities, language minority education, immigration and education, child development. 2015/168 pp./PB, $32.95/5709-3 Early Childhood Education Series

Audience: Teacher educators, elementary school teachers, curriculum supervisors, professional developers, and administrators; courses in curriculum and instruction, early childhood education, elementary science and math education, STEM education and constructivism. ccss 2016/216 pp./PB, $33.95/5749-9

Early Childhood Education Series

For full book descriptions, visit www.tcpress.com

Edition

Continuity in Children’s Worlds

Choices and Consequences for Early Childhood Settings Melissa M. Jozwiak is assistant professor of early childhood at Texas A&M University, San Antonio. Betsy J. Cahill is the J. Paul Taylor Endowed Professor and Early Childhood Program Area Director at New Mexico State University. Rachel Theilheimer is professor emerita of teacher education at Borough of Manhattan Community College of the City University of New York. Foreword by Beth B. Swadener

Book Features: • Represents the first comprehensive volume to unpack the complex topic of continuity. • Provides a critical analysis of continuity based on real stories from practitioners and parents. • Illuminates the work of early childhood educators on the individual, group, organizational, and systems levels. • Encourages readers to carefully consider their roles as educators of young children. Audience: Teacher educators, early childhood educators (birth–8), administrators, family child care providers, early intervention and home visiting practitioners; courses in teaching methods, curriculum, family studies, social and emotional development, infant–toddler care, program administration, professionalism and ethics. 2016/160 pp. (tent.)/PB, $33.95/5789-5

Early Childhood Education Series

Teachers & Teaching

NEW

TEACHING AND LEARNING WITH INFANTS AND TODDLERS Where MeaningMaking Begins Mary Jane MaguireBest Seller Fong Foreword by J. Ronald Lally Prologue by T. Berry Brazelton Afterword by Edward Tronick “From its clear explanation of the developing brain of a baby to its enlightened presentation on the art of reflective childcare, I see how many times I will use this work as a resource.” —From the Foreword by J. Ronald Lally, Center for Child and Family Studies, WestEd This book explores infants’ amazing capacity to learn and presents a reflective approach to teaching inspired by the early childhood schools in Reggio Emilia, Italy. Readers will find insights into how to design an infant care program, plan curriculum, assess learning, and work with families. User-friendly features include vignettes, photographs of infant classrooms, research highlights, and questions for reflection. 2015/192 pp./PB, $31.95/5619-5

New photos, large format Edition Copublished with WestEd

TEACHING AND LEARNING IN A DIVERSE WORLD Multicultural Education for Young Children, Fourth Edition Patricia G. Ramsey Best Foreword by Sonia Nieto Seller ”At a time when our country seems increasingly polarized over the value and meaning of justice for all, Patty Ramsey’s insights and suggestions are as needed as ever.” —Louise Derman-Sparks, international consultant

NEW

“A timely, relevant resource for anyone who works with young children in any capacity.” —Takiema Bunche Smith, SCO/FirstStepNYC This updated edition describes researchbased classroom practices to engage children in exploring the complexities of race, economic inequities, immigration, environmental issues, gender and sexual identities, and abilities and disabilities. The text includes questions that prompt teachers to recognize the influence of overt and covert societal forces on their teaching. Free supplemental resources at www.tcpress.com. 2015/240 pp./PB, $31.95/5625-6 Early Childhood Education Series

NEW

TWELVE BEST PRACTICES FOR EARLY CHILDHOOD EDUCATION Integrating Reggio and Other Inspired Approaches Ann Lewin-Benham Best Foreword by Howard Gardner Seller “I predict that you’ll place this book alongside those educational readings that you value most.” —From the Foreword by Howard Gardner

Popular author Ann Lewin-Benham presents 12 “best practices” inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. Practices are demonstrated with classroom scenarios, dialogues of children and teachers, and work samples showing the outcome of using each practice. Includes a self-assessment tool to assist you in examining your practices and those of your school. 2011/224 pp./PB, $34.95/5232-6 HC, $72/5233-3 large format, photos

Early Childhood Education Series

EIGHT ESSENTIAL TECHNIQUES FOR TEACHING WITH INTENTION What Makes Reggio and Other Inspired Approaches Effective Ann Lewin-Benham Foreword by Howard Gardner Describes eight techniques that foster intentional and reflective classroom practice, including over 70 exercises to help teachers learn to use body, face, hands, voice, eyes, and word choices to precisely convey meaning. Some exercises are for teachers to practice, while others build intention and reflection in children. This lively resource is a companion to Twelve Best Practices for Early Childhood Education. 2015/208 pp./PB, $34.95/5657-7 illustrations/photos

Early Childhood Education Series

New Copublished with Redleaf Press Edition For information about Ann’s teacher workshops visit her website: AnnLewin-Benham.com.

NEW

THE PLAY’S THE THING Teachers’ Roles in Children’s Play, Second Edition Elizabeth Jones and Gretchen Reynolds Best r lle Se Foreword by Kathy Hirsh-Pasek and Roberta Michnick Golinkoff Responding to current debates on the place of play in schools, the authors have expanded their groundbreaking book to include significant developments in the broadening landscape of early learning and care, such as assessment, diversity and culture, intentional teaching, inquiry, and the construction of knowledge. 2011/168 pp./PB, $28.95/5241-8 Early Childhood Education Series

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5 | Early Childhood Education

Children’s experiences when they transition from home to school, from classroom to classroom, and from school to school raise issues of continuity that perNEW meate every aspect of early childhood education. This book uses practitioner stories to investigate Best beliefs about contiSeller nuity and discontinuity and how these beliefs are enacted in contexts for young children from birth to age 8. The authors examine a range of continuities and discontinuities, including the experiences children, teachers, and families have with programs; the interactions between families and schools; and the ways in which programs and schools relate to one another. They also raise questions about primary caregiving, cultural responsiveness, assessment practices, and congruity between institutions. Discussions of each story include the authors’ interpretations, reference to relevant theory, questions for reflection, and implications for intentional and thoughtful practice.

New Edition

2013 AESA Critics’ Choice Award

MULTICULTURAL TEACHING IN THE EARLY CHILDHOOD CLASSROOM Approaches, Strategies, and Tools, Preschool–2nd Grade Mariana Souto-Manning “Provides teachers of young children with strategies to ‘lift the moment[s]’ when inequity or unfairness arises in our classrooms rather than shutting students down with our adult logic.” —Language Arts

6 |

This unique book features an array of approaches, strategies, and tools for teaching multiculturally in the early years. You will see how amazing teachers engage in culturally responsive teaching that fosters educational equity while also meeting state and national standards (such as the Common Core State Standards). This engaging book is sprinkled with questions for reflection and implementation as well as a list of multicultural children’s books and resources for further reading. 2013/168 pp./PB, $29.95/5405-4 HC, $60/5406-1 photos

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

NEW BY SOUTO-MANNING: Courageous Leadership in Early Childood Education, 3

WHAT IF ALL THE KIDS ARE WHITE? Anti-Bias Multicultural Education with Young Children and Families Second Edition Louise DermanSparks and Patricia G. Ramsey, with Julie Olsen Edwards Foreword by Carol Brunson Day Bringing this bestselling guide completely up to date, the authors address the current state of racism and anti-racism in the United States (including the election of the first African American president), review recent child development research, discuss state standards and NCLB pressures on early childhood teaching, and more. The text includes teaching strategies, activities for families and staff, reflection questions, and updated organizational and website resources. 2011/224 pp./PB, $29.95/5212-8 Early Childhood Education Series

New Edition STANDING UP FOR SOMETHING EVERY DAY Ethics and Justice in Early Childhood Classrooms LEADING ANTI-BIAS EARLY CHILDHOOD Beatrice S. Fennimore NEW PROGRAMS Foreword by Celia Genishi A Guide for Change This book explores some of the Louise Derman-Sparks, Debbie most complex and pressing social LeeKeenan, and John Nimmo and ethical dilemmas confronting early childhood educators Foreword by Mariana Souto-Manning and provides concrete ways of Best “This book is a tool box for building early childhood proSeller addressing social justice concerns grams that foster sentiments of justice and fairness in in practice. Book features include a leaders, teachers, and young children.” focus on classroom life, guidance —Herbert Kohl, educator and bestselling author for following the NAEYC Code of Ethics, questions for discussion, This book is both a stand-alone text and a perfect companion for Antipractical ideas for getting started, Bias Education for Young Children and Ourselves. It emphasizes that this and teacher-guides for working in work is not only about changing curriculum, but requires thoughtful, different settings (rural, suburban, Newstrategic, long-term planning that addresses all components of an and urban). early childhood program. The text features a powerful combination of Edition conceptual frameworks, strategies, and practical tools. 2014/160 pp./PB, $32.95/5560-0

Leadership and Management

2015/192 pp./PB, $29.95/5598-3 large format

Early Childhood Education Series

TELLING A DIFFERENT STORY Teaching and Literacy in an Urban Preschool Catherine Wilson Foreword by Stacie Goffin “This small text addresses complex issues.” —Childhood Education 2000/120 pp./PB, $30.95/3898-0 HC, $40/3899-9

Early Childhood Education Series

Early Childhood Education Series Copublished with NAEYC

NEW

Best Seller

SQUANDERING AMERICA’S FUTURE Why ECE Policy Matters for Equality, Our Economy, and Our Children Susan Ochshorn Foreword by David Kirp “Recommended for parents, politicians, and anyone who has worked in education.” —Library Journal “A must-read for all who care about kids.” —Nancy Carlsson-Paige, Lesley University

“This book needs to be read widely, and right away.” ENTHUSIASTIC AND —Deborah Meier, MacArthur award–winning ENGAGED LEARNERS teacher, principal, and author Approaches to Learning in In this pioneering guide to the big issues in contemporary early childhood the Early Childhood Classroom policy, Ochshorn drives home the importance of the earliest years for Marilou Hyson human capital. With her 360-degree view, Ochshorn boldly and ew Ndeveloping Foreword by Sue Bredekamp clearly on shows how early care and education is an issue of social justice that Editi also impacts America’s ability to compete on the world stage. This resource will help early childhood professionals implement 2015/192 pp./PB, $27.95/5670-6 strategies to support young children’s positive approaches to learning—their enthusiasm (interest, joy, NEW FIRSTSCHOOL and motivation to learn) and their Transforming PreK–3rd Grade for African engagement (attention, persistence, American, Latino, and Low-Income Children flexibility, self-regulation, and other Sharon Ritchie and Laura Gutmann, Editors essential learning behaviors). Foreword by Aisha Ray 2008/176 pp./PB, $27.95/4880-0 “A terrific book . . . should be on the agenda of every school large format Best Seller board meeting.” Early Childhood Education Series —Robert Pianta, University of Virginia Copublished with NAEYC (Nat’l Assoc. for the Education of Young Children)

THE GOOD PRESCHOOL TEACHER Six Teachers Reflect on Their Lives William Ayers This book is the result of an indepth inquiry into the lives and work of six outstanding preschool teachers. Through a creative, original combination of interviews, letters, vignettes, interpretive analysis, and reflections, the author describes and links together the events, people, and experiences that have made these women the excellent teachers they are.

FirstSchool is a groundbreaking framework for teaching minority and low-income children. The text features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes. The authors detail how to use education research and data to provide a rationale for change; how to promote professional learning that is genuinely collaborative and respectful; and how to employ developmentally appropriate teaching strategies. Contributors: Cindy Bagwell, Richard M. Clifford, Carolyn T. Cobb, Gisele M. Crawford, Diane M. Early, Sandra C. García, Cristina Gillanders, Adam L. Holland, Iheoma U. Iruka, Jenille Morgan, Sam Oertwig 2014/240 pp./PB, $39.95/5481-8 Early Childhood Education Series

1989/176 pp./PB, $26.95/2946-5 Early Childhood Education Series

For full book descriptions, visit www.tcpress.com

N Edition New Edition

SUPERVISION IN EARLY New CHILDHOOD EDUCATION on Editi A Developmental Perspective, Third Edition Joseph J. Caruso with M. Temple Fawcett NEW This classic is still the best choice for those supervising staff from a wide variety of educast Be tional and Seller cultural backgrounds. The Third Edition features: A new chapter on career ladders/lattices • A new chapter on staff selection, recruitment, and orientation • Relevant NAEYC accreditation criteria • and more. 2007/288 pp./PB, $29.95/4731-5 Early Childhood Education Series

2015/208 pp./PB, $34.95/5630-0 HC, $76/5631-7

EARLY CHILDHOOD EDUCATION FOR A NEW ERA Leading for Our Profession Stacie G. Goffin / Foreword by Mary Jean Schumann, dnp, mba, rn, cpnp, faan Offers a fresh viewpoint on national efforts to improve program quality and children’s learning and development. The book concludes with “Next Steps Commentaries” written by education luminaries Rolf Grafwallner, Jacqueline Jones, and Pamela J. Winton outlining concrete action steps to jump-start the essential discussion about moving forward. 2013/120 pp./PB, $26.95/5460-3/ HC, $56/5461-0

Early Childhood Education Series

Best Seller

BUSINESS ADMINISTRATION SCALE FOR FAMILY CHILD CARE (BAS) Teri N. Talan & Paula Jorde Bloom The BAS for Family Child Care is designed to complement the widely used Family Child Care Environment Rating Scale–Revised (FCCERS-R), page 13. When used together, they provide a comprehensive picture of the quality of the family child care learning environment and the business practices that support the program. English Edition: 2009/48 pp. PB, $23.95/4977-7/large format Spanish Edition: 2010/56 pp. PB, $23.95/5166-4/large format

PROGRAM ADMINISTRATION SCALE (PAS) Measuring Early Childhood Leadership and Management, Second Edition Teri N. Talan & Paula Jorde Bloom Using a 7-point rating scale (inadequate to excellent), this easy-touse instrument assesses 25 items grouped into 10 categories: human resources development, personnel cost and allocation, center operations, child assessment, fiscal management, program planning and evaluation, family partnerships, marketing and public relations, technology, and staff qualifications. 2011/96 pp./PB, $23.95/5245-6 large format

FOR OUR BABIES Ending the Invisible Neglect of America’s Infants J. Ronald Lally Foreword by T. Berry Brazelton and Joshua Sparrow For the last 40 years, J. Ronald Lally has worked with state and federal agencies to improve services for infants and toddlers around the world. For Our Babies features the resonant voices of American parents, as well as crucial testimony from developmental psychologists, child care providers, health professionals, economists, specialists in brain development, and early learning educators about how policy and practices must change in the United States if parents are to raise children who will become healthy, productive members of society. This book is part of the For Our Babies initiative. Visit the website, which includes an author blog, at www.forourbabies.org. 2013/176 pp./PB, $26.95/5424-5 Copublished with WestEd

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MANAGING LEGAL RISKS IN EARLY CHILDHOOD PROGRAMS How to Prevent Flare-Ups from Becoming Lawsuits Holly Elissa Bruno and Tom Copeland “This book is a must-read for every child care owner or director. The complexity of legal issues is explained in a way anyone can understand.” —Ann Ditty, past president, National Association for Regulatory Administration

Relationships

NEW

UNSMILING FACES How Preschools Can Heal, Second Edition Lesley Koplow, Best Editor Seller Foreword by Vivian Gussin Paley This classic text provides an essential framework to help teachers Two experienced lawyers offer clear understand the emotional lives of advice and examples of specific the young children they serve. policies and procedures that will Contributors: Suzanne Abrams, help child care professionals keep Beverley Dennis, Judith Ferber, children safe while improving comVirginia Hut munication with parents, regulators, 2007/288 pp./PB, $29.95/4803-9 insurance agents, and lawyers. This practical guide covers a wide range of topics including privacy issues, CREATING SCHOOLS THAT HEAL accusations of discrimination, Real-Life Solutions employee hiring/firing practices, Lesley Koplow and insurance coverage. Koplow, a psychotherapist, dis2012/192 pp./PB, $26.95/5377-4 cusses the mandate for violence Copublished with Redleaf Press prevention and offers an intervention framework for teachers, administrators, and school-based DEFENDING CHILDHOOD clinicians who want to improve the Keeping the Promise of emotional climate in their school Early Education (PreK–5). Edited by Beverly Falk 2002/240 pp./PB, $29.95/4268-6 Foreword by Linda HC, $44/4269-3 Darling-Hammond “This is an insightful and passionate review of current thinking and possiTHE WAR PLAY DILEMMA ble directions for supporting children’s What Every Parent and Teacher education and care.” Needs to Know, Second Edition —Young Children Diane E. Levin and An extraordinary group of educaNancy Carlsson-Paige tors and scholars explain new This revised text provides more findings from neuroscience and practical guidance for working with psychology, as well as emerging children to positively influence knowledge about the impact on the lessons about violence they child development of cultural and learn. Includes: examples of war linguistic diversity, poverty, families play from both home and school and communities, and the media. settings; recent trends in media, Contributors include Barbara programming, marketing, and war Bowman, Nancy Carlsson-Paige, toys; and the important distinction Delis Cuéllar, Tiziana Filippini, between imitative and creative Matia Finn-Stevenson, Eugene war play. García, Howard Gardner, Roberta 2006/144 pp./PB, $23.95/4638-7 (T) Michnick Golinkoff, James J. Early Childhood Education Series Heckman, Kathryn Hirsh-Pasek, Mara Krechevsky, George Madaus, Ben Mardell, Sonia Nieto, Valerie Polakow, Aisha Ray, Robert L. Selman, Jack P. Shonkoff, M.D., Edward Zigler 2012/288 pp./PB, $31.95/5310-1 HC, $68/5311-8

Early Childhood Education Series

7 | Early Childhood Education

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

NEW

Child Development

New Edition

SEE ALSO: Wolfberg: Play and Imagination in Children with Autism, 72

NEW

THE EARLY YEARS MATTER Education, Care, and the Well-Being of Children, Birth to 8 Marilou Hyson and Heather Biggar Tomlinson Foreword by Jacqueline Jones Best Chapters begins with an introductory vignette focused Seller on one child whose experiences are typical of other children in the same age group or life circumstances, using that child’s experiences to draw out what the best research tells us about why early care and education matters for that group of children. The book includes first-person narratives by early childhood professionals and questions for reflection, dialogue, and action. The Early Years Matter is a perfect resource for courses and professional development. 2014/192 pp./PB, $29.95/5558-7 large format

Early Childhood Education Series Copublished with NAEYC

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THINKING CRITICALLY ABOUT ENVIRONMENTS FOR YOUNG CHILDREN Bridging Theory and Practice Lisa P. Kuh, Editor Using a practice-based focus and a researcher lens, the contributors consider the ways in which environments for children enhance or diminish educational experiences, how social constructs about what is good for children influence environmental design, and what practitioners can do in their own work when creating learning environments for young children. The text includes examples from practice, lessons learned, and images of key aspects of the environments discussed. 2014/208 pp./PB, $49.95/5545-7 illustrations and photos Early Childhood Education Series

ASSESSMENT OF PRACTICES IN EARLY ELEMENTARY CLASSROOMS (APEEC) Mary Louise Hemmeter, Kelly L. Maxwell, Melinda Jones Ault, and John W. Schuster The APEEC can be used by administrators and researchers to evaluate the degree of developmental appropriateness in inclusive and general education classrooms. It can also be used by teachers (K–3) as a selfassessment tool. APEEC is organized under three main categories: Physical Environment, Instructional Context, and Social Context. The book includes a carefully thought-out score sheet which can be photocopied for use in rating classrooms. 2001/48 pp./PB, $23.95/4061-3 large format

UNDERSTANDING ASSESSMENT AND EVALUATION IN EARLY CHILDHOOD EDUCATION Second Edition Dominic F. Gullo The Second Edition features completely new chapters on assessing children from culturally and linguistically diverse backgrounds and children with special needs plus a glossary of terms and an annotated listing of assessment instruments. 2005/208 pp./PB, $26.95/4532-8

Early Childhood Education Series

Curriculum

New Edition

SEE ALSO: Helm: Young Investigators, Third Edition, 2

NEW

BECOMING YOUNG THINKERS Deep Project Work in the Classroom Judy Harris Helm / Foreword by Lilian G. Katz Continuing the exploration of project work in the author’s bestseller, Young Investigators, this book Best is for teachers who know how to do project work Seller but are ready to move to the next level. Helm provides specific strategies for selecting meaningful topics for projects, integrating standards, supporting children’s questioning, and helping ew N children represent their ideas. Edition ccss 2015/144 pp./PB, $29.95/5594-5 large format, photos, full-color insert

Early Childhood Education Series Copublished with NAEYC

NEW

WINDOWS ON LEARNING Documenting Young Children’s Work, Second Edition Judy Harris Helm, Sallee Beneke, and Kathy Steinheimer / Foreword by Lilian G. Katz This popular guide provides teachers with a proven method for documenting (collecting, analyzing, and displaying) young children’s work at school.

Best Seller

2007/200 pp./PB, $26.95/4786-5 large format, photos

Early Childhood Education Series Copublished with NAEYC

THE POWER OF PROJECTS Meeting Contemporary Challenges in Early Childhood Classrooms—Strategies and Solutions NewEdited by Judy Harris Helm and Sallee Beneke

2003/128 pp./PB, $24.95/4298-3 large format, 83 illustrations Edition

Early Childhood Education Series Copublished with NAEYC

NEW

Best Seller

EXPLORING MATHEMATICS THROUGH PLAY IN THE EARLY CHILDHOOD CLASSROOM Amy Noelle Parks Foreword by Elizabeth Graue “Smart, readable, relevant, and authentically focused on children.” —From the Foreword by Elizabeth Graue, University of Wisconsin

This practical book will help teachers design formal lessons that make connections between mathematics and play. Addressing the Common Core throughout, the text includes examples of activities and strategies for making assessments more playful, questions for reflection, key research findings, vocabulary, lesson plan templates, and more. 2015/160 pp./PB, $32.95/5589-1 photos Early Childhood Education Series ccss Copublished with NCTM

INCLUSION IN THE EARLY CHILDHOOD CLASSROOM What Makes a Difference? Susan L. Recchia and Yoon-Joo Lee The authors share stories from their practice and research to explore the ways that teachers and children respond in real classrooms to real challenges. The book addresses a wide array of issues that contribute to our understanding of “what makes a difference” in the inclusive early childhood classroom: the role of development, ways of honoring different learning styles, building a sense of classroom community, addressing power dynamics, and responding to conflict with both teachers and peers. 2013/120 pp./PB, $34.95/5400-9 Early Childhood Education Series

For full book descriptions, visit www.tcpress.com

MORAL CLASSROOMS, MORAL CHILDREN Creating a Constructivist Atmosphere in Early Education, Second Edition Rheta DeVries and Betty Zan This classic text has been updated and expanded to include 1st- and 2nd-grade classrooms. Practical chapters demonstrate how the constructivist approach can be embedded in a school program by focusing on specific classroom situations and activities, such as resolving conflict, group time, rule making, decision making and voting, social and moral discussions, cooperative alternatives to discipline, and activity time. The second edition includes new alternatives to discipline and “Principles of Teaching” sections with many examples of classroom interactions. 2012/288 pp./PB, $34.95/5340-8

BIG SCIENCE FOR GROWING MINDS Constructivist Classrooms for Young Thinkers Jacqueline Grennon Brooks Foreword by Doris Pronin Fromberg “Offers an innovative approach for teachers who are serious about helping children cultivate knowledge about their world through science.” —Young Children “An outstanding guide that makes a strong case for the importance of science education in the early grades.” —Connect “A much-needed book that provides valuable theoretical and practical information for all science educators.” —NSTA Recommends 2011/208 pp./PB, $28.95/5195-4 (T) large format, illustrations/photos

Early Childhood Education Series

2013/160 pp./PB, $30.95/5393-4 HC, $64/5410-8

LANGUAGE BUILDING BLOCKS Essential Linguistics for Early Childhood Educators Anita Pandey Foreword by Eugene García “A truly necessary guide to understanding language for early childhood teachers in today’s multicultural and multilingual world.” —Debora B. Wisneski, president, Association for Childhood Education International (ACEI) This resource shows teachers how to systematically empower and include all children. The text includes numerous real-life examples for diverse age groups and learning styles. The online Resource Guide provides hands-on activities and contributions by top scholars in the field.

CONNECTING EMERGENT CURRICULUM AND STANDARDS IN THE EARLY CHILDHOOD CLASSROOM Strengthening Content and Teaching Practice Sydney L. Schwartz and Sherry M. Copeland This book includes lists of key content ideas—coordinated with learning standards in science, mathematics, social studies, and the communication arts—to guide teacher observations of, and interactions with, young children. Chapters focus on ways to extend children’s emerging use of content in the block, manipulatives, sand and water, drama, expressive arts, and literacy centers, and link to the development of themes. 2010/208 pp./PB, $29.95/5109-1 HC, $58/5110-7 photos

Early Childhood Education Series

YOUNG ENGLISH LANGUAGE LEARNERS Current Research and Emerging Directions for Practice and Policy Edited by Eugene E. García and Ellen C. Frede This important book provides upto-date syntheses of the research base for young ELLs on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, family relationships, assessment, and teacher-preparation practices. Contributors: Nancy A. Denton, Linda M. Espinosa, Margaret Freedson, Claudia Galindo, Fred Genesee, Donald J. Hernandez, Suzanne Macartney, José E. Náñez, Flora V. Rodríguez-Brown 2010/224 pp./PB, $34.95/5111-4

Early Childhood Education Series

2012/224 pp./PB, $30.95/5355-2 HC, $62/5356-9

Early Childhood Education Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

2008/128 pp./PB, $24.95/4903-6 (T) 43 illustrations including a full-color insert

BLOCKS TO ROBOTS Learning with Technology in the Early Childhood Classroom Marina Umaschi Bers Foreword by David Elkind “Blow the dust off the unit blocks. This book gives them new dimension.” —Dimensions of Early Childhood Grounded in a constructivist approach to teaching and learning, the author focuses on robotic manipulatives that allow children to explore complex concepts in a concrete and fun way. 2008/168 pp./PB, $29.95/4847-3

YOUNG CHILDREN REINVENT ARITHMETIC Implications of Piaget’s Theory Second Edition Constance Kamii with Leslie Baker Housman Full of practical suggestions and developmentally appropriate activities to stimulate numerical thinking among students of varying abilities and learning styles. 2000/256 pp./PB, $27.95/3904-4

Early Childhood Education Series

Visit tcpress.com for related videos Kamii: YOUNG CHILDREN CONTINUE TO REINVENT ARITHMETIC—2ND GRADE Implications of Piaget’s Theory, Second Edition Constance Kamii and Linda Joseph 2003/208 pp./PB, $25.95/4403-1 Early Childhood Education Series

DEVELOPING CONSTRUCTIVIST EARLY CHILDHOOD CURRICULUM Practical Principles and Activities Rheta DeVries, Betty Zan, Carolyn Hildebrandt, Rebecca Edmiaston, and Christina Sales Descriptive vignettes are used to show how children’s reasoning and teacher interventions are transformed in the course of extended experience with a physical phenomenon or group game. 2002/ 264 pp./PB, $28.95/4120-7

Early Childhood Education Series

Reggio Emilia

New Edition SEE ALSO: Twelve Best Practices for Early Childhood Education, 5

NEW

IN THE SPIRIT OF THE STUDIO Learning from the Atelier of Reggio Emilia, Second Edition Best Lella Gandini, Seller Lynn Hill, Louise Cadwell, and Charles Schwall, Editors Foreword by Steven Seidel “This book will help to promote a vibrant and creative approach to learning that will enrich American children’s educational experience.” —Barbara and Eric Carle, author and illustrator of The Very Hungry Caterpillar This critically acclaimed, full-color resource will help educators create the highest quality learning opportunities for a new generation of children. The Second Edition features substantial changes, including new chapters by pioneers of the work that happens in the atelier. The authors provide examples of projects and address practical aspects of the atelier, including organizing the environment and using materials. Contributors: Pauline Baker, Barbara Burrington, Susan Harris MacKay, Carlina Rinaldi, Lori Geismar Ryan, and Vea Vecchi. 2015/224 pp./PB, $35.95/5632-4 large format, color photos and illustrations

Early Childhood Education Series

BAMBINI The Italian Approach to Infant/Toddler Care Edited by Lella Gandini and Carolyn Pope Edwards Foreword by Robert N. Emde “Highly recommended.” —Choice “The authors detail the care and education of infants and toddlers in Italy and suggest implications for programs in the United States.” —Young Children 2000/256 pp./PB, $27.95/4008-8

Early Childhood Education Series

9 | Early Childhood Education

A THINK-ALOUD AND TALKALOUD APPROACH TO BUILDING LANGUAGE Overcoming Disability, Delay, and Deficiency Reuven Feuerstein, Louis H. Falik, Refael S. Feuerstein, and Krisztina Bohács Foreword by Yvette Jackson Based on neuroscience and their own innovative work, the authors provide the rationale and a step-bystep process for using intentional self-talk and think-aloud methods to improve both language and cognitive development in normal and language-delayed children, as well as in older individuals with disabilities. Stories are sprinkled throughout the text to demonstrate mediated self-talk in action and the remarkable results achieved with real children.

BEARS, BEARS EVERYWHERE! Supporting Children’s Emotional Health in the Classroom Lesley Koplow Lesley Koplow shares innovative strategies for integrating teddy bears into classroom life and provides the curriculum itself to help teachers address unresolved emotional issues that hinder children’s socialization and learning processes.

Edition

NEW

INFANTS AND TODDLERS AT WORK Using ReggioInspired Materials Best Seller to Support Brain Development Ann Lewin-Benham Foreword by Mihaly Csikszentmihalyi “A wealth of information and specific suggestions for creating learning environments that capitalize on current knowledge make this an invaluable guide for practitioners and teacher educators.” —Young Children

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For each material or activity presented, the text examines its relation to the rapid brain growth that characterizes the 0 to 3 years and provides guidance for their use. Materials discussed include: paint, mark-makers, man-made found objects, natural objects, clay, paper, and light and shadow. For information about Ann’s teacher workshops visit her website: AnnLewin-Benham.com. 2010/192 pp./PB, $30.95/5107-7 HC, $62/5108-4 large format, photos

Early Childhood Education Series

POWERFUL CHILDREN Understanding How to Teach and Learn Using the Reggio Approach Ann Lewin-Benham Foreword by Howard Gardner Ann Lewin-Benham describes projects in a school that successfully adapted the Reggio Approach with Head Starteligible children. 2008/216 pp./PB, $30.95/4883-1 large format, 33 photos

Early Childhood Education Series

ALSO BY ANN LEWIN-BENHAM:

Twelve Best Practices for Early Childhood Education, 5; Eight Essential Techniques for Teaching with Intention, 5

New on Editi BRINGING REGGIO EMILIA HOME An Innovative Approach to Early Childhood Education W Boyd Cadwell NELouise This classic book is the first to integrate the experiences of one American teacher on a Best Seller year-long internship in the preschools of Reggio, with a four-year adaptation effort in one American school. 1997/176 pp./PB, $26.95/3660-9 Early Childhood Education Series

EMERGENT CURRICULUM IN THE PRIMARY CLASSROOM Interpreting the Reggio Emilia Approach in Schools Edited by Carol Anne Wien “Unique insights into a curriculum approach that generates high levels of engagement and learning.” —Young Children All chapters are written by teachers who have found ways of interpreting the Reggio approach to enrich their teaching within the confines of traditional schools. 2008/192 pp./PB, $30.95/4887-9 large format, 37 illustrations

Early Childhood Education Series Copublished with NAEYC

WE ARE ALL EXPLORERS Learning and Teaching with Reggio Principles in Urban Settings Daniel R. Scheinfeld, Karen M. Haigh, and Sandra J. P. Scheinfeld Foreword by Lella Gandini “Wonderful book.” —Innovations in Early Education “For those interested in applying Reggio principles and practices in their own programs, this book is an invaluable resource.” —Young Children This comprehensive model considers standards-based curriculum by describing literacy, math, and other school-readiness components of the program. 2008/208 pp./PB, $31.95/4908-1 large format, 60 illustrations

More Books in Early Childhood Education Almy: WAYS OF STUDYING CHILDREN An Observation Manual for Early Childhood Teachers, Second Edition Millie Almy and Celia Genishi 1979/215 pp./PB, $25.95/2551-1

Althouse: THE COLORS OF LEARNING Integrating the Visual Arts into the Early Childhood Curriculum Rosemary Althouse, Margaret H. Johnson, and Sharon T. Mitchell 2003/168 pp./PB, $24.95/4274-7 large format, 43 illustrations including full-color insert Early Childhood Education Series Copublished with NAEYC

Balaban: EVERYDAY GOODBYES Starting School and Early Care / A Guide to the Separation Process Nancy Balaban 2006/168 pp./PB, $23.95/4639-4 37 photos Early Childhood Education Series

Bentley: EVERYDAY ARTISTS Inquiry and Creativity in the Early Childhood Classroom Dana Frantz Bentley 2013/160 pp./PB, $34.95/5440-5 HC, $70/5441-2 Early Childhood Education Series

Bergen: EDUCATING AND CARING FOR VERY YOUNG CHILDREN The Infant/Toddler Curriculum, Second Edition Doris Bergen, Rebecca Reid and Louis Torelli 2009/224 pp./PB, $29.95/4920-3 30 photos 2001/56-min. Video, $55/4037-8 Early Childhood Education Series Copublished with NAEYC

Bess: THE VIEW FROM THE LITTLE CHAIR IN THE CORNER Improving Teacher Practice and Early Childhood Learning (Wisdom from an Experienced Classroom Observer) Cindy Rzasa Bess 2009 /168 pp./PB, $27.95/5039-1 Early Childhood Education Series

Boehm: THE CLASSROOM OBSERVER Developing Observation Skills in Early Childhood Settings, Third Edition Ann E. Boehm and Richard A. Weinberg 1997/192 pp./PB, $24.95/3570-1

Cadwell: BRINGING LEARNING TO LIFE The Reggio Approach to Early Childhood Education

Louise Boyd Cadwell 2003/224 pp./PB, $32.95/4296-9 HC, $44/4297-6 large format, 62 illustrations including full-color insert

Cleverley: VISIONS OF CHILDHOOD Influential Models from Locke to Spock John Cleverley and D. C. Phillips 1986/176 pp./PB, $24.95/2800-0 Not for sale by TC Press in the UK, Ireland, or the British Commonwealth, excluding Canada and South Africa Early Childhood Education Series

Cuffaro: EXPERIMENTING WITH THE WORLD John Dewey and the Early Childhood Classroom Harriet K. Cuffaro 1995/144 pp./PB, $23.95/3371-4 Early Childhood Education Series

Flicker: GUIDING CHILDREN’S BEHAVIOR Developmental Discipline in the Classroom Eileen S. Flicker and Janet Andron Hoffman 2006/128 pp./PB, $26.95/4713-1 large format 30 photos and illustrations Early Childhood Education Series Copublished with NAEYC

Gable: THE STATES OF CHILD CARE Building a Better System Sara Gable 2013/208 pp./PB, $39.95/5474-0 Early Childhood Education Series

Gallas: “SOMETIMES I CAN BE ANYTHING” Power, Gender, and Identity in a Primary Classroom Karen Gallas 1997/168 pp./PB, $26.95/3695-1 Practitioner Inquiry Series

Goffin: READY OR NOT Leadership Choices in Early Care and Education Stacie G. Goffin and Valora Washington 2007/120 pp./PB, $25.95/4793-3 Early Childhood Education Series

Hall: SEEN AND HEARD Children’s Rights in Early Childhood Education Ellen Lynn Hall and Jennifer Kofkin Rudkin 2011/144 pp./PB, $26.95/5160-2 large format, photos Early Childhood Education Series Available in Canada exclusively through Althouse Press

Helm: TEACHING YOUR CHILD TO LOVE LEARNING A Guide to Doing Projects at Home Judy Harris Helm, Stacy Berg, and Pam Scranton 2004/176 pp./PB, $23.95/4471-0 (T) large format, 80 photos

Howes: A MATTER OF TRUST Connecting Teachers and Learners in the Early Childhood Classroom Carollee Howes and Sharon Ritchie 2002/192 pp./PB, $28.95/4264-8/ HC, $48/4265-5 Early Childhood Education Series

Howes: CULTURE AND CHILD DEVELOPMENT IN EARLY CHILDHOOD PROGRAMS Practices for Quality Education and Care Carollee Howes 2010/216 pp./PB, $34.95/5020-9 Early Childhood Education Series

Hynes-Berry: DON’T LEAVE THE STORY IN THE BOOK Using Literature to Guide Inquiry in Early Childhood Classrooms Mary Hynes-Berry 2011/216 pp./PB, $31.95/5287-6 HC, $64/5288-3 illustrations Early Childhood Education Series

For full book descriptions, visit www.tcpress.com

Hyson: THE EMOTIONAL DEVELOPMENT OF YOUNG CHILDREN Building an Emotion-Centered Curriculum / Second Edition Marilou Hyson 2003/208 pp./PB, $27.95/4342-3 large format, 10 illustrations Early Childhood Education Series Copublished with NAEYC

Isenberg: MAJOR TRENDS AND ISSUES IN EARLY CHILDHOOD EDUCATION Challenges, Controversies, and Insights / Second Edition Edited by Joan Packer Isenberg and Mary Renck Jalongo 2003/224 pp./PB, $29.95/4350-8 HC, $56/4351-5 Early Childhood Education Series

Jones: PLAYING TO GET SMART Elizabeth Jones and Renatta M. Cooper 2006/136 pp./PB, $25.95/4616-5 Early Childhood Education Series

Kagan: THE EARLY CARE AND EDUCATION TEACHING WORKFORCE AT THE FULCRUM An Agenda for Reform Sharon Lynn Kagan, Kristie Kauerz, and Kate Tarrant

Kagan: EARLY CHILDHOOD SYSTEMS Transforming Early Learning Edited by Sharon Lynn Kagan and Kristie Kauerz 2012/336 pp./PB, $32.95/5296-8 HC, $68/5297-5

Kemple: LET’S BE FRIENDS Peer Competence and Social Inclusion in Early Childhood Programs Kristen Mary Kemple 2003/192 pp./PB, $26.95/4395-9 8 illustrations Early Childhood Education Series

Kendall: DIVERSITY IN THE CLASSROOM New Approaches to the Education of Young Children / Second Edition Frances E. Kendall 1996/192 pp./PB, $24.95/3498-8 Early Childhood Education Series

Lewin-Benham: POSSIBLE SCHOOLS The Reggio Approach toUrban Education Ann Lewin-Benham 2006/176 pp./PB, $26.95/4651-6 30 Illustrations, including photos Early Childhood Education Series

Lickey: STARTING WITH THEIR STRENGTHS Using the Project Approach in Early Childhood Special Education Deborah C. Lickey and Denise J. Powers 2011/176 pp./PB, $31.95/5234-0 HC, $68/5235-7 large format, illustrations/photos Early Childhood Education Series

2007/216 pp./PB, $30.95/4767-4 HC, $61/4768-1 9 illustrations

Meier: TEACHING CHILDREN TO WRITE Constructing Meaning and Mastering Mechanics Daniel R. Meier 2011/168 pp./PB, $29.95/5238-8 photos Copublished with NWP (National Writing Project)

Meier: THE YOUNG CHILD’S MEMORY FOR WORDS Developing First and Second Language and Literacy Daniel R. Meier 2004/160 pp./PB, $24.95/4429-1 full-color insert Copublished with NAEYC

Mulcahey: THE STORY IN THE PICTURE Inquiry and Artmaking with Young Children Christine Mulcahey 2009/120 pp./PB, $22.95/5007-0 Early Childhood Education Series Copublished with NAEA (National Art Education Association)

Peterson: THE PIAGET HANDBOOK FOR TEACHERS AND PARENTS Children in the Age of Discovery, Preschool–3rd Grade Rosemary Peterson and Victoria Felton-Collins 1986/80 pp./PB, $21.95/2841-3 Early Childhood Education Series

Smith: EXPERIENCE AND ART Teaching Children to Paint, Second Edition Nancy R. Smith, Carolee Fucigna, Margaret Kennedy, and Lois Lord 1993/144 pp./PB, $23.95/3312-7

Sprung: SUPPORTING BOYS’ LEARNING Strategies for Teacher Practice, Pre-K–Grade 3 Barbara Sprung, Merle Froschl, and Nancy Gropper, with Dr. Noel S. Anderson, Dr. Blythe Hinitz, Dr. Donna Akilah M. Wright, and Dr. Ahmed Zaman 2010/120 pp./PB, $27.95/5104-6 HC, $56/5105-3 Early Childhood Education Series

Strickland: LITERACY LEADERSHIP IN EARLY CHILDHOOD The Essential Guide Dorothy S. Strickland and Shannon Riley-Ayers 2007/128 pp./PB, $26.95/4772-8 Language and Literacy Series (Practitioner’s Bookshelf) Copublished with NAEYC

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

11 | Early Childhood Education

2008/192 pp./PB, $33.95/4827-5 Early Childhood Education Series

Meier: LEARNING FROM YOUNG CHILDREN IN THE CLASSROOM The Art and Science of Teacher Research Daniel R. Meier and Barbara Henderson

ERS

Environment Rating Scales

The Gold Standard for Reliable Assessments and Continuous Quality Improvement

Early Childhood Environment Materials

5 to 12

3 to 5

5 to 12

birth to 2½

3 to 5

infancy to schoolage

EARLY CHILDHOOD ENVIRONMENT RATING SCALE (ECERS-3) Third Edition Thelma Harms, Richard M. Clifford, and Debby Cryer The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale, ECERS-3 focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including cognitive, social-emotional, physical, and health and safety. ECERS-3 also includes Items assessing developmentally appropriate literacy and math activities. 2015/104 pp./PB, $23.95/5570-9 large format, spiral binding

A Complete Training Program Ongoing Support

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

Multimedia Training

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

School-Age Environment Materials

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

SCHOOL-AGE CARE ENVIRONMENT birt to RATING SCALE (SACERS) Updated Edition Thelma Harms, Ellen Vineberg Jacobs, and Donna Romano White What are the components of high-quality infancy to after-school care for children ages 5–12? schoolHow can we evaluate these programs? age These are the challenges facing caregivers, schools, agencies, and parents as after-school programs proliferate. The School-Age Care Environment Rating Scale, Updated Edition provides an easy-to-use resource for defining and assessing the quality of both public and private programs caring for school-age children during out-of-school time. This updated, spiral-bound edition is re-formatted so that each Item appears on its own page, along with Notes for Clarification and Questions. The expanded Scoresheet can be copied from the book or downloaded from the TC Press website. Selected revised Items make scoring more accurate and informative. Convenient Organization: Space and Furnishings • Health and Safety • Activities • Interactions • Program Structure • Staff Development • Special Needs Supplementary Items The SACERS Updated Edition is designed to be comprehensive in coverage and easy to use. Instructions for using the scale provide options for self-assessment in addition to formal assessments.

2½

2013/72 pp./PB, $23.95/5509-9 large format, spiral binding

2005/96 pp./PB, $23.95/4549-6 large format, spiral binding SPANISH EDITION of ECERS–R

ESCALA DE CALIFICACIÓN DEL AMBIENTE DE LA INFANCIA TEMPRANA Edición Revisada Thelma Harms, Richard M. Clifford, and Debby Cryer 2002/64 pp./PB, $23.95/4257-0 large format

VIDEO OBSERVATIONS FOR THE ECERS-R Thelma Harms and Debby Cryer DVD/35 min./$64/4706-3 Video Guide & Training Wkbk/$4/3835-1

For full book descriptions, visit www.tcpress.com

5 to 12

3 to 5

Family of Products birth to 2½

Family Child Care Environment Materials

5 to 12

3 to 5

Infant/Toddler Environment Materials

infancy to schoolage

Curriculum Scale

birth to 2½

infancy to schoolage

2007/88 pp./PB, $23.95/4725-4 large format, spiral binding SPANISH EDITION of FCCERS–R

ESCALA DE CALIFICACIÓN DEL AMBIENTE DE CUIDADO INFANTIL EN FAMILIA Edición Revisada Thelma Harms, Debby Cryer, and Richard M. Clifford 2010/88 pp./PB, $23.95/4879-4 large format, spiral binding

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

DVD/66 min./$64/4773-5 Video Guide & Training Wkbk/$4/4826-8

INFANT/TODDLER ENVIRONMENT RATING SCALE (ITERS–R) Revised Edition Thelma Harms, Debby Cryer, and Richard M. Clifford The updated ITERS-R offers more practical assistance in the form of additional Notes for Clarification and an expanded Scoresheet, which incorporates notes and tables to assist in scoring. However, the Items and indicators remain the same as in the original ITERS-R. Designed for use in center-based child care programs for infants and toddlers up to 30 months of age, the ITERS‑R can be used by program directors for supervision and program improvement, by teaching staff for self‑assessment, by agency staff for monitoring, and in teacher training programs. Convenient Organization: Space and Furnishings • Personal Care Routines • Listening and Talking • Activities • Interaction • Program Structure • Parents and Staff 2006/80 pp./PB, $23.95/4640-0 large format, spiral binding SPANISH EDITION of ITERS–R

ESCALA DE CALIFICACIÓN DEL AMBIENTE PARA BEBÉS Y NIÑOS PEQUEÑOS Edición Revisada Thelma Harms, Debby Cryer, and Richard M. Clifford 2005/72 pp./PB, $23.95/4517-5 large format

VIDEO OBSERVATIONS FOR THE ITERS-R Thelma Harms and Debby Cryer DVD/35 min./$64/4709-4 Video Guide & Training Wkbk/$4/4320-1

Convenient organization: Literacy Items • Print in the environment • Book and literacy areas • Adults reading with children • Sounds in words • Emergent writing/mark making • Talking and listening Mathematics Items • Counting and application of counting • Reading and representing simple numbers • Activities: Shape • Activities: Sorting, matching, and comparing Science and Environment Items • Natural materials • Areas featuring science/science materials • Activities: Non living • Activities: Living processes • Activities: Food preparation Diversity Items • Planning for individual learning needs • Gender equality and awareness • Race equality and awareness 2011/72 pp./PB, $23.95/5150-3 large format, spiral binding Available in the UK from Trentham

Administration Scales PROGRAM ADMINISTRATION SCALE (PAS)

Measuring Early Childhood Leadership and Management, Second Edition BUSINESS ADMINISTRATION SCALE FOR FAMILY CHILD CARE (BAS)

Please specify preference for subtitled version when ordering DVDs

ESCALA DE EVALUACIÓN DE LA ADMINISTRACIÓN DE NEGOCIOS

Teri N. Talan and Paula Jorde Bloom See page 7 for more information

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13 | Environment Rating Scales

FAMILY CHILD CARE ENVIRONMENT RATING SCALE (FCCERS–R) Revised Edition Thelma Harms, Debby Cryer, and Richard M. Clifford Designed for use in family child care programs, the FCCERS–R is suitable for programs serving children from infancy through school-age. Following extensive input from users of the original scale, the authors have made many improvements and innovations that will make this program resource even more effective and easy to use. Convenient Organization: Space and Furnishings • Personal Care Routines • Listening and Talking • Activities • Interaction • Program Structure • Parents and Provider

ECERS-E: The Four Curricular Subscales Extension to the Early Childhood Environment Rating Scale Fourth Edition with Planning Notes Kathy Sylva, Iram Siraj-Blatchford, and Brenda Taggart Foreword by Thelma Harms ECERS-E is designed to be used with the Early Childhood Environment Rating Scale. It not only complements ECERS but also extends the scales for a more complete picture of what a highquality early childhood education program can look like.

Technology and Learning New Edition

Data Literacy for Educators

Making It Count in Teacher Preparation and Practice

Ellen B. Mandinach is senior research scientist and director of the Data for Decisions Initiative at WestEd. Edith S. Gummer is the education research and policy director at the Ewing Marion Kauffman Foundation. Foreword by Barbara Schneider

New Edition

NEW

”Deans of colleges of education, practicing teachers, education advocates, and many others will find useful information here.” —Benjamin Riley, Deans for Impact

“This work should join the ‘common core’ of teacher education and professional development Best Seller programs.” —Lee S. Shulman, The Carnegie Foundation for the Advancement of Teaching Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. The book offers a clear path for change while also addressing the inherent complexities associated with change. Data Literacy for Educators provides concrete strategies for schools of education, professional developers, and school districts. Book Features: • Defines data literacy for teaching and outlines the knowledge and skills it comprises. • Uses examples and case studies that tie theory to practice. • Provides a roadmap for integrating data literacy into teacher preparation programs. • Covers emerging trends, such as virtual and hybrid courses and massive open online courses. Audience: Teacher educators, administrators, professional developers, district supervisors, researchers, and policymakers; courses in teaching methods, technology and education, school improvement, educational leadership and policy, assessment. 2016/176 pp./PB, $34.95/5753-6/HC, $79/5754-3

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

NEW

RETHINKING EDUCATION IN THE AGE OF TECHNOLOGY The Digital Revolution and Schooling in America Best Allan Collins and Seller Richard Halverson Foreword by John Seely Brown “Accessible to and valuable for a wide range of stakeholders in quality education, including parents, teachers, educational administrators, the business sector, technology vendors, scholars, and policymakers.” —Educational Technology “Will redefine conceptions of how and where learning occurs. . . . Recommended.” —Choice

2011 Choice Outstanding Academic Title

VIDEO GAMES AND LEARNING Teaching and Participatory Culture in the Digital Age Kurt Squire / Foreword by James Paul Gee, featuring contributions by Henry Jenkins Can we learn socially and academically valuable concepts and skills from video games? How can we best teach the “gamer generation”? Building on more than 10 years of research, Kurt Squire tells the story of the emerging field of immersive, digitally mediated learning environments (or games) and outlines the future of education. 2011/272 pp./PB, $32.95/5198-5/HC, $64/5199-2 large format

Technology, Education—Connections (The TEC Series)

2009/192 pp./PB, 26.95/5002-5 (T)

Technology, Education—Connections (The TEC Series)

DIGITAL TEACHING PLATFORMS Customizing Classroom Learning for Each Student Edited by Chris Dede and John Richards “This book should be of value to school leaders, policy makers, and educational researchers.” —TC Record “The signature contribution of Digital Teaching Platforms is a forceful argument for a new category of technology-mediated learning platforms.” —Education Week BookMarks blog 2012/240 pp./PB, $34.95/5316-3 HC, $68/5317-0

Technology, Education—Connections (The TEC Series)

LEARNING IN THE CLOUD How (and Why) to Transform Schools with Digital Media Mark Warschauer / Foreword by Chris Dede This comprehensive book portrays a vision of how digital media can help transform schools, and what kinds of curriculum, pedagogy, assessment, infrastructure, and learning environments are necessary for that transformation to take place. 2011/144 pp./PB, $33.95/5249-4 HC, $70/5250-0

Technology, Education—Connections (The TEC Series)

More Books in Technology and Learning Bain: THE LEARNING EDGE What Technology Can Do to Educate All Children Alan Bain and Mark E. Weston 2011/256 pp./PB, $35.95/5271-5/HC, $82/5272-2 Technology, Education—Connections (The TEC Series)

Bellanca: CLASSROOMS WITHOUT BORDERS Using Internet Projects to Teach Communication and Collaboration James A. Bellanca and Terry Stirling 2011/264 pp./PB, $31.95/5209-8 large format

Cuban: TEACHERS AND MACHINES The Classroom Use of Technology Since 1920 Larry Cuban 1986/144 pp./Pb, $23.95/2792-X

Haertel: EVALUATING EDUCATIONAL TECHNOLOGY Effective Research Designs for Improving Learning Edited by Geneva D. Haertel and Barbara Means 2003/304 pp./HC, $54/4330-0

Kafai: THE COMPUTER CLUBHOUSE Constructionism and Creativity in Youth Communities Edited by Yasmin B. Kafai, Kylie A. Peppler, and Robbin N. Chapman 2009/176 pp./PB, $28.95/4989-0 large format, 8-page color insert Technology, Education—Connections (The TEC Series)

Piety: ASSESSING THE EDUCATIONAL DATA MOVEMENT Philip J. Piety 2013/240 pp./PB, $36.95/5426-9/HC, $78/5427-6 Technology, Education—Connections (The TEC Series)

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

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

Rovai: DISTANCE LEARNING IN HIGHER EDUCATION A Programmatic Approach to Planning, Design, Instruction, Evaluation, and Accreditation Alfred P. Rovai, Michael K. Ponton, and Jason D. Baker 2008/224 pp./HC $49/4878-7

2012/224 pp./PB, $32.95/5309-5 large format

For full book descriptions, visit www.tcpress.com

Families, Schools, and Communities

New Edition

NEW

The Manhattan Family Guide to Private Schools and Selective Best Schools ller SePublic Seventh Edition

and an expert on school admissions. Her firm, Education First, provides private consultations, workshops, and corporate seminars. Her articles have appeared in The New York Times. She is the author of The Manhattan Directory of Private Nursery Schools and The Los Angeles Guide to Private Schools.

“The information is on the mark and insightful.... Parents will pass The Manhattan Family Guide to parents as gleefully as they once passed notes in class.” —New York Magazine (for a previous edition)

This is the best and most comprehensive guide to Manhattan’s private schools, including Brooklyn and Riverdale. Written by a parent who is also an expert on school admissions, this guide has been helping New York City parents choose the best private and selective public schools for their children for over 20 years. The new edition has been completely revised and expanded to include the latest information on admissions procedures, programs, diversity, school size, staff, tuition, and scholarships. It now lists over 75 elementary and high schools, including schools for special needs children. Book Features: • Factors to consider when selecting a school, such as location, single sex versus coed, school size, after-school programs, and academic pace. • Preparing your child for admissions interviews. • Resources for test preparation. • School profiles that include key information on school tours and applications, tuition, financial aid and scholarships, staff, class size, homework, diversity, educational approach, atmosphere, and more.

SEE PAGE 28 FOR MORE INFORMATION

CON RESPETO Bridging the Distances Between Culturally Diverse Families and Schools—An Ethnographic Portrait Guadalupe Valdés SEE PAGE 66 FOR DESCRIPTION

CREATING WELCOMING SCHOOLS A Practical Guide to Home–School Partnerships with Diverse Families JoBeth Allen Foreword by Concha Delgado-Gaitan “Highly recommended.” —The Midwest Book Review “A comprehensive resource that shows how diverse families and the schools that their children attend can form partnerships that enhance student learning. It goes far and above the call of duty.” —The Bookwatch This engaging and rich resource details how schools and diverse families throughout the country have formed partnerships that support and enhance student learning. It is designed for teachers who care deeply about students and welcome diverse families as partners; for parents who want to be active partners in educating their children; and for administrators in diverse schools or districts who know there is no quick fix for building lasting partnerships among families, schools, and the community. 2007/192 pp./PB, $28.95/4789-6 /HC, $52/4790-2 13 photos Copublished with IRA

Audience: New York City parents of elementary and secondary school children. 2016/512 pp./PB, $36.95/5656-0

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New Ways to Engage Parents, 42; Partnering with Immigrant Communities, 23; The Early Intervention Guidebook for Families and Professionals, 4

FULL OF OURSELVES A Wellness Program to Advance Girl Power, Health, and Leadership Catherine Steiner-Adair and Lisa Sjostrom ”This work would be a valuable addition to the repertoire of any school system, churchbased program, or community organization seeking to strengthen girls to become independent, healthy adolescents.” —Contemporary Psychology This dynamic health-and-wellness education program was developed at the Harvard Medical School by a leading clinician and an acclaimed curriculum designer. Evaluated with more than 800 girls, this primary prevention curriculum is the first of its kind to show sustained, positive changes in girls’ body image, body satisfaction, and body esteem (grades 3–8). 2006/160 pp./PB, $48.95/4631-8 large format 2012 AESA Critics’ Choice Award

BICULTURAL PARENT ENGAGEMENT Advocacy and Empowerment Edited by Edward M. Olivos, Oscar Jiménez-Castellanos, and Alberto M. Ochoa This book examines how commonly applied approaches to parent involvement in schools do not easily transfer to bilingual and bicultural families. The authors—respected scholars in the field of educational equity—provide real-life examples, practical strategies, discussion questions, and suggestions for ensuring that schools welcome and value bicultural families. Contributors: Jim Cummins, Carl A. Grant, Mary Johnson, Kristal Lewis Menchaca, Delores B. Lindsey, Randall B. Lindsey, Martha Montero-Sieburth, Robert P. Moreno, Art Pearl, Aubree Potter, James L. Rodriguez, John Rogers, Sheila Shannon, Veronica Terriquez, Maria Lombos Wlazlinski 2011/256 pp./PB, $33.95/5264-7

15 | Families, Schools, and Communities

Victoria Goldman is an educational consultant

FAMILY DIALOGUE JOURNALS School–Home Partnerships That Support Student Learning JoBeth Allen, et al. Foreword by Luis Moll This book shows how to use Family Dialogue Journals (FDJs) to increase and deepen learning across grade levels. Written by K–12 teachers who have been implementing and studying the use of weekly journals for several years, it shares what they have learned and why they have found FDJs to be an invaluable tool for forming effective partnerships with families.

OF RELATED INTEREST

THE MILITARY FAMILY’S PARENT GUIDE FOR SUPPORTING YOUR CHILD IN SCHOOL Ron Avi Astor, Linda Jacobson, and Rami Benbenishty Written in an engaging style by experts in the field, this guide will help parents form partnerships with teachers and administrators as they work to make schools more military-friendly. It also provides parents with the information they need to choose a welcoming school or childcare program and suggests steps they can take to advocate for their children. 2012/96 pp./PB, $24.95/5368-2 photos Copublished with Military Child Education Coalition

COMPANION GUIDES: The Teacher’s Guide, p. 48 The School Administrator’s Guide, p. 56 The Pupil Personnel Guide, p. 72

Four-book set: $84.95/5419-1 All royalties from the sale of these books are being donated to military children’s educational causes.

NEW YORK CITY’S BEST PUBLIC HIGH SCHOOLS A Parents’ Guide, Third Edition “The most definitive guidebooks to the city schools.” —The New York Times

DR. RUTH’S GUIDE TO TEENS AND SEX TODAY From Social Networking to Friends with Benefits Dr. Ruth K. Westheimer, with Pierre A. Lehu World-renowned sex therapist and educator offers sage advice on how to help both parents and teens survive adolescence in our digital age. Dr. Ruth tackles cyberbullying, social networking websites, and much more. 2008/160 pp./PB, $21.95 /4905-0 (T)

JUMP START HEALTH! Practical Ideas to Promote Wellness in Kids of All Ages David Campos The author helps us understand the obesity crisis and offers practical ideas for incorporating wellness initiatives into the elementary curriculum. Each idea presented has a clear learning objective, addresses federal health standards, and includes a step-by-step approach with activities for the classroom. 2011/240 pp./PB, $30.95/5178-7

More Books in Families, Schools, and Communities

Marx: HEALTH IS ACADEMIC A Guide to Coordinated School Health Programs Edited by Eva Marx and Susan Frelick Wooley with Daphne Northrop 1998/368 pp./PB, $29.95/3713-2

Davis: RAISING CHILDREN WHO SOAR A Guide to Healthy Risk-Taking in an Uncertain World Susan Davis and Nancy Eppler-Wolff 2009/208 pp./PB, $24.95/4997-5 HC, $52 /4998-2 8 photos

DuBos: A PARENTS’ GUIDE TO SPECIAL EDUCATION IN NEW YORK CITY AND THE METROPOLITAN AREA Laurie DuBos and Jana Fromer 2006/208 pp./PB, $25.95/4685-1 (T)

Greene: RACE, COMMUNITY, AND URBAN SCHOOLS Partnering with African American Families Stuart Greene 2013/168 pp./PB, $30.95/5464-1 HC, $67/5465-8 Language and Literacy Series

Hill: FAMILIES, SCHOOLS, AND THE ADOLESCENT Connecting Research, Policy, and Practice Edited by Nancy E. Hill and Ruth K. Chao 2009/240 pp./PB, $29.95/4995-1

Marsh: (MIS)UNDERSTANDING FAMILIES Learning from Real Families in Our Schools Edited by Monica Miller Marsh and Tammy Turner-Vorbeck

Patrikakou: SCHOOLFAMILY PARTNERSHIPS FOR CHILDREN’S SUCCESS Edited by Evanthia N. Patrikakou, Roger P. Weissberg, Sam Redding, and Herbert J. Walberg 2005/216 pp./PB, $32.95/4600-4 The Series on Social Emotional Learning

Perrone: TEACHER WITH A HEART Reflections on Leonard Covello and Community Vito Perrone 1998/160 pp./PB, $21.95/3777-4 Between Teacher and Text Series (For sale by TC Press in the US and Canada only)

Strieb: INVITING FAMILIES INTO THE CLASSROOM Learning from a Life in Teaching Lynne Yermanock Strieb 2010/240 pp./PB, $30.95/5082-7 HC, $64/5083-4 Practitioner Inquiry Series Copublished with NWP (National Writing Project)

Turner-Vorbeck: OTHER KINDS OF FAMILIES Embracing Diversity in Schools Edited by Tammy Turner-Vorbeck and Monica Miller Marsh 2007/216 pp./PB, $32.95/4838-1

2009/224 pp./PB, $34.95/5037-7/HC, $68/5038-4

2007/256 pp./PB, $27.95 /4820-6

NEW YORK CITY’S BEST PUBLIC ELEMENTARY SCHOOLS A Parents’ Guide, Third Edition 2005/320 pp./PB, $27.95 /4613-4

E-BOOKS

NEW YORK CITY’S BEST PUBLIC MIDDLE SCHOOLS A Parents’ Guide, Third Edition Clara Hemphill 2008/256 pp./PB, $27.95 /4910-4

20% off all ebooks at www.tcpress.com

ccss

COMMON CORE RESOURCES Pages 20-21

PROFESSORS

Request exam copies online: www.tcpress.com/form1.html

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MultilingualClassrooms/ EnglishLanguageLearners

OF RELATED INTEREST Teaching for Equity in Complex Times, 52; Cracks in the Schoolyard, 58

Biography-Driven Culturally Responsive Teaching

Inclusive Literacy Teaching

Socorro Herrera is a keynote speaker, district consultant, trainer of trainers,

Lori A. Helman is associate professor at the University of Minnesota in the Department of Curriculum and Instruction and director of the Minnesota Center for Reading Research. Carrie Rogers is assistant professor at Western Carolina University in the School of Teaching and Learning. Amy Frederick is assistant professor at the University of Wisconsin River Falls in the Teacher Education New Department. Maggie Struck is a doctoral candidate in critical literacy in the Edition Department of Curriculum and Instruction at the University of Minnesota.

Second Edition

and director of the Center for Intercultural and Multilingual Advocacy (CIMA) at the College of Education, Kansas State University. She is the bestselling author of Accelerating Literacy for Diverse Learners and Crossing the Vocabulary Bridge.

New Edition

“Herrera’s biography-driven approach offers ample opportunities for teachers to bring children’s lived experiences, their social, cultural, and language histories, into the thick of the pedagogical action as important resources for learning and development.” —Luis C. Moll, College of Education, University of Arizona

New for the Second Edition: • Teaching strategies and tools based on the most current knowledge in the field. • Authentic classroom artifacts that have been collected from teachers across the country. • Glossary of key terms providing an auxiliary resource for current readers and for future applications of content in professional practice. • Reorganized features with new icons providing a more user-friendly text for practitioner and classroom use. • Updated excerpts from grade-level classroom teachers clarifying practice with CLD students and families. • Additional planning and instructional aids available for free at www.tcpress.com. Grounded in the latest theory and with more user-friendly features, the Second Edition of Biography-Driven Culturally Responsive Teaching will help educators to reflect on their assumptions and perspectives, integrate best practices, and accelerate CLD students’ academic learning. Audience: Professional developers, K–12 teachers, literacy coaches, and administrators; school district professional development programs; courses in teaching methods, multicultural education, bilingual education, ESL, and school leadership. 2016/208 pp./PB, $32.95/5750-5 large format, photos

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foundational principles in language and literacy development NEW for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What emerges is both a “big picture” and an “up close and personal” look at the successes, obstacles, and developmental nuances for students learning to read and write in a new language in inclusive classrooms. Throughout, the authors Best provide Seller crucial guidance to educators that will support them in taking conscious steps toward creating educational equity for linguistically diverse students. Book Features: • Illuminates the variation among students who have been categorized as English language learners. • Provides access to a broad range of research-based approaches in teacher-friendly language. • Examines key dilemmas that teachers are likely to encounter in today’s classrooms. • Avoids recipes or “cookie-cutter” approaches to complex scenarios. • Addresses academic vocabulary and language development, a key barrier to accessing content for students learning English as a new language. Audience: Pre- and inservice elementary teachers, ELL teachers, and researchers; courses in teacher education, language and literacy, reading methods, inclusive education, bilingual education, multicultural education, culturally responsive teaching. 2016/168 pp. (tent.)/PB, $35.95/5786-4/HC, $84/5787-1 Language and Literacy Series

17 | Multilingual Classrooms / English Language Learners

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 W NEserving 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 ever-changing 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 Best environments. r Selle

Differentiating Approaches in Multilingual Elementary Classrooms

Edition

NEW

HELPING ENGLISH LEARNERS TO WRITE Meeting Common Core Best Standards, Seller Grades 6–12 Carol Booth Olson, Robin C. Scarcella, and Tina Matuchniak Foreword by Steve Graham “My advice: Ingest, consider, and employ the strategies described here. Your students will become better writers if you do.” —From the Foreword by Steve Graham, Arizona State University

18 |

Using a rich array of researchbased 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

THE BILINGUAL ADVANTAGE Promoting Academic Development, Biliteracy, and Native Language in the Classroom Diane Rodríguez, Angela Carrasquillo, and Kyung Soon Lee Foreword by Margarita Calderón / Afterword by Chun Zhang “At last, a book that focuses on the development of students’ bilingualism from the point of view of their home languages and not simply English!” —Ofelia García, City University of New York This comprehensive handbook for bilingualism examines the importance of using students’ native languages as a tool for supporting higher levels of learning in K–8 classrooms. The text includes examples of programs that serve learners from diverse language backgrounds, including Spanish, Chinese, Korean, Haitian Creole, Hindi, Bengali, and Russian. 2014/176 pp./PB, $30.95/5510-5 large format

New Edition

NEW

Best Seller

New Edition

ACCELERATING LITERACY FOR DIVERSE LEARNERS Strategies for the Common Core Classroom, K–8 Socorro G. Herrera, Della R. Perez, Shabina K. Kavimandan, and Stephanie Wessels Foreword by Ester J. de Jong “Links theory and practice and provides researchbased, practice-oriented, and meaningful strategies for teachers.” —From the Foreword by Ester J. de Jong, University of Florida

In her new book, nationally known professional development consultant and literacy expert Socorro Herrera and her colleagues provide a theoretical foundation for culturally responsive teaching that will accelerate literacy development for all students, and particularly for English language learners. Aligned with Common Core State Standards, this resource provides proven-effective strategies, tools, and ideas that can be modified for any grade level and content area. The book includes a demonstration DVD showing the strategies in action in real classrooms. ccss 2013/208 page book + 1-hour DVD, $34.95/5450-4 NEW BY SOCORRO HERRERA: Biography-Driven Culturally Responsive Education, Second Edition, 17

2015 AESA Critics’ Choice Award

RACE, EMPIRE, AND ENGLISH LANGUAGE TEACHING Creating Responsible and Ethical AntiRacist Practice Suhanthie Motha “An important and timely book on how antiracist pedagogical practices and culturally responsive teaching can work to engage all students moving forward.” —Marcelo M. Suárez-Orozco, dean, UCLA Graduate School of Education & Information Studies Drawing on the work of four ESL teachers who pursued antiracist pedagogical practices during their first year of teaching, the author provides a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. Featuring reflection questions at the end of each chapter, this is an important resource for classroom teaching, school leadership, and teacher preparation. 2014/208 pp./PB, $39.95/5512-9 HC, $80/5513-6

Multicultural Education Series

2009 NCTE David H. Russell Research Award

NEW

TEACHING VOCABULARY TO ENGLISH LANGUAGE LEARNERS Michael F. Best Graves, Diane Seller August, and Jeannette MancillaMartinez Foreword by Catherine E. Snow “Practical, research-based strategies to build a solid foundation for the education of English learners.” —Rosa Aronson, executive director, TESOL Building on Michael Graves’s bestseller, The Vocabulary Book, this resource offers a comprehensive plan for vocabulary instruction that K–12 teachers can use with English language learners. The authors describe a four-pronged program that follows these key components: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. Includes vignettes, classroom activities, sample lessons, a list of children’s literature, and more.

LITERACY INSTRUCTION IN MULTILINGUAL CLASSROOMS Engaging English Language Learners in Elementary School Lori Helman Foreword by Alison L. Bailey 2013/176 pp./PB, $24.95/5375-0 This hands-on ew format, illustrations Nlarge guide will help Copublished with TESOL and on Editi Center for Applied Linguistics elementary Language and Literacy Series school teachers build a language-rich classroom enviEDUCATING NEW EMERGENT ronment. It proBILINGUALS vides guidance Policies, for scaffolding Programs, reading and writing tasks to match and Practices students’ needs and for using stufor English dents’ language backgrounds as a Best Language bridge to literacy learning in Seller Learners English. This resource includes many user-friendly features such Ofelia García as bulleted summaries and checkand Jo Anne Kleifgen lists, as well as depictions of classForeword by Jim Cummins rooms modeling the types of “An excellent resource for policymakers, instructional interactions described researchers, and educators who are in the book. interested in taking specific action 2012/144 pp./PB, $28.95/5336-1 to improve the education of English large format learners.” The Practitioner’s Bookshelf —Linguistics and Education (Language and Literacy Series)

NEW BY LORI HELMAN: Inclusive

Literacy Teaching, 17

This accessible guide presents the most up-to-date research findings to demonstrate how ignoring children’s bilingualism perpetuates inequities in their schooling. 2010/192 pp./PB, $28.95/5113-8 HC, $60/5114-5

Language and Literacy Series

For full book descriptions, visit www.tcpress.com

1999 AACTE Outstanding Writing Award

TEACHING OTHER PEOPLE’S CHILDREN Literacy and Learning in a Bilingual Classroom Cynthia Ballenger / Foreword by Courtney Cazden What happens when a teacher does not share a cultural background with her students? In this thoroughly engaging account, one North American teacher describes her three years teaching Haitian children in an inner-city preschool. This book will challenge many widely held assumptions and cultural perspectives about the education of young children. 1 999/ 120 pp./PB, $24.95/3789-7 Practitioner Inquiry Series

2012/208 pp./PB, $34.95/5360-6 HC, $76/5361-3

LATINO CHILDREN LEARNING ENGLISH Steps in the Journey Guadalupe Valdés, Sarah Capitelli, and Laura Alvarez The authors analyze the effectiveness of current practices designed to accelerate the second language acquisition process, and include examples of activities that can be used with young ELL children (K–3) to engage them in new-language interactions.

2011/216 pp./PB, $28.95/5227-2 large format Language and Literacy Series

IMMIGRANT STUDENTS AND LITERACY Reading, Writing, and Remembering Gerald Campano Foreword by Sonia Nieto Drawing on his experience as a 5th-grade teacher in a multiethnic school where children spoke over 14 different home languages, the author reveals how he created a language arts curriculum from the students’ own rich cultural resources, narratives, and identities. 2007/160 pp./PB, $27.95/4732-2 Practitioner Inquiry Series

NEW BY GERALD CAMPANO: Partnering with Immigrant Communities, 23

TEACHING AND LEARNING IN TWO LANGUAGES Bilingualism and Schooling in the United States Eugene E. García “This book is an excellent text for a graduate class in teacher education, bilingual and/or multicultural education.” —TC Record 2005/216 pp./PB, $30.95/4536-6

Multicultural Education Series

2011/264 pp./PB, $35.95/5144-2

Multicultural Education Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

More Books in Multilingual Classrooms/ELL ORTMEIER-HOOPER: THE ELL WRITER Moving Beyond Basics in the Secondary Classroom Christina Ortmeier-Hooper 2012/216 pp./PB, $32.95/5417-7 HC, $68/5418-4 Language and Literacy Series

Reyes: WORDS WERE ALL WE HAD Becoming Biliterate Against the Odds Edited by María de la Luz Reyes 2011/192 pp./PB, $34.95/5180-0 Language and Literacy Series

Uribe: LITERACY ESSENTIALS FOR ENGLISH LANGUAGE LEARNERS Successful Transitions Maria Uribe and Sally Nathenson-Mejía 2008/160 pp./PB, $26.95/4904-3 large format Language and Literacy Series (The Practitioner’s Bookshelf)

19 | Multilingual Classrooms / English Language Learners

BRIDGING THE ENGLISH LEARNER ACHIEVEMENT GAP Essential Lessons for School Leaders Ray Garcia Despite decades of school reform, the achievement gap between English learners and Englishproficient students has narrowed little. This book introduces a reform sustainability framework that focuses on the examination of fundamental school structures required to ensure English learner success. The framework helps school leaders to deftly navigate the reform terrain, identify patterns and trends in the deployment of reforms, and make necessary adjustments to extend, accelerate, or terminate a given reform.

RESTRUCTURING SCHOOLS FOR LINGUISTIC DIVERSITY Linking Decision Making to Effective Programs, Second Edition Ofelia B. Miramontes, Adel Nadeau, and Nancy L. Commins Foreword by Else Hamayan and Rebecca Freeman Field This meticulously updated second edition not only reflects the current state of affairs in education, but also what has been learned from the many schools that have used the framework successfully. This new edition includes activities, a new chapter on standards-based differentiated instruction and assessment, discussion questions, and more.

Common Core Resources for RTI IN THE COMMON CORE CLASSROOM A Framework for Instruction and Assessment Sharon Vaughn, page Philip Capin, Garrett 22 J. Roberts, and Melodee A. Walker “Sharon Vaughn is the perfect classroom expert to help teachers mesh the requirements of any RTI program with high standards.” —Susan B. Neuman LITERACY AND HISTORY IN ACTION Immersive Approaches to Disciplinary Thinking, Grades 5–12

20 |

page

Thomas M. McCann, Rebecca D’Angelo, Nancy Galas, and Mary Greska “Terrific book . . . provocative and stimulating.” —Peter Smagorinsky

THE FLUENCY FACTOR Authentic Instruction and Assessment for Reading Success in the Common Core Classroom Timothy Rasinski and page James K. Nageldinger 22 “Wonderfully doable assessments and classroom activities that would truly teach children.” —From the Foreword by Patricia M. Cunningham

“Provides teachers with tangible strategies for using journalism to meet new standards.” —Linda Darling-Hammond REVITALIZING READ ALOUDS Interactive Talk About Books with Young Children, PreK–2 Lisa Hammett Price and Barbara A. Bradley Provides recommendations for structuring read aloud routines in the early childhood classroom, making the read aloud interactive.

PREPARING TO TEACH SOCIAL STUDIES FOR SOCIAL JUSTICE (BECOMING A RENEGADE) Ruchi Agarwal-Rangnath, Alison G. Dover, and Nick Henning page 34 Shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards.

ENGAGING WRITERS WITH MULTIGENRE RESEARCH PROJECTS A Teacher’s Guide

LITERACY LEADERSHIP IN CHANGING SCHOOLS 10 Keys to Successful Professional Development page

Shelley B. Wepner, Diane W. Gómez, Katie Egan Cunningham, Kristin N. Rainville, Courtney Kelly

Nancy Mack page

“A road map for enriched learning experiences for professionals and ultimately for the students they teach.” —Dorothy S. Strickland

NEWSWORTHY Cultivating Critical Thinkers, Readers, and Writers in Language Arts Classrooms

Ed Madison

page

TEACHING KINDERGARTEN Learner-Centered Classrooms for the 21st Century page

Edited by Julie Diamond, Betsy Grob, and

YOUNG MEANING MAKERS Teaching Comprehension, Grades K–2 Douglas Ray Reutzel, Sarah page Clark, Cindy Jones, Sandra Gillam, and Susan B Neuman 23 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.

“Pedagogically ground breaking, signaling a critical and principled shift in our understanding of what it means to teach research in the writing classroom.” —Jacqueline Preston STEM LEARNING WITH YOUNG CHILDREN Inquiry Teaching with Ramps and Pathways

page

Fretta Reitzes

”Stories no one has heard before, at a time when it is difficult to hear the individual voices in the classroom.” —From the Foreword by Vivian Gussin Paley

TEACHING OUTSIDE THE BOX BUT INSIDE THE STANDARDS Making Room for Dialogue Edited by Bob Fecho, Michelle M. Falter and Xiaoli Hong ”Each story is offered as an invitation to reach beyond the moment while courageously teaching within it.” —David E. Kirkland

Shelly Counsell, Lawrence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenberg, Beth Dykstra Van Meeteren, Sonia Yoshizawa, and Betty Zan

YOUNG INVESTIGATORS The Project Approach in the Early Years Third Edition Judy Harris Helm page and Lilian G. Katz 2 This bestseller 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). TEACHING FOR EQUITY IN COMPLEX TIMES Negotiating Standards in a HighPerforming Bilingual School Jamy Stillman and Lauren Anderson

page

This book details how one school integrated equity pedagogy into standardsbased curriculum and produced exemplary levels of achievement.

For full book descriptions, visit www.tcpress.com

School Leaders and Teachers page Agarwal-Rangnath: SOCIAL 38 STUDIES, LITERACY, AND

SOCIAL JUSTICE IN THE COMMON CORE CLASSROOM A Guide for Teachers Ruchi Agarwal-Rangnath Foreword by Christine Sleeter page Applebee: WRITING 30 INSTRUCTION THAT WORKS

Proven Methods for Middle and High School Classrooms Arthur N. Applebee and Judith A. Langer with Kristen Campbell Wilcox, Marc Nachowitz, Michael P. Mastroianni, and Christine Dawson

page Appleman: CRITICAL 27 ENCOUNTERS IN SECONDARY

ENGLISH Teaching Literary Theory to Adolescents, Third Edition Deborah Appleman

CORE CLASSROOM Ronald A. Beghetto, James C. Kaufman, and John Baer Foreword by Robert J. Sternberg page Berne: THE ONE-ON-ONE 21 READING AND WRITING

CONFERENCE Working with Students on Complex Texts Jennifer Berne and Sophie C. Degener Foreword by Douglas Fisher page Borko: MATHEMATICS 35 PROFESSIONAL

DEVELOPMENT Improving Teaching Using the Problem-Solving Cycle and Leadership Preparation Models Hilda Borko, Jennifer Jacobs, Karen Koellner, and Lyn E. Swackhamer Forewords by Jennie Whitcomb and Paul Cobb page Brock: ENGAGING STUDENTS 29 IN DISCIPLINARY LITERACY,

K–6 Reading, Writing, and Teaching Tools for the Classroom Cynthia H. Brock, Virginia J. Goatley, Taffy E. Raphael, Elisabeth TrostShahata, and Catherine M. Weber page Brozo: WHAM! TEACHING 29 WITH GRAPHIC NOVELS

ACROSS THE CURRICULUM William G. Brozo, Gary Moorman, and Carla K. Meyer Foreword by Stergios Botzakis page Darvin: TEACHING THE TOUGH 29 ISSUES

Problem Solving from Multiple Perspectives in Middle and High School Humanities Classes Jacqueline Darvin Foreword by Douglas Fisher

MULTIPLE TEXTS IN THE COMMON CORE CLASSROOM, K–5 Janice A. Dole, Brady E. Donaldson, and Rebecca S. Donaldson Foreword by Robert J. Marzano

ccss

page Fisher: THE PATH 38 TO GET THERE

A Common Core Road Map for Higher Student Achievement Across the Disciplines Douglas Fisher, Nancy Frey, and Cristina Alfaro Foreword by Donna Ogle page Fusco: EFFECTIVE 45 QUESTIONING STRATEGIES IN

THE CLASSROOM A Step-by-Step Approach to Engaged Thinking and Learning, K–8 Esther Fusco Foreword by Lawrence F. Lowery page Helm: BECOMING YOUNG 8 THINKERS

Deep Project Work in the Classroom Judy Harris Helm Foreword by Lilian G. Katz page Herrera: ACCELERATING 18 LITERACY FOR DIVERSE

LEARNERS Strategies for the Common Core Classroom, K–8 Socorro G. Herrera, Della R. Perez, Shabina K. Kavimandan, and Stephanie Wessels Foreword by Ester J. de Jong

page Hess: COMMON CORE MEETS 57 EDUCATION REFORM

What It All Means for Politics, Policy, and the Future of Schooling Frederick M. Hess and Michael Q. McShane, Editors

page Hetland: STUDIO THINKING 2 37 The Real Benefits of Visual

Arts Education, Second Edition Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan Foreword by Louise Music

page Johnson: READING, WRITING, 31 AND LITERACY 2.0

page Marshall: ART37 CENTERED LEARNING

ACROSS THE CURRICULUM Integrating Contemporary Art in the Secondary School Classroom Julia Marshall and David M. Donahue Foreword by Lois Hetland page McCann: TRANSFORMING 30 TALK INTO TEXT

Argument Writing, Inquiry, and Discussion, Grades 6–12 Thomas M. McCann Foreword by George Hillocks, Jr. page Monte-Sano: READING, 35 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 page Murphy: UNCOMMONLY 30 GOOD IDEAS

Teaching Writing in the Common Core Era Sandra Murphy and Mary Ann Smith page Neuman: ALL ABOUT WORDS 29 Increasing Vocabulary in the

Common Core Classroom, PreK–2 Susan B. Neuman and Tanya Wright Foreword by Timothy Shanahan page Olson: HELPING ENGLISH 18 LEARNERS TO WRITE

Meeting Common Core Standards, Grades 6–12 Carol Booth Olson, Robin C. Scarcella, and Tina Matuchniak Foreword by Steve Graham page Parks: EXPLORING 8 MATHEMATICS THROUGH

PLAY IN THE EARLY CHILDHOOD CLASSROOM Amy Noelle Parks Foreword by Elizabeth Graue page Pearson: RESEARCH-BASED 27 PRACTICES FOR TEACHING

COMMON CORE LITERACY P. David Pearson and Elfrieda H. Hiebert, Editors

page Perez: THE NEW INCLUSION 48 Differentiated Strategies

Teaching with Online Texts, Tools, and Resources, K–8 Denise Johnson / Foreword by Don Leu

to Engage ALL Students Kathy Perez/Foreword by Lim Chye Tin

page Juzwik: INSPIRING DIALOGUE 27 Talking to Learn in

page Schmidt: INEQUALITY FOR ALL 57 The Challenge of Unequal

the English Classroom Mary M. Juzwik, Carlin Borsheim-Black, Samantha Caughlan, and Anne Heintz Foreword by Martin Nystrand

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Opportunity in American Schools William H. Schmidt and Curtis C. McKnight

page Schneider: COMMON CORE 52 DILEMMA

Who Owns Our Schools Mercedes K. Schneider

page Small: BUILDING 36 PROPORTIONAL REASONING

ACROSS GRADES AND MATH STRANDS, K–8 Marian Small

page Small: UNCOMPLICATING 36 ALGEBRA TO MEET COMMON CORE STANDARDS IN MATH, K–8 Marian Small page Small: UNCOMPLICATING 36 FRACTIONS TO MEET

COMMON CORE STANDARDS IN MATH, K–7 Marian Small page Small: GOOD QUESTIONS 36 Great Ways to

Differentiate Mathematics Instruction, Second Edition Marian Small

page Small: EYES ON MATH 36 A Visual Approach to

Teaching Math Concepts Marian Small / Illustrations by Amy Lin page Wepner: THE 28 ADMINISTRATION AND

SUPERVISION OF READING PROGRAMS Fifth Edition Shelley B. Wepner, Dorothy S. Strickland, and Diana J. Quatroche, Editors Foreword by Jack Cassidy page Wilhelm: THE ACTIVIST 35 LEARNER

Inquiry, Literacy, and Service to Make Learning Matter Jeffrey D. Wilhelm, Whitney Douglas, and Sara W. Fry Foreword by Mary Beth Tinker Afterword by Bruce Novak page Wilson: FIVE BIG IDEAS 45 FOR EFFECTIVE TEACHING

Connecting Mind, Brain, and Education Research to Classroom Practice Donna Wilson and Marcus Conyers page Wineburg: READING 35 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

21 | Common Core Resources

page Beghetto: TEACHING FOR 47 CREATIVITY IN THE COMMON

page Dole: READING 31 ACROSS

OF RELATED INTEREST Courageous Leadership in ECE, 3; Reading, Writing and Talk, 3; Inclusive Literacy Teaching, 17; New Ways to Engage Parents, 42; Teaching Disciplinary Literacy, 43; Word Study in the Inclusive Secondary Classroom, 72

Language and Literacy Literacy Leadership in Changing Schools

The Fluency Factor

Shelley B. Wepner, dean and professor of education; Diane W. Gómez, associate professor; Katie Egan Cunningham, assistant professor; Kristin N. Rainville, assistant professor, Sacred Heart University; and Courtney Kelly, associate professor—all have been or are at the School of Education, Manhattanville College, Purchase, NY.

Timothy Rasinski is a professor of literacy education at Kent State University. James K. Nageldinger is an assistant professor of

10 Keys to Successful Professional Development

New Edition

Authentic Instruction and Assessment for Reading Success in the Common Core Classroom

literacy at Elmira College, Elmira, New York.

Foreword by Patricia M. Cunningham

“A road map for enriched learning experiences for New professionals and ultiEdition mately for the students they teach.” —Dorothy S. Strickland, Rutgers, The State University NEW of New Jersey

“This book is a recipe that has the power to highlight the joy of professional growth and learning for leaders, teachers, and students alike. To me, that is truly fabulous.” —Jennifer Scoggin, director, Best Seller LitLife Inc,, Connecticut

NEW

“This book clearly shows school leaders how to obtain accurate information when creating a cohesive literacy model.” —Gravity Goldberg, literacy consultant Literacy Leadership in Changing Schools will help literacy leaders improve teachers’ professional development in grades K–6. The authors use literacy basics to suggest concrete approaches that leaders and coaches can use to help teachers improve their instruction with culturally and linguistically diverse students. Based on firsthand experiences, research, and a school–university–community collaborative (Changing Suburbs Institute® in New York), this practical book hones in on what literacy leaders need to do in today’s rapidly changing schools. Offering vignettes, strategies, and guidelines, each chapter is devoted to one essential component of serving as an effective literacy leader. Throughout, the book addresses typical issues leaders and teachers face, such as highstakes testing, increasing failure rates, rigorous teacher and principal evaluations, limited family engagement, shrinking resources, and teachers’ inexperience with instructing diverse students. Audience: Pre- and inservice teachers (K–5), reading/literacy specialists, literacy consultants and coaches, principals, and professional developers; courses in language and literacy, literacy methods, leadership, curriculum development, educational supervision. ccss 2016/312 pp./PB, $36.95/5713-0

Language and Literacy Series

“How delighted I was to find . . . wonderfully doable assessments and classroom activities that would truly teach children to read fluently and develop expressive reading as the bridge between word identification and comprehension.” —From the Foreword by Patricia M. Cunningham, Wake Forest University

Best ller Se Reading fluency has been identified in the

Common Core State Standards as a foundational competency for reading proficiency. This resource provides teachers with approaches to fluency instruction that are effective, engaging, and easy to implement. The authors begin with a comprehensive definition of reading fluency, a discussion of why fluency has fallen out of favor in recent years, and evidence of its importance to literacy instruction. They follow up with authentic approaches to reading fluency that teachers and literacy interventionists can immediately use to improve students’ overall proficiency in reading. A unique feature of the book is the participation sections “What Do You Think?” and “What We Think,” which challenge the reader to engage in issues related to fluency—from concept, to assessment, to instruction—and then compare their views to those of the authors. This important new book updates and adds to Timothy Rasinski’s classic text, The Fluent Reader. Book Features: • Vignettes of teachers implementing research-based fluency instruction. • Teaching strategies and classroom activities to help struggling readers. • Full descriptions of the authors’ original, highly successful approaches to improving fluency. • Resources for assessment and instruction of reading fluency. • A new concept of reading instruction as an art as well as a science. Audience: PreK–8 reading and special education teachers, instructional coaches, literacy specialists, and professional developers; courses in literacy, reading foundations, reading and fluency, diagnosis and remediation in reading, curriculum and instruction.

RTI in the Common Core Classroom

A Framework for Instruction and Assessment Sharon Vaughn, H.E. Hartfelder/Southland Corp. Regents Chair, The University of Texas and executive director, The Meadows Center for Preventing Educational Risk (MCPER); Philip Capin, Garrett J. Roberts, and Melodee A. Walker, doctoral students, The University of Texas at Austin, affiliated with MCPER.

New Edition

NEW

“Sharon Vaughn is the perfect classroom expert to help teachers mesh the requirements of any RTI program with high standards, whether they be CCSS, state, or local.” —Susan B. Neuman, New York University

“Teaching to the unique abilities of an increasingly diverse group of students is a persistent challenge in public education. Whether used in a Common Core classroom or school system, Dr. Vaughn’s new book is yet another invaluable tool for teachers and leaders to use RTI to accelerate achievement for all students.” —Larkin Tackett, executive director, Austin Region, IDEA Public Schools

Best Seller

Schools and teachers have struggled to integrate Common Core State Standards (CCSS) into their local Response to Intervention (RTI) systems. This book offers an adaptable framework and practical tips to assist educational professionals charged with making this connection in their schools, districts, and classrooms for English language arts. Based on years of experience, we know that students perform best when provided with research-based instruction, frequent progress monitoring, and timely and targeted interventions. Focusing on what the research tells us about how children learn, this highly practical guide can serve as the core of language arts instruction. RTI in the Common Core Classroom will guide today’s classroom teachers, reading coaches, and administrators in their efforts to support all students in meeting literacy standards, including individuals with mild to moderate disabilities. Audience: Literacy and CCSS coaches (K–5), curriculum directors, special education directors, classroom teachers, special education teachers, and professional learning communities; courses in language arts, special education, educational leadership, reading and writing assessment and intervention. ccss 2016/160 pp./PB, $29.95/5716-1

The Common Core State Standards in Literacy Series

ccss 2016/160 pp./PB, $30.95/5747-5

The Common Core State Standards in Literacy Series

For full book descriptions, visit www.tcpress.com

Literacy Theory as Practice

Connecting Theory and Instruction in K–12 Classrooms

Lara J. Handsfield, associate professor of

elementary education and literacy, Illinois State University.

Foreword by Annemarie Sullivan Palincsar

New Edition

NEW

Partnering with Immigrant Communities

Action Through Literacy

Gerald Campano is associate professor and chair of the Reading/Writing/Literacy Division at University of Pennsylvania’s Graduate School of Education. María Paula Ghiso is assistant professor of literacy education at Teachers College, Columbia University. Bethany J. Welch is the founding director of Aquinas Center in South Philadelphia and a nonprofit management consultant.

“In these times, when teachers are maligned in both the popular press and professional literature, a volume such as this offers the potential to provide intellectual freedom in the complex work of teaching.” New —From the Foreword Edition by Annemarie Sullivan Palincsar, University of Michigan

NEW

”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

Audience: Teacher educators, pre-K–12 teachers, reading specialists, curriculum developers, and professional developers; courses in literacy and reading, foundational literacy, historical trends in literacy practice and theory, student teaching.

community-based learning, qualitative research methodologies. 2016/176 pp./PB, $32.95/5721-5/HC, $72/5722-2

Language and Literacy Series

2015/240 pp./Pb, $35.95/5705-5 HC, $86/5706-2

Language and Literacy Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Teaching Comprehension, Grades K–2 D. Ray Reutzel is the dean of the College of Education, University of Wyoming, and a member of the Reading Hall of Fame. Cindy D. Jones is an associate professor and director of the Literacy Clinic in the Department of Teacher Education and Leadership at Utah State University. Sarah K. Clark is an associate professor in the Department of N Teacher Education and Leadership at Utah ew on State Sandra L. Gillam is a professor EditiUniversity. in the Department of Communicative Disorders and Deaf Education at Utah State University. 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 timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and Best Seller informational texts. The authors offer a practical model, with classroom applications drawing on the Construction-Integration (CI) model of text comprehension. Illustrating why comprehension is so important in the CCSS framework, the book distills six key principles for meeting CCSS and other high-challenge standards. Chapters show 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.

NEW

Book Features: • A practitioner-friendly model for teaching comprehension of informational and narrative texts in the early grades. • Guidance for how to create a classroom environment that supports oral language acquisition. • Instructional strategies, including teaching children to understand text structures, key details, and main ideas of a story or information text. • A standards-based series of formative comprehension assessments. Audience: Teacher educators, early childhood teachers, curriculum directors, literacy coaches, CCSS coaches, and professional developers; courses in early childhood education, reading methods, early literacy, assessment. ccss 2016/176 pp. (tent.)/PB, $35.95/5760-4 HC, $72/5761-1

The Common Core State Standards in Literacy Series

23 | Language and Literacy

“Finally, a text that brings together and honors “A game-changing text.” multiple perspectives and makes clear the —Elizabeth Dutro, Best power University of ller of a good theory for making sense of Se our worldviews. Handsfield provides elegant Colorado Boulder demonstrations of the relations of literacy theories In a period of increasing economic and social to actions, decisions, and practices. A must-read st Beuncertainty, how do immigrant communities r Selle for literacy educators and researchers.” come together to advocate for educational —Victoria Risko, Vanderbilt University access and their rights? This book is based This comprehensive textbook introduces on a 5-year university partnership with readers to the most influential theories and members from Indonesian, Vietnamese, Latino, models of reading and literacy, ranging from Filipino, African American, and Irish American behaviorism and early information-processing communities. Sharing rich examples, the theories to social constructionist and critical authors examine how these diverse groups use theories. Focusing on how these theories language and literacy practices to advocate for connect with different curricular approaches greater opportunities. This unique partnership to literacy instruction (pre-K to grade 12), demonstrates how to draw on the knowledge the author shows how they both shape and and interests of a multilingual community to are shaped by everyday literacy practices in inform literacy teaching and learning, both in classrooms. Readers are invited to explore and out of school. It also provides guidelines detailed vignettes that offer a practice-based for reimagining university/community collaboview of theories as they are brought to life in rations and the practice of ethical partnering. the classroom. Partnering with Immigrant Communities Unlike other books on literacy theories, this focuses on: one devotes substantial attention to linguisti• Minoritized immigrant populations, cally and culturally diverse classrooms and including groups with undocumented 21st-century technologies. status. • The intellectual and activist legacies that Book Features: are already present in communities. • Descriptions of well-known curricular • A local cosmopolitanism that serves as models and assessment approaches. a refuge for many immigrants who may • Detailed examples from specific areas of otherwise be scapegoated within the reading and literacy instruction that are dominant culture. prominent in today’s schools. • The role that faith-based organizations play • Textbox discussions exploring histories, in supporting immigrants. terminology, and debates relevant to the • Ethical and effective community-based theories presented. research, including concrete and • Examination of how theories and practices theoretically informed examples. relate to current policy initiatives, such as Audience: Teacher educators, curriculum the Common Core State Standards. developers, researchers, and community leaders; • User-friendly text features, such as charts, courses in literacy studies, multicultural educareference lists, and inset boxes to help tion, urban education, sociology of education, clarify complex concepts. immigration and curriculum, ELL, service learning,

Young Meaning Makers

Pose, Wobble, Flow

A Culturally Proactive Approach to Literacy Instruction

Engaging Writers with Multigenre Research Projects

Antero Garcia, assistant professor, Colorado

Foreword by Linda Christensen

Oregon; founding producer, CNN; founder and executive director, Media Arts Institute. Visit the author’s website and blog at NewsWorthyBook.com

State University, www.theamericancrawl. com; Cindy O’Donnell-Allen, professor and director, CSU Writing Project.

Newsworthy

Cultivating Critical Thinkers, Readers, and Writers in Language Arts Classrooms Ed Madison, assistant professor, University of

A Teacher’s Guide

Nancy Mack, professor of English, Wright State University, and a frequent speaker at national and state conferences.

Foreword by Ken Lindblom Foreword by Renee Hobbs “Reminds all of us that teaching is not about “Pedagogically ground“Ed Madison provides following directions: it’s breaking, signaling a teachers with tangible about listening to our critical and principled strategies for using jourNew New students and paying shift in our understandnalism to meet new Edition Edition New attention to the social ing of what it means to standards, while inspir- Ed ition forces that shape their teach research in the ing students to take lives; about learning writing classroom. ownership of their how to navigate Mack’s approach heralds education.” department, school, the beginning of a new —Linda DarlingNEW NEW district, and federal era.” Hammond, NEW rules to benefit our —Jacqueline Stanford University students so we can keep Preston, Utah “Masterfully demona job while we continue Valley University strates the power of to honor our core beliefs about education.” “You’ll find insightful discussions about the form journalism as an engaging learning experience. Best—Linda Christensen, director, Oregon Best and function of genres, minilessons to launch This ller book is a thoughtful and practical guide to Seller Writing Project, Lewis & Clark College Se Best writing, and advice about research, implementing journalistic learning in schools.” ller Sestudents’ “A must-have for preservice and inservice teachers feedback, and assessment of projects. This book —Yong Zhao, elected fellow, who care about their teaching.” will help you support and stretch your students. It International Academy For Education —Bob Fecho, University of Georgia did for me.” “Ed Madison explains why the journalistic methods —Tom Romano, Miami University “This beautiful book will educate, challenge, and of verifying and clarifying information can inspire educators determined to improve their Multigenre research projects affirm students’ motivate students to learn nearly anything. His teaching.” home cultures while developing important well-sourced book is full of the practical exercises —Sonia Nieto, University of academic skills consistent with the Common and technology tips that can set free the power of Massachusetts, Amherst Core State Standards in reading and writing. journalistic learning. A must-read for anyone who This book will guide teachers in assigning, cares about education.” This book proposes a pedagogical model called scaffolding, and assessing multigenre research —Eric Newton, Innovation Chief, “Pose, Wobble, Flow” to encapsulate the chalassignments, including how to choose a topic, Cronkite School of Journalism, lenge of teaching and the process of growing pace the work, and keep writers on track to Arizona State University as an educator. achieve specific goals. Chapters are arranged The authors provide six different culturally “Teaching journalism principles has never been by topic with each containing a description of proactive teaching stances or “poses” that more necessary and more integral to the work of the educational rationale for the topic, an introsecondary ELA teachers can use to meet all teachers. Ed Madison has spent time with leadductory activity that serves as an inspiration for the needs of all students, whether they are ers in journalism education and provides a great students in selecting a topic, and field-tested historically marginalized or privileged. They synthesis of ideas from the front lines. Anyone minilessons with step-by-step instructions. describe how teachers can expect to “wobble” who loves teaching nonfiction reading and writing All the traditional elements of a research as they adapt instruction to the needs of their across media will love this book.” paper—quotations from experts, works cited, students, while also incorporating new insights —William Kist, associate professor, explanation, synthesis, and analysis—are about their own cultural positionality and Kent State University brought to life as students animate information preconceptions about teaching. Teachers are with emotion and imagination. An additional “Dr. Madison’s important book takes us beyond the encouraged to recognize this flexibility as a chapter describes how teachers have adapted buzz to the substance and power of engagement positive process or “flow” that can be used to this project for other subjects, such as social through journalistic learning. Grounded in research address challenges and adopt ambitious teachstudies, science, and literature. and practice, he provides insight and guidance ing strategies like those depicted in this book. to educators struggling to make the world of Each chapter highlights a particular pose, Book Features: narrative expression important and relevant to describes how to work through common today’s students.” • Prompts focused on home culture, inclusive wobbles, incorporates teacher voices, and —Jason Ohler, author model texts, and support for diverse provides questions for further discussion. Pose, language proficiencies. Wobble, Flow presents a promising framework Newsworthy provides strategies to help teach• Correlations between writing skills and the for disrupting the pervasive myth that there ers use journalistic learning to achieve positive Common Core State Standards. is one set of surefire, culturally neutral “best” outcomes that engage students in new ways. • Practical management strategies for practices. Centered on research and writing projects that teaching large writing projects. will yield publishable student writing, chapters Audience: Pre- and inservice ELA teachers, • A companion website with downloadable demonstrate how this approach works across teacher educators, professional developers, and handouts and additional teaching contexts, benefits a broad range of students school administrators; courses in secondary strategies. from diverse backgrounds, and aligns with language and literacy, literacy methods, culturally Audience: Secondary school English teachers, responsive teaching, teaching reading, teaching Common Core State Standards.

composition, digital literacies, critical literacy. 2015/176 pp./PB, $29.95/5652-2 HC, $76/5664-5

Language and Literacy Series Copublished with NWP

Audience: Language arts teachers, journalism teachers, teacher educators, literacy coaches, curriculum developers, professional developers, and principals; courses in literacy methods, content-area literacy, communications, journalism, multimedia, secondary school teaching methods. ccss 2015/144 pp./PB, $34.95/5687-4 HC, $84/5688-1

content-area teachers, ELL teachers, teacher educators, and professional developers; courses in literacy methods, English education, writing workshop, composition, memoir writing, and nonfiction writing. ccss 2015/128 pp./PB, $35.95/5685-0 HC, $92/5686-7 photos

Language and Literacy Series

For full book descriptions, visit www.tcpress.com

Revitalizing Read Alouds

Interactive Talk About Books with Young Children, PreK–2

Lisa Hammett Price is professor in the speech-

language pathology program in the Department of Communication Disorders, Special Education, and Disability Services at Indiana University of Pennsylvania. Barbara A. Bradley is associate professor in the Department of Curriculum and Teaching at the University of Kansas. Foreword by Sharon Walpole

Literacy and History in Action

Immersive Approaches to Disciplinary Thinking, Grades 5–12 Thomas M. McCann is a professor of English at Northern Illinois University. Rebecca D’Angelo teaches 5th grade at Edison Elementary School in Elmhurst, Illinois and serves on various school district curriculum development teams. Nancy Galas supervises student teachers and conducts professional development workshops nationwide. Mary Greska is a school library media specialist at Edison Elementary School, Elmhurst, Illinois.

Go Be a Writer!

Expanding the Curricular Boundaries of Literacy Learning with Children

Candace R. Kuby is assistant professor of early childhood education at the University of Missouri. Tara Gutshall Rucker is an elementary school teacher in Columbia Public Schools, Missouri. Foreword by Jennifer Rowsell

”Documenting choices, materials, and practices, Kuby gives readers a language and conceptual framework for multimodal meaning making.” —From the Foreword by Jennifer Rowsell, Brock University

Audience: Teacher educators, teachers (PreK–2), special education specialists, speech pathologists, curriculum directors, and literacy coaches; courses in curriculum and teaching, early childhood education, speech-language pathology clinical methods, children’s literature.

and professional developers; courses in teaching methods, literacy and social studies education, disciplinary literacy. ccss 2015/160 pp./PB, $31.95/5734-5 HC, $78/5735-2

Language and Literacy Series

ccss 2016/168 pp./PB, $29.95/5763-5

The Common Core State Standards in Literacy Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

25 | Language and Literacy

”Offers exceptionally New comprehensive and clear Edition New guidance about developForeword by Peter Smagorinsky Edition ing young children’s oral “This terrific book language and thinking helps teachers think through conversations about how to design during read alouds.” NEW Go Be a Writer! proinstruction to provide —Judith A. vides an introduction NEW ew N an education across Schickedanz, to poststructural and Edition the curriculum that is Boston University posthumanist theories provocative and in order to imagine new possibilities for “The teaching examples, stimulating.” literacy education. The authors particularly for support—Peter Smagorinsky, Beexpanding st put ing children’s thinking, r to work these theories in the context of The University Selle W st be useful for new and seasoned teachers NE Bewill an elementary school classroom, examining of Georgia Seller literacy-based activities that occur as students alike!” “This book provides a participate with materials in a multimedia —Tanya Christ, Oakland University powerful model for writers’ studio. Focusing on literacy processes, How can educators and other professionals providing authentically engaging activities that the book emphasizes the fluid and sometimes caring for children extend the learning will help prepare students not only for college and unintentional ways multimodal artifacts come potential of read alouds? This book is designed Be st career but also for their lives as citizens.” into being through intra-actions with human r to help teachers, special education specialists, Selle—Michael W. Smith, Temple University and nonhuman materials. Because these and speech-language pathologists achieve theories emphasize the unplanned, nonlinear This book offers a solid research and theoretitwo objectives: 1) how to interact with children aspects of literacy, the authors demonstrate cal foundation for combining social studies and around books in ways that are instructive in an approach to literacy that works against the literacy instruction. A collaboration among a nature but also responsive to children’s verbal grain of standardization and rigid curricular literacy scholar, two classroom teachers, and a contributions; and 2) how to use literature, models. Go Be a Writer! reveals that when school librarian, this volume also shows teachinformational texts, and poetry to achieve the educators appreciate the value of unscripted ers how to engage middle and high school goals of the Common Core State Standards. intra-actions they allow for more authentic students in historical inquiry that incorporates The authors provide specific recommendations learning. literacy skills like reading complex texts and for structuring read aloud routines in the early writing elaborated arguments. The authors childhood classroom, making the read aloud Book Features: present extended simulation activities that interactive, using instructional strategies that • Allows educators to imagine news ways of immerse students in three eras of U.S. history: enhance children’s vocabulary and content thinking, teaching, and researching about European incursions into North America, preknowledge, and supporting and extending chiltexts in schools. Revolutionary War colonialism, and the Civil dren’s verbal contributions through scaffolding • Embraces entangled literacy practices that War and Reconstruction. These simulations during the activity. This practitioner-friendly involve materials, time, and space. allow learners to experience these major text also includes methods for supporting • Demonstrates a long-term teacher/ periods of U.S. history while they discuss, read, children with special needs, as well as English researcher partnership, including data from and write in ways that align closely with the language learners. four years of teaching. Common Core State Standards. • Disrupts traditional forms and standards Book Features: Book Features: of academic texts, experimenting with new • Recommendations for how to choose ways of writing. • Guidance for integrating language arts and quality books in each of the three genres— social studies in ways that align with the Audience: Early childhood and elementary informational, literature, and poetry. Common Core State Standards. teachers, writing teachers, teacher educators, • The most useful interactive-instructional • Simulation activities that show learners curriculum developers, and researchers; courses strategies. in literacy methods, literacy theory, multimodal actively engaged in inquiry involving • The types of visual supports and props that literacy, visual literacy, research methodology, and collaboration, deliberation, debate, and can augment the read aloud. early childhood education. critical judgments. • Methods for extended learning • Models for disciplinary literacy that rely on opportunities. 2016/256 pp./PB, $56.95/5774-1/HC, $118/5775-8 primary source texts and historical fiction. Language and Literacy Series • Examples and excerpts from actual read • Examples of student work, website alouds to illustrate the methods. resources, and an online appendix with • Read aloud activities that align with the rubrics for teachers. Common Core State Standards. • The benefits and challenges of using digital Audience: Pre- and inservice teachers (grades 5–12), teacher educators, curriculum designers, texts

Teaching Outside the Box but Inside the Standards Making Room for Dialogue

Edited by Bob Fecho, professor, English education, Teachers College, Columbia University; Michelle Falter and Xiaoli Hong, doctoral candidates, University of Georgia Foreword by Meenoo Rami

Untangling Urban Middle School Reform

Clashing Agendas for Literacy Standards and Student Success

Cynthia D. Urbanski is a Writing Project teacher

consultant at the University of North Carolina at Charlotte and ethnographic researcher with the Renaissance West Community Initiative.

Foreword by Elyse Eidman-Aadahl ”In an accessible and thought-provoking nar- New “This is a story of life at rative, these four teach- Edition Rosa Parks Middle ew N er-researchers and the School as teachers, adEdition three teacher educators ministrators, and consulpresent an alternative tants take up a school view into the compleximprovement project, NEW ity of the classroom.” but it is also the story of —From the Foreword life in an urban middle NEW by Meenoo Rami, school under No Child educator and author Left Behind (NCLB) and its larger operational “Rigorous though poetic, context of generalized, filled with theory and Best bureaucratized distrust.” science, but not in the ways we’ve come to know Seller st Be —From the Foreword ller The science and theory of teaching are Sethem. by Elyse Eidman-Aadahl, executive shaped in the core of story, sketched in lessons director, National Writing Project well learned. Moreover, each story is offered as an invitation to reach beyond the moment while At Rosa Parks, a middle school in a crimecourageously teaching within it.” ridden neighborhood, students are advised —David E. Kirkland, New York University to “do as they are told” and they will succeed. Unfortunately, “doing what they are told” often “Fecho, Falter, and Hong have given Teacher translates into repeating information given Education, and English Education in particular, a to them by the teacher, especially when it true gift in this text. In their edited volume, a comes to writing. Meanwhile, students in an chorus of teachers demonstrate how they use affluent neighborhood nearby are encouraged their curricular powers to provide opportunities to be creative and think critically. This book for students to experience ‘engaged dialogical examines the experience of one school’s practice’ as teachers attend to the nuances of resistance to the deficit model of education the Common Core Standards. By encouraging and how it represents the overall story of urban educators to embrace the ‘wobble’—that is, the school reform. Highlighting the consequences tensions teachers often feel when their teaching of the implementation of the Common Core and student learning are gaining momentum—this State Standards in literacy, the author weighs book is both a mirror and a window for advancing the perspectives of teachers, National Writing the use of dialogue in compelling ways in the Project consultants, and administrators. Her classroom.” up-close analysis illuminates how rigid ac—Maisha Winn, University of countability structures shift power away from Wisconsin-Madison the teachers and administrators who know Many educators feel caught between manthe students best. As such, it illustrates the dates to meet literacy standards and the desire complex nature of writing instruction in urban to respond to individual students’ interests, schools. skills, and challenges. This book demonstrates Book Features: how a dialogical approach to practice will enable teachers to meet the needs of today’s • Provides valuable lessons learned that can diverse student population within a standardbe applied throughout the United States to ized curriculum. Chapters highlight the efforts improve urban schools. of four high school teachers to create dialogical • Offers rich portraits of students and classroom space, documenting both the teachers who resist the deficit identities possibilities of and impediments to such an placed on them by the dominant narrative approach to teaching. Drawing on a theoretical of urban school reform. framework and rationale for engaged dialogical • Presents a forum for those who are often practice, the authors present and analyze key silenced and talked about where they can classroom events that illustrate the productive speak for themselves. and restrictive tensions for such work and Audience: Teacher educators, teachers, adminsuggest ways for teachers and schools to istrators, professional developers, and literacy implement these ideas, especially for complecoaches; courses in English methods, teaching menting and expanding the Common Core writing, urban education, secondary education, State Standards. school reform, linguistic diversity, qualitative

Audience: Teacher educators, secondary teachers, professional learning communities, and administrators; courses on English education, reading, arts and humanities, curriculum and instruction, literacy methods, research methods, and student-teaching.

Teaching for Promise

Transforming Dis/ability Through Mulitmodal Literacy Instruction Kathleen M. Collins is an associate professor New of language, culture, and society on and co-director of the Center for Disability Editi Studies in the College of Education, at The Pennsylvania State University, University Park. How can we create classrooms where children historically positioned as “struggling” or “deficient” are able to participate fully and successfully? Teaching for Promise reports on a professional development research project where teachers were invited to think differently about Best“dis/ability.” In detailed case studies, the Seller demonstrates how teachers integrated author multimodal literacies and a sociocultural understanding of disability to inform their teaching and help students meet or exceed expected academic standards. These cases will disrupt deficit perspectives of children with diverse cognitive, cultural, linguistic, and socioeconomic resources. They will also help elementary and middle school teachers meet the challenges posed by the Common Core State Standards that emphasize content-area literacies.

NEW

Book Features: • Portraits of teachers merging art and content-area literacy to create more just, equitable, and inclusive learning environments. • Counter-stories depicting children identified as “struggling” or “disabled” reversing expectations of failure. • Examination of the ways in which cultural stereotypes and linguistic diversity influence our analysis of students’ abilities. • Discussion questions and examples of students’ artwork. Audience: Teacher educators, teachers, and researchers; courses in special education, disability studies, inclusive education, elementary and middle school education, reading, new literacies, multimodal literacies, multicultural education, bilingual education, arts education, policy and politics of education, urban education. 2016/208 pp. (tent.)/PB, $44.95/5697-3 HC, $90/5698-0

Disability, Culture, and Equity Series

research, socio-linguistics.

2016/144 pp. (tent.)/PB, $32.95/5771-0

Copublished with NWP (National Writing Project)

ccss 2016/144 pp./PB, $31.95/5748-2

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

For full book descriptions, visit www.tcpress.com

New Edition

Literacy Teaching Methods

NEW

CRITICAL ENCOUNTERS IN SECONDARY ENGLISH Teaching Literary Theory to Adolescents, Third Edition Deborah Appleman Best Seller “What a smart and useful book! It provides teachers with a wealth of knowledge and material to help their students develop critical perspective and suppleness of thought.” —Mike Rose, UCLA “This Third Edition proves that Appleman still has her hand on the pulse of the rapidly changing landscape of education and that she still remains in a league all her own.” —Ernest Morrell, Teachers College, Columbia University The Third Edition provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. With field-tested classroom activities, this edition shows teachers how to New on practices that have always defined good pedagogy to the new Editiadapt generation of standards for literature instruction. ccss 2015/272 pp./PB, $29.95/5623-2 illustrations

Language and Literacy Series

NEW

NEW BY SOCORRO G. HERRERA: Biography-Driven Culturally Responsive

Teaching, Second Edition, 17

NEW

Best Seller

RESEARCH-BASED PRACTICES FOR TEACHING COMMON CORE LITERACY P. David Pearson and Elfrieda H. Hiebert, Editors “This book goes way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the Standards.” —From the Foreword by Nell K. Duke, University of Michigan

This one-of-a-kind resource brings together literacy luminaries, each addressing their specialty, to offer an accessible fund of rich teaching practices. They point out strengths of the Common Core as well as issues and oversights of which educators should be aware. NewContributors include John Guthrie, Timothy Rasinski, Michael Kamil, ition Taylor, Richard Allington, Michael Graves, and James Hoffman. EdBarbara ccss 2015/288 pp./PB, $33.95/5644-7/HC, $74/5645-4 large format

Copublished with ILA

NEW

TEACHING CIVIC LITERACY PROJECTS Student Engagement with Social Problems, Grades 4–12 Shira Eve Epstein / Foreword by Celia Oyler “This book is a gem! ” —Diana Hess, Spencer Foundation This practical resource will inspire teachers to craft curBest ricula addressing a wide range of civic problems, such Seller as those related to racial discrimination, environmental damage, and community health. Dividing civic literacy projects into three key phases—problem identification, problem exploration, and action—the author provides concrete examples from upper-elementary, middle, and high school classrooms. 2014/176 pp./PB, $36.95/5575-4

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

INSPIRING DIALOGUE Talking to Learn in the English Classroom Mary M. Juzwik, Carlin Borsheim-Black, Samantha Caughlan, and Anne Heintz Foreword by Martin Nystrand Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. The book follows novice teachers as they build a repertoire of practices for planning, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum.

This is the first book to specifically address the needs of transnational youth. Drawing from exemplary teachers’ classroom practice and research-based approaches, the book demonstrates how teachers can reap the unique and significant benefits transnationalism presents for literacy education.

Language and Literacy Series

2015/144 pp./PB, $43.95/5658-4 HC, $92/5659-1

Language and Literacy Series

ENVISIONING LITERATURE Literary Understanding and Literature Instruction, Second Edition Judith A. Langer This revision of Judith Langer’s classic bestseller builds on more than 15 years of research and development projects in inner-city, suburban, and rural communities. New examples have been added to show the kinds of critical, creative, and innovative thinking that are needed for success in the digital-age classroom. A fifth stance has been added to the Envisionment-building framework toward higher-level understanding, integration, and the building of new concepts. 2011/192 pp./PB, $33.95/5129-9

Language and Literacy Series

2010 NCTE David H. Russell Research Award

BEATS, RHYMES, AND CLASSROOM LIFE Hip-Hop Pedagogy and the Politics of Identity Marc Lamont Hill

Foreword by Gloria Ladson-Billings

Based on his experience teaching a hip-hop–centered English literature course in a Philadelphia high school, and drawing from a range of theories on youth culture, identity, and educational processes, Marc Lamont Hill shows how a serious engagement with hip-hop culture can affect classroom life in extraordinary ways. 2009/192 pp./PB, $25.95/4960-9 HC, $48/4961-6

ccss 2013/176 pp./PB, $30.95/ 5467-2/HC, $72/5468-9

THE VOCABULARY BOOK Learning and Instruction Michael F. Graves “Broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between.” —Reading Today This text presents a comprehensive plan for vocabulary instruction from kindergarten through high school. It includes four parts: rich and varied language experiences, teaching individual words, teaching word learning strategies, and fostering word consciousness. 2006/192 pp./PB, $26.95/4627-1 Language and Literacy Series Copublished with NCTE

TEACHING INDIVIDUAL WORDS One Size Does Not Fit All (K–8) Michael F. Graves Foreword by James F. Baumann Building on The Vocabulary Book, Michael Graves describes a practical program for teaching individual words in the K–8 classroom. Designed to foster effective, efficient, and engaging differentiated instruction, Teaching Individual Words combines the latest research with vivid illustrations from real classrooms. 2009/120 pp./PB, $19.95/4930-2 large format, 10 photos

Language and Literacy Series (Practitioner’s Bookshelf)

27 | Language and Literacy

CROSSING THE VOCABULARY BRIDGE Differentiated Strategies for Diverse Secondary Classrooms Socorro G. Herrera, Shabina K. Kavimandan, and Best Melissa A. Holmes / Foreword by Candace Harper Seller This book provides a framework for academic vocabulary and language instruction in today’s diverse classrooms. Nationally known literacy expert Socorro Herrera presents a set of strategies and tools that work effectively across all content areas to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom implementation to provide teachers with multiple avenues for making content and academic vocabulary both accessible and relevant for all students. New Edition2011/208 pp./PB, $29.95/5217-3 large format, photos

TEACHING TRANSNATIONAL YOUTH Literacy and Education in a Changing World Allison Skerrett Foreword by Randy Bomer “Allison Skerrett shows in this book that teachers can mitigate harm through specific choices in their teaching, by viewing difference as a resource that is available to a greater degree when we are fortunate enough to have transnational students in our classrooms.” —From the Foreword by Randy Bomer

New Edition

Literacy Leadership & Professional Resources

NEW

THE ADMINISTRATION AND SUPERVISION OF READING PROGRAMS Fifth Edition Shelley B. Wepner, Dorothy S. Strickland, and Diana J. Quatroche, Editors st Be Foreword by Jack Cassidy Seller Now in its fifth edition, this popular textbook focuses on what literacy leaders (pre-K–12) need to know and do to meet today’s mandates. This updated edition addresses forthcoming assessments aligned to the Common Core Standards, and new mandates for evaluating teachers and principals. Literacy luminaries provide specific guidelines for all levels of instruction, including selecting and using materials, assessing students, evaluating teachers, providing professional development, working with linguistically diverse and struggling learners, working with parents, and New evaluating schoolwide literacy programs. Edition ccss 2014/256 pp./PB, $34.95/5480-1 large format, photos

Language and Literacy Series

NEW BY SHELLEY B. WEPNER: Literacy Leadership in Changing Schools, 22

NEW

28 |

SUMMER READING Closing the Rich/Poor Reading Achievement Gap Edited by Richard L. Allington and Anne McGill-Franzen Foreword by Gerald G. Duffy Best Seller This timely volume offers not only a comprehensive review of what is known about summer reading loss, but also provides reliable interventions and guidance for planning a successful summer reading program. Contributors: Richard L. Allington, Lynn Bigelman, James J. Lindsay, Anne McGill-Franzen, Geraldine Melosh, Lunetta Williams 2013/144 pp./PB, $29.95/5374-3 photos

Language and Literacy Series Copublished with IRA

THE ONE-ON-ONE READING AND WRITING CONFERENCE Working with Students on Complex Texts Jennifer Berne and Sophie C. Degener Foreword by Douglas Fisher “Will transform teachers’ conferencing, and more importantly, their students’ writing and reading.” —Laurie Elish-Piper, IRA Board of Directors, 2013–2016 Responding specifically to new Common Core State Standards in reading and writing, this book introduces a method of one-on-one interaction that encourages teachers to focus on more ambitious goals that will deepen students’ skills in comprehension and writing. ccss 2015/160 pp./PB, $32.95/5622-5

Language and Literacy Series

FAMILY DIALOGUE JOURNALS School–Home Partnerships That Support Student Learning JoBeth Allen, Jennifer Beaty, Angela Dean, Joseph Jones, Stephanie Smith Mathews, Jen McCreight, Elyse Schwedler, and Amber M. Simmons Foreword by Luis Moll This book shows how to use Family Dialogue Journals (FDJs) to increase and deepen learning across grade levels. Written by K–12 teachers who have been implementing and studying the use of weekly journals for several years, it shares what they have learned and why they have found FDJs to be an invaluable tool for forming effective partnerships with families. 2015/160 pp./PB, $34.95/5628-7/HC, $66/5629-4

Practitioner Inquiry Series Copublished with NWP

THE SUCCESSFUL HIGH SCHOOL WRITING CENTER Building the Best Program with Your Students Edited by Dawn Fels and Jennifer Wells Foreword by Richard Kent Highlighting the work of talented teachers and tutors, this resource offers innovative methods for secondary and post-secondary educators interested in adolescent literacy, English Language Learners, new literacies, writing center pedagogy and evaluation, embedded professional development, differentiated instruction, and crossinstitutional collaboration. 2011/168 pp./PB, $27.95/5252-4

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

BRIDGING LITERACY AND EQUITY The Essential Guide to Social Equity Teaching Althier M. Lazar, Patricia A. Edwards, and Gwendolyn Thompson McMillon Foreword by Geneva Gay Chapters identify six key dimensions of social equity teaching that can help teachers see their students’ potential and create conditions that will support their literacy development. 2012/160 pp./PB, $31.95/5347-7 HC, $68/5348-4

Language and Literacy Series

NEW BY PATRICIA A. EDWARDS: New

Ways to Engage Parents, 42

Literacy Studies see also: The Activist Learner, page 35

SHOPTALK Lessons in Teaching from an African American Hair Salon Yolanda J. Majors “Contributes to the building of a powerful research methodology: bridging cognition, disciplinary problem solving, sociolinguistics, critical discourse analysis, human development foci on identity development and motivation, and the political lens of critical race theory—no small feat.” —From the Foreword by Carol Lee, Northwestern University Shoptalk examines the development of literacy, identity, and thinking skills that takes place through cross-generation conversation in an African American hair salon and how it can inform teaching in today’s diverse classrooms. Shoptalk is essential reading for educators interested in widening their view of culturally responsive pedagogical practices. 2015/192 pp./PB, $34.95/5661-4 HC, $76/5662-1 2015 NYU Steinhardt School Daniel E. Griffiths Research Award • 2014 NCTE David H. Russell Research Award • 2014 AESA Critics’ Choice Award

A SEARCH PAST SILENCE The Literacy of Young Black Men David E. Kirkland Foreword by Pedro Noguera “An essential read for anyone interested in equity, social justice, and the value of Black lives.” —TC Record A Search Past Silence is a passionate call for educators to listen to the silenced voices of Black youth and to re-imagine the concept of being literate in a multicultural democratic society. Key chapters on language, literacy, race, and masculinity examine how the literacies, languages, and identities of six African American friends are shaped by the silences of societal denial. 2013/208 pp./PB, $39.95/5407-8 HC, $78/5420-7

Language and Literacy Series

READING FAMILIES The Literate Lives of Urban Children Catherine Compton-Lilly Foreword by Barbara Comber “Explores the contradictions that exist between mainstream and alternative accounts of learning to read in a poor urban community. Recommended.” —Choice 2003/168 pp./PB, $25.95/4276-1 Practitioner Inquiry Series

For full book descriptions, visit www.tcpress.com

New Edition New Edition

Disciplinary Learning NEW

Best Seller

ENGAGING STUDENTS IN DISCIPLINARY LITERACY, K–6 Reading, Writing, and Teaching Tools for the Classroom Cynthia H. Brock, Virginia J. Goatley, Taffy E. Raphael, Elisabeth Trost-Shahata, and Catherine M. Weber Foreword by Annemarie Sullivan Palincsar “I can’t imagine a more timely book for these times in which the CCSS for English Language Arts are demanding that we pay more than lip service to integrated curriculum.” —P. David Pearson, University of California, Berkeley

This resource introduces teachers to key concepts from current trends in literacy education—from high-level standards to the use of 21st-century literacies. Readers follow teachers as they successfully implement the curriculum they developed to promote high-level thinking and engagement New with on disciplinary content. The text focuses on three disciplinary literacy Editiunits of instruction: a 2nd-grade science unit, a 4th-grade social studies unit, and a 6th-grade mathematics unit. ccss 2014/160 pp./PB, $28.95/5527-3

The Common Core State Standards in Literacy Series

NEW

2009/216 pp./PB, $28.95/4918-0 large format

Copublished with IRA and PEBC (Public Education & Business Coalition)

TEACHING THE TOUGH ISSUES Problem Solving from Multiple Perspectives in Middle and High School Humanities Classes Jacqueline Darvin Foreword by Douglas Fisher “A powerful tool for guiding students as they explore their identity, unafraid to explore what it means to be human.“ —From the Foreword by Douglas Fisher, San Diego State University Introduces a groundbreaking teaching method to help English, social studies, and humanities teachers address difficult or controversial topics in their secondary classrooms. The author describes a four-step method for structuring discussions and written assignments while concurrently assisting teachers in addressing Common Core State Standards. ccss 2015/160 pp./PB, $34.95/5653-9/HC, $76/5654-6

READING AND REPRESENTING ACROSS THE CONTENT AREAS A Classroom Guide Amy Alexandra Wilson and Kathryn J. Chavez Foreword by Marjorie Siegel This groundbreaking work redefines traditional ideas of what a “text” should be, incorporating new kinds of multimodal texts to revitalize instruction within and across disciplines. The authors provide examples of innovative representations to aid learning in earth science, language arts, mathematics, and social studies classrooms. Each chapter focuses on a specific content area, outlining learning goals, relevant national standards, types of representation that enrich learning, and teaching strategies for developing critical literacy specific to that discipline. 2014/160 pp./PB, $37.95/5567-9/HC, $88/5571-6 photos Language and Literacy Series

Copublished with NWP (National Writing Project)

TALKING THEIR WAY INTO SCIENCE Hearing Children’s Questions and Theories, Responding with Curricula Karen Gallas “Ever since I was given this book to review, I have been referring graduate students and teacher candidates to its content.” —Curriculum Inquiry 1995/128 pp./PB, $25.95/3435-3

”The author shows how teachers can continue meeting required standards while using in-depth understanding of children’s lives—honoring children’s experiences and engaging them in a whole new way.” —Young Children Anne Haas Dyson shows how highly scripted writing curricula and regimented class routines work against young children’s natural social learning processes. 2013/224 pp./PB, $34.95/5455-9 HC, $78/5456-6 photos

Language and Literacy Series

CHILDREN’S LANGUAGE Connecting Reading, Writing, and Talk Judith Wells Lindfors Foreword by Vivian Gussin Paley Lindfors describes how teachers can help young students learn to read and write using the oral language processes they already know. A 24-page Guide for Instructors and Teacher Study Groups is available online at www. tcpress.com. 2008/144 pp./PB, $28.95/4885-5 HC, $56/4886-2

Language and Literacy Series All author royalties on this book go to SafePlace (www.safeplace.org)

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29 | Language and Literacy

Best Seller

THE RIGHT TO LITERACY IN SECONDARY SCHOOLS Creating a Culture of Thinking Edited by Suzanne Plaut / Foreword by Theodore R. Sizer This is a practical guide for reform-minded schools and districts, and for teachers seeking to help all adolescent learners achieve at high levels. Replete with vivid illustrations of exemplary classroom practice across all content areas, it is perfect for professional learning communities and study groups.

Early Literacy

WHAM! TEACHING WITH NEW GRAPHIC NOVELS ACROSS THE CURRICULUM William G. Brozo, Gary Moorman, ALL ABOUT and Carla K. Meyer WORDS Foreword by Stergios Botzakis Increasing Provides instructional guidelines Best Vocabulary in Seller with classroom examples that the Common demonstrate how graphic novels Core Classroom, can be used to expand content PreK–2 knowledge and literacy in science, Susan B. social studies, math, and English/ Neuman and language arts. Book features Tanya Wright include advice for selecting graphic Foreword by Timothy Shanahan novels, teaching strategies for each Vocabulary forms a relentless content area, guidance for aligning divide between children who sucinstruction with the Common Core ceed and those who do not. All State Standards, and study group About Words is designed to help questions. early childhood teachers take ccss 2013/168 pp./PB, $29.95/ advantage of the unique opportu5495-5 illustrations nity provided by the Common Core Language and Literacy Series State Standards. It offers strategies for planning and presenting vocabulary instruction and for monitoring (RE)IMAGINING CONTENT-AREA children’s word learning progress, LITERACY INSTRUCTION along with specific guidance on Edited by Roni Jo Draper; which words to teach. Co-edited by Paul Broomhead, ccss 2013/176 pp./PB, $26.95/ Amy Petersen Jensen, Jeffery D. 5444-3/HC, $62/5445-0 photos Nokes, and Daniel Siebert The Common Core State Standards in Literacy Foreword by Thomas W. Bean Series The authors and publisher of this book acknowledge that All About Learning The text features vignettes from Press, Inc., an entity unrelated to this book’s authors and publisher, is the owner of registered trademarks in the words “All About” as to books. The use of such words classroom practice with visuals in the title of this book does not mean or imply that All About Learning Press, Inc. endorses, sponsors or is otherwise affiliated with this book or its contents or that the authors and publisher of this book endorse, sponsor or are otherwise affiliated with to demonstrate, for example, how All About Learning Press, Inc. we read a painting or hear the discourse of a song. Additional contributors: Marta 2015 NCTE David H. Russell Research Adair, Diane L. Asay, Sharon Award R. Gray, Sirpa Grierson, Scott REWRITING THE BASICS Hendrickson, Steven L. Shumway, Literacy Learning in Geoffrey A. Wright Children’s Cultures 2010/192 pp./PB, $30.95/5126-8 Anne Haas Dyson photos and illustrations Language and Literacy Series “Recommended.” —Choice

Research The NCRLL Collection: Approaches to Language and Literacy Research

Dyson: ON THE CASE Anne Haas Dyson and Celia Genishi 2005/160 pp./PB, $27.95/4597-7

Goswami: ON TEACHER INQUIRY Dixie Goswami, Ceci Lewis, Marty Rutherford, and Diane Waff 2009/128 pp./PB, $27.95/4945-6

Heath: ON ETHNOGRAPHY Shirley Brice Heath and Brian V. Street, with Molly Mills

30 |

2008/168 pp./PB, $27.95/4866-4 (For sale by TC Press in the US, its territories & dependencies, and Canada only) Copublished with Routledge

Kamberelis: ON QUALITATIVE INQUIRY George Kamberelis and Greg Dimitriadis 2005/192 pp./PB, $31.95/4544-1

Reinking: ON FORMATIVE AND DESIGN EXPERIMENTS David Reinking and Barbara A. Bradley 2008/144 pp./PB, $27.95/4841-1 HC, $54/4842-8

Schaafsma: ON NARRATIVE INQUIRY Approaches to Language and Literacy Research David Schaafsma and Ruth Vinz with Sara Brock, Randi Dickson, and Nick Sousanis 2011/160 pp./PB, $29.95/5203-6

Writing

NEW UNCOMMONLY GOOD IDEAS Teaching Writing in the Common Core Era Sandra Murphy and Mary Ann Smith ”This book is slender, readable, and well worth the ride, whether you are a novice terrified as you stare into your first classroom or an old hand looking for an extra boost with a new class and a new year.” —Arthur Applebee, University at Albany

TRANSFORMING TALK INTO TEXT Best Seller Argument Writing, Inquiry, and Discussion, Grades 6–12 Thomas M. McCann Foreword by George Hillocks, Jr. In this innovative resource, the authors zero in on several “big ideas” that lead to and support effective practices in McCann shows writing instruction, such as integrating reading, writing, speaking, and listeachers how to tening; teaching writing as a process; extending the range of students’ writcraft class dising; spiraling and scaffolding a writing curriculum; and collaborating. cussions that New build students’ Edition ccss 2015/168 pp./PB, $27.95/5643-0 skills of analysis, Language and Literacy Series problem solving, Copublished with NWP and argumentation as a means of improving stu- NEW WRITING INSTRUCTION THAT WORKS dent writing. The Proven Methods for Middle and High School Classrooms text includes connections to the Arthur N. Applebee and Judith A. Langer CCSS, examples of students at with Kristen Campbell Wilcox, Marc Nachowitz, work, portraits of skilled teachers, Michael P. Mastroianni, and Christine Dawson interview questions for students and teachers, and more. “Secondary teachers should consider this a ‘must.’” Best Seller —California Bookwatch ccss 2014/176 pp./PB, $31.95/5588-4

Language and Literacy Series Copublished with NWP NEW BY THOMAS McCANN: Literacy

and History in Action, 25

ASSESSING STUDENTS’ DIGITAL WRITING Protocols for Looking Closely Troy Hicks Foreword by Christina Cantrill, National Writing Project “This book serves as a model for groups of teachers interested in improving their teaching through online interaction.” —Richard Beach, professor emeritus, University of Minnesota In this book, Troy Hicks—a leader in the teaching of digital writing— collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students’ digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing. 2015/168 pp./PB, $30.95/5669-0

Copublished with NWP (National Writing Project)

“Read it today. Buy a copy for every educator you know.” —Carol Jago, past president, NCTE Backed by solid research, the authors offer far-reaching direction for improving writing instruction that assist both student literacy and subject learning. They provide many examples of successful writing practices in each of the four core academic subjects (English, mathematics, science, and social studies/history), along with guidance for meeting the Common Core standards. The text also includes sections on Technology and the Teaching of Writing and English Language Learners. ccss 2013/216 pp./PB, $34.95/5436-8/HC, $78/5437-5

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

LIBERATING SCHOLARLY WRITING The Power of Personal Narrative Robert J. Nash Foreword by Carol S. Witherell This practical book teaches students how to use personal writing in order to analyze, explicate, and advance their ideas, including examples from students who have been successful with these types of writing projects. 2005/192 pp./PB, $26.95/4525-0

TEACHING THE NEW WRITING Technology, Change, and Assessment in the 21st-Century Classroom Edited by Anne Herrington, Kevin Hodgson, and Charles Moran Foreword by Elyse Eidman-Aadahl “A book that invites reflection on one’s instructional practice. It is a book well worth reading.” —TESOL Newsletter Real teachers share their stories, successful practices, and vivid examples of their students’ creative and expository writing from online and multimedia projects, such as blogs, wikis, podcasts, electronic poetry, and more. This groundbreaking book is appropriate for the elementary through college level. 2009/240 pp./PB, $28.95/4964-7

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

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COMMON CORE RESOURCES Pages 20-21

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Reading

READING WIDE AWAKE Politics, Pedagogies, and Possibilities Patrick Shannon Foreword by Jeffrey D. Wilhelm “This is powerful, beautiful work.” —Timothy J. Lensmire, University of Minnesota Shannon demonstrates how we can and must engage in close reading of the world around us and how teachers, in turn, can help their students make meaning from the information in their lives that often appears to move at warp speed. Reading Wide Awake integrates personal stories, political commentary, and guidance for educators into a fun-to-read book that will resonate with a diverse audience of teachers. 2011/144 pp./PB, $27.95/5242-5

THE EFFECTIVE LITERACY COACH Adrian Rodgers and Emily M. Rodgers Offers research-based strategies that can be used to create the professional and dynamic relationships needed for successful teacher– coach collaborations. Readers will hear the voices of coaches as they analyze their own efforts to scaffold adult learning, guide collaborative inquiry, and support teacher reflection. 2007/192 pp./PB, $27.95/4801-5 HC, $50/4802-2

Language and Literacy Series Copublished with IRA

2014/192 pp./PB, $29.95/5529-7 large format, illustrations/photos Copublished with IRA

NEW

Best Seller

THE READING TURN-AROUND A Five-Part Framework for Differentiated Instruction (Grades 2 through 5) Stephanie Jones, Lane W. Clarke, and Grace Enriquez Foreword by Ellin Oliver Keene This book demonstrates a five-part framework to help teachers differentiate reading instruction in Grades 2–5. It includes self-check exercises that will help teachers analyze their reading instruction, as well as specific advice for working with English Language Learners.

2009/160 pp./PB, $28.95/5025-4 large format, photos

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31 | Language and Literacy

THE COMPLETE GUIDE TO TUTORING STRUGGLING READERS—MAPPING SEE ALSO: McCall-Crabbs Standard Test Lessons in Reading; Test Lessons in Primary New TO on EditiINTERVENTIONS Reading; Gates-Peardon-LaClair Reading Exercises; Reading and Thinking, page 39 PURPOSE AND CCSS Peter J. Fisher, Ann Bates, and Debra J. Gurvitz READING ACROSS MULTIPLE TEXTS IN THE Foreword by Darrell Morris COMMON CORE CLASSROOM, K–5 NEW Janice A. Dole, Brady E. Donaldson, This easy-to-use and Rebecca S. Donaldson guide will help Foreword by Robert J. Marzano educators plan and implement This teacher-friendly resource addresses one of the most intervention lesimportant critical reading skills in the Common Core sons for strugState Standards—reading across multiple texts. The Best gling readers authors provide strategies for helping students answer Seller that align with text-dependent questions, find evidence in a text, and the English scan for information. Model lessons will be especially useful to teachers. Language Arts ccss 2014/144 pp./PB, $29.95/5590-7 large format Common Core State Standards. The Common Core State Standards in Literacy Series The authors offer hands-on guidance for designing interventions across grades K–8, provide sample READING UPSIDE DOWN tutoring plans and lessons, and Identifying and Addressing Opportunity describe procedures for teaching Gaps in Literacy Instruction print skills, comprehension, vocabulary, fluency, and study skills. Deborah L. Wolter Foreword by Richard L. Allington ccss 2013/216 pp./PB, $29.95/ 5494-8 “A powerful tool . . .Wolter does a superb job not only identifying opportunity gaps in literacy instruction but also providing ways to begin fixing them.” READING WITHOUT NONSENSE —From the Foreword by Richard L. Allington, Fourth Edition University of Tennessee Frank Smith Reading Upside Down explores eight key factors that contribute to reading challenges in developing readers, including school readiness, the use of Reading Without Nonsense remains prescribed phonics-based programs, physical hurdles, unfamiliarity with a groundbreaking, humanistic New English, and special education labeling. It focuses on the differences that antidote to the managed “systems” on Editieducators can make for individual students and suggests ways to address approach to reading instruction. early opportunity gaps. In his extensively revised fourth edition, Frank Smith brings teach2015/160 pp./PB, $36.95/5665-2/HC, $76/5666-9 ers and teacher educators up to date on how reading should not NEW be taught. This new edition is a READING, WRITING, AND LITERACY 2.0 necessary reminder that reading Teaching with Online Texts, Tools, and Resources, K–8 and learning to read are natural Denise Johnson / Foreword by Don Leu activities. Reading, Writing, and Literacy 2.0 offers tools and teach2006/176 pp./PB, $27.95/4686-8 ing strategies for incorporating online reading and For sale by TC Press in the US, its territories Best writing into classroom learning, as well as a host of and dependencies, only Seller web resources that teachers can draw on to make this happen—all this without endless hours of searching! The book connects to the Common Core State Standards and is organized around the Technological Literacy Assessment of the National Assessment of Educational Progress (NAEP). New Aon companion blog offers ongoing support at literacytwopointzero.blogspot. Editicom

New Edition

Literacy & Diversity 2015 Must Read by the Center for Urban Education at the University of Pittsburgh

OTHER PEOPLE’S ENGLISH Code-Meshing, Code-Switching, and African American Literacy Vershawn Ashanti Young, Y’Shanda Young-Rivera, and Kim Brian Lovejoy Foreword by Victor Villanueva Responding to advocates of the “code-switching” approach, four uniquely qualified authors make the case for “code-meshing”—allowing students to use standard English, African American English, and other Englishes in formal academic writing and classroom discussions. This practical resource shows educators how to extend students’ abilities as writers and thinkers and to foster inclusiveness and creativity. The text includes activities and examples from middle and high school as well as college.

2014/192 pp./PB, $32.95/5555-6 HC, $78/5503-7

Language and Literacy Series

CRITICAL LITERACY IN THE EARLY CHILDHOOD CLASSROOM Unpacking Histories, Unlearning Privilege Candace R. Kuby Foreword by Vivian M. Vasquez This book shares the author’s transformative journey as a literacy teacher/researcher examining her experience as a White, middleclass female. Kuby argues that it is not enough for teachers to implement curricula and pedagogical strategies designed to foster inclusiveness. Instead, teachers must look inward, questioning their personal histories, biases, and beliefs in order to develop better self-awareness. In this book, Kuby reflects on how her self-interrogation shaped her interactions with 5- and 6-year-olds and influenced her critical literacy teaching. 2013/160 pp./PB, $32.95/5469-6 HC, $70/5470-2 illustrations

Language and Literacy Series

Media Literacy

CHILDREN, LANGUAGE, AND LITERACY Diverse Learners in Diverse Times NEW Celia Genishi and Anne READING THE Haas Dyson VISUAL An Introduction “I believe that all readers, teachers, to Teaching researchers and policymakers alike, Multimodal will find in this book an important Literacy Best resource on the multiple paths Seller children take to make sense of a Frank Serafini new language in the contemporary Foreword by classroom.” James Paul Gee —Journal of Early “An important text, Childhood Literacy perhaps essential, for all educators Features stories of children whose who are interested in an expanded language learning is impossible to understanding of literacy.” standardize and teachers who do —TC Record not follow scripts. This engaging book provides theo2009/176 pp./PB, $27.95/4974-6 retical, curricular, and pedagogical Language and Literacy Series frameworks for teaching a wideCopublished with NAEYC range of visual and multimodal texts. Each unit of study contains suggestions for selecting cornerstone texts and visual images and WRITING IN RHYTHM launching the unit, as well as lesSpoken Word Poetry in son plans, text sets, and analysis Urban Classrooms guides. Maisha T. Fisher 2013/208 pp./PB, $34.95/5471-9 Foreword by Anne Haas Dyson HC, $78/5472-6 photos Featuring rich portraits of literacy Language and Literacy Series in action, this book introduces teaching practices for fostering peer support, generating new READING IN A vocabulary, discussing issues of PARTICIPATORY CULTURE Standard American English, and Remixing Moby-Dick in using personal experiences as literthe English Classroom ary inspiration. Edited by Henry Jenkins and 2007/128 pp./PB, $24.95/4770-4 Wyn Kelley, with Katie Clinton, HC, $44/4771-1 Jenna McWilliams, Ricardo Language and Literacy Series Pitts-Wiley, and Erin Reilly Building on the groundbreaking research of the MacArthur Foundation’s Digital Media & Learning initiative, this book crosses the divide between digital literacies and traditional print culture to engage a new generation of students. It offers highlights from the resources developed for teaching Moby-Dick and outlines the basic principles of design, implementation, and assessment that can be applied to any text. It also includes links to a complementary online digital book.

2014 Choice Outstanding Academic Title

CRITICAL MEDIA PEDAGOGY Teaching for Achievement in City Schools Ernest Morrell, Rudy Dueñas, Veronica Garcia, and Jorge López “Highly recommended.” —Choice This practical book demonstrates that, in addition to providing underserved youth with access to 21st-century learning technologies, critical media education will help improve academic literacy achievement in city schools. The text includes case studies from urban high schools co-written with English and social studies teachers… hands-on media production projects that address issues of social justice…and an online appendix of example lessons adaptable for different curricular contexts. 2013/192 pp./PB, $30.95/5438-2 HC, $72/5439-9 photos

Language and Literacy Series

BRING IT TO CLASS Unpacking Pop Culture in Literacy Learning (Grades 4–12) Margaret C. Hagood, Donna E. Alvermann, and Alison Heron-Hruby Foreword by Kylene Beers “Recommended.” —Choice With accessible theoretical grounding and many practical examples, the authors speak to both skeptical instructors who favor traditional canonical literature and to technology enthusiasts who already use popular music or video in their classrooms. Each chapter includes classroom activities, adaptable lessons, and professional study-group questions. 2010/112 pp./PB, $26.95/5061-2 large format, photos

Language and Literacy Series (Practitioner’s Bookshelf)

2013/240 pp./PB, $33.95/5401-6 HC, $72/5402-3

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

NEW BY CANDACE R. KUBY: Go Be a

Writer! 25

For full book descriptions, visit www.tcpress.com

More Books in Language and Literacy Allen: LITERACY IN THE WELCOMING CLASSROOM Creating Family–School Partnerships that Support Student Learning (K–5) JoBeth Allen 2010/120 pp./PB, $26.95/5077-3 large format, photos Language and Literacy Series (Practitioner’s Bookshelf) Copublished with NWP

ALLINGTON: NO QUICK FIX Rethinking Literacy Programs in America’s Elementary Schools The RTI Edition Edited by Richard L. Allington and Sean A. Walmsley 2007/288 pp./PB, $29.95/4844-2 Language and Literacy Series

Blackburn: INTERRUPTING HATE Homophobia in Schools and What Literacy Can Do About It Mollie V. Blackburn 2011/128 pp./PB, $31.95/5273-9 Language and Literacy Series

2011/176 pp./PB, $26.95/5230-2 large format, photos Language and Literacy Series (Practitioner’s Bookshelf)

Charity Hudley: WE DO LANGUAGE English Language Variation in the Secondary English Classroom Anne H. Charity Hudley and Christine Mallinson ccss 2013/176 pp./PB, $31.95/5498-6 HC, $74/5499-3

Clarke: EDUCATING LITERACY TEACHERS ONLINE Tools, Techniques, and Transformations Lane W. Clarke and Susan Watts-Taffe 2014/160 pp./PB, $33.95/5496-2 Language and Literacy Series

Compton-Lilly: BEDTIME STORIES AND BOOK REPORTS Connecting Parent Involvement and Family Literacy Catherine Compton-Lilly and Stuart Greene, Editors 2011/176 pp./PB, $32.95/5135-0 Language and Literacy Series

Compton-Lilly: READING TIME The Literate Lives of Urban Secondary Students and Their Families Catherine Compton-Lilly 2012/160 pp./PB, $32.95/5303-3 HC, $66/5304-0 Language and Literacy Series

Compton-Lilly: RE-READING FAMILIES The Literate Lives of Urban Children, Four Years Later Catherine Compton-Lilly 2007/160 pp./PB, $27.95/4791-9 Practitioner Inquiry Series

2003 /264 pp./PB, $29.95/4280-8 HC, $54/4281-5 18 illustrations Language and Literacy Series

Early: REAL WORLD WRITING FOR SECONDARY STUDENTS Teaching the College Admission Essay and Other Gate-Openers for Higher Education Jessica Singer Early and Meredith DeCosta 2012/144 pp./PB, $29.95/5386-6 HC, $69/5387-3 Language and Literacy Series Copublished with NWP

Edwards: CHANGE IS GONNA COME Transforming Literacy Education for African American Students Patricia A. Edwards, Gwendolyn Thompson McMillon, and Jennifer D. Turner 2010/224 pp./PB, $26.95/5084-1/HC, $59/5085-8 Language and Literacy Series

Ewald: LITERACY AND JUSTICE THROUGH PHOTOGRAPHY A Classroom Guide Wendy Ewald, Katherine Hyde, and Lisa Lord 2011/208 pp./PB, $32.95/5281-4 HC, $68/5282-1 large format photos Language and Literacy Series

Fecho: “IS THIS ENGLISH?” Race, Language, and Culture in the Classroom Bob Fecho 2004/192 pp./PB, $27.95/4407-9 HC, $46/4408-6 Practitioner Inquiry Series

Fecho: TEACHING FOR THE STUDENTS Habits of Heart, Mind, and Practice in the Engaged Classroom Bob Fecho 2011/144 pp./PB, $24.95/5244-9 Copublished with NWP

Finders: JUST GIRLS Hidden Literacies and Life in Junior High Margaret J. Finders 1997/160 pp./PB, $24.95/3560-2 Language and Literacy Series Copublished with NCTE

Gallas: THE LANGUAGES OF LEARNING How Children Talk, Write, Dance, Draw, and Sing Their Understanding of the World Karen Gallas 1994/192 pp./PB, $26.95/3305-9 Language and Literacy Series

García: UNDERSTANDING THE LANGUAGE DEVELOPMENT AND EARLY EDUCATION OF HISPANIC CHILDREN Eugene E. García and Erminda H. García 2012/208 pp./PB, $31.95/5346-0 Early Childhood Education Series

Gutiérrez: THE POWER OF SCRIPTWRITING! Teaching Essential Writing Skills through Podcasts, Graphic Novels, Movies, and More Peter Gutiérrez ccss 2014/176 pp./PB, $30.95/5466-5 large format, illustrations

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Guzzetti: DIY MEDIA IN THE CLASSROOM New Literacies Across Content Areas (Middle- through High-School) Barbara Guzzetti, Kate Elliott, and Diana Welsch 2010/144 pp./PB, $26.95/5079-7 large format, photos Language and Literacy Series (Practitioner’s Bookshelf)

Kinloch: CROSSING BOUNDARIES— TEACHING AND LEARNING WITH URBAN YOUTH Valerie Kinloch 2012/168 pp./PB, $29.95/5294-4 HC, $60/5295-1 The Teaching for Social Justice Series

Kinloch: HARLEM ON OUR MINDS Place, Race, and the Literacies of Urban Youth Valerie Kinloch 2009/224 pp./PB, $28.95/5023-0 14 photos Language and Literacy Series

Kinloch: URBAN LITERACIES Critical Perspectives on Language, Learning, and Community Edited by Valerie Kinloch 2011/240 pp./PB, $40.95/5182-4 Language and Literacy Series All royalties go to the Cultivating New Voices Among Scholars of Color grant and mentoring program sponsored through the NCTE

Langer: ENVISIONING KNOWLEDGE Building Literacy in the Academic Disciplines Judith A. Langer 2011/192 pp./PB, $32.95/5158-9 HC, $69/5159-6 Language and Literacy Series

Lehman: CHILDREN’S LITERATURE AND LEARNING Literary Study Across the Curriculum Barbara A. Lehman

Ma’ayan: READING GIRLS The Lives and Literacies of Adolescents Hadar Dubowsky Ma’ayan 2012/160 pp./PB, $31.95/5314-9 HC, $66/5315-6 illustrations Language and Literacy Series

Pahl: ARTIFACTUAL LITERACIES Every Object Tells a Story Kate Pahl and Jennifer Rowsell 2010/176 pp./PB, $37.95/5132-9 HC, $80/5133-6 photos Language and Literacy Series

Reynolds: A CALL TO CREATIVITY Writing, Reading, and Inspiring Students in an Age of Standardization Luke Reynolds Foreword by Jim Burke 2012/120 pp./PB, $27.95/5305-7 large format Language and Literacy Series

Risko: BE THAT TEACHER! Breaking the Cycle for Struggling Readers Victoria J. Risko and Doris Walker-Dalhouse ccss 2012/224 pp./PB, $34.95/5322-4 large format

Schmidt: PRACTICING WHAT WE TEACH How Culturally Responsive Literacy Classrooms Make a Difference Edited by Patricia Ruggiano Schmidt and Althier M. Lazar 2011/288 pp./PB, $29.95/5220-3

Sipe: STORYTIME Young Children’s Literary Understanding in the Classroom Lawrence R. Sipe 2008/320 pp./PB, $37.95/4828-2 Language and Literacy Series

2007/160 pp./PB, $28.95/4823-7 Language and Literacy Series

Soter: YOUNG ADULT LITERATURE AND THE NEW LITERARY THEORIES Developing Critical Readers in Middle School Anna O. Soter

Lent: KEEP THEM READING An Anti-Censorship Handbook for Educators ReLeah Cossett Lent and Gloria Pipkin

Wilhelm: TEACHING LITERACY FOR LOVE AND WISDOM Being the Book and Being the Change

2013/112 pp./PB, $27.95/5378-1 HC, $60/5388-0 large format The Practitioner’s Bookshelf (Language and Literacy Series)

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Lindfors: CHILDREN’S INQUIRY Using Language to Make Sense of the World Judith Wells Lindfors 1999/288 pp./PB, $26.95/3836-8 Language and Literacy Series

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Wilhelm: “YOU GOTTA BE THE BOOK” Teaching Engaged and Reflective Reading with Adolescents, Second Edition 2008/264 pp./PB, $25.95/4846-6

Winn: GIRL TIME Literacy, Justice, and the School-to-Prison Pipeline Maisha T. Winn 2011/192 pp./PB, $29.95/5200-5 The Teaching for Social Justice Series All author royalties go to Synchronicity Performance Group’s Playmaking for Girls Program and The Medea Project: Theater for Incarcerated Women.

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33 | Language and Literacy

Brozo: RTI AND THE ADOLESCENT READER Responsive Literacy Instruction in Secondary Schools (Middlethrough High-School) William G. Brozo

Dyson: THE BROTHERS AND SISTERS LEARN TO WRITE Popular Literacies in Childhood and School Cultures Anne Haas Dyson

Curriculum, Instruction, andAssessment Preparing to Teach Social Studies for Social Justice

Teach On Purpose!

Ruchi Agarwal-Rangnath, adjunct profes-

Leslie David Burns is associate professor of

(Becoming a Renegade)

sor at California State University–San Francisco and vice president of the National Association of Multicultural Education, California Chapter; Alison G. Dover, assistant professor, Department of Educational Inquiry and Curriculum Studies, Northeastern Illinois University. Nick Henning, New professor in the Department of Secondary associate Edition at California State University–Fullerton. Education Foreword by Wayne Au

OF RELATED INTEREST Be the Change, 50; STEM Learning with Young Children, 4; Engaging Writers with Multigenre..., 24; Newsworthy, 24; Literacy & History in Action, 25; Teaching in Themes, 43; Civic Ed. in the Elemen. Grades, 44

Imagination and the Engaged Learner

Responsive Teaching for Student Success

literacy for the Department of Curriculum and Instruction at the University of Kentucky, and a winner of the Edward Fry Book Award from the Literacy Research Association. Stergios G. Botzakis is associate professor of reading education at The University of Tennessee, Knoxville, and is known for his work in multimodal literacies.

Cognitive Tools for the Classroom Kieran Egan, professor, Simon Fraser University, Canada, and winner, Grawemeyer Award in Education; and Gillian Judson, director, Imaginative Education Research Group and lecturer, Simon Fraser University. New Edition

“Teach on Purpose! will energize you and remind you why you joined the teaching profession in the first place.” NEW —Renee Boss, teacher and education blogger

”What fun! Readers will get a host of practical ideas to make lessons come alive through the exercise of imagination, the use of metaphors, and the telling of stories. Read and enjoy.” —Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University

New “This inspiring book invites us into Edition conversations that cannot help but NEW to make our teaching more collective, impactful, and profound.” —Kevin Kumashiro, University of San Francisco NEW Great teaching is not “This is a must-read book for practicing and just a matter of talent Students’ imaginations Best Best educators interested in learning how to aspiring or creativity or passion. Se r often considered as something that might lle are Seller teach justice-oriented, critical social studies.” Teachers are made, be engaged after the hard work of learning has —Brian D. Schultz, not born, and great been done. Countering such beliefs, Egan and Northeastern Illinois University teachers know why they do what they do in Judson show that the imagination—one of the Best their classrooms. They do it strategically and r great workhorses of learning—can be used to This practical book shows how veteran, justice- Selle purposefully based on technique. make all learning and all teaching more effecoriented social studies teachers are responding Teach on Purpose! demonstrates a hightive. Through techniques that any teacher can to the Common Core State Standards, focusing quality research-based and practical approach learn and easily apply in any classroom, they on how they build curriculum, support to teaching that focuses on how to use data demonstrate how and why imagination can be students’ literacy skills, and prepare students about students’ identities, experiences, and used across the curriculum and grade levels to to think and act critically within and beyond knowledge to design responsive curriculum make teaching and learning more interesting, the classroom. and instruction that ensures learning. The engaging, and pleasurable for all. Teachers In order to provide direct classroom-toauthors provide secondary school teachers who use these techniques will discover the classroom insights, the authors draw on letters with scientifically proven strategies for creating emotions, images, stories, metaphors, sense of written by veteran teachers addressed to new learning environments that increase student wonder, heroic narratives, and other cognitive teachers entering the field. The first section motivation, engagement, and academic tools that can bring life and energy to their of the book introduces the three approaches achievement. The text features model units classroom. This practical handbook will help teachers can take for teaching for social justice authored and taught by practicing classroom teachers learn how to use these enlivening within the constraints of the Common Core teachers in math, science, social studies, and techniques in their daily practice to stimulate State Standards (embracing, reframing, or language arts to demonstrate key principles students’ intellectual activity and growth. resisting the standards). The second section that can be used in any classroom to be a true analyzes specific approaches to teaching professional educator. Book Features: the Common Core, using teacher narratives Teach on Purpose! will show secondary • A comprehensive description of to illustrate key processes. The final section teachers how to: imagination’s role in thinking and learning. demonstrates how teachers develop, support, • Respond to diverse learners’ needs while • Field-tested teaching strategies for the K–12 and sustain their identities as justice-oriented also meeting academic standards across classroom. educators in standards-driven classrooms. content areas. • Cross-curricular examples showing IE Each chapter includes exemplary lesson • Help youth actively apply what they learn making a real difference for teachers and plans drawn from diverse grades and classto purposes in their lives beyond school. students. rooms, and offers concrete recommendations • Use information about students’ out-of• A “cognitive toolkit” to spur active learning to guide practice. school knowledge to enhance academic and meaningful interaction. Audience: Secondary social studies teachers, engagement and motivation to learn. teacher educators, and curriculum directors; Audience: Teachers (K–adult education), teacher • Use evolving technologies to enhance courses in teaching social studies/history, literacy, educators, and curriculum designers; courses traditional curriculum. social foundations of education, curriculum in curriculum planning, educational foundations, • Use multiple media and multimodal texts methods. literacy, teaching methods across the curriculum. to reach students and engage them for ccss 2016/160 pp. (tent.)/PB, $27.95/5766-6 success in contemporary ways. 2016/160 pp./PB, $37.95/5712-3/HC, $78/5714-7 Audience: Teachers (6–12), teacher educators, curriculum directors, professional developers, and coaches; courses in teaching methods, secondary education, content-area literacy, adolescent literacy, multicultural education, philosophy of education, curriculum design, assessment, student teaching. 2016/168 pp. (tent.)/PB, $29.95/5788-8

For full book descriptions, visit www.tcpress.com

Social Studies

New Edition

see also: Teaching the Tough Issues, page 29; Teaching Civic Literacy Projects, page 27

NEW

Best Seller

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 step-bystep 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 research-tested investigations, along with corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Sample student essays and formative feedback illustrate the progress of two different learners and explain how to support students’ development. ccss 2014/240 pp./PB, $31.95/5530-3 large format

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

NEW

READING LIKE A HISTORIAN Teaching Literacy in Middle and High School History Classrooms—Aligned with Common Core State Standards Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano Best Seller This award-winning book has been updated to link curriculum to the Common Core State Standards. The text covers key moments in American history and includes primary docuew charts, graphic organizers, visual images, and political cartoons, Nments, well as guidance for assessing students’ understanding of core ition Edas historical ideas. ccss 2013/168 pp./PB, $29.95/5403-0 large format, illustrations

NEW

Best Seller

TEACHING WHAT REALLY HAPPENED How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History James W. Loewen “James Loewen reminds us why the textbook should go.” —Teaching Tolerance “James Loewen’s new book should be in the hands of every history teacher in the country.” —Howard Zinn

In this follow-up to his landmark bestseller, Lies My Teacher Told Me, Loewen goes beyond the usual textbook-dominated curriculum to illuminate a wealth of intriguing, often hidden facts about America’s past. This book will help teachers tackle difficult but important topics, like the American Indian experience, slavery, and race relations. 2009/264 pp./PB, $25.95/4991-3/HC, $61/4992-0 (T) Multicultural Education Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

SEE PAGE 60 FOR MORE INFORMATION

40 YEARS LATER Now Can We Talk? DVD and Discussion Guide Lee Anne Bell and Markie Hancock This 45-minute DVD and Discussion Guide tells the story N ofew the first African Americans to ition Edintegrate the White high school in Batesville, Mississippi, in 1967–69. SEE PAGE 63 FOR MORE INFORMATION

NEW

THE ACTIVIST LEARNER Inquiry, Literacy, and Service to Make Learning Matter Best r Selle Jeffrey D. Wilhelm, Whitney Douglas, and Sara W. Fry Foreword by Mary Beth Tinker Afterword by Bruce Novak This dynamic book explores a variety of ways teachers can integrate service learning to enliven their classroom, meet the unique developmental needs of their students, and satisfy the next generation of standards and assessments. The text includes templates for conducting inquiry units and a free online supplement. ccss 2014/160 pp./ PB, $32.95/5595-2

Copublished with NWP (National Writing Project)

SOCIAL STUDIES FOR SOCIAL JUSTICE Teaching Strategies for the Elementary Classroom Rahima C. Wade Foreword by Sonia Nieto “Highly recommended.” —The Midwest Book Review Informed by the experiences of more than forty teachers across the country, this resource includes classroom activities, “Reflection Exercises,” and “Teaching Ideas.” 2007/144 pp./PB, $27.95/4762-9

Teaching for Social Justice Series

Science/Math MATHEMATICS PROFESSIONAL DEVELOPMENT Improving Teaching Using the ProblemSolving Cycle and Leadership Preparation Models Hilda Borko, Jennifer Jacobs, Karen Koellner, and Lyn E. Swackhamer Forewords by Jennie Whitcomb and Paul Cobb “The work reported in this book moves the field forward and will be of interest to both school and district leaders and to researchers.” —From the Foreword by Paul Cobb This resource presents models for teacher professional development (K–12) and the preparation of PD leaders designed and field-tested as part of two research projects supported by the National Science Foundation. Through engaging vignettes, the authors describe the models, summarize key research findings, and share lessons learned. ccss 2015/160 pp./PB, $32.95/5655-3

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

MATHEMATICS FOR EQUITY A Framework for Successful Practice Edited by Na’ilah Suad Nasir, Carlos Cabana, Barbara Shreve, Estelle Woodbury, and Nicole Louie “Want to fix what’s wrong with mathematics instruction in your school? Read this book.” —Phil Daro, Strategic Education Research Partnership Nationally renowned scholars join classroom teachers to share equityoriented approaches that have been successful with urban high school mathematics students at the Railside High School. Invaluable reading for teachers, schools, and districts interested in improving student learning while making sense of the new demands of the Common Core State Standards. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, Rachel Lotan 2014/288 pp./PB, $44.95/5541-9 HC, $96/5562-1

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

35 | Curriculum and Instruction

The Common Core State Standards in Literacy Series

with NWP (National Writing Project) ew NCopublished Edition

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

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

Bestselling Resources for Differentiating Math Instruction GOOD QUESTIONS Great Ways to Differentiate Mathematics Instruction, Second Edition 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

Foreword by James Hiebert

This essential textbook and professional development resource describes the Mathematical Tasks Framework, a tool that has been proven effective in evaluating instructional decisions, the choice of materials, and learning outcomes. The text features cases of actual classroom instruction, Discussion Questions and Teaching Notes, and link to a downloadable PowerPoint presentation. 2009/208 pp./PB, $27.95/4957-9

Copublished with NCTM (National Council of Teachers of Mathematics)

IMPROVING INSTRUCTION IN RATIONAL NUMBERS AND PROPORTIONALITY Volume 1 Margaret Schwan Smith, Edward A. Silver, and Mary Kay Stein with Melissa Boston, Marjorie A. Henningsen, and Amy F. Hillen IMPROVING INSTRUCTION IN ALGEBRA Volume 2 Margaret Schwan Smith, Edward A. Silver, and Mary Kay Stein with Marjorie A. Henningsen, Melissa Boston, and Elizabeth K. Hughes IMPROVING INSTRUCTION IN GEOMETRY AND MEASUREMENT Volume 3 Margaret Schwan Smith, Edward A. Silver, and Mary Kay Stein with Melissa Boston and Marjorie A. Henningsen 2005 Vol 1/160 pp./PB, $28.95/4529-8 Vol 2/168 pp./PB, $30.95/4530-4 Vol 3/168 pp./PB, $27.95/4531-1

Ways of Knowing in Science and Mathematics Series

“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 “I highly recommend this user-friendly resource for all mathematics teachers.” —Teaching Children Mathematics BUILDING PROPORTIONAL REASONING ACROSS GRADES AND MATH STRANDS, K–8 Marian Small “The book’s notable strengths are the connections it makes between the early grades and the development of proportional reasoning, the clarity of the writing and organization, and the variety of models it uses to illustrate ideas.” —Mathematics Teaching in the Middle School This book by professional developer Marian Small suggests questions that are both interesting for students and useful for providing diagnostic information to teachers. Chapters are organized by grade level (K–8) around the Common Core State Standards for Mathematics to help teachers use the resource more easily. ccss 2015/128 pp./PB, $26.95/5660-7 large format

Copublished with NCTM (National Council of Teachers of Mathematics)

UNCOMPLICATING ALGEBRA TO MEET COMMON CORE STANDARDS IN MATH, K–8 Marian Small Marian Small shows teachers how to uncomplicate the teaching of algebra by focusing on the most important ideas that students need to grasp. Organized by grade level around the Common Core State Standards for Mathematics, the book begins with kindergarten, where the first relevant standard is found in the operations and algebraic thinking domain, and ends with grade 8, where the focus is on working with linear equations and functions. ccss 2014/176 pp./PB, $27.95/5517-4 large format

UNCOMPLICATING FRACTIONS TO MEET COMMON CORE STANDARDS IN MATH, K–7 Marian Small “A must have for instructional coaches, supervisors, and teachers.” —Mathematics Teaching in the Middle School Marian Small shows teachers how to uncomplicate the teaching of fractions by focusing on the most important fraction ideas that students need to grasp. The book is organized by grade level beginning with Grade 1, where the first relevant standard is found in the geometry domain, and ending with Grade 7, where the focus is on operations with rational numbers and proportional thinking. ccss 2013/144 pp./PB, $26.95/5485-6 large format Copublished with NCTM

Expanded to include connections to Common Core State Standards as well as National Council of Teachers of Mathematics (NCTM) standards, this critically acclaimed book will help every teacher and coach to meet the challenges of differentiating mathematics instruction in the K–8 classroom. ccss 2012/240 pp./PB, $31.95/5313-2 large format Copublished with NCTM

MORE GOOD QUESTIONS Great Ways to Differentiate Secondary Mathematics Instruction Marian Small and Amy Lin This resource will help secondary mathematics teachers differentiate math instruction with less difficulty and greater success. The authors cut through the difficulties with two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Strategies and examples are organized around Big Ideas within the National Council of Teachers of Mathematics (NCTM) content strands. With particular emphasis on Algebra, chapters also address Number and Operations, Geometry, Measurement, and Data Analysis and Probability, with examples included for Pre-Calculus. 2010/224 pp./PB, $32.95/5088-9 Copublished with NCTM

EYES ON MATH A Visual Approach to Teaching Math Concepts Marian Small / Illustrations by Amy Lin Eyes on Math is a unique teaching resource that shows teachers how to use images to stimulate mathematical teaching conversations around key K–8 concepts. Teachers using the book can download more than 120 full-color teaching visuals to use with students. For each visual, the text identifies the key math concept and the Common Core State Standard being addressed. ccss 2013/240 pp./PB, $30.95/5391-0 large format, color illustrations Copublished with NCTM Marian Small’s books are available in Canada exclusively from Nelson Education Ltd.

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

For full book descriptions, visit www.tcpress.com

New Edition

The Arts and Art Education

NEW

Best Seller

STUDIO THINKING 2 The Real Benefits of Visual Arts Education, Second Edition Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan Foreword by Louise Music “This is an excellent resource for both novice and experienced teachers” —SchoolArts

The first edition of this bestseller was featured in The New York Times and The Boston Globe for its groundbreaking research on the positive effects of art education on student learning across the curriculum. Capitalizing on observations and conversations with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material, includNew ing a color insert with new examples of student art. Edition ccss 2013/176 pp./PB, $30.95/5435-1 large format, full-color insert

Copublished with NAEA (National Art Education Association)

NEW

ccss 2014/208 pp./PB, $34.95/5581-5/HC, $76/5582-2 over 90 photos and illustrations

NEW

ENGAGING LEARNERS THROUGH ARTMAKING Choice-Based Art Education in the Classroom Katherine M. Douglas and Diane B. Jaquith Foreword by George Szekely “A dynamic resource.” —Art Education Best Seller “The authors address theory, instruction, assessment and advocacy in a user-friendly format that includes color photos of classroom setups and student work, sample demonstraNew tions and reflections on classroom activities. Overall, the Edition book states the case for what we ‘ought to be doing.’” —Arts and Activities 2009/128 pp./PB, $26.95/4976-0 24 full color photos

2012/192 pp./PB, $31.95/5292-0/HC, $64/5293-7 illustrations

Copublished with NAEA (National Art Education Association)

THE LEARNER-DIRECTED CLASSROOM Developing Creative Thinking Skills Through Art Edited by Diane B. Jaquith and Nan E. Hathaway “A useful tool for both preservice and experienced educators looking for methods to use within the constraints of a system of compliance and conformity.” —National Art Education Association Practicing art educators offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement studentdirect learning activities in school. In addition, research-based assessment strategies provide educators with evidence of student mastery and achievement. Contributors: Catherine Adelman, Marvin Bartel, Katherine M. Douglas, Ellyn Gaspardi, Clyde Gaw, Lois Hetland, Pauline Joseph, Tannis Longmore, Linda Papanicolaou, Cameron Sesto, George Szekely, Ilona Szekely, Dale Zalmstra 2012/176 pp./PB, $32.95/5362-0

NEW

ARTFUL TEACHING Integrating the Arts for Understanding Across the Curriculum, K–8 Edited by David M. Donahue and Jennifer Stuart Foreword by Cyrus E. Driver / Afterword by Lois Hetland “Provides a thorough guide to integrating art into other Best Seller disciplinary subjects. . . recommended.” —SchoolArts “Recommended.” —Choice The text includes rich and lively examples of public school teachers integrating visual arts, music, drama, and dance with subject matter, including English, social studies, science, and mathematics. 2010/192 pp./PB, $26.95/5080-3 15 photos

Copublished with NAEA (National Art Education Association)

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

WHY OUR SCHOOLS NEED THE ARTS Jessica Hoffmann Davis “This pioneering work dares to chart a new path.” —Art Education “Highly recommended for all educators, parents and administrators in K–12 schools.” —Choice 2008/160 pp./PB, $26.95/4834-3 11 photos/illustrations Copublished with NAEA (National Art Education Association)

OBSERVATION DRAWING WITH CHILDREN A Framework for Teachers Nancy R. Smith and the Drawing Study Group Foreword by Dennie Palmer Wolf “It opens new doors to the ways a child’s drawing contributes to learning all through the curriculum.” —Arts and Activities

1998/144 pp./PB, $25.95/3691-3

A HISTORY OF ART EDUCATION Intellectual and Social Currents in Teaching the Visual Arts Arthur Efland “The book should become a standard reference tool for art educators at all levels of the field.” —The Journal of Aesthetics and Art Criticism “Arthur Efland not only sheds light on the problems of inhibiting art education, but also demonstrates how art contributes to the overall development of the mind.” —Arts and Activities 1990/320 pp./PB, $29.95/2977-9

VARIATIONS ON A BLUE GUITAR The Lincoln Center Institute Lectures on Aesthetic Education Maxine Greene Introduction by Scott NoppeBrandon and Madeleine F. Holzer “I encourage all Teaching Artists and educators everywhere to take advantage of this wonderful resource.” —Teaching Artists Journal “A valuable book for the beginning teacher.” —Educational Review 2001/256 pp./PB, $28.95/4135-1 HC, $50/4136-8

37 | Curriculum and Instruction

ART-CENTERED LEARNING ACROSS THE CURRICULUM Integrating Contemporary Art in the Secondary School Classroom Julia Marshall and David M. Donahue, with contributions by Rick Ayers, Ruth Cossey, Steven Best D. Drouin, Lawrence Horvath, and Anne Thulson Seller Foreword by Lois Hetland Drawing on ideas from Harvard Project Zero, this book will help teachers implement art integration across the curriculum. Subjectspecific chapters include examples of contemporary art with explanations of how these works explore the fundamental concepts of the academic discipline. The text includes guidelines for developing art projects plus a free New on supplement for meeting CCSS in English Language Arts. Editi online

TRANSFORMING CITY SCHOOLS THROUGH ART Approaches to Meaningful K–12 Learning Edited by Karen Hutzel, Flávia M. C. Bastos, and Kim Cosier This innovative approach shows teachers how to use the cultural resources at hand to engage students in the processes of critical, imaginative investigation. The text highlights successful models of visual art education for the K–12 classroom, including unit plans and online resources. Contributors include Olivia Gude, James Haywood Rolling Jr., Leda Guimarães.

Cooperative Learning DESIGNING GROUPWORK New Strategies for the ition Ed Heterogeneous Classroom, Third Edition Elizabeth G. Cohen and Rachel A. Lotan EW by Linda DarlingNForewords Hammond and John I. Goodlad “I have no doubt that this important book will be of Best enormous Seller practical value.” —From the Foreword by Linda Darling-Hammond

38 |

“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

Curriculum Studies SOCIAL STUDIES, LITERACY, ew N itionSOCIAL JUSTICE IN THE EdAND COMMON CORE CLASSROOM A Guide for Teachers Ruchi Agarwal-Rangnath Foreword by Christine Sleeter NEW This book presents a unique framework for using primary and other sources that will Best offer students Seller new ways of thinking about history while meeting Language Arts Common Core Standards. Grounded in the daily realities of today’s public schools (grades 3–8), the framework offers a way of planning that takes into account teaching factors that include pressures for content coverage and preparation of students for high-stakes tests. The book also discusses how to meet Common Core Standards by teaching language arts and social studies as complementary subjects. The text includes sample lessons and reflection exercises. ccss 2013/168 pp./PB, $31.95/5408-5 large format NEW RUCHI AGARWAL-RANGNATH:

Preparing to Teach Social Studies for Social Justice, 34

WHOLE SCHOOL PROJECTS Engaging Imaginations Through Interdisciplinary Inquiry Kieran Egan, with Bob Dunton and Gillian Judson “Egan’s inspiring yet practical strategy will enable you to engage your students, ignite your colleagues, and deepen learning throughout the school.” —Andy Hargreaves, Boston College Providing examples of schools successfully using Whole School Projects (WSPs), the authors examine the detailed practices needed to get such a project up and running in a typical school. WSPs can help achieve many of the year’s curriculum objectives in mathematics, literacy, science and technology, social studies, art, and history. 2014/192 pp./PB, $36.95/5583-9 HC, $78/5584-6 photos NEW BY THESE AUTHORS: Imagination and the Engaged Learner, 34

THE PATH TO GET THERE A Common Core Road Map for Higher Student Achievement Across the Disciplines Douglas Fisher, Nancy Frey, and Cristina Alfaro Foreword by Donna Ogle This book will assist content-area teachers in understanding the Common Core State Standards that apply to their various courses. Standards in history/social studies, science, and technical subjects are explained in detail, including examples of lessons designed to ensure that students master each Standard. ccss 2013/176 pp./PB, $30.95/ 5434-4 large format

Copublished with IRA

2009 AERA Social Justice in Education Award

UN-STANDARDIZING CURRICULUM Multicultural Teaching in the Standards-Based Classroom Christine E. Sleeter “Recommended as a resource for undergraduate, graduate, postgraduate students, and practicing teachers.” —Multicultural Review “An invaluable text for preservice and inservice programs.” —Rethinking Schools “Timely and important book on how to design and develop multicultural curriculum.” —TC Record 2005/224 pp./PB, $28.95/4621-9/HC, $60/4622-6

Multicultural Education Series

SCHOOLING HIP-HOP Expanding Hip-Hop Based Education Across the Curriculum Edited by Marc Lamont Hill and Emery Petchauer Foreword by Jeff Chang Innovative chapters unpack the theory and practice of hip-hop based education in science, social studies, college composition, teacher education, and other fields. Authors consider not only the curricular aspects of hip-hop but also how its deeper aesthetics such as improvisational freestyling and competitive battling can shape teaching and learning in both secondary and higher education classrooms. Contributors: Jacqueline Celemencki, Christopher Emdin, H. Bernard Hall, Decoteau J. Irby, Bronwen Low, Derek Pardue, James Braxton Peterson, David Stovall, Eloise Tan, Joycelyn A. Wilson 2013/208 pp./PB, $30.95/5431-3 HC, $66/5432-0

“THE HAVING OF WONDERFUL IDEAS” and Other Essays on Teaching and Learning, Third Edition Eleanor Duckworth The indispensable classic on Piaget and teaching! These timeless essays touch on many subjects— from science, math, and poetry to learning, teaching, thinking, evaluation, and teacher education. 2007/224 pp./PB, $28.95/4730-8

Mind, Brain, and Education CHANGING MINDS AND BRAINS—THE LEGACY OF REUVEN FEUERSTEIN Higher Thinking and Cognition Through Mediated Learning Reuven Feuerstein, Louis H. Falik, and Refael Feuerstein Foreword by H. Carl Haywood “Reuven Feuerstein was one of a handful of thinkers and practitioners in the 20th century who made a significant, lasting contribution to our understanding of human learning and human potential. Educators, parents, and others involved with human development will continue to draw on his path-breaking body of work.” —Howard Gardner, Harvard University In this final work, Feuerstein provides a first-person narrative of the implementation of mediated learning experience (MLE) past and present, including stories, new insights, observations, and newly formulated concepts on MLE and how it contributes to higher-level thinking and overcoming disability. 2015/256 pp./PB, $29.95/5620-1 HC, $62/5621-8

WHAT LEARNING LOOKS LIKE Mediated Learning in Theory and Practice, K–6 Reuven Feuerstein and Ann Lewin-Benham Foreword by James Bellanca This is the first book to present Reuven Feuerstein’s groundbreaking work in accessible language with copious examples of practice. Book features include: Step-bystep guidance for diverse teaching situations • Examples from museum exhibits • Exemplars of classroom practice • Useful teaching illustrations • A list of cognitive functions that can impair learning 2012/240 pp./PB, $36.95/5326-2 illustrations

For full book descriptions, visit www.tcpress.com

BEYOND SMARTER Mediated Learning and the Brain’s Capacity for Change Reuven Feuerstein, Refael S. Feuerstein, and Louis H. Falik Foreword by John D. Bransford This book is the most up-to-date summary of Reuven Feuerstein’s thinking and includes dramatic case studies and accessible descriptions of his tools and methods for cognitive modifiablilty and mediated learning. 2010/192 pp./PB, $32.95/5118-3 HC, $60/5119-0

2010/288 pp./PB, $32.95/5098-8

for more information, visit us at www.tcpress.com REASONING WITH DEMOCRATIC VALUES Ethical Problems in United States History Alan L. Lockwood & David E. Harris 1985/Vol. 1 1607–1876/224 pp./$25.95/6094-9 Vol. 2 1877–Present/350 pp./ $24.95/6095-6 Teachers’ Manual/$17.95/6101-4

MCCALL-CRABBS Standard Test Lessons in Reading 1979/Book A/$8.95/5540-2 Book B/$8.95/5542-6 Book C/$8.95/5544-0 Book D/$9.95/5546-4 Book E/$8.95/5548-8 Book F/$8.95/5550-1 TM/Answer Key/$5.50/5552-5 (good for all books in the series) Student Answer Sheets/pkg. of 30/ $9.95/5556-3 (On orders of 30 or more books, a teacher’s manual/answer key will be furnished at no charge. When applicable, this request should be indicated on order.)

TEST LESSONS IN PRIMARY READING William A. McCall and Mary Lourita Harby 1980/Lesson Booklet/$8.95/5965-3 GATES-PEARDON-LACLAIR READING EXERCISES 1982/Read Beyond the Lines Book B/$8.95/5988-2 Book C/$8.95/5989-9 (On orders of 30 or more books, a teacher’s manual/answer key will be furnished at no charge. When applicable, this request should be indicated on order.)

More Books in Curriculum and Instruction Allen: A CRITICAL INQUIRY FRAMEWORK FOR K–12 TEACHERS Lessons and Resources from the U.N. Rights of the Child Edited by JoBeth Allen and Lois Alexander 2013/208 pp./PB, $37.95/5394-1 HC, $76/5395-8 Copublished with NWP (National Writing Project) Practitioner Inquiry Series

Barton: TEACHING SCIENCE FOR SOCIAL JUSTICE Angela Calabrese Barton, with Jason L. Ermer, Tanahia A. Burkett, and Margery D. Osborne 2003/208 pp./PB, $29.95/4383-6 HC, $51/4384-3 The Teaching for Social Justice Series

Beane: CURRICULUM INTEGRATION Designing the Core of Democratic Education James A. Beane 1997/144 pp./PB, $26.95/3683-8

Bellanca: THE FOCUS FACTOR 8 Essential Twenty-First Century Thinking Skills for Deeper Student Learning James A. Bellanca

2013/192 pp./PB, $30.95/5448-1 ccss

Caine: NATURAL LEARNING FOR A CONNECTED WORLD Education, Technology, and the Human Brain Renate N. Caine and Geoffrey Caine 2011/256 pp./PB, $28.95/5189-3 HC, $64/5190-9 large format

Costa: THE POWER OF THE SOCIAL BRAIN Teaching, Learning, and Interdependent Thinking Edited by Arthur L. Costa and Pat Wilson O’Leary 2013/240 pp./PB, $34.95/5414-6 HC, $72/5415-3 photos

Davis: WHY OUR HIGH SCHOOLS NEED THE ARTS Jessica Hoffmann Davis 2011/128 pp./PB, $26.95/5286-9 photos Copublished with NAEA (National Art Education Association)

DeBoer: A HISTORY OF IDEAS IN SCIENCE EDUCATION

Implications for Practice George E. DeBoer 1991/288 pp./PB, $27.95/3053-9 Herz: LOOKING AT ART IN THE CLASSROOM Art Investigations from the Guggenheim Museum Rebecca Shulman Herz 2010/144 pp./PB, $28.95/5047-6 large format, 24 photos including color insert

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Lamb: SEX ED FOR CARING SCHOOLS Creating an Ethics-Based Curriculum Sharon Lamb 2013/168 pp./PB, $30.95/5398-9 HC, $69/5399-6

Lee: DIVERSITY AND EQUITY IN SCIENCE EDUCATION Research, Policy, and Practice Okhee Lee and Cory A. Buxton 2010/256 pp./PB, $37.95/5068-1 HC, $74/5069-8 Multicultural Education Series

Lobman: UNSCRIPTED LEARNING Using Improv Activities Across the K–8 Curriculum Carrie Lobman and Matthew Lundquist 2007/208 pp./PB, $29.95/4797-1 large format

Meier: PLAYING FOR KEEPS Life and Learning on a Public School Playground Deborah Meier, Brenda S. Engel, and Beth Taylor 2010/144 pp./PB, $24.95/5095-7

Nasir: IMPROVING ACCESS TO MATHEMATICS Diversity and Equity in the Classroom Edited by Na’ilah Suad Nasir and Paul Cobb 2007/224 pp./PB, $35.95/4728-5 Multicultural Education Series

Parker: TEACHING DEMOCRACY Unity and Diversity in Public Life Walter C. Parker 2002/216 pp./PB, $31.95/4272-3 Multicultural Education Series

Schwartz: GETTING FROM ARITHMETIC TO ALGEBRA Balanced Assessments for the Transition Judah L. Schwartz and Joan M. Kenney ccss 2012/168 pp./PB, $31.95/5320-0 large format

Thornton: TEACHING SOCIAL STUDIES THAT MATTERS Curriculum for Active Learning Stephen J. Thornton 2005/144 pp./PB, $24.95/4522-9

Tokuhama-Espinosa: THE NEW SCIENCE OF TEACHING AND LEARNING Using the Best of Mind, Brain, and Education Science in the Classroom Tracey Tokuhama-Espinosa 2010/208 pp./PB, $32.95/5033-9

Walker: BUILDING MATHEMATICS LEARNING COMMUNITIES Improving Outcomes in Urban High Schools Erica N. Walker 2012/168 pp./PB, $33.95/5328-6

Watanabe: “HETEROGENIUS” CLASSROOMS Detracking Math and Science— A Look at Groupwork in Action Edited by Maika Watanabe 2011/112 page book + 80-min. DVD/$36.95/5246-3

39 | Curriculum and Instruction

THINKING-BASED LEARNING Promoting Quality Student Achievement in the 21st Century Robert J. Swartz, Arthur L. Costa, Barry K. Beyer, Rebecca Reagan, and Bena Kallick Foreword by David Perkins This book provides accessible educational practices that teachers can use to infuse skillful thinking into standards-based content instruction in any subject area or grade level. Specific chapters look at the role of metacognition in the classroom, translating good thinking into good writing, and assessment of progress in thinking.

School Materials

OF RELATED INTEREST Data Literacy for Educators, 14; Biography-Driven Culturally Responsive Teaching, 17; Imagination and the Engaged Learner, 34; Teach on Purpose!, 34; Improving Teacher Evaluation Systems, 51; Liberating Leadership Capacity, 51

TeacherEducation Teaching with Conscience in an Imperfect World An Invitation

William Ayers is Distinguished Professor of

Education and Senior University Scholar at the University of Illinois at Chicago (retired), education activist, and bestselling author.

New Edition

NEW

40 |

Best Seller

”This powerful book is an excellent commentary on education today.” —Carl Grant, University of Wisconsin–Madison “Bill Ayers reveals the questions educators of conscience ask themselves in their quiet time.” —David Stovall, University of Illinois at Chicago

“This book is for every classroom teacher who is challenged by what they fear is a dark time for public schools in America.” —Fred Klonsky, education blogger How do we see our schools and the project of education? Is this the best we can do? What would we like our schools to become? How might we get there? In this provocative book, Bill Ayers invites us to dream of schools in which each child “is of infinite and incalculable value.” Blending personal anecdotes with critique of the state of education, this beautifully written little book is filled with big ideas that explore the challenges and opportunities for an education system that desperately needs repair. Teaching with Conscience in an Imperfect World is an urgent call to action and a plan to help educators, policymakers, and parents to stretch toward something new and dramatically better—schools that are more joyful and more just, more balanced and more guided by the power of love. Book Features: • Designed to promote meaningful discussions in teacher education courses. • Addresses the problems with our current education system and how they came to be. • Advocates for schooling that promotes critical thinking and engaged learning. • Critiques school reform efforts, such as curriculum standardization and dated performance metrics. Audience: Pre- and inservice teachers, teacher educators, parents, and policymakers; courses in educational foundations, introduction to education, teaching for social justice, school reform, educational philosophy, arts education, student teaching. 2016/112 pp. (tent.)/PB, $24.95/5768-0 illustrations

The Teaching for Social Justice Series

Urban Teaching

The Mindful Teacher

Lois Weiner is professor in the Department

Dennis Shirley is professor of education at the Lynch School of Education at Boston College. Elizabeth A. MacDonald is a teacher in the Boston Public Schools.

The Essentials Third Edition

Second Edition

of Elementary and Secondary Education, coordinator of the MA in Urban Education/ Teaching and Learning, and director of the Urban Education and Teacher Unionism Policy Project at New Jersey City University. Daniel Jerome is an experienced New York City public school teacher and dean of students.

This new and expanded edition of the bestselling The Mindful Teacher provides educators everywhere with hands-on ideas for improving teaching and learning. The authors are a professor and a public school teacher whose collabora“FINALLY, a book about tive W research and professional development urban teaching from two NEwork advocates for the creation of quiet experienced professionand intentional spaces in which students als who intimately know integrate achievement with integrity. This and respect the art of updated edition includes new sections on the educating in urban promise of teacher leadership, the benefits America!” st distractions of technology, and real-life Beand —Keith Benson, r Selle examples of schools in the midst of change. It teacher, New Jersey is an indispensable, just-in-time resource for New educators in search of resources with which to “As a teacher of color Edition uplift our schools into places of learning and who has taught in places of joy. charter and public school settings, I found the Book Features: advice, anecdotes, and presentation of the realities Wurban teaching to be candid and honest— • Grassroots, nitty-gritty descriptions of NEof teachers leading change. almost like Weiner and Jerome were mentoring • Practical recommendations on ways me through the realities of urban teaching.” to retain the best of proven practices —Annie Tan, special education while creatively blending them with new teacher, Chicago innovations. st significantly revised edition will help BeThis • Strategies for applying the principles of r lle Se prospective and new teachers navigate the mindful teaching to the integration of new realities of city teaching. Now the classic technologies in schools. introduction to urban teaching, this book • Research-tested approaches to wholeexplains how global, national, state, and local school change that honor the work of reforms have impacted what teachers need to educators and accelerate the learning of know to not only survive, but to do their jobs students. well. The Third Edition melds new insights from The Mindful Teacher describes real educators Daniel Jerome—New York City teacher, social in real schools working with real students. It justice activist, and parent of color—with what bridges the rapidly evolving field of mindfulLois Weiner, a seasoned teacher educator, has ness studies with educators’ life-long quests learned from research and decades of experifor substantial and sustainable improvements ence working with city teachers and students in the educations we provide to all of our in a variety of settings. Together, the authors students. explore how successful teachers deal with the complexity, difficulty, and rewarding challenges Audience: Teacher educators, principals, policyof teaching in today’s city schools. makers, and professional developers; courses in Book Features: • A highly readable exploration of the moral, pedagogical, and political complexity of teaching in urban schools. • Research-based advice combined with real-life examples. • Challenges associated with teaching in multi-ethnic and multi-racial settings. • Critical examination of how the altered landscape of education has changed teachers’ professional obligations.

New Edition

educational foundations, principles of teaching, teacher inquiry, urban education, school reform, leadership and policy. 2016/168 pp. (tent.)/PB, $25.95/5684-3

the series on school reform

Audience: Pre- and inservice teachers; courses in educational foundations, introduction to teaching, student teaching, curriculum and instruction, urban education, diversity, classroom management. 2016/112 pp./PB, $25.95/5689-8

For full book descriptions, visit www.tcpress.com

Growing Critically Conscious Teachers

A Social Justice Curriculum for Educators of Latino/a Youth Angela Valenzuela, professor in the

Department of Educational Administration, Education Policy and Planning and Department of Curriculum and Instruction, Cultural Studies in Education at the College of Education, University of Texas at Austin, Editor.

Facilitating for Learning

Tools for Teacher Groups of All Kinds David Allen, assistant professor, College of Staten Island, City University of New York, and Tina Blythe, adjunct lecturer, Harvard Graduate School of Education, and international education consultant. Foreword by Ron Ritchhart

Schooled

Ordinary, Extraordinary Teaching in an Age of Change Anne Lutz Fernandez has been teaching English

in Connecticut public middle and high schools for 15 years. Catherine Lutz is the Thomas J. Watson Jr. Family Professor at Brown University and past president of the American Ethnological Society.

Audience: Teacher educators, ELL teachers, curriculum developers, and community, parents, and civil rights groups; courses in secondary education, urban education, inclusive education, bilingual education, multicultural education, diversity, Latino studies, Mexican American studies. 2016/208 pp./PB, $27.95/5683-6

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

methods, school reform, educational leadership and policy, contemporary issues in education. 2015/160 pp./PB, $29.95/5736-9 HC, $74/5737-6

41 | Teacher Education

“I have had the good forForeword by Ann Lieberman tune to watch both David and Tina facilitate ”This book makes an imlearning groups and portant case for defying Foreword by Sonia Nieto New have learned from the the standardization that Edition Afterword by Christine E. Sleeter power of their modelNew passes for school reform. on ”This book will be a iti Ed ing.... I am delighted We learn, first-hand, cherished resource that they have gathered what it means to teach and guide for Latino/a their wisdom here in this today in a changing soew N and non-Latino/a NEW volume to share with cial, cultural, and polition iti Ed teachers alike, and for others eager to emcal environment.” W E N the university faculty bark on the journey —From the Foreword and school- and commuand experience the by Ann Lieberman, nity-based facilitators joys of facilitating Stanford University who help prepare them.” learning with colleagues.” NEW “Everyone who thinks that Best —From the Foreword by Ron Ritchhart, —From the Foreword ller Se teaching is so easy or that anyone can do it must by Sonia Nieto, senior research associate, Project Zero, st this book. As they say, teaching is not rocket Beread University of Harvard Graduate School of Education Seller science, it’s more complicated than that.” Massachusetts, “Facilitating for Learning is a practice-based —Pasi Sahlberg, author Amherst resource loaded with ideas, strategies, and tools st “Schooled pays tribute to passionate, informed Be “This excellent volume is a must-read for teachers designed to maximize opportunities to promote Seller educators, but directly challenges the reforms now truly committed to educational practices of social professional learning, team-based thinking, and being forced upon them. The book is an electrifyjustice in schools today.” collaborative problem solving. This book provides ing and inspiring must-read for teachers and —Antonia Darder, teacher leaders, instructional coaches, principals, everyone concerned with the fate of our schools.” Loyola Marymount University and others who engage with teachers a well—Lesley Bartlett, University of curated set of tools and resources designed to To meet the needs of the fast growing numbers Wisconsin–Madison promote educators’ engagement in and ownership of Latino/a English learners, this volume for purposeful conversations in a variety of school “This book will rapidly become required reading not presents an approach to secondary education settings.” only among educators but also among education teacher preparation based on the work of the —Larry Leverett, executive director, policy reformers. Clearly, lessons learned from National Latino/a Education Research and Panasonic Foundation these contextually rich case studies will inform Policy Project (NLERAP). Renowned scholar our current policy debate on charting the steps in and educator Angela Valenzuela, together Organized to be both an exploration of the role supporting the teaching profession.” with an impressive roster of contributors, of facilitating and a handbook of strategies, —Kenneth K. Wong, chair, education provides a critical framework for educating this resource is designed for use in a range department, Brown University culturally responsive teachers. They examine of contexts, including faculty and department the knowledge, skills, and predisposition meetings, professional learning communities, The authors traveled the country to meet a required for higher education institutions to grade-level teams, and inquiry groups. It is a wide range of educators on the frontlines of create curricula for educating Latino/a children, perfect companion to the authors’ bestseller, teaching across diverse contexts. This beautichildren of color, and language minority youth. The Facilitator’s Book of Questions. fully written book highlights teachers’ thoughts Growing Critically Conscious Teachers illuminates on many key educational issues, including Book Features: why growing our own teachers makes sense revamped teacher evaluations, curricular as an approach for not only addressing the • Contrasts facilitating for learning with standardization, and increased testing. achievement gap, but for also enhancing the other professional development roles, Visit the book website and blog at www. well-being of our communities as a whole. including staff development, coaching, and schooledbook.org. supervision. Book Features: Book Features: • Outlines the basic responsibilities and • A partnership model that fosters students’ tasks of facilitating teacher learning groups, • A focus on many of the key issues and critical consciousness. including “moves” the facilitator might problems in education today. • A framework for participatory action employ. • In-depth interviews and observations of research (PAR) within teacher preparation. • Considers challenges related to school teachers at work with students, colleagues, • A curriculum premised on sociocultural culture and leadership, group interactions, and parents. and sociopolitical awareness. and time constraints. • Questions for discussion and suggestions • The wisdom, experiences, and lessons • Provides resources to help facilitators for further readings in each chapter. learned from educators who have been develop their skills, including tools and • A book website that includes a blog change agents in their own schools, references to other works on facilitation. providing author commentary on education communities, and college classrooms. news and a forum for teachers’ voices Audience: Teachers, administrators, teacher (www.schooledbook.org). educators, coaches, and staff developers; courses Contributors: Adele Arellano, Jennifer Ayala, in instructional leadership, teacher leadership, and Margarita Berta-Ávila, Julio Cammarota, José Audience: Pre- and inservice teachers, teacher collaborative inquiry. Cintrón, Barbara Flores, Carmen I. Mercado, educators, administrators, and policymakers; courses in educational foundations, teaching Melissa Rivera, Louie Rodríguez 2015/144 pp./PB, $27.95/5738-3

Quiet at School

An Educator’s Guide to Shy Children Robert J. Coplan is director of the Pickering Centre for the Study of Human Development and professor in the Department of Psychology at Carleton University, Ontario. Kathleen Moritz Rudasill is associate professor in the Department of Educational Psychology at the University of Nebraska-Lincoln. Foreword by Sandee McClowry

Smarter Teacher Leadership

New Ways to Engage Parents

Neuroscience and the Power of Purposeful Collaboration

Strategies and Tools for Teachers and Leaders, K–12

Marcus Conyers and Donna Wilson are developers of graduate degree programs focused on Brain-Based Teaching and Teacher Leadership with Nova Southeastern University and are founders of the Center for Innovative Education and Prevention.

Patricia A. Edwards is professor of language and literacy in the Department of Teacher New Education Edition at Michigan State University, and former president of the Literacy Research Association and the International Reading Association. H

Foreword by Mary Helen Immordino-Yang

Just as populations change, ideas about how to encourage and work with parents also need to evolve. 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. Enacting these Best r practices requires a special kind of Selleof types commitment from teachers and school leaders, which often coincides with a particular kind of mindset about families and one’s responsibility to engage them. Educators often develop this mindset as they deepen their understanding of families, literacy/language, culture/race/ class, and themselves. Edwards pulls these understandings together and presents them in a straightforward, concise, and easy-to-use guide that is perfect for professional learning communities and teacher preparation courses. New Ways to Engage Parents is essential reading for all educators who care deeply about engaging a wide range of parents in today’s schools.

“For more than 2 de”Elevates the concept of cades, the authors’ reteacher leadership to a search has influenced ew N new level of understandpractitioners and reon iti Ed ing and significance.” New searchers alike. Now you Edition —Frank Crowther, and I can benefit from University the evidence-based of Southern teacher practices they Queensland offer throughout this NEW book. Actually, the “Conyers and Wilson NEW ones who will benefit have produced a the most are the shy clear, practical guide children who sit quietly to improving teaching in your classroom.” through strategic st Becollaboration—a useful addition to the ambitious —From the Foreword by Seller teacher’s library!” Best Sandee McClowry, NYU Steinhardt Seller —Mary Helen Immordino-Yang, ”This wonderful volume is a contemporary University of Southern California rendering of well-informed best-practices not only for responding to children we label as shy, but “An excellent and really useful book for both aspirinformation that can be applied to all children. ing and serving leaders. In an age of dominance This is recommended reading for all elementary of systems and structures, this is a refreshing educators.” approach.” —Robert C. Pianta, University of Virginia —Elaine Wilson, University of Cambridge Compared to their more sociable counterparts, This pioneering book shares a fresh vision shy children are at greater risk for a variety for school leadership that connects current of difficulties in elementary school, including knowledge from mind, brain, and adult learning internalizing problems, difficulties with research to the process of teacher developpeer relationships, and poorer academic ment and leadership. The authors provide performance. Written by a developmental clear steps to enable and inspire teachers and an educational psychologist with decades to embrace leadership and collaboration of experience between them, this book opportunities for improving instruction and demystifies the latest research on shyness. It student outcomes, and increasing professional offers a comprehensive and accessible guide satisfaction. To demonstrate the broad array to everything teachers should know about of leadership pathways, a flexible “spectrum shy children. Topics covered include how of teacher leadership” suggests the myriad shyness develops in childhood, the unique ways for teachers to contribute to their school challenges faced by shy children at school, and and community beyond their classrooms. This general strategies and specific techniques for spectrum is illustrated with real-life examples improving shy children’s social, emotional, and of teacher leadership in practice. academic functioning at school. Despite an Smarter Teacher Leadership will guide teachincrease in research on shyness, shy children ers to bridge what has been discovered about are still not well understood by teachers and the brain and how metacognitive, cognitive, other school personnel. Quiet at School offers and affective skills support learning, teaching, research-based practices for creating safe and and leading to stimulate collaboration with inclusive learning environments that will help colleagues and advocacy with administrators, shy students thrive. parents, and the wider community. Book Features: • The first book about shy children specifically written for classroom teachers. • Best practices that reflect the latest research in educational and developmental psychology. • A focus on the importance of positive teacher–child relationships. • Case studies and recommendations for understanding and teaching shy children. Audience: Teacher educators, pre- and inservice elementary teachers, school counselors, school psychologists, and classroom paraprofessionals; courses in teaching methods, educational psychology, child development, elementary education, socio-emotional development. 2016/144 pp./PB, $34.95/5769-7/HC, $74/5770-3

Book Features: • An original framework for analyzing and improving educational systems. • A central focus on leveraging “Purposeful Collaboration” of teachers, teacher leaders, and administrators. • Examination of an effective graduate program for developing teacher leaders, including lessons learned. • Practical strategies and vignettes of teacher leadership in practice.

NEW

Book Features: • A stark look at the changing community demographics and what that means for teachers and administrators. • Strategies for communicating with parents, including the use of technology. • The best times to make contact with parents. • Examples of how to bring parents together for meaningful activities. • The importance of understanding parental constraints and the need to meet them halfway. • Approaches for overcoming “school ghosts,” as well as negative histories and perceptions in the community. Audience: Teachers, teacher educators, school administrators, reading specialists, literacy coaches, Title I teachers, and professional developers; courses in school, family, and community partnerships, elementary and secondary teaching methods, teacher study groups, administrative credential or certification. 2016/176 pp./PB, $26.95/5671-3

Audience: Teachers (K-12), teacher educators, administrators, professional learning communities and study groups; courses in teacher education, school leadership, educational foundations, school change. 2016/144 pp./PB, $28.95/5730-7

For full book descriptions, visit www.tcpress.com

Invite! Excite! Ignite!

13 Principles for Teaching, Learning, and Leading, K–12

Robin J. Fogarty is president of Robin

Fogarty & Associates, a Chicago-based educational publishing/consulting company. Foreword by Charlotte Danielson

New Edition

NEW

Best Seller

”Invite! Excite! Ignite! is a true celebration of teaching and learning. It 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

“Filled with practical strategies and resources, this book can lead the way.” —Arthur L. Costa, California State University, Sacramento

Teacher-to-teacher collaboration is more than a survival tactic; it is the social interaction that propels professional learning. In her new book, master teacher and 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 invite, excite, and ignite teachers from kindergarten to college. Each chapter includes a description of the guiding principle, a companion vignette, classroom examples, teaching and learning tips, and discussion questions. While designed for new and pre-service teachers, coaches, mentors, and seasoned veterans will also find new perspectives and ideas for their own practice and for mentoring newcomers to the profession. Key Features: • A conversational tone, including stories that entertain yet make a key point. • Tips for incorporating new information from neuro research on how we learn. • Proven techniques for differentiating instruction to meet the talents and needs of students. • Examples of strategies in each chapter with do-it-yourself activities to try. • Helpful insights appropriate for school leaders as well as teachers.

Using Video Records of Practice to Improve Secondary Teacher Preparation Charles W. Peters is professor of educational

practice and coordinator of the Arts with Certification (MAC) Program at the School of Education, University of Michigan. Deanna Birdyshaw is professor in the Department of New Educational Edition Studies at the School of Education, University of Michigan. Amy Bacevich is clinical faculty lecturer at Northern Kentucky University.

Teaching in Themes

An Approach to Schoolwide Learning, Creating Community, and Differentiating Instruction Edited by Deborah Meier, teacher, principal, writer, and advocate who received a MacArthur “genius” Award for her work in New York City’s East Harlem; Matthew Knoester, assistant professor, University of Evansville; and Katherine Clunis D’Andrea, teacher, Mission Hill School in Boston, and adjunct professor, University of Massachusetts Boston.

“Happily, this new book from Deborah and her colleagues at the Mission Hill School adds to the literature on creative and collaborative teaching and on building trusting and powerful learning communities.” —Linda DarlingHammond, professor of education emeritus, Stanford University

This practical guide will help preNew and inservice secondary teachers Edition and their instructors and coaches to use videos as a resource to improve teaching. Derived from the authors’ research and experience in a teacher preparation program using video records of practice as a NEW core element for reflection and growth, the Best r Sellefocuses book on five disciplinary literacy strategies to help teachers identify and develop high-leverage teaching practices across a range of subject areas. The text includes sample lesstfascinating story about Boston’s Mission Hill Be “A sons, protocols for leading discussions based Se ller School and its goals, curriculum, classroom lessons, on videos, and methods for making informed and assessments that will knock the socks off decisions about how to select video-related those who believe in only one kind of a ‘good’ work. Throughout, the authors provide records school.” of student clinical teaching practice, sample —Larry Cuban, professor emeritus, assignment guidelines, and transcripts from Stanford University video discussion groups. Teacher educators can use this comprehensive resource to “This book gives a behind-the-scenes look at develop or revise a curriculum to make it more Mission Hill, a remarkably successful public practice-oriented. school where thematic learning builds powerful intellectual bridges within classrooms and across Book Features: the school.” • Comprehensive, hands-on information for —Ron Berger, chief academic using video records of practice to improve officer, Expeditionary Learning teacher preparation. Teaching in Themes will help schools incorpo• Procedures and protocols for analyzing the rate a whole-school, theme-based curriculum quality of critical core practices captured that engages students across grades K–8. on video. Readers see how teachers and students design • Strategies designed to promote higheremergent inquiries within the themes and creorder thinking related to the teaching of key ate artwork, music, science presentations, and disciplinary content. hands-on learning experiences that support • A theoretical foundation that supports differentiated instruction across the curriculum. the need for teacher education curriculum reform. Book Features:

NEW

Audience: Teacher educators, practicum advisers and students, clinical supervisors and directors, researchers, 6–12 administrators, and professional learning communities; courses in secondary teaching methods, student teaching. 2016/176 pp. (tent.)/PB, $37.95/5767-3

Audience: Teacher educators, students, new teachers (pre-K–12), coaches, mentors, principals, curriculum directors, and staff developers; courses in teaching methods, curriculum and instruction, teaching intermediate reading/writing, educational foundations, differentiated instruction, learning and the brain, formative assessments. 2016/160 pp./PB, $31.95/5752-9

• Examples of whole-school projects that create a deep sense of immersion in a curricular theme. • Details of how teachers developed rich curriculum tailored to their unique students. • The insights of legendary educator Deborah Meier on how whole-school thematic units encourage collaboration among teachers. • An afterword by teachers (and filmmakers) about the thinking behind their work featured in the widely viewed film series “A Year at Mission Hill.” Audience: Pre- and inservice teachers (K–8), school administrators, coaches, curriculum developers, and professional developers; courses in early childhood, elementary, and middle school education, urban education, literacy and language arts, science methods, differentiated instruction. 2015/192 pp./PB, $34.95/5699-7 HC, $78/5700-0 photos

Practitioner Inquiry Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

43 | Teacher Education

“Robin Fogarty gets it right from the very beginning: a teacher’s role is not to serve up information but to facilitate learning.” —David Perkins, Harvard Graduate School of Education

Teaching Disciplinary Literacy

Civic Education in the Elementary Grades

Identity Work in the Classroom

Transforming Teacher Education for Social Justice

Promoting Student Engagement in an Era of Accountability

Successful Learning in Urban Schools

Dana Mitra is associate professor of educa-

Cheryl Jones-Walker is an associate pro-

Eva Zygmunt, associate professor, and Patricia Clark, professor, Department of Elementary Education, Ball State University, Muncie, Indiana

tion in the department of education policy studies at The Pennsylvania State University. Stephanie C. Serriere is associate professor of social studies education at Indiana University–Purdue University Columbus (IUPUC).

fessor of educational studies on leave from Swarthmore College and currently a visiting associate professor at the University of San Francisco in the teacher education department.

Foreword by Peter Murrell

Audience: Teachers, teacher educators, curriculum designers, and professional developers; courses in social studies, elementary education, educational leadership and policy, democratic education, civic education, service learning, educational psychology.

Audience: Teacher educators, teacher leaders, policymakers, and researchers; courses in teaching methods, teacher inquiry, education policy, urban education, foundations of education, multicultural education, school reform.

developers; courses in educational foundations, special education, curriculum and instruction, leadership and policy, multicultural education, urban education.

“The most striking piece of this book is the descriptions and stories of New how the community Edition Foreword by Theresa Perry serves as mentors to the Foreword by Meira Levinson “Essential reading for university faculty and teacher-educators, “Offers a suggestive students. The authors teachers, and commurange of evidence that take readers with them nity organizers, and it high-quality civic enNEW through the many auNew New represents the best of gagement initiatives can Edition Edition thentic activities led by contemporary critical enhance students’ acathe community mentors. school ethnography.” demic, social, and emoWe are left both with —Theresa Perry, tional engagement. It the desire to spend time Simmons College reveals the nitty-gritty with these remarkable W W st Becommunity members ourselves and the desire to of how experienced NE NE “A powerful exemplar. If Se ller teachers can enable develop similar community-based programs.” you are concerned about children to engage —Jana Noel, California State policies that shape more deeply with mathUniversity, Sacramento urban education and the ematical problemchildren they impact, read this book.” “Finally, a work that provides us with a model of solving, peer what comprehensive and sustained community Best Best —H. Richard Milner IV, collaboration, literacy and social studies learning, Seller Seller University of Pittsburgh engagement looks like in teacher preparation. This and development of empathy and mutual trust.” is mandatory reading for teacher educators who “Indispensable reading for teachers, educational —Meira Levinson, are serious about preparing teachers for diverse leaders, and policymakers alike.” Harvard Graduate School of Education schools and communities.” —Marc Lamont Hill, Morehouse College As former elementary school teachers, the —Tyrone Howard, UCLA Identity Work in the Classroom provides authors focus on what is possible in schools Transforming Teacher Education for Social Justice classroom examples to demonstrate how rather than a romantic vision of what schools offers teacher educators a new way to think identity-making is integral to the teaching could be. about the development of culturally responsive and learning process. The author argues Based on a 5-year study of an elementary educators. The authors identify the core that efforts to improve urban schools should school, this book shows how civic engagement components needed to restructure and reorient recognize the importance of relational change can be purposive and critical—a way to programs of teacher education to adequately that focuses on deepening personal interacencourage young people to examine their prepare new teachers for the racially, culturally, tions between students and teachers, teachers environment, to notice and question injustices, and linguistically diverse communities they will and other teachers, and schools and parents. and to take action to make a difference in serve upon graduation. They propose a new Based on an in-depth study of two classrooms their communities and school. Focusing on model of teacher preparation that capitalizes in urban K–8 schools, the book illuminates the intersection of student voice and critical on the strengths of programs evidencing imthe importance of allowing teachers the inquiry, the book describes how to embed civic portant outcomes. Chapters address the notion freedom to make pedagogical adjustments engagement into curriculum, school decisionof situated learning embedded in communities; based on their knowledge of students’ needs, making processes, and whole-school activities. the need for extensive clinical experience backgrounds, and interests. Chapters provide an overview of what research in authentic teaching situations; strategies has demonstrated about civic engagement at Book Features: for interweaving theory, content, pedagogy, the classroom, school, and community levels, and classroom practice; the importance of • Provides examples of identity work including detailed descriptions of activities student engagement and motivation; and the and its potential for creating individual, and lessons for practice. Classroom teachers, implementation of critical service learning. institutional, and large scale systemic school principals, community members, and Key policy implications of this model are also improvement. teacher educators can use this resource to discussed within the current landscape of • Identifies how skilled educators make foster a deeper, richer understanding of what is teacher education reform. pedagogical decisions that increase entailed in civic life. student engagement and learning Book Features: Book Features: outcomes. • A specific approach for realizing the • Examines the challenges of working within • A portrait of a “typical” public school that promise of culturally responsive teaching. a context of increasing mandates and rigid wants to do more than teach to the test. • A flexible model for a community-engaged accountability structures. • An examination of the conditions that teacher preparation. • Advocates for design improvement enable young people to participate in • Compelling data on student learning strategies that rely on the capacities democratic practices. outcomes based on university/school/ of students, teachers, and community • Concrete examples of student voice and community collaboration as evidence of members. critical inquiry in classroom contexts. eliminating the achievement gap. • Shows how qualitative work that elucidates • Practices and activities that encourage the experience of students and teachers children to get along with others, exchange Audience: Teacher educators (K–12), school can inform education policy. perspectives, and work across differences. principals, instructional leaders, and professional

2015/192 pp./PB, $34.95/5634-8 HC, $78/5636-2

2015/128 pp./PB, $32.95/5691-1/HC, $76/5692-8

2016/160 pp./PB, $40.95/5708-6 HC, $84/5710-9

For full book descriptions, visit www.tcpress.com

Ne Edition

Teacher Practice

New on EditiALSO: SEE Teaching 2030, p. 56

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

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

2015 Society of Professors of Education Book Award

NEW

Best Seller

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

Why We Teach Now dares to challenge current notions of what it means to be a “highly qualified teacher” á la No Child Left Behind, and demonstrates the depth of commitment and care teachers bring to their work with students, families, and communities. This sequel to Nieto’s popular book, Why We Teach, features powerful stories of classroom teachers from across the country as they give witness to their hopes and struggles to teach our nation’s children. 2015/288 pp./PB, $29.95/5587-7 HC, $68/5624-9

“Demonstrates exactly why there is hope for our public schools.” —VOYA 2005/256 pp./PB, $26.95/4593-9 (T)

WHAT KEEPS TEACHERS GOING? Sonia Nieto “An eloquent gem of a book.” —TC Record “Casts life jackets to teachers who may be foundering.” —Daily Hampshire Gazette 2003/176 pp./PB, $25.95/4311-9/HC, $50/4312-6 ALSO BY SONIA NIETO: The Light in Their Eyes:

Creating Multicultural Learning Communities, 65

MAKING SPACE FOR ACTIVE LEARNING The Art and Practice of Teaching Edited by Anne C. Martin and Ellen Schwartz Foreword by Helen Featherstone This powerful collection will inspire new and veteran teachers to “make space” for children’s interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors introduce the Prospect Center’s Descriptive Review of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their practice and gain new perspectives from other participants. Book features include specific examples that teachers can draw on to improve practice. 2014/216 pp./PB, $33.95/5539-6 Practitioner Inquiry Series

“When it comes to the research based practices that have the biggest impact on students, this book serves as a powerful primer.” —P21 Blogazine: The Partnership for 21st Century Skills Includes a wealth of vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and connections between current research on how people learn and effective classroom practice. ccss 2013/208 pp./PB, $29.95/5425-2

New on THESE AUTHORS: Smarter Teacher Leadership, NEW EditiBY

2013 ForeWord Magazine Book of the Year Honorable Mention in Education

NEW

REACHING AND TEACHING STUDENTS IN POVERTY Strategies for Erasing the Opportunity Gap Paul C. Gorski Best Seller “A must-read for educators in schools of all kinds. This accessible, highly relevant book empowers teachers with tools they can use today. —Rethinking Schools

“A good overview of the topic, delivers clear, well-researched information, and helps all educators expand their knowledge of poverty and social class.” —Choice The author deconstructs popular myths, misconceptions, and educational practices that undercut the achievement of lowincome students. Most importantly, Gorski provides instructional strategies based on more than 20 years of research on what works (and what doesn’t work). The text also includes activities such as a Poverty and Class Awareness Quiz. 2013/216 pp./PB, $34.95/5457-3/ HC, $74/5458-0 Multicultural Education Series

EFFECTIVE QUESTIONING STRATEGIES IN THE CLASSROOM A Step-by-Step Approach to Engaged Thinking and Learning, K–8 Esther Fusco Foreword by Lawrence F. Lowery K–8 teachers across all disciplines can use this book to create a challenging learning climate. It features: Guidance for using and developing effective questions • Reflections from teachers • Scripts of teacher questions and student responses • Suggested activities • Evaluation checklists and forms ccss 2012/160 pp./PB, $29.95/5329-3

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Best Seller

HOLLER IF YOU HEAR ME The Education of a Teacher and His Students Second Edition Gregory Michie

Forewords by Luis J. Rodriguez and Sandra Cisneros

This is the updated 10th Anniversary Edition of Michie’s moving memoir of teaching on Chicago’s South Side. New 2009/256 pp./PB, $24.95/4958-6 (T) ition Ed Teaching for Social Justice Series

2012 Society of Professors of Education Book Award

NEW

WE DON’T NEED ANOTHER HERO Struggle, Hope, and Possibility in the Age of High-Stakes Schooling Gregory Michie Best Seller Foreword by Sonia Nieto “An accessible, deeply-engaging, and at times humorous text that illustrates the realities of teaching and learning in today’s urban schools.” —TC Record Challenging the dominant narratives of failing urban schools and bad teachers, this book gives much-needed hope to new and seasoned teachers alike. 2012/168 pp./PB, $24.95/5350-7 2006 Outstanding Book Award— AERA Narrative and Research SIG

SEE YOU WHEN WE GET THERE Teaching for Change in Urban Schools Gregory Michie Foreword by Gloria Ladson-Billings “This outstanding work should be read by every pre service, new, and veteran teacher.” —Multicultural Review New 2005/224 pp./PB, $25.95/4519-9 ition Ed The Teaching for Social Justice Series

2011 Choice Outstanding Academic Title

NEW

TEACHING WITH VISION Culturally Responsive Teaching in StandardsBased Classrooms Edited by Christine E. Sleeter Best and Catherine Cornbleth Seller Foreword by Bill Bigelow and Linda Christensen “A must read for all new teachers and prospective teachers. . . . Essential.” —Choice

This collection shows how experienced teachers construct math curriculum, history units, and writing projects grounded in their students’ lives and the world beyond the classroom. 2011/176 pp./PB, $29.95/5172-5 HC, $68/5173-2

45 | Teacher Education

WHY WE TEACH Edited by Sonia Nieto “Highly recommended.” —Choice “These pieces reveal the passion and hope that keep people in the classroom.” —Rethinking Schools

“Well-written and researched. I would recommend it to any professor, teacher, or administrator trying to improve instruction.” —Teaching History

NEW

New Edition

2011 ForeWord Magazine Silver Book of the Year Award in Education

NEW

THE PEDAGOGY OF CONFIDENCE Inspiring High Intellectual Performance in Urban Schools Yvette Jackson / Foreword by Reuven Feuerstein “What Dr. Jackson proposes here is truly a remedy to Best ensure that students, no matter where they come from, r Selle and no matter where they go to school, have the ability to attain their innate intellectual potential.” —Education Update “This book will become the ‘Rosetta Stone’ of urban education.” —Joseph S. Renzulli, The University of Connecticut New Edition 2011/208 pp./PB, $28.95/5223-4/HC, $62/5224-1

2011 AESA Critics’ Choice Award

NEW

Best Seller

TO TEACH The Journey, in Comics William Ayers and Ryan Alexander-Tanner 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 N Toew help bring this popular story to a new generation of teachers, the ition text is now available as a graphic novel. Featuring the evocative Edclassic 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)

NEW

Best Seller

New Edition

TO TEACH The Journey of a Teacher, Third Edition William Ayers Foreword by Sonia Nieto / Afterword by Mike Rose For almost two decades, To Teach has inspired teachers across the country to become the teachers they long to be. This new edition is essential reading amidst today’s public policy debates and school reform initiatives that stress the importance of “good teaching.”

2010/192 pp./ PB, $26.95/5063-6

NEW BY WILLIAM AYERS: Teaching with Conscience in an Imperfect World, 40 ALSO BY WILLIAM AYERS: Diving In, 62

NEW

Best Seller

TEACHING THE TABOO Courage and Imagination in the Classroom, Second Edition Rick Ayers and William Ayers Foreword by Carol D. Lee “For those frustrated by the thrust of educational ‘reform’. .. this book provides what can be described as both a challenge and a set of alternatives.” —Education Review

The second edition of this bestseller has been thoroughly updated to include a deeper exploration of racism, the problems with math and science education, the importance of creative writing, the work of Freire, and the school struggles in Atlanta, Chicago, and Seattle.

RESILIENCE BEGINS WITH BELIEFS Building on Student Strengths for Success in School Sara Truebridge Foreword by Bonnie Benard “This book should be added to every teacher’s wish list.” —Michigan Reading Journal This practical resource presents a wealth of information, strategies, and tools to help educators transfer current resilience theory and research into practice. The text includes format suggestions for preservice and professional development programs, reflection ideas for facilitators and participants, and a resilience-in-practice checklist. 2013/160 pp./PB, $29.95/5483-2 HC, $70/5484-9 2001 Gustavus Myers Outstanding Book Award

BECAUSE OF THE KIDS Facing Racial and Cultural Differences in Schools Jennifer E. Obidah and Karen Manheim Teel Foreword by Jeannie Oakes “I enthusiastically recommend this book.” —Anthropology & Education Quarterly “Will instruct teachers who want to understand students of African and Caribbean descent.” —Multicultural Education Review Of particular interest is an interview with the authors by Lisa Delpit and Dr. Delpit’s analysis of their experience. 2001/144 pp./PB, $25.95/4012-5

Practitioner Inquiry Series

2009 AERA Division B Curriculum Studies Outstanding Book Award • 2008 AESA’s Critics Choice Award

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

by Carl A. Grant “Engaging and important.” —The Huffington Post

“A compelling narrative of multicultural uplift that prospective teachers will embrace.” —Educational Studies “The real story in this book is how a teacher evolves in his thinking about his students and their curriculum, and for this rare gift readers will be grateful.” —Education Review “Inspirational.” —Multicultural Review 2008/192 pp./PB, $26.95/4857-2 HC, $45/4858-9

Teaching for Social Justice Series

JENNY’S STORY Taking the Long View of the Child / Prospect’s Philosophy in Action Patricia F. Carini and Margaret Himley, with Carol Christine, Cecilia Espinosa, and Julia Fournier “The book’s inspiring essays explore a vision of education and schooling that is grounded in 40 years of experience addressing the challenges of teachers, children and schools.” —Young Children 2009/216 pp./PB, $32.95/5051-3 9 photos, including color insert Practitioner Inquiry Series

HOW TEACHERS BECOME LEADERS Learning from Practice and Research Ann Lieberman and Linda D. Friedrich This unique book features vignettes by K–12 teachers, describing their individual leadership roles and experiences to show how teachers take charge in a variety of contexts. The authors identify four major themes: identity, collaboration, making conflict productive, and learning new practices. 2010/128 pp./PB, $28.95/5128-2

the series on school reform

2014/160 pp./PB, $25.95/5528-0 (T)

For full book descriptions, visit www.tcpress.com

New Edition

Professional Development

NEW

Best Seller

RAISING RACE QUESTIONS Whiteness and Inquiry in Education Ali Michael / Foreword by Shaun R. Harper “Provides much-needed guidance and inspiration for educators who want racial equity in schools.” —From the Foreword by Shaun R. Harper, University of Pennsylvania

Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as aNvision ew for where engagement with race questions might lead. ition pp./PB, $34.95/5599-0/HC, $78/5600-3 Ed 2015/216 Practitioner Inquiry Series

NEW

Best Seller

THE POWER OF PROTOCOLS An Educator’s Guide to Better Practice Third Edition Joseph P. McDonald, Nancy Mohr, Alan Dichter, and Elizabeth C. McDonald “This book will enlarge your thinking about how protocols can help you with change management and issues of equity.” —Bena Kallick, The Institute for Habits of Mind

This new edition features substantial updates that take into account recent developments in the field of facilitative leadership. The authors have also added 11 totally new protocols, including the “Peer Review Protocol” and “Looking at Student Work with Equity in Mind.” This essential teaching and professional development tool includes step-bystep New descriptions of how educators can use protocols to study together, itionon problems of practice, teach well, and explore students’ work. work Ed 2013/144 pp./PB, $26.95/5459-7 the series on school reform

NEW

LOOKING TOGETHER AT STUDENT WORK Third Edition Tina Blythe, David Allen, and Barbara Schieffelin Powell Foreword for the Third Edition by Joseph P. McDonald Best This bestseller provides teachers and administrators Seller with strategies for examining and discussing student work, such as essays, math problems, projects, artwork, and more. New for the Third Edition: The Microlab Protocol, a relatively quick and easy way to introduce groups to protocol-guided conversation; a new case focused on understanding Newthe Common Core; and more detailed notes and strategies for facilitators. ition Ed 2015/96 pp./PB, $24.95/5646-1

the series on school reform

NEW BY DAVID ALLEN AND TINA BLYTHE: Facilitating for Learning, 41

NEW

Best Seller

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 Learning Forward and NSDC

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Written by activist educators, Worth Striking For examines the drastic changes in the landscape of public education in recent decades and focuses on what teachers need to know about the debates and complex issues of reform. Using the 2012 Chicago teachers strike as a framing device, the authors demonstrate how each of the policy areas addressed is critically imporew to teachers’ lives and work. Ntant ition Ed2015/160 pp./PB, $32.95/5626-3 HC, $70/5627-0

The Teaching for Social Justice Series

NEW

EFFECTIVE CLASSROOM MANAGEMENT The Essentials Tracey Garrett Each chapter Best Seller concentrates on a key area (physical design, rules and routines, relationships, engaging instruction, and discipline) and focuses on the importance of that particular area in relation to a teacher’s overall classroom management plan. This guide includes classroom examples, case studies, and study questions. There is also an app, Classroom Management Essentials, available on the iTunes store. 2014/128 pp./PB, $29.95/5574-7

AN EMPTY SEAT IN CLASS Teaching and Learning After the Death of a Student Rick Ayers “Will be an invaluable resource for teachers and will hopefully spur additional research on the practical and pedagogical issues that arise as a result of a student’s death.” —Reflective Teaching An Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. The book features Rick Ayers’s personal experience, short pieces by other educators, and contributions from counselors, therapists, and school principals.

New2015/144 pp./PB, $29.95/5612-6 Edition 2015 Choice Outstanding Academic Title

TEACHING FOR CREATIVITY IN NEW THE COMMON CORE CLASSROOM Ronald A. Beghetto, James C. Kaufman, and Best John Baer Seller Foreword by Robert J. Sternberg “There are few favors you can do your students greater than putting into practice the precepts of this book. Give it a try. I will!” —Robert J. Sternberg, Cornell University Based on cutting-edge psychological research on creativity, this book debunks common misconceptions about creativity and describes how learning environments can support both creativity and the Common Core. It offers classroom examples, ideas, and lesson plans for teaching English language arts and mathematics, and includes assessments for creativity and Common Core learning. ccss 2015/144 pp./PB, $34.95/ 5615-7/HC, $86/5616-4

47 | Teacher Education

“This is one of a handful of books that I keep right on my desk.” —Kathryn Boudett, Harvard Graduate School of Education

WORTH STRIKING FOR Why Education Policy Is Every Teacher’s Concern (Lessons from Chicago) Isabel Nuñez, Gregory Michie, and Pamela Konkol Foreword by Pedro Noguera ”This book, written by teachers who have been at the forefront of the battle to stop market-based reform, is yet another step in the effort to reclaim the reform agenda.” —From the Foreword by Pedro Noguera, NYU

THE NEW INCLUSION Differentiated Strategies to Engage ALL Students Kathy Perez Foreword by Lim Chye Tin Embracing all the different needs that teachers face—from special education, to ELL, to a wide spectrum of student ability and readiness—this innovative resource combines the latest research in brain-based teaching and student engagement with useful interventions and differentiated strategies (Pre-K–8). Designed to be of practical and immediate use, the text includes classroom vignettes, ties to the Common Core, illustrations, diagrams, highew boxes, and many more userNlight ition features. Edfriendly ccss 2013/176 pp./PB, $29.95/ 5482-5 large format, illustrations

NEW

TALKING DIVERSITY WITH TEACHERS AND TEACHER EDUCATORS Exercises Best Seller and Critical Conversations Across the Curriculum Bárbara C. Cruz, Cheryl R. Ellerbrock, Anete Vásquez, and Elaine V. Howes, Editors Foreword by Geneva Gay This book provides strategies to help pre- and inservice teachers develop the dispositions and knowledge they need to teach all students well. The authors present chapters on language arts, social studies, mathematics, science, ESOL, foreign language, and teaching exceptional students in the inclusive environment. Each content-area chapter includes a vignette illustrating a difficult conversation dealing with diversity and presents research-based exercises, pedagogic strategies, and actionoriented interventions—many of which the authors created and used in their own classrooms. 2014/240 pp./PB, $34.95/5537-2 illustrations

WRITING AND TEACHING TO CHANGE THE WORLD Connecting with Our Most Vulnerable Students Stephanie Jones, Editor Foreword by Ann Lieberman Perfect for use in teacher preparation courses and professional learning groups, this engaging book illuminates writing as a powerful tool for thinking deeply about how and why teachers respond to students in particular ways. The text includes prompts and suggested writing exercises perfect for teacher-writer groups, guiding questions to support the instructional practices of K–12 teachers, and an essay about the Oral Inquiry Process by Bob Fecho. 2014/160 pp./PB, $29.95/5525-9

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

DILEMMAS IN EDUCATIONAL LEADERSHIP The Facilitator’s Book of Cases Donna J. Reid In this book, educational consultant and group coach Donna Reid examines the experiences of teacher leaders, principals, consultants, and parents as they negotiate the difficulties of reluctant team members, hostile colleagues, maintaining group interest, sharing responsibility, using technology, and cultural competency. Each case includes questions for reflection that can be used by individuals or in small groups to improve facilitation skills. 2014/120 pp. /PB, $29.95/5549-5

WHAT SHOULD I DO? Confronting Dilemmas of Teaching in Urban Schools Anna Ershler Richert This practical guide uses narratives of practice from novice teachers to help readers experience a variety of dilemmas they are likely to encounter in the classroom. By engaging with and analyzing the cases, readers come to see that the “problems” of teaching are actually “dilemmas” that have no clear-cut right or wrong solution. 2012/144 pp./PB, $31.95/5325-5 the series on school reform

BUILDING SCHOOL-BASED TEACHER LEARNING COMMUNITIES Professional Strategies to Improve Student Achievement Milbrey W. McLaughlin and Joan E. Talbert “A rich account of a powerful strategy for improving teachers’ practice and, subsequently, students’ learning.” —TC Record

EFFECTIVE TEACHER LEADERSHIP Using Research to Inform and Reform Edited by Melinda M. Mangin and Sara Ray Stoelinga Foreword by Mark A. Smylie This authoritative collection presents both qualitative and quantitative evidence on the enactment, design, conditions, constraints, and successes of nonsupervisory, school-based instructional leadership. Contributors: Eric Camburn, Kate Cress, William A. Firestone, Richard R. Halverson, Steven M. Kimball, Brian Lord, Rebecca Lowenhaupt, Christopher M. Manno, Barbara Miller, Jonathan A. Supovitz, James E. Taylor, Christopher N. Thomas 2008/224 pp./HC, $43/4840-4

THE TEACHER’S GUIDE FOR SUPPORTING STUDENTS FROM MILITARY FAMILIES Ron Avi Astor, Linda Jacobson, and Rami Benbenishty Written in an engaging style by experts in the field, this guide provides strategies and classroom practices to help minimize the impact of military life on student learning. It shows how practices already being used in your school can be adapted to ease the transition for military students, and it also introduces original strategies, such as a “Hero Wall” and writing letters for deployed service members. 2012/128 pp./PB, $27.95/5369-9 Copublished with Military Child Education Coalition

COMPANION GUIDES: The Military Family’s Parent Guide, p. 16 The School Administrator’s Guide, p. 55 The Pupil Personnel Guide, p. 70 Four-book set: $84.95/5419-1 All royalties from the sale of these books are being donated to military children’s educational causes.

• 2007 Foreword Magazine Book of the Year Honorable Menton in Education • 2006 Association of American Publishers PSP Award for Excellence

FOREVER AFTER New York City Teachers on 9/11 Edited by Teachers College Press with Maureen Grolnick, Consulting Editor Foreword by Maxine Greene Moving, first-hand accounts reveal the amazing wisdom and courage of public school teachers and school leaders who cared for and protected the children in schools near the World Trade Center and around the City.

Teacher Research THE FIRST YEAR OF TEACHING Classroom Research to Increase Student Learning Edited by Jabari Mahiri and Sarah Warshauer Freedman This compelling look at first-year teachers’ practice in urban schools demonstrates how a program of systematic classroom research by teachers themselves enables them to effectively target instruction and improve their own practice. The text offers an array of classroom scenarios that will spark discussions in teacher preparation classes and professional development workshops. 2014/224 pp./PB, $39.95/5547-1/ HC, $78/5564-8

Practitioner Inquiry Series Copublished with NWP (National Writing Project)

FROM ANOTHER ANGLE Children’s Strengths and School Standards The Prospect Center’s Descriptive Review of the Child Edited by Margaret Himley, with Patricia F. Carini “Provides the teacher with fresh insights into sensitive teaching as well as understanding children as thinkers and learners.” —Young Children 2000/240 pp./PB, $26.95/3931-0

Practitioner Inquiry Series

INQUIRY AS STANCE Practitioner Research for the Next Generation Marilyn Cochran-Smith and Susan L. Lytle In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. 2009/416 pp./PB, $29.95/4970-8 Practitioner Inquiry Series

2006/272 pp./PB, $25.95/4715-5 (T) 15 photos and illustrations

2006/160 pp./PB, $26.95/4679-0

the series on school reform

For full book descriptions, visit www.tcpress.com

PUZZLING MOMENTS, TEACHABLE MOMENTS Practicing Teacher Research in Urban Classrooms Cynthia Ballenger Bestselling author Cynthia Ballenger explores the intellectual strengths of students whom teachers find “puzzling”—poor, urban, immigrant, or bilingual children who do not traditionally excel in school. 2009/160 pp./PB, $27.95/4993-7

Practitioner Inquiry Series

AN INTRODUCTION TO STANDARDS-BASED REFLECTIVE PRACTICE FOR MIDDLE AND HIGH SCHOOL TEACHING Elizabeth Spalding, Jesus Garcia, and Joseph A. Braun, Jr. “Certain to be useful in a variety of teacher education courses and a valuable resource for both pre- and inservice teachers.” —Sandra J. Odell, Editor, Journal of Teacher Education 2010/224 pp./PB, $39.95/5055-1

More Books in Teacher Education Achinstein: MENTORS IN THE MAKING Developing New Leaders for New Teachers Edited by Betty Achinstein and Steven Z. Athanases

Darling-Hammond: LEARNING TO TEACH FOR SOCIAL JUSTICE Edited by Linda DarlingHammond, Jennifer French, and Silvia Paloma Garcia-Lopez 2002/240 pp./PB, $27.95/4208-2 Multicultural Education Series

Duckworth: “TELL ME MORE” Listening to Learners Explain Edited by Eleanor Duckworth

2006/208 pp./PB, $32.95/4635-6 the series on school reform

2001/216 pp./PB, $25.95/4040-8 HC, $44/4041-5

Ayers: TO BECOME A TEACHER Making a Difference in Children’s Lives Edited by William Ayers

Falk: TEACHING THE WAY CHILDREN LEARN Beverly Falk

1995/264 pp./PB, $24.95/3455-1

Baker-Doyle: THE NETWORKED TEACHER How New Teachers Build Social Networks for Professional Support Kira J. Baker-Doyle 2011/120 pp./PB, $27.95/5251-7 the series on school reform

Baum: MULTIPLE INTELLIGENCES IN THE ELEMENTARY CLASSROOM A Teacher’s Toolkit Susan Baum, Julie Viens, and Barbara Slatin

Blackburn: ACTING OUT! Combating Homophobia Through Teacher Activism Edited by Mollie V. Blackburn, Caroline T. Clark, Lauren M. Kenney, and Jill M. Smith 2009/208 pp./PB, $28.95/5031-5 HC, $58/5032-2 Practitioner Inquiry Series

Cahnmann-Taylor: TEACHERS ACT UP! Creating Multicultural Learning Communities Through Theatre Melisa Cahnmann-Taylor and Mariana Souto-Manning 2010/192 pp./PB, $28.95/5073-5

Cochran-Smith: INSIDE/OUTSIDE Teacher Research and Knowledge Marilyn Cochran-Smith and Susan L. Lytle 1992/328 pp./PB, $27.95/3235-9 Language and Literacy Series

Cochran-Smith: WALKING THE ROAD Race, Diversity, and Social Justice in Teacher Education Marilyn Cochran-Smith 2004/224 pp./PB, $28.95/4433-8 HC, $54/4434-5 Multicultural Education Series

Cohen: EDUCATING MINDS AND HEARTS Social Emotional Learning and the Passage into Adolescence Edited by Jonathan Cohen 1999/216 pp./PB, $28.95/3838-2 The Series on Social Emotional Learning Copublished with ASCD (Association for Supervision and Curriculum Development)

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Fletcher: PARTNERSHIPS FOR NEW TEACHER LEARNING A Guide for Universities and School Districts Stephen Fletcher, Anne Watkins, and Tomasita Villarreal-Carman 2011/112 pp./PB, $24.95/5183-1

Frank: ETHNOGRAPHIC INTERVIEWING FOR TEACHER PREPARATION AND STAFF DEVELOPMENT A Field Guide Carolyn Frank 2011/120 pp./PB, $28.95/5256-2 photos

Greeley: “WHY FLY THAT WAY?” Linking Community and Academic Achievement Kathy Greeley 2000/160 pp./PB, $23.95/3980-8

Jackson: LIFE IN CLASSROOMS Philip W. Jackson 1990/208 pp./PB, $25.95/3034-8

Jones: A PIG DON’T GET FATTER THE MORE YOU WEIGH IT Classroom Assessments that Work Edited by Phyllis Jones, Judy F. Carr, and Rosemarie L. Ataya 2007/160 pp./PB, $28.95/4754-4 HC, $56/4755-1

Kelly: ASSESSING TEACHER QUALITY Understanding Teacher Effects on Instruction and Achievement Edited by Sean Kelly 2011/240 pp./PB, $34.95/5279-1 HC, $68/5280-7

Ladson-Billings: BEYOND THE BIG HOUSE African American Educators on Teacher Education Gloria Ladson-Billings 2005/176 pp./PB, $25.95/4581-6 Multicultural Education Series

McDonald: GOING ONLINE WITH PROTOCOLS New Tools for Teaching and Learning Joseph P. McDonald, Janet Mannheimer Zydney, Alan Dichter, and Elizabeth C. McDonald 2012/144 pp./PB, $27.95/5357-6

2013/224 pp./PB, $34.95/5430-6

Skinner: GROW YOUR OWN TEACHERS Grassroots Change for Teacher Education Edited by Elizabeth A. Skinner, Maria Teresa Garretón, and Brian D. Schultz 2011/208 pp./PB, $32.95/5193-0 The Teaching for Social Justice Series

Schultz: LISTENING A Framework for Teaching Across Differences Katherine Schultz

2003/216 pp./PB, $28.95/4377-5

Stoelinga: EXAMINING EFFECTIVE TEACHER LEADERSHIP A Case Study Approach Sara Ray Stoelinga and Melinda M. Mangin 2010/208 pp./PB, $32.95/5035-3 HC, $62/5036-0

Strong: EFFECTIVE TEACHER INDUCTION AND MENTORING Assessing the Evidence Michael Strong Foreword by Richard M. Ingersoll 2009/168 pp./PB, $28.95/4933-3/HC, $56/4934-0

Strong: THE HIGHLY QUALIFIED TEACHER What Is Teacher Quality and How Do We Measure It? Michael Strong 2011/168 pp./PB, $29.95/5225-8 HC, $60/5226-5

Weinbaum: TEACHING AS INQUIRY Asking Hard Questions to Improve Practice and Student Achievement Alexandra T. Weinbaum, David Allen, Tina Blythe, Katherine G. Simon, Steve Seidel and Catherine S. Rubin 2004/192 pp./PB, $27.95/4457-4 Practitioner Inquiry Series Copublished with NSDC (National Staff Development Council)

Zins: BUILDING ACADEMIC SUCCESS ON SOCIAL AND EMOTIONAL LEARNING What Does the Research Say? Edited by Joseph E. Zins, Roger P. Weissberg, Margaret C. Wang, and Herbert J. Walberg 2004/256 pp./PB, $32.95/4439-0 HC, $58/4440-6 (T) The Series on Social Emotional Learning

Zmuda: THE COMPETENT CLASSROOM Aligning High School Curriculum, Standards, and Assessment— A Creative Teaching Guide Allison Zmuda and Mary Tomaino 2001/144 pp./PB, $24.95/4022-4 the series on school reform

49 | Teacher Education

2005/160 pp./PB, $27.95/4610-3 large format the series on school reform

2008/208 pp./PB, $28.95/4928-9 the series on school reform Copublished with NEA (National Education Association)

Sanger: THE MORAL WORK OF TEACHING AND TEACHER EDUCATION Preparing and Supporting Practitioners Edited by Matthew N. Sanger and Richard D. Osguthorpe

OF RELATED INTEREST

Administration, Leadership, and Policy The New Meaning of Educational Change Fifth Edition

Michael Fullan consults with governments

and school systems in several countries around the world. To learn more, visit his website at www.michaelfullan.ca.

New Edition

50 NEW

Be the Change

Selle

“With this new edition, Fullan offers practitioners, policymakers, and researchers secure guidelines for the next decade.” —David Hopkins, University of London

”Through both his research and his authentic work in schools, Michael Fullan has come to shape the way educators understand and take on the challenge of change. “ —Stephanie Hirsh, executive director, Learning Forward The book that revolutionized the theory and practice of educational change is now in its Fifth Edition! This comprehensive textbook on all aspects of the management of educational change is a powerful resource for everyone involved in school reform. Based on practical and fundamental work with education systems in several countries, the updated edition includes decisionmakers at all levels and introduces many new and powerful ideas for formulating strategies and implementing solutions that will improve educational systems. This perennial bestseller shows us how to: • Develop collaborative cultures at the school level, while avoiding superficial versions of professional learning communities. • Foster district-wide success in all schools, illustrating how state and national systems can achieve total system transformation based on identifying and fostering meaning for educators at every level. • Integrate individual and systemic success, a rare feat in today’s school reform efforts. Audience: Researchers, policymakers, school administrators, and teacher educators; courses in educational administration and leadership, educational policy, the principalship, school reform, and sociology of education. 2016/312 pp./PB, $36.95/5680-5 HC, $78/5744-4

School Choice

Reinventing School for Student Success

The End of Public Education?

Linda Darling-Hammond, Charles E. Ducommun Professor of Education Emeritus, Stanford University, and president, Learning Policy Institute; Nicky Ramos-Beban, instructor, San Jose State University Teacher Education Program and assistant director of alternative education, Santa Clara Office of Education; Rebecca Padnos Altamirano, educator, social entrepreneur, and partner, Tangelo, Inc.; and Maria E. Hyler, senior researcher and policy analyst, Learning Policy Institute, Washington, DC

Mercedes K. Schneider is a secondary New school teacher in St. Tammany Parish, Edition Louisiana, education blogger, and speaker. Visit her blog at deutsch29.wordpress.com.

“Few people can match Michael Fullan’s depth and breadth of experience with real change in education. This update of his classic text could not come at a better time.” New —Peter Senge, Society Ed ition for Organizational Learning

“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 Best author and consultant r

Privatization of Education, 69; Lit. Leadership in Changing Schools, 22; How to Prevent Special Ed. Litigation, 71; Smarter Teacher Leadership, 42; New Ways to Engage Parents, 42; Grow Your Own Teachers, 49

“A stirring example for all of those interested in equity and hope for our public schools.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst

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“A powerful tale about how educators, parents, and representatives of one of America’s most powerful universities came together to create a school that is now Be a st beacon of pride and hope. Their struggle to ller Seovercome the obstacles they encountered along the way will inspire others who seek to find ways to use education as a means to break the cycle of poverty and to expand opportunity and justice.” —Pedro A. Noguera, Graduate School of Education and Information Sciences, UCLA “Demonstrates that will and skill, aligned with vision and values, results in learning environments in which students thrive.” —Douglas Fisher, San Diego State University 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. Book Features: • A model for school success that includes advisories, inquiry learning, and capstone projects. • Valuable tools, including guidelines and policies, curriculum designs, student guidebooks, and performance rubrics. • Real-world stories of how obstacles were overcome and new Common Core State Standards were incorporated.

Proponents of market-driven education reform view vouchers and charters as superior to localboard-run, community-based public schools. However, the author of this timely volume argues that there is no clear research supporting this view. In fact, she claims there is increasing evidence of charter mismanageBest Seller ment—with public funding all-too-often being squandered while public schools are being closed or consolidated. Tracing the origins of vouchers and charters in the United States, this book examines the push to “globally compete” with education systems in countries such as China and Finland. It documents issues important to the school choice debate, including the impoverishment of public schools to support privatized schools, the abandonment of long-held principles of public education, questionable disciplinary practices, and community disruption. School Choice: The End of Public Education? is essential reading for anyone seeking a deeper understanding of the past and future of public education in America.

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Book Features: • Provides a comprehensive historical account of the origins of vouchers and charters. • Includes accounts of intriguing historical experiences. • Examines the defunding of neighborhood public schools in favor of often-underregulated charters. • Reveals charter school “churn” that often follows the closing of a mismanaged charter. • Provides a cogent counternarrative to the claim that charters are necessary for America to compete globally. Audience: Teacher educators, school administrators, policymakers, teacher unions, and researchers; courses in history of education, social foundations of education, policy and politics of education, contemporary issues in education. 2016/224 pp. (tent.)/PB, $35.95/5725-3

Audience: Policymakers, school administrators, teacher union leaders, and professional learning communities; courses in educational leadership and policy, curriculum and assessment, urban education, diversity and multicultural education, school/university partnerships. 2016/264 pp./PB, $34.95/5743-7 large format

Copublished with Routledge and Ontario Principals’ Council. See tcpress.com for availability outside the U.S.A.

For full book descriptions, visit www.tcpress.com

Improving Teacher Evaluation Systems

Liberating Leadership Capacity

Trauma-Sensitive Schools

Edited by Jason A. Grissom, associate professor, Peabody College of Education and Human Development, Vanderbilt University; and Peter Youngs, associate professor, Curry School of Education at the University of Virginia.

Linda Lambert is professor emeritus at California State University, East Bay, an international consultant, president of Lambert Leadership Development, and a novelist. Diane P. Zimmerman, a former superintendent of schools, is a writer and consultant focusing on building human capacity. Mary E. Gardner is a former school district superintendent and an educational leader, lecturer, and consultant.

Susan E. Craig is an independent consultant

Making the Most of Multiple Measures

New Edition

NEW

Pathways to Educational Wisdom

“Grissom and Youngs collect our best researchbased knowledge on the topic in a smart, accessible volume that sets the standard in the field.” New —John Tyler, Brown University Edition

”An insightful guide to new teacher evaluation systems. The contributions from individual authors Best ller what we know about measurement Secouple quality in these systems with a valuable first look at on-the-ground implementation.” —Heather Hill, Harvard Graduate School of Education

This is the first book to gather and address what we have learned about the impacts and challenges of data-intensive teacher evaluation systems—a defining characteristic of the current education policy landscape. Book Features: • Contributions by scholars working at the cutting edge of research and pioneering leaders directly involved in the implementation of teacher evaluation systems. • Examination of the challenges and impact multiple measures-based evaluations are having on teaching and learning. • Empirical research on the reliability and validity of evaluation measures, including classroom observation instruments, valueadded measures, student surveys, and teacher portfolios. Contributors include: Ryan Balch, Marisa Cannata, Casey D. Cobb, Julie Cohen, Sean P. Corcoran, Morgaen L. Donaldson, Tim Drake, Dan Goldhaber, Ellen Goldring, Bridget K. Hamre, Gary T. Henry, Nathan D. Jones, Venessa A. Keesler, Susanna Loeb, Robert C. Pianta, Min Sun, Andrea Whittaker

“The authors have designed a model that is at once sustainable, distributive, ecological, and st Betransformational.” Seller —Dean Fink, author and consultant “This is an invaluable resource for anyone seeking to understand how to address the many challenges facing our nation’s schools.” —Pedro A. Noguera, UCLA Graduate School of Education & Information Studies During the past quarter century, conceptions of leadership have evolved in concert with breakthrough discoveries in science and generative learning. Liberating Leadership Capacity captures these new ideas through the integration of the authors’ earlier works in constructivist leadership and leadership capacity. What emerges is 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. This vision of leadership reframes professional learning designs and knowledge creation, describing how these ideas are richly manifested in local, national, and international programs. The context is democratic communities; the learning is constructivist; the leadership is shared. The result is wise schools, organizations, and societies. Liberating Leadership Capacity speaks to all adult learners who are engaged in educational improvement. Audience: K–12 superintendents, principals, teachers, policymakers, education professors, legislators, researchers and activists; courses in educational administration and leadership, public administration and management, teacher leadership, school culture, school reform. 2016/168 pp./PB, $31.95/5751-2

Audience: Teacher educators, policymakers, administrators, teacher mentors, principal licensure programs, and researchers; courses in educational policy, school reform, teacher quality, human resource in education, teacher evaluation, instructional supervision. 2016/208 pp./PB, $37.95/5739-0 HC, $76/5740-6

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

to school systems nationwide. Visit her blog at www.meltdownstomastery.wordpress.com Foreword by Jane Ellen Stevens

New Edition

NEW

“Couldn’t have come at a better time . . .this research is essential knowledge if educators want to create a school system where all children can feel safe enough to learn and succeed academically.” —From the Foreword by Jane Ellen Stevens, ACEs Connection Network

“Kudos! This book will help administrators and

Best truly make schoolwide trauma sensitivller Seeducators

ity 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, and Harvard Law School

“Dr. Craig’s message is clear that promoting selfreflection, self-regulation, and integration gives traumatized children the chance at learning that they’re not getting in traditional approaches.” —Julie Beem, executive director, Attachment and Trauma Network, Inc. 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 to help them: • View poor academic and social progress through a trauma-sensitive lens. • Create a school climate that fosters safety and resiliency in vulnerable children. • Establish relationships with children that support their efforts to self-regulate. • Design instruction that reflects the social nature of the brain. • Work with the brain’s neuroplasticity to increase children’s executive functioning. • Reduce teacher attrition in high-risk schools by decreasing secondary traumatic stress. • Influence educational reforms by aligning them with current research on the prevalence of childhood trauma and its effects on learning. Audience: Teachers (K–5), paraprofessionals, administrators, teacher educators, professional developers; courses on early childhood and elementary education, school psychology and social work, special education, child development, trauma and learning, classroom management. 2016/160 pp./PB, $28.95/5745-1

51 | Administration, Leadership, and Policy

“One of the most significant recent changes in school district administration has been the widespread development and implementation of teacher evaluation systems based on pupil performance and other measures. This book brings together top scholars who identify key issues, providing insights into possible benefits and perils.” —Robert E. Floden, Michigan State University

NEW

”This book strikes a chord with those who believe that emerging leadership should define the experiences of students and teachers alike.” —Deborah Walker, Collaborative for Teaching and Learning (CTL)

Learning Communities Transforming Children’s Lives, K–5

New Edition

Teaching for Equity in Complex Times

Negotiating National Standards in a High-Performing Bilingual School

Jamy Stillman is an associate professor of

educational equity and cultural diversity at theNUniversity of Colorado, Boulder. Lauren ew Anderson Edition is an associate professor of education at Connecticut College, with John Beltramo, Kathryn Struthers and Joyce Gomez-Najarro

52 |

In schools serving high concentraNEW tions of bilingual learners, it can be especially challenging for teachers to maintain commitments to equityminded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated Best equity pedagogy into standards-based Seller curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged, concerning: • The degree of academic struggle that is generative for student learning, and the point at which such struggle becomes counterproductive. • The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences. • The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching. • The influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standards. • The performance pressures placed on teachers in today’s educational policy context. This timely book illustrates what can happen when a school’s teachers embrace equity pedagogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students. Audience: Teacher educators, teachers, school administrators, and researchers; courses in multicultural education, urban education, bilingual education, English language learners, education policy, school reform, education foundations. ccss 2016/224 pp. (tent.)/PB, $39.95/5784-5 HC, $84/5785-3

Multicultural Education Series

Policy

NEW

New Edition

2015 Prose Award in Education Practice, Honorable Mention • 2014 Foreword Reviews’ indiefab Book of the Year Bronze Award for Education

NEW

50 MYTHS AND LIES THAT THREATEN AMERICA’S PUBLIC SCHOOLS The Real Crisis in Education David C. Berliner Best Seller 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 “A flat-out masterpiece.” —W. James Popham, UCLA “If you care about the future of public education, you mustn’t ignore this book.” —Andy Hargreaves, Boston College In this comprehensive look at modern education reform, two of the most respected voices in education and a team of young education scholars use hard-hitting information ewand a touch of comic relief to separate N from fiction. ition Edfact 2014/272 pp./PB, $29.95/5524-2 (T)

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CLOSING THE SCHOOL DISCIPLINE GAP Equitable Remedies for Excessive Exclusion Daniel J. Losen, Editor “This volume is a call to Best action for policymakers, Seller educators, parents, and students.” —Marian Wright Edelman, Children’s Defense Fund The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today’s profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies, including a district-wide approach in Cleveland aimed at social and emotional learning strategies. Contributors include Robert Balfanz, Jamilia J. Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, and Ivory A. Toldson. 2015/288 pp./PB, $36.95/5613-3 HC, $76/5614-0

Disability, Culture, and Equity Series

Best Seller

COMMON CORE DILEMMA Who Owns Our Schools Mercedes K. Schneider Foreword by Carol Corbett Burris “Mercedes Schneider is the right person to take a close look at the controversies around the Common Core.” —Diane Ravitch, New York University

In her new book, bestselling author Mercedes Schneider lifts the veil on the development of the Common Core, the individuals present in the back room, the push to copyright it so that testmakers could profit, and the urgency for governors to sign commitments before the standards ew even completed. Nwere Edition ccss 2015/264 pp./PB, $29.95/5649-2 HC, $68/5650-8

NEW BY MERCEDES SCHNEIDER: School Choice, 50

NEW POLITICAL EDUCATION Setting the Course for State and Federal Policy, Second Edition Christopher T. Cross Best Foreword by Brian Sandoval Seller and Jeremy Anderson “As Political Education so clearly documents, we need to engage in a dialogue that is about our expectations and our commitment to education as a national priority.” —From the Foreword by Brian Sandoval and Jeremy Anderson, Education Commission of the States Political insider Christopher Cross updates his critically acclaimed bestseller to present a highly readable history of federal education policy, from WWII to the Obama administration. This chronicle highlights the key players ew Nfascinating itionhelped shape federal policy because, as Edwho Cross writes in his introduction, “policy development is woven of personalities, events, and timing.” 2014/224 pp./PB, $37.95/5586-0

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A SMARTER CHARTER Finding What Works for Charter Schools and Public Education Best Richard D. Kahlenberg Seller and Halley Potter “A remarkable new book...Wise and energetic advocates such as Kahlenberg and Potter can take the charter movement in new and useful directions.” —The Washington Post Moving beyond the debate over whether or not charter schools should exist, A Smarter Charter wrestles with the question of what kind of charter schools we should encourage. The book begins by tracing the evolution of charter schools and then examines two key reforms currently seen in a small but growing number of charter schools that have the potential to improve performance and reshape the stereotypical image of what it means to be a charter school. 2014/240 pp./PB, $30.95/5579-2 HC, $72/5580-8

For full book descriptions, visit www.tcpress.com

New Edition 2015 Choice Outstanding Academic Title

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RACE TO THE BOTTOM Corporate School Reform and the Future of Public Education Michael Best Seller V. McGill “An acute analysis of the failure of corporate school reform, a sobering tale of its damages, and an urgent call for changing course, all from a veteran education leader of the nation’s best schools.” —Yong Zhao, internationally known scholar, author, and speaker

2015/192 pp./PB, $32.95/5637-9

DUMB IDEAS WON’T CREATE SMART KIDS Straight Talk About Bad School Reform, Good Teaching, and Better Learning Eric M. Haas, Gustavo E. Fischman, and Joe Brewer Foreword by George Lakoff Using insights from cognitive science, educational research, and the social sciences, the authors examine the compelling nature of four “dumb ideas” at the center of current education policy and practice: (1) simplifying knowledge helps students learn more and faster, (2) teaching and learning are a matter of proper transmission of good content, (3) homogenous environments ease learning, and (4) more standardized data and rigorous controls of our schooling will solve all our problems. This lively book also offers solutions, including key “smart ideas” and a set of how-to actions that will lead to great schools for every child. 2014/128 pp. /PB, $34.95/5553-2

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

BAD TEACHER! How Blaming Teachers Distorts the Bigger Picture Kevin K. Kumashiro Leading educator and author Kevin Kumashiro takes aim at the current debate on educational reform, paying particular attention to the ways that scapegoating public school teachers, teacher unions, and teacher educators masks the real, systemic problems. He convincingly demonstrates how current trends, like market-based reforms and fast-track teacher certification programs, are creating overwhelming obstacles to achieving an equitable education for all children. 2012/120 pp./PB, $24.95/5321-7 (T)

The Teaching for Social Justice Series

2014 Society of Professors of Education Book Award

FEAR AND LEARNING IN AMERICA Bad Data, Good Teachers, and the Attack on Public Education John Kuhn / Foreword by Diane Ravitch “Kuhn’s Fear and Learning is humorous and candid when explaining how schools succumbed to bubble-in malpractice. He is as quotable as Ravitch, and as skilled in rallying and inspiring teachers. He also is charitable in a way that creates common ground.” —Education Week “This important book should be heeded.” —John Merrow, PBS NewsHour “Demonstrates what is really important.” —Randi Weingarten, president, AFT When the author’s “Alamo Letter” first appeared in the Washington Post, it galvanized the educational community in a call to action that was impossible to ignore. This powerful book requires us to question whether the current education crisis will be judged by history as a legitimate national emergency or an agenda-driven panic. 2014/176 pp./PB, $25.95/5572-3

The Teaching for Social Justice Series

New Edition of the 2013 Winner!

NEW

FINNISH LESSONS 2.0 What Can the World Learn from Educational Change in Finland?, Second Edition Pasi Sahlberg Forewords by Diane Ravitch and Andy Hargreaves / Afterword by Sir Ken Robinson Best “Finnish Lessons 2.0 reminds us that a nation can Seller consciously build an admirable school system if it pays close attention to the needs of children, if it selects and prepares its educators well, and if it builds educational communities that are not only physically attractive but conducive to the joys of teaching and learning.” —From the Foreword by Diane Ravitch, New York University

“Whether or not you have read Finnish Lessons, you should read and ponder this new edition right away.” —Howard Gardner, Harvard University The first edition of Finnish Lessons won the prestigious Grawemeyer Award in Education and has been translated into 16 languages. Now, with Finnish Lessons 2.0, Pasi Sahlberg has thoroughly updated his groundbreaking account of how Finland built a world-class education system during the past four decades. This second edition details the complexity of meaningful change by examining Finland’s educational performance in light of the most recent international assessment data and domestic changes. 2015/264 pp./PB, $24.95/5585-3 New Edition 2015 Winner! 2014 AACTE Outstanding Book Award

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Best Seller

PROFESSIONAL CAPITAL Transforming Teaching in Every School Andy Hargreaves and Michael Fullan “This book gives educators viable solutions and varied examples from around the world.” —Principal

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

“This provocative, thoughtful, and challenging book is an excellent place to start a much-needed conversation.” —Education Update Professional Capital has been endorsed by leaders from NEA, AFT, and AASA, among others. 2012/240 pp./PB, $32.95/5332-3/HC, $66/5333-0 Copublished with Routledge and the Ontario Principals’ Council. See tcpress.com for availability outside the U.S.A. NEW BY MICHAEL FULLAN: The New Meaning of Educational Change, 5th Edition,

N 50ew Edition

2012 Winner!

NEW

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

“Darling-Hammond identifies the policies and the practices that could turn the tide from educational mediocrity to educational excellence for all if we only had the will.” —The School Administrator

“This book is a must for graduate education students, educators, [and] policymakers. . . . Essential.” —Choice 2010/408 pp./PB, $26.95/4962-3/(T) Multicultural Education Series

NEW BY LINDA DARLING-HAMMOND: Be the Change, 50

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

53 | Administration, Leadership, and Policy

McGill traces the emergence of corporate reform and describes how its tenets run counter to the key elements of a high-quality education. Drawing from a wealth of experience as a school superintendent, including his tenure in Scarsdale during the 2001 districtwide boycott of New York State standardized tests, the author offers a model of school reform that will prepare students for the 21st century.

New Edition

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

CHARTER SCHOOLS AND THE CORPORATE MAKEOVER OF PUBLIC EDUCATION What’s at Stake? Michael Fabricant and Michelle Fine Foreword by Deborah Meier “This book provides an easily accessible, non-academic explanation of the role [charter schools] play beyond the rhetoric.” —Christian Science Monitor “Fabricant and Fine have fearlessly peered behind the Waiting for Superman hype. Everyone interested in the future of American education needs to read this insightful analysis.” —Juan Gonzalez, columnist and co-host of Democracy Now! 2012/168 pp./PB, $27.95/5285-2 2005 Outstanding Academic Title, Choice Magazine • 2005 AESA Critics’ Choice Award

54 |

CLASS AND SCHOOLS Using Social, Economic, and Educational Reform to Close the Black–White Achievement Gap Richard Rothstein Foreword by Arthur E. Levine “A must read.” —Choice “This book is timely, persuasive, well written, and thorough.” —American Journal of Education 2004/224 pp./PB, $26.95/4556-4

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

THE ASSAULT ON PUBLIC EDUCATION Confronting the Politics of Corporate School Reform Edited by William H. Watkins Foreword by Michael W. Apple Addresses some of the most urgent issues facing public education. Contributors: Kristen L. Buras, Jack Gerson, Alfie Kohn, Pauline Lipman, Catherine A. Lugg, Malila N. Robinson, Kennneth Saltman, William H. Watkins, and Ann G. Winfield 2011/224 pp./PB, $36.95/5254-8

The Teaching for Social Justice Series

2013 AESA Critics’ Choice Award

AMERICANS BY HEART Undocumented Latino Students and the Promise of Higher Education William Pérez This important book brings to light the hard work and perseverance of undocumented Latino students and their families; their commitment to education and civic participation; and their deep sense of uncertainty and marginality. The author presents a new framework for educational policies and examines the larger issues of immigration reform and higher education access. 2011/208 pp./PB, $34.95/5283-8 HC, $72/5284-5

Multicultural Education Series

A NEW AGENDA FOR RESEARCH IN EDUCATIONAL LEADERSHIP Edited by William A. Firestone and Carolyn Riehl Contributors: Albert Bennett, Mary Erina Driscoll, Carol R. Fendt, Gail C. Furman, Ellen B. Goldring, Pamela Konkol, Kenneth A. Leithwood, Barbara Scott Nelson, Nona A. Prestine, Pedro Reyes, Carolyn M. Shields, Dorothy Shipps, Mark A. Smylie, James P. Spillane, Mary Kay Stein, Lonnie Wagstaff 2005/256 pp./HC, $54/4630-1

Critical Issues in Educational Leadership Series

GIVING OUR CHILDREN A FIGHTING CHANCE Poverty, Literacy, and the Development of Information Capital Susan B. Neuman and Donna C. Celano “Deeply illuminating without being overwhelming, useful for policymakers and educators alike.” —Democracy and Education “An excellent text for introductory courses on sociology of education and qualitative methods . ..offers as lucid a definition of some complex concepts as I’ve read anywhere.” —Educational Theory and Policy This is a compelling, eye-opening portrait of two communities in Philadelphia with drastically different economic resources. 2012/176 pp./PB, $31.95/5358-3 HC, $64/5359-0 photos

Leadership HOW TO INNOVATE The Essential Guide for Fearless School Leaders Mary Moss Brown and Alisa Berger Foreword by Tony Wagner “Reimagining school and creating more schools like the iSchool must be our highest national priority. . . . I urge you to read this book.” —From the Foreword by Tony Wagner, Harvard Graduate School of Education How to Innovate demonstrates a radically different approach to school transformation. Using a framework built around four critical levers for school change—curriculum, culture, time, and human capital—the NYC iSchool model merges the teaching of big ideas and valuable skills with the realities of accountability, academic preparation, and adolescent development. The book includes more than 20 activities that will help educators begin the process of school transformation. 2014/144 pp./PB, $29.95/5569-3 large format

COGNITIVE CAPITAL Investing in Teacher Quality Arthur L. Costa, Robert J. Garmston, and Diane P. Zimmerman Foreword by Michael Fullan “Costa, Garmston and Zimmerman have crafted a timely and well focused book from their own professional and life experiences.” —Teachers College Record Building on the authors’ celebrated work in Cognitive Coaching, this important book provides teachers, schools, and policy leaders with the rationale and new direction for enhancing the development of the intellectual capacity of educators, their performance, and their ultimate effects on student learning. Rather than spending time becoming better inspectors and enforcers, Cognitive Capital calls for skillful leaders to engage educators’ thought processes in order to promote practices that have lasting impacts New on students. Ed onititheir 2014/144 pp./PB, $29.95/5497-9

NEW

Best Seller

LEADING FOR POWERFUL LEARNING A Guide for Instructional Leaders Angela Breidenstein, Kevin Fahey, Carl Glickman, and Frances Hensley “This short, easy-to-read book overflows with good ideas and helpful tools.” —School Administrator

“Useful to instructional leaders who look for advice, ideas and empathy in their somewhat lonely leadership role—and to people aspiring to take on such a role.” —British Journal of Educational Technology

This book identifies specific structures, formats, and strategies that an instructional leader can use to support new and veteran principals and teacher leaders. It combines theory with best practices to create a vision of how 21st-century instructional leaders can improve education for all students. 2012/168 pp./PB, $28.95/5349-1

WHAT EVERY PRINCIPAL NEEDS TO KNOW TO CREATE EQUITABLE AND EXCELLENT SCHOOLS Edited by George Theoharis and Jeffrey S. Brooks Key scholars show how to put into practice a commitment to equity and excellence across the Pre-K–12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. 2012/240 pp./PB, $32.95/5353-8/HC, $76/5354-5

For full book descriptions, visit www.tcpress.com

Edition

NEW

Best Seller

PROMOTING RACIAL LITERACY IN SCHOOLS Differences That Make a Difference Howard C. Stevenson “Once more, Howard Stevenson has provided a blueprint of critical importance to policymakers, practitioners, teachers, and parents!” —Margaret Beale Spencer, University of Chicago

Most schools fail to act on racial microaggressions because the stress of negotiating such conflicts is extremely high due to fears of incompetence, public exposure, and accusation. Instead of facing these conflicts head on, schools perpetuate a set of avoidance or coping strategies. This much-needed book uncovers how racial stress undermines student achievement, and provides educators and social service support staff with workable strateew to improve their racial literacy skills. N gies Edition 2014/240 pp./PB, $32.95/5504-4/HC, $70/5557-0

EWDelta Kappa Gamma Educators Award Honorable Mention N2014

Best Seller

GETTING TEACHER EVALUATION RIGHT What Really Matters for Effectiveness and Improvement Linda Darling-Hammond “Darling-Hammond knows that we must ‘get teacher evaluation right’ and her book is as clear a guide for doing that as we will ever see.” —Ronald Thorpe, National Board for Professional Teaching Standards

2013/192 pp./PB, $26.95/5446-7/HC, $68/5447-4

NEW BY LINDA DARLING-HAMMOND: Be the Change, 50

NEW

Best Seller

THE SCHOOL LEADERS OUR CHILDREN DESERVE Seven Keys to Equity, Social Justice, and School Reform George Theoharis “Theoharis does a beautiful job at marrying research with practical application that can be utilized by school administrators.” —Journal of Educational Administration

“Presents a hopeful, humanistic, and democratic approach to ew Nschool reform that many will no doubt wish to replicate.” Edition —American School Board Journal 2009/192 pp./PB, $28.95/4951-7/HC, $56/4952-4

NEW

Best Seller

This book shows how awardwinning secondary schools and districts are successfully using technology and making systemic changes to increase student engagement, improve achievement, and re-invigorate the teaching and learning process. 2012/240 pp./PB, $35.95/5334-7 HC, $70/5335-4 photos

Technology, Education—Connections (The TEC Series)

2013 AESA Critics’ Choice Award

BLACK SCHOOL WHITE SCHOOL Racism and Educational (Mis)Leadership Jeffrey S. Brooks Foreword by Lisa D. Delpit Afterword by William Ayers This book will help schools and leadership programs to take the next step in addressing longstanding and deeply entrenched inequity and inequality in schools. 2012/176 pp./PB, $28.95/5312-5

FINDING YOUR LEADERSHIP FOCUS What Matters Most for Student Results Douglas B. Reeves Foreword by Michael Fullan In his new book, international keynoter Douglas Reeves identifies a specific set of leadership practices that are more strongly associated with improvements in student achievement. Drawing on recent research findings, Reeves provides explicit guidelines for how school leaders can improve their most critical leadership decisions. This is essential reading for new and veteran principals, teacher leaders, and PLC book study groups. 2011/168 pp./PB, $26.95/5170-1

THE ETHICS OF SCHOOL ADMINISTRATION Third Edition Kenneth A. Strike, Emil J. Haller, and Jonas F. Soltis ”A wonderful book to help guide school leaders through the many ethical issues that are a routine part of leading a school district.” —The School Administrator “This text has much to recommend [it] to educators in general and school administrators in particular.” —NASSP Bulletin

2005/208 pp./PB, $28.95/4573-1 Professional Ethics in Education Series

2012/160 pp./PB, $26.95/5370-5 photos

Copublished with Military Child Education Coalition

COMPANION GUIDES: The Military Family’s Parent Guide, p. 16 The Teacher’s Guide, p. 48 The Pupil Personnel Guide, p. 70 Four-book set: $84.95/5419-1 All royalties from the sale of these books are being donated to military children’s educational causes.

DISTRIBUTED LEADERSHIP IN PRACTICE Edited by James P. Spillane and John B. Diamond “A fresh and needed perspective on the day-to-day practice of school leadership.” —Education Review Contributors: Patricia Burch, Amy F. Coldren, John B. Diamond, Tim Hallett, Richard R. Halverson, Jennifer Zoltners Sherer, James P. Spillane 2007/208 pp./PB, $33.95/4806-0 HC, $64/4807-7

Critical Issues in Educational Leadership Series

CULTIVATING LEADERSHIP IN SCHOOLS Connecting People, Purpose, and Practice Second Edition Gordon A. Donaldson, Jr. Foreword by Michael G. Fullan “Sharing a journey with Donaldson might be just the right prescription for a school community that wants to be successful in supporting each other, attending to the needs of students and finding ways to renew a commitment to what matters.” —The School Administrator

THE 3 DIMENSIONS OF IMPROVING STUDENT PERFORMANCE Finding the Right Solutions to the Right Problems Robert Rueda Foreword by P. David Pearson 2006/216 pp./PB, $31.95/4710-0 Using literacy and other program examples from urban schools, Robert Rueda offers a multidimensional, HOW LEADERS LEARN more systematic model to help Cultivating Capacities for every school leader address local School Improvement achievement gaps and low student Gordon A. Donaldson, Jr. performance. He shares a problemsolving framework and then targets “A gem of a book.” —Michael Fullan, the development of solutions and University of Toronto successful outcome loops that are customized to problematic areas. 2008/192 pp./PB, $30.95/4854-1 2011/144 pp./PB, $26.95/5240-1

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

THE SCHOOL ADMINISTRATOR’S GUIDE FOR SUPPORTING STUDENTS FROM MILITARY FAMILIES Ron Avi Astor, Linda Jacobson, and Rami Benbenishty Children from military families face many challenges and special circumstances that civilian children and families don’t experience. Written in an engaging style by experts in the field, this practical guide introduces school administrators to this population and offers tools to help them implement school-wide programs that will support their learning.

55 | Administration, Leadership, and Policy

In this book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and New the profession as a whole. on Editifor

LEADING TECHNOLOGYRICH SCHOOLS Award-Winning Models for Success Barbara B. Levin and Lynne Schrum / Foreword by Dennis Sparks

New Edition

School Change

TEACHING IN THE FLAT WORLD Learning from High-Performing Systems Linda DarlingHammond Best Seller and Robert Rothman, with contributions by Pasi Sahlberg, Barry Pervin, Carol Campbell, and Tan Lay Choo “The best single collection you will find on the topic of improving the teaching profession. It’s got everything, including six great lessons from successful systems that you will not want to miss.” —Michael Fullan, professor emeritus, University of Toronto

NEW

56 |

Will help school systems improve their teacher workforce by drawing important lessons from nations with high-performing educational systems and from successful state experiments in the United States. Their varied solutions offer valuable ideas for how to create a strong teacher and school administrator corps from recruitment and preparation through induction, professional development, evaluation, and career advancement into leadership roles. 2015/120 pp./PB, $24.95/5647-8 HC, $54/5648-5 NEW BY LINDA DARLING-HAMMOND:

Be the Change, 50

LEADING EDUCATIONAL CHANGE Global Issues, Challenges, and Lessons on Whole-System Reform Helen Janc Malone, Editor Foreword by Michael Fullan Each “think piece” draws on the latest knowledge from research, policy, and practice to provide important insights for creating systemic, meaningful reform. Together with the online companion Instructor’s Guide, this is a perfect text for educational leadership and policy courses. Contributors include Gabriel Cámara, Amanda Datnow, Andy Hargreaves, Alma Harris, Jonathan D. Jansen, Ann Lieberman, Pak Tee Ng, Pasi Sahlberg, Andreas Schleicher, Dennis Shirley, James P. Spillane, and Yong Zhao. 2013/160 pp./PB, $37.95/5473-3 the series on school reform

COLLEGE AND CAREER READY IN THE 21ST CENTURY Making High School Matter James R. Stone III and Morgan V. Lewis In this volume, two educational leaders argue that we need to change the focus of our current high school reform efforts from “college for all” to “careers for all.” This book provides a framework for a career and technical education that can stem dropout rates, including research-based strategies that schools can implement to improve students’ math and literacy skills. 2012/224 pp./PB, $34.95/5323-1 HC, $68/5324-8

THE COLOR OF SUCCESS Race and High-Achieving Urban Youth Gilberto Q. Conchas Foreword by Pedro Noguera “This small book is packed with observations that deserve serious attention in the public arena.” —Multicultural Review Based on the experiences of Black, Latino, and Vietnamese urban high school students. 2006/168 pp./PB, $27.95/4660-8

TURNING POINTS 2000 Educating Adolescents in the 21st Century: A Report of Carnegie Corporation of New York Anthony W. Jackson and Gayle A. Davis Foreword by David A. Hamburg “A must-read for each and every adult in every middle school.” —American Secondary Education 2000/288 pp./PB, $24.95/3996-9

Copublished with NASSP (Nat’l. Assoc. of Secondary School Principals) and NMSA (Nat’l. Middle Schools Assoc.)

TEACHING 2030 What We Must Do for Our Students and Our Public Schools—Now and in the Future Barnett Berry and The TeacherSolutions 2030 Team An important and lively examination of what we need to do to transform teaching into the profession students deserve. Powerful new ideas—e.g., students who learn in and out of cyberspace and teacherpreneurs who radically spread their expertise to colleagues—frame a hopeful future for all classrooms filled with qualified, caring, and effective teachers. This book project was generously supported by MetLife Foundation. 2011/272 pp. /PB, $27.95/5154-1 HC, $58/5155-8 (T)

Copublished with NEA (National Education Association)

WHAT’S WORTH FIGHTING FOR IN THE PRINCIPALSHIP? Second Edition Michael Fullan “Promises much and delivers more. Fullan continues to provide the leadership needed to accelerate school improvement efforts around the globe.” —Thomas J. Sergiovanni, Trinity University 2008/80 pp./PB, $21.95/4833-6 (T) Copublished with the Ontario Principals’ Council, and published in association with AASA. See www.tcpress.com for availability outside the U.S.

WHAT’S WORTH FIGHTING FOR IN YOUR SCHOOL? Michael Fullan & Andy Hargreaves 1996/128 pp./PB, $20.95/3554-1 (For sale by TC Press in the US, its territories & dependencies only)

WHAT’S WORTH FIGHTING FOR OUT THERE? Andy Hargreaves & Michael Fullan Foreword by Linda Darling-Hammond 1998/144 pp./PB, $17.95/3752-1 (For sale by TC Press in the US, and its territories and dependencies only)

NEW BY MICHAEL FULLAN:

The New Meaning of Educational Change, 5th Edition, 50

Urban Education FROM CHARITY TO EQUITY Race, Homelessness, and Urban Schools Ann Aviles de Bradley “This book will completely transform the way we think about how to address the needs of homeless youth in our schools. Bravo, Dr. Aviles de Bradley!” —Marvin Lynn, Indiana University South Bend Through interviews with youth, readers are challenged to see implementation of the McKinney– Vento Act (1987) not as charity but as an issue of legislated social justice and to work towards educational equity for students experiencing homelessness. 2015/144 pp./PB, $31.95/5639-3 2015 Choice Outstanding Academic Title

BIG-CITY SCHOOL REFORMS Lessons from New York, Toronto, and London Michael Fullan and Alan Boyle Examining three major cities—New York, Toronto, and London—this book weaves case studies with careful analysis and recommendations to hone in on which policies and strategies work best to raise the bar for all students and reduce the gap for the disadvantaged. This is an eminently practical book that focuses on big problems and big solutions. 2014/192 pp./PB, $28.95/5518-1 HC, $66/5519-8 Copublished with the Ontario Principals’ Council See tcpress.com for availability outside the U.S.A.

FAILING AT SCHOOL Lessons for Redesigning Urban High Schools Camille A. Farrington Failing at School starts with the premise that urban American high schools generate widespread student failure because they were designed to stratify achievement and let only the top performers advance to higher levels of education. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning. 2014/208 pp./PB, $39.95/5516-7 the series on school reform

For full book descriptions, visit www.tcpress.com

More Books in Administration, Leadership, & Policy Anyon: GHETTO SCHOOLING A Political Economy of Urban Educational Reform Jean Anyon 1997/240 pp./PB, $26.95/3662-3 HC, $45/3663-0 (T)

Arrastía: STARTING UP Critical Lessons from 10 New Schools Edited by Lisa Arrastía and Marvin Hoffman 2012/192 pp./PB, $32.95/5307-1 Boris-Schacter: BALANCED LEADERSHIP How Effective Principals Manage Their Work Sheryl Boris-Schacter and Sondra Langer 2006/128 pp./PB, $22.95/4698-1 HC, $51/4699-8 Critical Issues in Educational Leadership Series

2007/224 pp./PB, $35.95/4745-2

Casanova: ¡SÍ SE PUEDE! Learning from a High School That Beats the Odds Úrsula Casanova 2010/112 pp./PB, $25.95/5102-2

Contreras: ACHIEVING EQUITY FOR LATINO STUDENTS Expanding the Pathway to Higher Education Through Public Policy Frances Contreras 2011/208 pp./PB, $31.95/5210-4 Multicultural Education Series

Corbett: EFFORT AND EXCELLENCE IN URBAN CLASSROOMS Expecting—and Getting— Success with All Students Dick Corbett, Bruce Wilson, and Belinda Williams 2002/192 pp./PB, $28.95/4216-7 Critical Issues in Educational Leadership Series

Cuban: HOW CAN I FIX IT? Finding Solutions and Managing Dilemmas An Educator’s Road Map Larry Cuban 2001/80 pp./PB, $24.95/4049-1

Cuban: HUGGING THE MIDDLE—HOW TEACHERS TEACH IN AN ERA OF TESTING AND ACCOUNTABILITY Larry Cuban 2008/112 pp./PB, $28.95/4935-7

Darling-Hammond: PROFESSIONAL

DEVELOPMENT SCHOOLS Schools for Developing a Profession Edited by Linda Darling-Hammond

2010/264 pp./PB, $34.95/5045-2 HC, $70/5046-9 Multicultural Education Series

Hatch: MANAGING TO CHANGE How Schools Can Survive (and Sometimes Thrive) in Turbulent Times Thomas Hatch 2009/208 pp./PB, $30.95/4966-1 the series on school reform

Hess: COMMON CORE MEETS EDUCATION REFORM What It All Means for Politics, Policy, and the Future of Schooling Frederick M. Hess and Michael Q. McShane, Editors ccss 2013/240 pp./PB, $33.95/ 5478-8/HC, $74/5479-5

Hess: PRIVATE ENTERPRISE AND PUBLIC EDUCATION Frederick M. Hess and Michael B. Horn 2013/272 pp./PB, $34.95/5442-9 HC, $76/5443-6

Jensen: REGARDING EDUCACIÓN Mexican-American Schooling, Immigration, and Bi-National Improvement Edited by Bryant Jensen and Adam Sawyer 2013/360 pp./PB, $39.95/5392-7

Jones: BECOMING A STRONG INSTRUCTIONAL LEADER Saying No to Business as Usual Alan C. Jones Foreword by Robert V. Bullough Jr. 2012/224 pp./PB, $32.95/5338-5 HC, $68/5339-2

Jones: LEADING FOR INCLUSION How Schools Can Build on the Strengths of All Learners Edited by Phyllis Jones, Janice R. Fauske, and Judy F. Carr 2011/256 pp./PB, $34.95/5258-6

Knoester: DEMOCRATIC EDUCATION IN PRACTICE Inside the Mission Hill School Matthew Knoester 2013/208 pp./PB, $33.95/5380-4 HC, $74/5381-1 Practitioner Inquiry Series

Lengel: EDUCATION 3.0 Seven Steps to Better Schools James G. Lengel 2013/240 pp./PB, $32.95/5382-8 HC, $64/5383-5 photos

Levine: ONE KID AT A TIME Big Lessons from a Small School Eliot Levine 2001/192 pp./PB, $24.95/4153-5 the series on school reform

McAdams: WHAT SCHOOL BOARDS CAN DO Reform Governance for Urban Schools Donald R. McAdams 2006/192 pp./PB, $34.95/4648-6

McMillan: FORMATIVE CLASSROOM ASSESSMENT Theory into Practice James H. McMillan, Editor 2007/168 pp./PB, $28.95/4799-5 HC, $56/4800-8

Meyer: GENDER, BULLYING, AND HARASSMENT Strategies to End Sexism and Homophobia in Schools Elizabeth J. Meyer 2009/120 pp./PB, $27.95/4953-1

Nadelstern: 10 LESSONS FROM NEW YORK CITY SCHOOLS What Really Works to Improve Education Eric Nadelstern 2013/96 pp./PB, $25.95/5449-8

Neuman: CHANGING THE ODDS FOR CHILDREN AT RISK Seven Essential Principles of Educational Programs That Break the Cycle of Poverty Susan B. Neuman 2009/240 pp./PB, $27.95/5048-3 the series on school reform

Noddings: WHEN SCHOOL REFORM GOES WRONG Nel Noddings 2007/112 pp./PB, $21.95/4810-7/HC, $50/4811-4

Planty: UNDERSTANDING EDUCATION INDICATORS A Practical Primer for Research and Policy Mike Planty and Deven Carlson 2010/160 pp./PB, $43.95/5120-6

Rothstein: GRADING EDUCATION Getting Accountability Right Richard Rothstein, with Rebecca Jacobsen and Tamara Wilder 2008/280 pp./PB, $23.95/4939-5 Co-published by the Economic Policy Institute and Teachers College Press

Schmidt: INEQUALITY FOR ALL The Challenge of Unequal Opportunity in American Schools William H. Schmidt and Curtis C. McKnight ccss 2012/288 pp./PB, $34.95/5341-5 HC, $78/5342-2

Seligson: BRINGING YOURSELF TO WORK A Guide to Successful Staff Development in After-School Programs Michelle Seligson and Patricia Jahoda Stahl 2003/112 pp./PB, $29.95/4426-0 large format Copublished with NSACA (National School-Age Care Alliance)

Simmons: BREAKING THROUGH Transforming Urban School Districts John Simmons 2006/264 pp./PB, $29.95/4657-8 HC, $56/4658-5

Spillane: DIAGNOSIS AND DESIGN FOR SCHOOL IMPROVEMENT Using a Distributed Perspective to Lead and Manage Change James P. Spillane and Amy Franz Coldren 2011/144 pp./PB, $27.95/5215-9

Vinovskis: FROM A NATION AT RISK TO NO CHILD LEFT BEHIND National Education Goals and the Creation of Federal Education Policy Maris A. Vinovskis 2009/312 pp./PB, $47.95/4922-7

Wepner: COLLABORATIVE LEADERSHIP IN ACTION Partnering for Success in Schools Edited by Shelley B. Wepner and Dee Hopkins 2011/216 pp./PB, $36.95/5146-6

Wilcox: BEST PRACTICES FROM HIGH-PERFORMING HIGH SCHOOLS How Successful Schools Help Students Stay in School and Thrive Kristen C. Wilcox and Janet I. Angelis 2011/144 pp./PB, $28.95/5168-8

Wilcox: BEST PRACTICES FROM HIGHPERFORMING MIDDLE SCHOOLS How Successful Schools Remove Obstacles and Create Pathways to Learning Kristen C. Wilcox and Janet I. Angelis

Lambert: THE CONSTRUCTIVIST LEADER Second Edition Linda Lambert, Deborah Walker, Diane P. Zimmerman, Joanne E. Cooper, Morgan Dale Lambert, Mary E. Gardner, and Margaret Szabo

Quint: SCHOOLING HOMELESS CHILDREN A Working Model for America’s Public Schools Sharon Quint 1994/176 pp./PB, $19.95/3391-2

2009/112 pp./PB, $22.95/5005-6

2002/304 pp./PB, $29.95/4253-2

Rebell: NCLB AT THE CROSSROADS Reexamining the Federal Effort to Close the Achievement Gap Edited by Michael A. Rebell and Jessica R. Wolff

Zubay: CREATING THE ETHICAL SCHOOL A Book of Case Studies Bongsoon Zubay and Jonas F. Soltis

Leal: THE POLITICS OF LATINO EDUCATION Edited by David L. Leal and Kenneth J. Meier 2011/240 pp./PB, $36.95/5142-8 HC, $74/5143-5

2005/240 pp./PB, $25.95/4592-2

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

2009/312 pp./HC, $36/4944-9

2005/144 pp./PB, $24.95/4513-7 HC, $46/4514-4

57 | Administration, Leadership, and Policy

Bouie: AFTER-SCHOOL SUCCESS Academic Enrichment Strategies with Urban Youth Anne Bouie

Gándara: FORBIDDEN LANGUAGE English Learners and Restrictive Language Policies Edited by Patricia Gándara and Megan Hopkins

OF RELATED INTEREST

FoundationsofEducation Expanding College Access for Urban Youth

What Schools and Colleges Can Do Edited by Tyrone C. Howard is a professor of education in the Graduate School of Education and Information Studies’ Urban Schooling Division, UCLA. Jonli Tunstall is director of the UCLA NewVIP Scholars Program. Terry Flennaugh on isEd anitiassistant professor and coordinator of Urban Education Initiatives for the College of Education at Michigan State University.

“Empirical. Well-written. Thoughtful. Provocative. The book is useful for all of us concerned about access and equity in education.” —William G. Tierney, University of Southern California

NEW

Cracks in the Schoolyard

Confronting Latino Educational Inequality

Edited by Gilberto Q. Conchas, professor of educational policy and social context at the School of Education, University of California, Irvine, with Brianna M. Hinga Foreword by Amanda Datnow

New Edition

“Cracks in the Schoolyard provides powerful accounts of the ways in which Latino students achieve in spite of formidable obstacles.” —From the Foreword Amanda Datnow, University of California, San Diego

NEW This timely book demonstrates why there st Be “Conchas’ provocative needs Sellerto be a more thoughtful and collaboraand compelling case tive effort on the part of K–12 schools, as studies in education well as institutions of higher education, to position him once again as a leading voice in provide better college access to students from challenging commonsense notions of Latino school low-income communities. Building on a 10-year Be st case study of a successful school-university ller Sefailure.” —Kris D. Gutiérrez, University partnership, the authors examine the supports, of California, Berkeley mentoring, and resources needed to transform the college opportunities and life chances for “A compelling lens on the challenges we face, and under-represented urban youth. Featuring must address, in improving the academic and first-hand accounts from student participants, social outcomes for Latina/o youth.” the book documents how the model provided —Peter Rivera, senior program officer, college access to some of the most selective California Community Foundation and prestigious universities across the nation. Cracks in the Schoolyard challenges deficit Because this partnership situates college acmodels of schooling and turns school failure cess within a social justice framework, it is one on its head. of the more unique programs in the country. Going beyond presenting critical case studBook Features: ies of social inequality and education, this book features achievement cases that depict Latinos • Shows what successful partnerships look as active actors—not hopeless victims— in like when schools and districts work with the quest for social and economic mobility. common goals and outcomes. Chapters examine the ways in which college • Documents an approach that identifies students, high school youth, English language promising students early in their high learners, immigrant Latino parents, queer school careers. homeless youth, the children of Mexican un• Emphasizes college access with a documented immigrants, and undocumented commitment to social justice, equity, and immigrant youth all work in local settings to investment in schools and communities. improve their quality of life and advocate for • Focuses on student perspectives to identify their families and communities. Taken together, mentoring and high school resources that these counternarratives will help educators and make a difference in their college pursuit. policymakers fill the cracks in the schoolyard • Includes viewpoints of university personnel that often create disparity and failure for youth and parents about the impact of the and young adults. program on students. Contributors: Nancy Acevedo-Gil, Contributors: Irene Atkins, Bree Blades, Jon Alejandra S. Albarran, Edelina M. Burciaga, Carroll, Whitney Gouche, Tr’Vel Lyons, Justyn Leo R. Chavez, Gilberto Q. Conchas, Isiaah Patterson, Jerry Morrison, Michelle Smith, Crawford, Cindy Cruz, Briana M. Hinga, Ashley V. Williams Eduardo Mosqueda, Leticia Oseguera, Louie F. Rodríguez, Kip Téllez, and Irene I. Vega Audience: Teacher educators, university administrators, K–12 school leaders, policymakers, researchers, philanthropists and nonprofits; courses in urban education, sociology of education, multicultural education, school reform, educational policy and politics, higher education, ethnic studies, African American/Chicano studies. 2016/192 pp./PB, $34.95/5764-2/HC, $78/5765-9

We Can’t Teach What We Don’t Know, 3rd. Ed., 65; Teaching with Conscience in an Imperfect World, 40; Schooled— Ordinary, Extraordinary Teaching..., 41

Human Rights and Schooling

An Ethical Framework for Teaching for Social Justice Audrey Osler is professor of education at the

University New of South East Norway and at the University Edition of Leeds, UK where she was founding director of the interdisciplinary Centre for Citizenship and Human Rights Education (CCHRE).

Most of the struggles for equitable schooling, including multicultural curricula and culturally responsive teaching, have largely taken place on a local or national stage, with little awareness of how international human rights standards might support these struggles. Human Best Rights and Schooling explores the poSellerof human rights frameworks to support tential grassroots struggles for justice and examines the impact that human rights and child rights education can make in the lives of students, including the most marginalized. The author, Audrey Osler, examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Bringing scholarship and practice together, the text uses concrete examples to illustrate the links between principles and ideals and actual efforts to realize social justice in and through 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.

NEW

Book Features: • Supports teachers in their everyday struggles for social justice. • Contributes to theory and practice in human rights education. • Advocates for greater international solidarity and cooperation in multicultural education. • Explores how the concept of child rights can strengthen education for democracy. Audience: Professors, teacher educators, and researchers; courses in multicultural education, social studies education, global education, civic education, service learning, comparative and international education, peace education, gender studies, law and education. 2016/192 pp./PB, $39.95/5676-8/HC, $88/5677-5

Multicultural Education Series

Audience: School leaders, teachers, researchers, policymakers, and advocates; courses in contemporary education, sociology and anthropology of education, public policy, urban education, multicultural education, qualitative methods, Latino studies. 2016/224 pp./PB, $39.95/5703-1/HC, $80/5704-8

For full book descriptions, visit www.tcpress.com

School Integration Matters Research-Based Strategies to Advance Equity

Edited by Erica Frankenberg is associate professor of education and demography and co-director of the Center for Education and Civil Rights at Pennsylvania State University. Liliana M. Garces is assistant professor of higher education, co-director of the Center for Education and Civil Rights, and research associate for the Center of the Study of Higher Education at Pennsylvania State University. Megan Hopkins is assistant professor of education at the University of Illinois at Chicago.

Restoring Dignity in Public Schools

After the “At-Risk” Label

Maria Hantzopoulos is associate professor of education at Vassar College, where she is the coordinator of the Adolescent Education Certification Program and a participating faculty member in the programs in International Studies, Urban Studies, and Women’s Studies.

Keffrelyn D. Brown is an associate professor of cultural studies in education in the Department of Curriculum and Instruction at The University of Texas at Austin.

Human Rights Education in Action

Reorienting Educational Policy and Practice

Audience: Policymakers, administrators, curriculum developers, teacher educators, and researchers; courses in educational policy, school reform, urban education, human rights education, peace education, secondary education, public policy, anthropology of education, critical pedagogy, social studies education, research methods. 2016/192 pp./PB, $36.95/5742-0

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

59 | Foundations of Education

This book examines how the use of the “atNew risk” category and label ”This book provides what Edition creates problems for most of us don’t have: students and teachers. hope that a school Drawing from based on human rights research across various ”This is the book that re- New can actually exist in education sites, the NEW ignites the civil rights Edition urban education. It author illustrates how movement for the 21st will inspire grassroots educators recognize century, written and edactivists and educators the label’s potential ited by a powerful new ew N alike to envision someto redress issues of generation of civil Edition thing tangible to fight equity, but warns NEW rights scholars.” for.” st it can also stigmatize the students so Bethat —Patricia Gandara, —Sally Lee, executive Seller labeled. She explores how the labeling and co-director, The director, Teachers subsequent practices by teachers and schools Civil Rights Project, Unite actually affect students, such as classifying NEW UCLA “The testimonies in this book remind us that many individuals as deficient. The text provides “This is visionary st Beschools can, in fact, be transformational coma historical overview, discusses the role of r Selle scholarship at its best munities. This is a work of head and heart, a federal education policy and teaching, and and it moves far beyond the policy vacuum and call to reimagine schools as sites of critique and includes tools to help readers acquire more the black-white paradigm to suggest workable collaboration, purpose and possibility.” complex, critical understandings of risk in for a multiracial future. Educators and st Besolutions —Bill Bigelow, curriculum education practice. r Selle policymakers need this book.” editor, Rethinking Schools After the “At-Risk” Label not only challenges —Gary Orfield, co-director, The the education community to reorient itself to a For many students in urban public schools, Civil Rights Project, UCLA more equitable discourse, it provides a framethe routines of standards-based instruction work for changing the structural conditions of More than 60 years after the Brown v. Board and frequent testing remove the possibilities schooling to better serve all students. of Education decision declared segregated for sustained inquiry and critical engagement schooling inherently unequal, this timely book in school and with the larger world. Restoring Book Features: sheds light on how and why U.S. schools are Dignity in Public Schools demonstrates how • Offers a critical appraisal of how schools, experiencing increasing segregation along urban public schools can create thriving, aupolicy, and teachers may be complicit in racial, socioeconomic, and linguistic lines. It thentic centers of learning. Drawing from rich exacerbating conditions that lead to risk. offers policy and programmatic alternatives narratives of human rights education (HRE) in • Shows how race and class biases might be for advancing equity and describes the action, the author shows how school leaders manifested in the “at risk” identification implications for students and more broadly for can create an environment in which a culture process. the nation. The authors look at the structural of dignity, respect, tolerance, and democracy • Outlines a framework for making sense of, and legal roots of inequity in the United States ﬂourishes. The book examines the dynamics and acting in response to, risk that attends educational system and examine opportunities of HRE in practice, defines its constituent to both the individual and the institutional. to support integration efforts across the educaelements, and explains how these components • Provides a set of key questions, terms, and tional pipeline (pre-k to higher education). work in tandem to produce schooling that a list of extended activities in each chapter. Contributors: Martha Cecilia Bottia, encourages young people to critically interact Courtney D. Cogburn, Erica Frankenberg, Audience: Teacher educators, teachers, school with the world around them and imagine Liliana M. Garces, Rachel Garver, Cynthia administrators, policymakers, and researchers; different alternatives for the future. This timely Gordon da Cruz, Mariela Gutierrez, Megan courses in special education, politics of education, book provides a viable alternative to the curHopkins, Michael Hilton, Daniel Kiel, Richard social foundations of education, urban education, rently favored strategies of increased testing, multicultural education, social justice, cultural Lambert, Savannah Larimore, Rebecca privatization, and disciplinary control. studies. Lowenhaupt, Roslyn Arlin Mickelson, P. Zitlali Morales, Lindsay Pérez Huber, Aria Razfar, Book Features: 2016/216 pp. (tent.)/PB, $42.95/5701-7 Jeanne L. Reid, Matthew Patrick Shaw, Philip • A counternarrative to the mainstream Disability, Culture, and Equity Series Tegeler, Hoang Vu Tran, Tina Trujillo, Brenda discourses of “failing” public schools in the Pulido Villanueva United States. Audience: Education scholars and students, • Policies and practices of human rights policymakers, practitioners (Pre-K–16), legal advoeducation in action, including the cates, civil rights groups, and community leaders; experiences of students and teachers. courses in educational foundations, multicultural • A framework for school leaders to create a education, education policy, politics of education, climate of dignity for marginalized students. civil rights, inequality and race, sociology of • Ethnographic research conducted at education, political science. Humanities Preparatory Academy, a public high school in New York City. 2016/256 pp./PB, $37.95/5755-0/HC, $80/5756-7

New Edition New Edition

Thinking About Education Series NEW

Jonas F. Soltis, Editor

Speaking directly to today’s teacher, these fifth editions feature realistic case studies, dialogues, and open-ended questions that will stimulate thinking and encourage lively classroom discussions. Best Seller

Educational Studies NEW

Best Seller

WHAT KIND OF CITIZEN? Educating Our Children for the Common Good Joel Westheimer “In this book, Westheimer issues a welcome invitation to connect our conception of the ideal school to its impact on our broader society.” —Alfie Kohn, bestselling author “An invaluable roadmap for anyone who asks the big questions, no matter what they think of his answers.” —Jonathan Zimmerman, New York University

“Dazzling and clear, entirely accessible, and grounded in real experiences.” —William Ayers, school reform activist “The book is compelling, very accessible, full of inspiring examples, and sometimes even funny. It’s a book that every teacher should have.” —Andy Hargreaves, Boston College What Kind of Citizen? asks readers to imagine the kind of society they would like to live in—and then shows the ways in which schools can be used to make that vision a reality. 2015/128 pp./PB, $24.95/5635-5

60 |

THE ETHICS OF TEACHING, 5TH EDITION Kenneth A. Strike and Jonas F. Soltis This text has been expanded to include the most important ethical issues in contemporary schooling. Topics include: punishment and due process • intellectual freedom • equal treatment of students • multiculturalism • religious differences • democracy • teacher burnout • and more. 2009/176 pp. / PB, $24.95/4981-4

CURRICULUM AND AIMS, 5TH EDITION Decker F. Walker and Jonas F. Soltis, assisted by Frances Schoonmaker This revised edition provides a broad perspective on the basic curriculum questions educators face regarding the purposes, content, design, and structure of educational programs. The new edition features a new case study on Education and Equity: Closing the Achievement Gap.

“Does a masterful job of bringing together the basic issues and teaching methods that should frame social and philosophical foundations curricula.”

OUR SCHOOL Searching for Community in the Era of Choice Sam Chaltain / Foreword by Sir Ken Robinson “One of the strengths of this thoughtful, highly readable book is that Chaltain, himself a former teacher, takes the concerns of teachers, parents, and students seriously as he spends an entire school year observing them in action.” —The Washington Monthly “Our School is so important for anyone who genuinely cares about schools, communities, and their children.” —From the Foreword by Sir Ken Robinson, world-renowned author and educator “Parents, educators, and policymakers should read this book.” —Parker J. Palmer, bestselling author Will the wider array of school options help parents and educators identify better strategies for helping all children learn? Or will the high stakes of the marketplace end up privatizing this most public of institutions? In Our School, education activist Sam Chaltain puts a human face on the modern landscape of teaching and learning to help us answer these questions. 2014/208 pp./PB, $27.95/5531-0/HC, $62/5559-4

—Educational Theory

2009 / 144 pp./PB, $24.95/4984-5

APPROACHES TO TEACHING, 5TH EDITION Gary D Fenstermacher and Jonas F. Soltis, with contributions from Matthew N. Sanger This new edition continues using the format of the three approaches— The Executive, The Facilitator, and The Liberationist—and adds four new case studies: “Scripted Teaching,” “Accountability and Merit,” “What Is the Value of Caring Relationships?” and “School Funding.” 2009 / 128 pp. / PB, $24.95 / 4982-1

PERSPECTIVES ON LEARNING, 5TH EDITION D. C. Phillips and Jonas F. Soltis This widely adopted text uses case studies that engage readers in debates about what really happens in classrooms. The new edition features: a discussion of common sense and learning theories • a new chapter on Transfer of Learning • consideration of recent developments in brain science. 2009/144 pp./PB, $24.95/4983-8

SCHOOL AND SOCIETY, 5TH EDITION Walter Feinberg and Jonas F. Soltis The new edition tackles such crucial questions as: Do schools socialize students to become productive workers? • Does schooling reproduce social class and pass on ethnic and gender biases? • Can a teacher avoid passing on dominant social and cultural values? • What besides subjects do students really learn in schools?

THE BOOK OF LEARNING AND FORGETTING Frank Smith “Recommended for all levels.” —Choice “We recommend you read this thought-provoking book, and help us repair the damage.” —The Quarterly of the National Writing Project 1998/144 pp./PB, $26.95/3750-7 2005 AESA Critics’ Choice Award • 2003 Gold Book of the Year Award in Education, ForeWord Magazine

CITY SCHOOLS AND THE AMERICAN DREAM Reclaiming the Promise of Public Education Pedro Noguera “This book will prove useful to anyone interested in and perplexed by how to reform urban public schools in this country.” —Harvard Educational Review “This well-researched and well-written book should be on every American educator’s reading list.” —VOYA “A gem of a book.” —Journal of Educational Change 2003/208 pp./PB, $26.95/4381-2 (T) Multicultural Education Series

2009/160 pp./PB, $24.95/4985-2

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2010 Choice Outstanding Academic Title • 2009 Notable Education Book, American School Board Journal

THE CHALLENGE TO CARE IN SCHOOLS An Alternative Approach to Education Second Edition Nel Noddings Foreword by Jonas Soltis

WOUNDED BY SCHOOL Recapturing the Joy in Learning and Standing Up to Old School Culture Kirsten Olson

Forewords by Sara LawrenceLightfoot and Parker J. Palmer

Social Justice

New Edition

SEE ALSO: Holler If You Hear Me, 45; Spectacular Things Happen Along the Way, 46; Unequal Fortunes, 67

2013 AESA Critics’ Choice Award

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2015/208 pp./PB, $37.95/5605-8 HC, $82/5606-5 Multicultural Education Series

TEACHING AND LEARNING ON THE VERGE Democratic Education in Action Shanti Elliott “Shanti Elliott offers an engaging whirlwind of examples and ideas in examining civic action among and with youth in a multicultural democracy.” —Meira Levinson, Harvard Graduate School of Education This guide demonstrates how educators in all disciplines can integrate civic engagement, multicultural literacy, and leadership into their classrooms and programs. It is based on 20 years of teaching experience and research in schools across the country, including Rudy Lozano Leadership Academy in Chicago, June Jordan School for Equity in San Francisco, and Urban Academy in New York. 2015/240 pp./PB, $39.95/5641-6/HC, $84/5642-3 Multicultural Education Series

61 | Foundations of Education

BEING BAD “This important book is filled with My Baby Brother and the School-to-Prison Pipeline resources and specific ideas for reclaiming joy in learning.. . . Highly Crystal T. Laura Rather then forcing one side to recommended.” —Choice Foreword by William Ayers yield to the other, this book advoAfterword by Erica R. Meiners Drawing on deeply emotional cates an alternative, “responsive Best stories, Olson shows that current “This book brings to life the experience of those most directly Seller system” that will allow the best institutional structures do not and collaterally impacted by the politics of schooling and its ideas to flourish to the benefit of produce the kinds of minds and relationship to our growing prison nation.” all...especially the children. thinking that society really needs. —Garrett Albert Duncan, 2005/224 pp./PB, $28.95/4609-7 Instead, the system tends to shame, Washington University in St. Louis Advances in Contemporary Educational disable, and bore many learners. In a harrowing journey, the author follows her brother, Chris, who has been Thought Series 2009/240 pp./PB, $26.95/4955-5 designated a “bad kid” by his school, a “person of interest” by the police, HC, $56/4956-2 (T) ew a “gangster” by society. This book explores such timely issues as the Nand of Black males, scapegoats in our culture, and the media’s 1998 AESA Critics’ ition Edunder-education role in constructing Black masculinity. Choice Award CONSTRUCTIVISM 2014/144 pp./PB, $29.95/5596-9 HC, $64/5597-6 Teaching for Social Justice Series THE LONG Theory, Perspectives, and Practice HAUL Second Edition An Edited by NEW Autobiography DIVERSITY AND EDUCATION Catherine Twomey Fosnot A Critical Multicultural Approach Myles Horton Closing the gap between theory Michael Vavrus with Judith and practice, well-known scholars Foreword by Wayne Au Kohl and make constructivism accessible by Herbert Kohl “Through an artful weaving of historical and contemporary showing its application in everyday critical analyses, Vavrus leads us, chapter by chapter, down “Were I to choose America’s most Best classrooms. the rabbit holes of contentious diversity debates.” Seller influential and inspiring educator, it Contributors: Paul Cobb, —TC Record would be Myles Horton of Highlander.” Susan Cowey, Rheta DeVries, —Studs Terkel Eleanor Duckworth, Dewey “A must-read for anyone concerned about why so many I. Dykstra, Jr., George Forman, policies claiming to ‘help’ diverse students fail and what alternatives exist.” “Horton’s . . . story is an entire Catherine Twomey Fosnot, —Christine Sleeter, California American Studies sequence in political Catherine A. Franklin, June S. State University, Monterey Bay courage.” —The New York Times Gould, Maxine Greene, Candace In his own direct, modest, plainMichael Vavrus helps readers better understand why issues of diversity and Julyan, Randall Stewart Perry, spoken style, Myles Horton tells difference are so highly contested in the United States and across the globe. D. Kim Reid, Deborah Schifter, the story of the Highlander Folk Diversity and Education is designed to help educators move beyond the Jan Weatherly Valle, Ernst von School. “how can they believe that?” knee-jerk reaction toward a more informed, Glasersfeld, Betty Zan strategic understanding of belief systems and political affiliations. 1998/256 pp./PB, $25.95/3700-2 (T)

New Edition

2015 AESA Critics’ Choice Award

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LGBTQ YOUTH AND EDUCATION Policies and Practices Cris Mayo Best Seller “Lively, engaging, crackles with wit, and carries readers through weighty matters with clarity.” —Educational Theory This essential volume brings together in one resource the major issues that schools must address to improve the educational outcomes for gender and sexual minority students—as well as all students. The text includes teaching strategies, innovative projects, curricular revisions, and policy initiatives that have had positive effects on LGBTQ learning, aspirations, and school climate. 2013/160 pp./PB, $29.95/5488-7/ HC, $76/5489-4

Multicultural Education Series

2015 Society of Professors of Education Book Award

DIVING IN Bill Ayers and the Art of Teaching into the Contradiction Isabel Nuñez, Crystal T. Laura, and Rick Ayers, Editors The contributors use themes suggested by Ayers’s work to open up new perspectives and discourses on key issues in education, such as participatory democracy, social justice, liberation, and education as a human right. Contributors: Alexandra Allweiss, Patrick Camangian, Bernardine Dohrn, Hubert M. Dyasi, Michelle Fine, Carl A. Grant, Ming Fang He, Rashid Khalidi, Alice Kim, Joyce E. King, Fred Klonsky, Craig Kridel, Gloria Ladson-Billings, Lisa Yun Lee, Avi D. Lessing, Karla Manning, Erica R. Meiners, W. J. T. Mitchell, Sonia Nieto, Bree Picower, Therese Quinn, William H. Schubert, David Stovall, William H. Watkins, Joel Westheimer 2014/224 pp./PB, $31.95/5577-8 HC, $77/5578-5

New Edition

2012 AESA Critics’ Choice Award

NEW

IS EVERYONE REALLY EQUAL? An Introduction to Key Concepts in Social Justice Education Özlem Sensoy and Robin DiAngelo

Best Seller

—Bill Bigelow, Rethinking Schools magazine “Sensoy and DiAngelo’s book is to social justice what the Chicago Manual of Style is to the art of writing.” —Racial Justice Book Group, Interfaith Council for Peace and Justice

This practical handbook offers detailed and engaging explanations of key concepts in social justice education, including critical thinking, socialization, group identity, prejudice, discrimination, oppression, power, privilege, and White supremacy. Includes discussion questions and extension activities. 2011/240 pp./PB, $32.95/5269-2/HC, $66/5270-8 Multicultural Education Series

PEDAGOGY OF THE POOR Building the Movement to End Poverty Willie Baptist and Jan Rehmann This unique book combines the oral history of a renowned antipoverty organizer with an accessible introduction to relevant social theories, case studies, in-class student debates, and pedagogical reflections. It will be of interest to activists committed to eradicating poverty and educators looking for ways to teach about social justice. 2011/208 pp./PB, $30.95/5228-9

The Teaching for Social Justice Series

2014 Society of Professors of Education Book Award

CLASS RULES Exposing Inequality in American High Schools Peter W. Cookson Jr. “Recommended [for] graduate, research, and professional collections.” —Choice Drawing on stories of schools and individual students, this book shows that where a student goes to high school is a major influence on his or her social-class trajectory. This penetrating, original examination offers a compelling vision of an equitable system of schools based on the full democratic rights of students. 2013/160 pp./PB, $30.95/5452-8/ HC, $69/5453-5

Multicultural Education Series

RACE FRAMEWORKS A Multidimensional Theory of Racism and Education Zeus Leonardo “Race Frameworks is a pick for education and sociology holdings alike, and provides an in-depth introduction to the primary frameworks for researching and teaching about race and racism in education.” —The Midwest Book Review This is a comprehensive introduction to the main frameworks for thinking about, conducting research on, and teaching about race and racism in education. 2013/216 pp./PB, $34.95/5462-7/ HC, $74/5463-4

Multicultural Education Series

Perspectives on Research See also Language and Literacy/ Research, 30; Teacher Research, 48; and Practitioner Inquiry Series, tcpress.com/browse.html INTERVIEWING AS QUALITATIVE RESEARCH N A ew Guide for Researchers in ition Ed Education and the Social Sciences Fourth Edition Irving Seidman NEW Now in its fourth edition, this popular book provides clear, step-by-step Best guidance for r Selle new and experienced interviewers to develop, shape, and reflect on interviewing as a qualitative research process. Using concrete examples of interviewing techniques to illustrate the issues under discussion, this classic text offers principles and methods that can be adapted to a range of interviewing approaches. Expanded features include: New sections on LongDistance Interviewing and the pros and cons of ComputerAssisted Qualitative Data Analysis Software • A new chapter that discusses the interplay between ethical issues in interviewing and how interviewers carry out their work as Newresearchers. Edition 2013/192 pp./PB,

EDUCATING CITIZENS FOR GLOBAL AWARENESS Edited by Nel Noddings $26.95/5404-7 Prominent educators join Nel Noddings to address the issue of global citizenship, what it means, W DOING CASE and how it should shape curriculum NE STUDY and teaching in K–12 classrooms. RESEARCH Contributors: Nancy CarlssonA Practical Guide Paige, David Fairman, Gloria for Beginning Ladson-Billings, Linda Lantieri, Researchers, Peggy McIntosh, Robert J. Nash, Second Edition Best Nel Noddings, Stacie Nicole Seller Dawson R. Smith, Stephen J. Thornton Hancock and 2005/176 pp./PB, $29.95/4534-2 Bob Algozzine Published in association with the Boston Research Center for the 21st Century “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 The second edition features many new examples, new material on evaluating case studies, and the use of nonstandard forms of research dissemination, such as blogs and editorials. 2011/128 pp./PB, $28.95/5268-5

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Philosophical Studies 2015 American Association for Adult and Continuing Education Cyril O’Houle Award for Outstanding Literature in Adult Education

FIRST FREIRE Early Writings in Social Justice Education Carlos Alberto Torres Foreword by Moacir Gadotti Carlos Alberto Torres, an internationally renowned critical theorist of education, explores the formative thinking of Paulo Freire. Torres analyzes Freire’s works, from the 1960s and 1970s, before he gained worldwide recognition for his Pedagogy of the Oppressed. This book identifies how Freire’s ideas produced frameworks for educating global citizens, building community and mutual respect, creating social responsibility, instilling an appreciation for diversity, promoting multiple literacies, and social justice education. Multicultural Education Series

ew AACTE Outstanding Book Award N2015 2014 Kappa Gamma Educators ition Delta EdAward Honorable Mention 2014 Teaching Tolerance Staff pick 2013 AESA Critics’ Choice Award 2013 Reading List, U.K. Times Higher Education Suggested

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EDUCATION AND DEMOCRACY IN THE 21ST CENTURY Nel Noddings Best “How I wish Seller Noddings were making our educational policies so our nation could thrive!” —David C. Berliner, Arizona State University Eminent educational philosopher Nel Noddings argues that we must find ways to preserve our commitment to democratic values while adapting to the societal changes that have occurred since Dewey wrote Democracy and Education almost a century ago. Chapters examine the liberal arts curriculum, vocational education, restructuring secondary school, extracurricular activities, national and global citizenship, critical thinking, and moral education. 2013/192 pp./PB, $30.95/5396-5 HC, $66/5397-2

2002/192 pp./PB, $28.95/4168-9

ETHICAL VISIONS OF EDUCATION Philosophies in Practice David T. Hansen, Editor This pathbreaking book provides readers with a collection of insights drawn from a diverse array of thinkers—John Dewey, Jane Addams, and others—that proves there is nothing quite as practical as a good educational philosophy. 2006/224 pp./PB, $26.95/4758-2 HC, $52/4759-9

Developed in Association with the Boston Research Center for the 21st Century

AESA Critics’ Choice as an Outstanding Educational Study

THE DIALECTIC OF FREEDOM Maxine Greene “Greene triumphs in her search for a critical aesthetic to inform education.” —Harvard Educational Review “It is a book that deserves to be read by all who teach.” —Journal of Aesthetic Education “This beautifully written book shows us a tough progressive at work.” —Teacher Magazine 1988/168 pp./PB, $23.95/2897-0

John Dewey Lecture Series

LANDSCAPES OF LEARNING Maxine Greene 1978/255 pp./PB, $26.95/2534-4

“REAL WORLD” ETHICS Frameworks for Educators and Human Service Professionals Second Edition Robert J. Nash Foreword by Jonas F. Soltis The Second Edition of Robert Nash’s bestseller expands on his earlier work with the addition of an extensive “question-and-answer” epilogue where Nash responds to questions about the first edition. 2002/240 pp./PB, $27.95/4256-3 Professional Ethics in Education Series

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Historical Studies RACE AND THE ORIGINS OF PROGRESSIVE EDUCATION, 1880–1929 Thomas D. Fallace ”In this bold and brilliant study, Thomas Fallace uses our present-day racial lens to critique our historic dogmas about progressive education. We might not like what we see, but we should not look away.” —Jonathan Zimmerman, New York University This penetrating historical study traces the rise and fall of the theory of recapitulation and its enduring influence on American education. Building on cutting-edge scholarship, this is the first major study to trace the racial worldviews of key progressive thinkers, such as Colonel Francis W. Parker, John Dewey, Charles Judd, William Bagley, and many others. 2015/216 pp./PB, $42.95/5651-5 2013 NAME Multicultural Media Award • USC Museum of Education’s Witten Award for Distinguished Documentary Film in Education

40 YEARS LATER Now Can We Talk? DVD and Discussion Guide Lee Anne Bell and Markie Hancock This 45-minute DVD and Discussion Guide offers a powerful way to engage students, teachers, and community groups in honest dialogue about the ongoing problems of racism and what we can do to address them. The film tells the story of the first African Americans to integrate the White high school in Batesville, Mississippi, in 1967– 69. A provocative and moving conversation emerges from separate discussions with African American alumni, White alumni, and a third dialogue that brings the two groups face-to-face. 2013/24 page booklet + 45-min. DVD/5454-2 Individual price: $19.95 Institutional price: $45

More Books in Foundations of Education Alridge: THE EDUCATIONAL THOUGHT OF W.E.B. DU BOIS An Intellectual History Derrick P. Alridge 2008/208 pp./PB, $30.95/4836-7

Ayers: ON THE SIDE OF THE CHILD Summerhill Revisited William Ayers 2003/160 pp./PB, $24.95/4399-7 Between Teacher and Text Series

Ayers: TEACHING FOR SOCIAL JUSTICE A Democracy and Education Reader Edited by William Ayers, Jean Ann Hunt, and Therese Quinn Introduction by Maxine Greene Published in conjunction with The New Press

1998/320 pp./PB, $21.95/1-56584-420-3 All orders for this book must be placed with W. W. Norton & Company: (800) 233-4830

Bankston: PUBLIC EDUCATION— AMERICA’S CIVIL RELIGION A Social History Carl L. Bankston III and Stephen J. Caldas 2009/216 pp./PB, $35.95/4947-0

Biklen: A PRACTICAL GUIDE TO THE QUALITATIVE DISSERTATION Sari Knopp Biklen and Ronnie Casella 2006/160 pp./PB, $24.95/4760-5

Boyd: THE EMILE OF JEAN JACQUES ROUSSEAU Selections Edited and translated by William Boyd 1962/198 pp./PB, $14/1107-1/CE No. 10 Not for sale by TC Press in the UK, British Commonwealth, Union of South Africa, Irish Republic, Burma, Egypt, Iraq, Israel, Jordan, or British Trusteeships Classics in Education Series

Boostrom: THINKING The Foundation of Critical and Creative Learning in the Classroom Robert Boostrom 2005/192 pp./HC, $44/4569-4 Advances in Contemporary Educational Thought Series

Bullough: UNCERTAIN LIVES Children of Promise, Teachers of Hope Robert V. Bullough, Jr. 2001/144 pp./PB, $25.95/4045-3

Buras: PEDAGOGY, POLICY, AND THE PRIVATIZED CITY Stories of Dispossession and Defiance from New Orleans Kristen L. Buras, Jim Randels, and Kalamu ya Salaam 2009/208 pp./PB, $29.95/5089-6

63 | Foundations of Education

2014/208 pp./PB, $43.95/5533-4/ HC, $92/5534-1

EDUCATING MORAL PEOPLE A Caring Alternative to Character Education Nel Noddings In this collection of essential essays, Nel Noddings describes the similarities and differences between character education and care ethics and examines how moral education might be infused throughout the curriculum.

Carini: STARTING STRONG A Different Look at Children, Schools, and Standards Patricia F. Carini 2001/240 pp./PB, $30.95/4132-0 Practitioner Inquiry Series

Cremin: THE REPUBLIC AND THE SCHOOL Horace Mann on the Education of Free Men Edited by Lawrence A. Cremin 1957/112 pp./PB, $19/1206-1 Classics in Education Series

Cusick: A PASSION FOR LEARNING The Education of Seven Eminent Americans Philip A. Cusick 2005/192 pp./PB, $26.95/4566-3

Doll: A POST-MODERN PERSPECTIVE ON CURRICULUM William E. Doll, Jr. 1993/232 pp./PB, $23.95/3447-6 Advances in Contemporary Educational Thought Series

Dworkin: DEWEY ON EDUCATION Selections Introduction and notes by Martin S. Dworkin

1959/134 pp./PB, $29.95/1263-4 Classics in Education Series

Eisner: COGNITION AND CURRICULUM RECONSIDERED Second Edition Elliot W. Eisner 1994/120 pp./PB, $22.95/3310-3 Not for sale by TC Press in the UK, Ireland, Europe, and Japan

Fraser: PREPARING AMERICA’S TEACHERS A History James W. Fraser 2007/304 pp./PB, $36.95/4734-6 Reflective History Series

Glickman: THOSE WHO DARED Five Visionaries Who Changed American Education Edited by Carl Glickman Conclusion by George Wood 2008/160 pp./PB, $23.95/4916-6 HC, $44/4917-3

Hargreaves: TEACHING IN THE KNOWLEDGE SOCIETY Education in the Age of Insecurity Andy Hargreaves 2003/240 pp./PB, $28.95/4359-1 Available from TC Press in the U.S. and Canada only

Horvat: THE BEGINNER’S GUIDE TO DOING QUALITATIVE RESEARCH How to Get Into the Field, Collect Data, and Write Up Your Project Erin Horvat with Mary Lou Heron, Emily Tancredi-Brice Agbenyega, and Bradley W. Bergey 2013/176 pp./PB, $34.95/5416-0

Katz: JUSTICE AND CARING The Search for Common Ground in Education Michael S. Katz, Nel Noddings, and Kenneth A. Strike 1999/208 pp./PB, $28.95/3818-4 Professional Ethics in Education Series

Kumashiro: THE SEDUCTION OF COMMON SENSE How the Right Has Framed the Debate on America’s Schools Kevin K. Kumashiro 2008/128 pp./PB, $23.95/4868-8 (T) Teaching for Social Justice Series

Lake: DEAR MAXINE Letters from the Unfinished Conversation with Maxine Greene Edited by Robert Lake 2010/208 pp./PB, $28.95/5137-4 HC, $55/5138-1

Larkin: DEEP KNOWLEDGE Learning to Teach Science for Understanding and Equity Douglas B. Larkin 2013/176 pp./PB, $29.95/5421-4 HC, $62/5422-1 Teaching for Social Justice Series

Lewis: NEW YORK CITY PUBLIC SCHOOLS FROM BROWNSVILLE TO BLOOMBERG Community Control and Its Legacy Heather B. Lewis 2013/216 pp./PB, $47.95/5451-1

McClellan: MORAL EDUCATION IN AMERICA Schools and the Shaping of Character From Colonial Times to the Present B. Edward McClellan 1999/160 pp./PB, $26.95/3820-7 Reflective History Series

Nash: LIBERATING SCHOLARLY WRITING The Power of Personal Narrative Robert J. Nash Foreword by Carol S. Witherell

Randolph: THE WRONG KIND OF DIFFERENT Challenging the Meaning of Diversity in American Classrooms Antonia Randolph 2013/144 pp./PB, $34.95/5384-2 HC, $76/5385-9

Rury: THE AFRICAN AMERICAN STRUGGLE FOR SECONDARY SCHOOLING, 1940–1980 Closing the Graduation Gap John L. Rury and Shirley A. Hill 2011/272 pp./PB, $37.95/5277-7 HC, $78/5278-4

Schank: TEACHING MINDS How Cognitive Science Can Save Our Schools Roger Schank 2011/240 pp./PB, $27.95/5266-1 (T)

Strike: SMALL SCHOOLS AND STRONG COMMUNITIES A Third Way of School Reform Kenneth A. Strike 2010/208 pp./PB, $29.95/5058-2

VanSledright: IN SEARCH OF AMERICA’S PAST Learning to Read History in Elementary School Bruce VanSledright 2002/208 pp./PB, $29.95/4192-2 HC, $54/4193-0

Weis: SPEED BUMPS A Student-Friendly Guide to Qualitative Research Lois Weis and Michelle Fine 2000/144 pp./PB, $21.95/3966-2 Westheimer: PLEDGING ALLEGIANCE The Politics of Patriotism in America’s Schools Joel Westheimer, Editor 2007/240 pp./PB, $24.95/4750-6 HC, $50/4751-3 Teaching for Social Justice Series

2005/192 pp./PB, $23.95/4525-0

Oakes: LEARNING POWER Organizing for Education and Justice Jeannie Oakes and John Rogers with Martin Lipton 2006/216 pp./PB, $25.95/4702-5 25 photos John Dewey Lecture Series

Payne: TEACH FREEDOM Education for Liberation in the African-American Tradition Edited by Charles M. Payne and Carol Sills Strickland 2008/288 pp./PB, $33.95/4872-5 Teaching for Social Justice Series

Polakow: WHO CARES FOR OUR CHILDREN? The Child Care Crisis in the Other America Valerie Polakow 2007/240 pp./PB, $24.95/ cc4774-2

For full book descriptions, visit www.tcpress.com

OF RELATED INTEREST

Culture, Society, and Education We Can’t Teach What We Don’t Know

White Teachers, Multiracial Schools Third Edition Gary R. Howard is president and founder

of the REACH Center for Multicultural Education in Seattle, Washington.

New for the Third Edition: • A revised Introduction that places the book in the context of the 50th anniversary of the 1963 march on Washington. • An updated analysis of White social dominance, bringing in Critical Race Theory and reflecting on the racist reaction to the election of our first Black President. • More detail to the White Identity Orientations model, bringing in the personal life experiences of several contemporary White racial-justice activists. • A new section, “The Whiteness of School Reform,” demonstrating how White social dominance drives much of the corporate school reform movement. • A richer discussion of Culturally Responsive Teaching, drawing lessons from the author’s transformative work with school districts throughout the country. • An expanded Reflection and Discussion Guide by educators who have used the book in professional development sessions.

Communities of Color and Official Knowledge in Education Wayne Au is an associate professor in the

School of Educational Studies, University of Washington Bothell, and editor of Rethinking Schools. Anthony L. Brown is associate professor of curriculum and instruction and African andNAfrican diaspora studies at the University of ew onAustin. Dolores Calderón is assistant Texas Editiat professor of education, culture, and society and ethnic studies at the University of Utah.

Within curriculum studies, a “master narrative” has developed into a canon that is predominantly White, male, and associated with institutions of higher education. This canon has systematically neglected communities of color, all of which were engaged in their own critical conversations about the type of education that Best Sellerbest benefit their children. Building upon would earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. 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.

NEW

Book Features: • Challenges the historical foundations of curriculum studies in the United States during the turn of and early decades of the 20th century. • Illuminates the curriculum conversations, struggles, and contentions of communities of color. • Highlights curriculum historically as a site at the intersection of colonization, White supremacy, and Americanization in the United States. • Brings marginalized voices from the community into the conversation of curriculum, typically dominated by university voices. Audience: Teacher educators, scholars, school administrators, school board members, and community activists; courses in educational foundations, curriculum theory, multicultural education, ethnic studies, U.S. history. 2016/208 pp./PB, $35.95/5678-2/HC, $76/5679-9

Multicultural Education Series

Audience: K–12 teachers, staff developers, policymakers, community activists, school board members, and parents; courses in multicultural education, educational foundations, teacher education, cultural studies, and sociology of education. 2016/224 pp. (tent.)/PB, $28.95/5731-4

Multicultural Education Series

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Multicultural Education

New on Editi see also: Engaging the “Race Question”, page 68; Raising Race Questions, page 47; Why We Teach Now, page 45

NEW

Best Seller

THE LIGHT IN THEIR EYES Creating Multicultural Learning Communities 10th Anniversary Edition Sonia Nieto “For educators in a multicultural program, and for veteran and novice teachers, Nieto’s book would be invaluable.” —Childhood Education

In this 10th Anniversary Edition of her popular text, Sonia Nieto reviews where we have been and where we should be going in our pursuit of creating multicultural learning communities in our schools. With a new Introductory Chapter and a new Epilogue, Nieto addresses some of the changes we have experienced during the past decade. This edition focuses on the significant role of teachers in transforming students’ lives and includes updates on former students whose journal entries were included in the first edition. 2010/272 pp./PB, $29.95/5054-4 Multicultural Education Series

UP AGAINST WHITENESS Race, School, and Immigrant Youth Stacey J. Lee Foreword by Lois Weis “A must read for those who have the goal of helping all children to reach their full potential.” —Multicultural Review This book explores the way a group of first- and second-generation Hmong students created their identities as “new Americans” in response to their school experiences. 2005/168 pp./PB, $26.95/4574-8 2001 Outstanding Academic Title, Choice Magazine

LEARNING AND NOT LEARNING ENGLISH Latino Students in American Schools Guadalupe Valdés “The strengths of this book are not to be missed .” —Modern Language Journal The critically acclaimed author of Con Respeto examines both the policy and the instructional dilemmas that surround the English language education of immigrant children in this country. 2001/192 pp./PB, $29.95/4105-4

Multicultural Education Series

65 | Culture, Society, and Education

For author Gary Howard, the issues and passions that sparked the writing of the first edition of this now classic work are as intense today as they New were then. In the Third Edition Edition, Howard reviews the progress we have made in the interim (for example, the first Black president in NEW the White House), as well as the lack of progress (the gutting of the 1965 Voting Rights Act, the epidemic of Black youth killed by police, and the persistence of race-based educational disparities). Making a st for the “fierce urgency of now,” this new Becase r Selle edition deepens the discussion of race and social justice in education with new and updated material. Aligned with our nation’s ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. This essential text is widely used in teacher preparation courses and for in-service professional development.

Reclaiming the Multicultural Roots of U.S. Curriculum

Identity Work in the Classroom, 44; Teaching for Equity in Complex Times, 52; Expanding College Access for Urban Youth, 58; Human Rights and Schooling, 58; School Integration Matters, 59; Restoring Dignity in Public Schools, 59; DisCrit, 71

Ne Edition

NEW

Best Seller

THE CULTURALLY INCLUSIVE EDUCATOR Preparing for a Multicultural World Dena R. Samuels “This book provides the research and the tools for transforming ourselves and our practice; it is up to us to do the work.” —Gary R. Howard, Equity and School Change Consulting

Based on the author’s national research and consulting work, this book provides guidance on overcoming personal and institutional challenges to cultural inclusiveness (stereotype threats, microaggressions, colorblindness/identityblindness, implicit bias, among others). Samuels begins with the challenges facing the higher education community and then offers 8 transformative New that any educator teaching any subject can utilize to increase their steps ition Ed effectiveness. 2014/176 pp./PB, $37.95/5592-1/HC, $80/5593-8

NEW

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CULTURALLY RESPONSIVE TEACHING Theory, Research, and Practice, Second Edition Geneva Gay “An essential read . . . serves as an anchor text in helping us understand culturally responsive teaching, issues surrounding it, and the urgency with which its incorporation needs to Best take place.” —Language Arts Seller “Recommended.” —Choice Combining insights from multicultural education theory and research with real-life classroom stories, this foundational book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. 2010/320 pp./PB, $32.95/5078-0 Multicultural Education Series

WHY RACE AND CULTURE MATTER IN SCHOOLS Closing the Achievement Gap in America’s Classrooms Tyrone C. Howard “Gives educators at all levels an excellent primer of the achievement gap, its causes, and remedies.” —International Journal of Multicultural Education While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. This accessible book presents empirical data from schools that have improved achievement outcomes for racially and culturally diverse students and focuses on ways in which educators can partner with parents and communities. It is important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children. 2010/208 pp./PB, $30.95/5071-1/HC, $62/5072-8 Multicultural Education Series

NEW BY TYRONE HOWARD: Expanding College Access for Urban Youth, 58

CON RESPETO Bridging the Distances Between Culturally Diverse Families and Schools—An Ethnographic Portrait Guadalupe

Valdés “This excellent ethnography . . . raises issues deserving serious consideration.” —MultiCultural Review

This book presents a study of ten Mexican immigrant families, describing how such families go about the business of surviving and learning to succeed in a new world. 1996/256 pp./PB, $28.95 /3526-8 2013 AESA Critics’ Choice Award

YOUTH HELD AT THE BORDER Immigration, Education, and the Politics of Inclusion

Lisa (Leigh) Patel / Foreword by Michelle Fine ”Patel has written the kind of book that education needs.” —Harvard Education Review Using a combination of engaging narrative and rigorous analysis, this book explores how immigrant youth are included in, and excluded from, various sectors of American society, including education. With an intimate storytelling style, the author invites readers to rethink assumptions about immigrant youth and what their often liminal positions reveal about the politics of inclusion in America. 2013/144 pp./PB, $28.95/5389-7 HC, $67/5390-3 2002 AERA “Outstanding Book in Curriculum Studies” • 2001 AESA Critics’ Choice Award

THE WHITE ARCHITECTS OF BLACK EDUCATION Ideology and Power in America, 1865-1954 William H. Watkins “Brash and unrelenting.” —Educational Researcher This provocative volume explores the men and ideas that helped shape educational and societal apartheid from the Civil War to the new millennium. 2001/224 pp./PB, $29.95/4042-2/HC, $50/4043-9

The Teaching for Social Justice Series

Cultural Studies BEING BAD My Baby Brother and the School-to-Prison Pipeline Crystal T. Laura In a harrowing journey from systems of education to systems of criminal justice, the author combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males. SEE PAGE 61 FOR FULL DESCRIPTION

SHOPTALK Lessons in Teaching from an African American Hair Salon Yolanda J. Majors Examines the development of literacy, identity, and thinking skills that takes place through cross-generation conversation in an African American hair salon and how it can inform teaching in today’s diverse classrooms. SEE PAGE 28 FOR MORE INFORMATION

UNRAVELING THE “MODEL MINORITY” STEREOTYPE Listening to Asian American Youth, Second Edition Stacey J. Lee Foreword by Christine Sleeter Lee provides a comprehensive update of social science research to reveal the ways in which the larger structures of race and class play out in the lives of Asian American high school students, especially regarding presumptions that the educational experiences of Koreans, Chinese, and Hmong youth are all largely the same. 2009/176 pp./PB, $27.95/4973-9

BLACK YOUTH RISING Activism and Radical Healing in Urban America Shawn A. Ginwright “Brilliant, shocking, tender, full of poetic fury.” —Susan L. Taylor, Editor-in-chief Emerita, Essence Magazine In this pathbreaking account, Shawn Ginwright details the powerful positive impact that community-based organizations can have in rebuilding the lives of urban black youth. 2009/192 pp./PB, $27.95/5021-6 HC, $62/5022-3

For full book descriptions, visit www.tcpress.com

Edition

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BLACK MALE(D) Peril and Promise in the Education of African American Males Tyrone C. Howard Foreword

by Pedro Noguera Howard examines the chronic underperformance of African American males in U.S. schools, and calls for a paradigm shift in how we think about, teach, and study Black males. He discusses the potential and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify useful practices that can significantly improve their schooling experiences and life chances. He also identifies community-based programs that are helping Black males succeed. 2014/208 pp./PB, $29.95/5490-0 HC, $72/5491-7

Multicultural Education Series

2007 AERA Division B Outstanding Book in Curriculum Studies • 2006 AESA Critics’ Choice Award

“TO REMAIN AN INDIAN” Lessons in Democracy from a Century of Native American Education K. Tsianina Lomawaima and Teresa L. McCarty “It offers a balm against despair [and] provides an inspiring theoretical frame for those who continue to fight for indigenous control.” —Tribal College Journal Features the voices and experiences of individuals that official history has silenced and pushed aside. 2006/240 pp./PB, $33.95/4716-2 17 photos Multicultural Education Series

JOCKS AND BURNOUTS Social Categories and Identity in the High School Penelope Eckert “This insightful and original piece of research adds greatly to our understanding of stratification among adolescents.” —Contemporary Sociology

Banks: EDUCATING CITIZENS IN A MULTICULTURAL SOCIETY Second Edition James A. Banks 2007/216 pp./PB, $32.95/4812-1 Multicultural Education Series

Banks: IMPROVING MULTICULTURAL EDUCATION Lessons from the Intergroup Education Movement Cherry A. McGee Banks 2005/208 pp./PB, $32.95/4507-6 HC, $67/4508-3 Multicultural Education Series

Banks: MULTICULTURAL EDUCATION, TRANSFORMATIVE KNOWLEDGE, AND ACTION Historical and Contemporary Perspectives Edited by James A. Banks 1996/384 pp./PB, $31.95/3531-2 Multicultural Education Series

Bolgatz: TALKING RACE IN THE CLASSROOM Jane Bolgatz 2005/168 pp./PB, $25.95/4547-2

Carger: OF BORDERS AND DREAMS A Mexican-American Experience of Urban Education Chris Liska Carger 1996/176 pp./PB, $25.95/3522-0

Conchas: STREETSMART SCHOOLSMART Urban Poverty and the Education of Adolescent Boys Gilberto Q. Conchas and James Diego Vigil 2012/216 pp./PB, $34.95/5318-7 HC, $76/5319-4 Multicultural Education Series

Cornbleth: DIVERSITY AND THE NEW TEACHER Learning from Experience in Urban Schools Catherine Cornbleth 2008/192 pp./PB, $31.95/4896-1 Multicultural Education Series

García: TEACHING AND LEARNING IN TWO LANGUAGES Bilingualism and Schooling in the United States Eugene E. García 2005/216 pp./PB, $33.95/4536-6 HC, $64/4537-3 Multicultural Education Series

1989/208 pp/PB, $25.95/2963-2

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

Horsford: LEARNING IN A BURNING HOUSE Educational Inequality, Ideology, and (Dis)Integration Sonya Douglass Horsford 2011/144 pp./PB, $28.95/5176-3/HC, $60/5177-0

Irvine: GROWING UP AFRICAN AMERICAN IN CATHOLIC SCHOOLS Edited by Jacqueline Jordan Irvine and Michèle Foster 1996/208 pp./HC, $39/3530-5

Koppelman: THE GREAT DIVERSITY DEBATE Embracing Pluralism in School and Society Kent Koppelman 2011/208 pp./PB, $32.95/5221-0 HC, $68/5222-7

Lee: CULTURE, LITERACY, AND LEARNING Taking Bloom in the Midst of the Whirlwind Carol D. Lee 2007/264 pp./PB, $33.95/4748-3 HC, $67/4749-0 Multicultural Education Series

Levine: UNEQUAL FORTUNES Snapshots from the South Bronx Arthur Levine and Laura Scheiber 2010/192 pp./PB, $27.95/5075-9 (T) photos

Stanton-Salazar: MANUFACTURING HOPE AND DESPAIR The School and Kin Support Networks of U.S.-Mexican Youth Ricardo D. Stanton-Salazar 2001/352 pp./PB, $28.95/4108-5 Sociology of Education Series

Tse: “WHY DON’T THEY LEARN ENGLISH?” Separating Fact from Fallacy in the U.S. Language Debate Lucy Tse 2001/120 pp./PB, $24.95/4096-5 HC, $42/4097-2 Language and Literacy Series

67 | Culture, Society, and Education

NEW BY TYRONE HOWARD: Expanding College Access for Urban Youth, 58

More Books in Culture, Society, and Education

Higher&AdultEducation New Edition

see also: The Culturally Inclusive Educator, page 66

NEW

ENGAGING THE “RACE QUESTION” Accountability and Equity in U.S. Higher Education Alicia C. Dowd and Estela Mara Bensimon Best Seller “The introspective journeys this book will inspire should be experienced by faculty and staff at higher education institutions across the country.” —Tia Brown McNair, Association of American Colleges and Universities

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This book clarifies the “muddled conversation” that colleges and universities are having about equity. The authors illustrate how practitioner inquiry can be used to address the “race question” with wisdom and calls on college leaders and educators to change the policies and practices that perpetuate institutional and structural racism—and provides a blueprint for doing so. 2015/224 pp./PB, $42.95/5609-6 HC, $86/5611-9

Multicultural Education Series

THE UNIVERSITY NEXT DOOR WhatIs a Comprehensive University, Who Does It Educate, and Can It Survive? Mark Schneider and KC Deane, Editors “A valuable resource for all stakeholders who seek to affect positive change in policy and practice at public comprehensive universities.” —Daniel J. Hurley, American Association of State Colleges and Universities This volume assembles a team of experts to examine both the history of the comprehensive university and what lies ahead. The book grapples with such questions as: How do these institutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labor market? What partnerships can bolster student success? Contributors: Lloyd Armstrong, John Dorrer, William Doyle •Alisa Hicklin Fryar, Michael B. Horn, Alison Kadlec, Mario Martinez, Awilda Rodriguez, Jeffrey J. Selingo, Michelle R. Weise, Michelle Lu Yin 2015/256 pp./PB, $36.95/5602-7 HC, $84/5603-4

FACULTY WORK AND THE PUBLIC GOOD Philanthropy, Engagement, and Academic Professionalism Genevieve G. Shaker, Editor “Provides unique insights into this underappreciated but significant dimension of academic work and culture.” —Jack H. Schuster, Claremont Graduate University By examining faculty members’ many contributions, not only to students but to society-atlarge, this book offers an alternate perspective on America’s colleges and universities that will help preserve and expand professorial contributions to the public good. Contributors: Ann E. Austin, J. Herman Blake, Dwight F. Burlingame, Denise Mott DeZolt, Sean Gehrke, Audrey J. Jaeger, Adrianna Kezar, Jia G. Liang, Elizabeth Lynn, Michael Moody, Emily L. Moore, Thomas F. Nelson Laird, Jason F. Perkins, William M. Plater, Gary Rhoades, R. Eugene Rice, John Saltmarsh, Lorilee R. Sandmann, Paul S. Shaker, Marty Sulek, William G. Tierney, Richard C. Turner 2015/304 pp./PB, $31.95/5617-1 HC, $79/5618-8

COLLEGE-READY Preparing Black and Latino/a Youth for Higher Education—A Culturally Relevant Approach Michelle G. Knight and Joanne E. Marciano Foreword by Ronald S. Rochon “An essential resource for practitioners, researchers, and scholars seeking to galvanize an urgent social justice agenda in education.” —Journal of Adolescent and Adult Literacy “I am mightily impressed. This is one of the few studies to jointly address educational issues of African American and Latina/o youth.” —Luis C. Moll, University of Arizona

WHAT IS COLLEGE FOR? The Public Purpose of Higher Education Edited by Ellen Condliffe Lagemann and Harry Lewis “In the face of much handwringing over higher education in America today, this eclectic set of essays offers an engaging call to sustain core values.” —Karen Arenson, former New York Times reporter and editor At a time when higher education attendance has never felt more mandatory for career success and economic growth, the distinguished contributors to this provocative collection ask readers to consider the civic mission of higher education as equally vital to the nation’s well-being. Contributors: Paul Attewell, Elaine Tuttle Hansen, David E. Lavin, Catharine R. Stimpson, William M. Sullivan, and Douglas Taylor. 2011/176 pp./PB, $32.95/5275-3 HC, $69/5276-0

More Books in Higher and Adult Education Drago-Severson: BECOMING ADULT LEARNERS Principles and Practices for Effective Development Eleanor Drago-Severson 2004/240 pp./PB, $32.95/4484-0

Soares: SAT WARS The Case for Test-Optional College Admissions Edited by Joseph A. Soares 2011/240 pp./PB, $30.95/5262-3/HC, $66/5263-0

Teranishi: ASIANS IN THE IVORY TOWER Dilemmas of Racial Inequality in American Higher Education Robert T. Teranishi 2010/216 pp./PB, $34.95/5130-5 Multicultural Education Series

This book will support teachers, counselors, and administrators in creating a culturally relevant, school-wide, college-going culture to improve educational experiences and outcomes for Black and Latina/o youth. The text includes “Teacher Responses” that connect to the author’s experience working with youth, and “Reading in Action” sections for professional development with individuals, small groups of educators, and whole school communities. 2013/168 pp./PB, $29.95/5412-2 HC, $65/5413-9

For full book descriptions, visit www.tcpress.com

Comparative and International Education The Privatization of Education

A Political Economy of Global Education Reform Antoni New Verger is associate professor of education policy; Clara Fontdevila is a Ph.D. candidate in Edition sociology; Adrián Zancajo is a Ph.D. candidate in

sociology, all at Universitat Autònoma de Barcelona.

Book Features: • The first comprehensive, in-depth investigation of the political economy of education privatization at a global scale. • An analysis of the different strategies, discourses, and agents that have contributed to advancing (and resisting) education privatization trends. • An examination of the role of private corporations, policy entrepreneurs, philanthropic organizations, think-tanks, and teacher unions. Audience: Students, scholars, policymakers, practitioners, NGOs, think tanks, and teacher unions; courses in comparative and international education, education policy, politics and education, education and development, public administration, global governance of education. 2016/224 pp. (tent.)/PB, $41.95/5759-8

International Perspectives on Education Reform

SEE PAGE 53 FOR MORE INFORMATION

TEACHING IN THE FLAT WORLD Learning from High-Performing Systems Linda Darling-Hammond and Robert Rothman The authors examine the current state of the teaching profession in the United States, including recent reforms and their odds for improving teaching. SEE PAGE 56 FOR MORE INFORMATION

INSTITUTIONALIZING HEALTH AND EDUCATION FOR ALL Global Goals, Innovations, and Scaling Up Colette Chabbott, with Mushtaque Chowdhury Foreword by Francisco O. Ramirez “This is that rare book, one that is grounded in decades of policy experiences in the international development field yet is also theoretically motivated.” —From the Foreword by Francisco O. Ramirez, Stanford University School of Education Chabbott’s careful analyses are particularly timely as the international community defines new global goals for the post2015 era. 2015/264 pp./PB, $39.95/5608-9

International Perspectives on Education Reform Series

EAST MEETS WEST IN TEACHER PREPARATION Crossing Chinese and American Borders Wen Ma, Editor / Foreword by Allan Luke Drawing on their lived experiences, contributors discuss how they view the similarities and differences between educational systems in the United States and China, what strategies they use to navigate through complex sociocultural boundaries, and what possibilities exist for the American and Chinese educational communities to learn from each other. Contributors: Wen Ma, Ming Ming Chiu, Ye He, Ran Hu, Xiufeng Liu, Miguel A. Padilla, Chang Pu, Ko-Yin Sung, Chuang Wang, Wanying Wang, Guili Zhang, Meilan Zhang, Binyao Zheng 2014/208 pp./PB, $36.95/5521-1 HC, $76/5522-8

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

2012 Jackie Kirk Outstanding Book Award Honorable Mention

EDUCATING CHILDREN IN CONFLICT ZONES Research, Policy, and Practice for Systemic Change— A Tribute to Jackie Kirk Edited by Karen Mundy and Sarah Dryden-Peterson The text includes case studies from Afghanistan, Sierra Leone, Rwanda, and Uganda. Contributors: Lesley Bartlett, Stephanie Bengtsson, Lyndsay Bird, Peter Buckland, Dana Burde, Lynn Davies, Dorian Gay, Elisabeth King, Jackie Kirk, Claudia Mitchell, Mario Novelli, Susan Shepler, Morten Sigsgaard, Victoria Turrent, Charlotte Wilson, Rebecca Winthrop 2011/336 pp./PB, $37.95/5243-2

International Perspectives on Education Reform Series

More Books in Comparative and International Education Akiba: IMPROVING TEACHER QUALITY The U.S. Teaching Force in Global Context Motoko Akiba and Gerald LeTendre 2009/176 pp./PB, $39.95/4988-3

DeCoker: JAPANESE EDUCATION IN AN ERA OF GLOBALIZATION Culture, Politics, and Equity Edited by Gary DeCoker and Christopher Bjork 2013/224 pp./PB, $49.95/5423-8

Gordon: CHALLENGES TO JAPANESE EDUCATION Economics, Reform, and Human Rights Edited by June A. Gordon, Hidenori Fujita, Takehiko Kariya, and Gerald LeTendre 2009/224 pp./PB, $46.95/5053-7 International Perspectives on Education Reform Series Copublished with, and available in Japan from, Seori-shobo

Ridge: EDUCATION AND THE REVERSE GENDER DIVIDE IN THE GULF STATES Embracing the Global, Ignoring the Local Natasha Ridge 2014/224 pp./PB, $39.95/5561-7 International Perspectives on Education Reform Series

69 | Higher and Adult Education

Education privatization is a global phenomenon that crystallizes in countries with very different cultural, political, and economic backgrounds. In this book, the authors examine how privatization policies are being adopted and why so many countries are engaging in this st of education reform. The authors Betype Seller the contexts, key personnel, and policy explore initiatives that explain the worldwide advance of the private sector in education, and identify six different paths toward education privatization—as a drastic state sector reform (e.g., Chile, the U.K.), as an incremental reform (e.g., the U.S.A.), in social-democratic welfare states, historical public-private partnerships (e.g., Netherlands, Spain), de facto privatization in low-income countries, and privatization via disaster.

NEW

FINNISH LESSONS 2.0 What Can the World Learn from Educational Change in Finland?, Second Edition Pasi Sahlberg Forewords by Diane Ravitch and Andy Hargreaves / Afterword by Sir Ken Robinson Pasi Sahlberg has thoroughly updated his groundbreaking account, which won the prestigious Grawemeyer Award in Education and has been translated into 16 languages.

OF RELATED INTEREST Teaching Transnational Youth, 27

Psychology, Counseling, and Development New Edition

AN EMPTY SEAT IN CLASS Teaching and Learning After the Death of a Student Rick Ayers An Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. Through accumulated wisdom, educators are given the means and the resources to find their own path to healing their students, their communities, and themselves. SEE PAGE 47 FOR FULL DESCRIPTION

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BEING BAD My Baby Brother and the School-to-Prison Pipeline Crystal T. Laura In a poignant and harrowing journey from systems of education to systems of criminal justice, the author combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males. SEE PAGE 61 FOR FULL DESCRIPTION

FULL OF OURSELVES A Wellness Program to Advance Girl Power, Health, and Leadership Catherine Steiner-Adair and Lisa Sjostrom “A valuable addition to the repertoire of any school system, church-based program, or community organization seeking to strengthen girls to become independent, healthy adolescents.” —Contemporary Psychology SEE PAGE 15 FOR FULL DESCRIPTION

NEW

HEALING THE SOUL WOUND Counseling with American Indians and Other Native Peoples Eduardo Duran Best Foreword by Allen E. Ivey Seller “Duran’s personal and engaging style captivates the reader as he or she catches a glimpse of what training with this master must be like.” —PsycCritiques Eduardo Duran—a psychologist working in Indian country—draws on his own clinical experience to provide guidance to counselors working with Native Peoples. Duran presents a culturespecific approach for dealing with common problems, such as substance abuse, intergenerational trauma, and the effects of oppression. This groundbreaking book outlines very different ways of serving American Indian clients, translating Western metaphor into Indigenous ideas that will make sense to Native People. 2006/160 pp./PB, $35.95/4689-9

Multicultural Foundations of Psychology and Counseling

THE PUPIL PERSONNEL GUIDE FOR SUPPORTING STUDENTS FROM MILITARY FAMILIES Ron Avi Astor, Linda Jacobson, and Rami Benbenishty Children from military families face many challenges and special circumstances that civilian children and families don’t experience. These can include gaps in learning due to frequent moves, being separated from a parent who has been deployed, and a sense of isolation in the midst of a civilian community. This guide provides pre- and inservice school counselors, psychologists, and social workers with the necessary tools to create one-on-one and schoolwide practices to support military students. 2012/144 pp./PB, $26.95/5371-2 photos

OF RELATED INTEREST Trauma-Sensitive Schools, 51 Quiet at School, 42

PERSONALITY THEORIES Journeys Into Self (An Experiential Workbook), Second Edition Willard B. Frick The author has revised this popular experiential workbook by adding Carl Jung and Karen Horney to his cast of major personality theorists— Freud, Adler, Erikson, Bandura, Allport, Maslow, and Rogers. Through exercises, projects, and group activities, students are given the means to relate abstract theories and concepts to their own personality development and experience. Many exercises deal with private aspects of students’ lives and are designed to be completed individually out of the classroom and reviewed by the instructor. 1991/144 pp./PB, $24.95/3088-1

More Books in Psychology, Counseling, & Development Constantine: CLINICAL PRACTICE WITH PEOPLE OF COLOR A Guide to Becoming Culturally Competent Madonna G. Constantine, Editor 2007/272 pp./PB, $35.95/4753-7 Multicultural Foundations of Psychology and Counseling Series

Dwairy: COUNSELING AND PSYCHOTHERAPY WITH ARABS AND MUSLIMS A Culturally Sensitive Approach Marwan Dwairy 2006/192 pp./PB, $40.95/4700-1 Multicultural Foundations of Psychology and Counseling

Smith: PSYCHOLOGY, POVERTY, AND THE END OF SOCIAL EXCLUSION Putting Our Practice to Work Laura Smith 2010/192 pp./PB, $34.95/5124-4 Multicultural Foundations of Psychology and Counseling Series

Copublished with Military Child Education Coalition

COMPANION GUIDES: The Military Family’s Parent Guide for Supporting Your Child in School, p. 16 The Teacher’s Guide for Supporting Students from Military Families, p. 48 The School Administrator’s Guide for Supporting Students from Military Families, p. 55 Four-book set: $84.95/5419-1 All royalties from the sale of these books are being donated to military children’s educational causes.

For full book descriptions, visit www.tcpress.com

SpecialEducation/ GıftedEducation DisCrit—Disability Studies and Critical Race Theory in Education Edited by David J. Connor, professor and chair, department of special education, Hunter College, CUNY; Beth A. Ferri, professor and coordinator, doctoral program in special education, Syracuse University, NY; and Subini A. Annamma, assistant professor in special education, University of Kansas.

Creativity and the Autistic Student

Supporting Strengths to Develop Skills and Deepen Knowledge Carrie C. Snow is an independent scholar with

15 years of experience in the field of special education, including tutoring, mentoring, classroom teaching, educational research, student teaching supervision, and teacher education.

curriculum studies, race and education, politics of education, urban education, multicultural education. 2016/288 pp./PB, $44.95/5667-6 HC, $92/5668-3

Disability, Culture, and Equity Series

Audience: Elementary and secondary school teachers and administrators, teacher educators, professional developers, and researchers; courses in special education, disability studies, curriculum and teaching, inclusive education, arts and education, psychology, and sociology. 2015/144 pp./PB, $36.95/5727-7 HC, $78/5728-4 illustrations

TO ORDER: 800.575.6566 or WWW.TCPRESS.COM

How to Prevent Special Education Litigation

Eight Legal Lesson Plans

Regina Umpstead, Central Michigan University; Janet R. Decker, Indiana University’s School of Education; Kevin P. Brady, University of Arkansas; David Schimmel, University of Massachusetts Amherst; and Matthew Militello, East Carolina University. “This book provides a workable framework for school administrators to give their staff the knowledge needed to New make legally correct deEdition cisions and avoid costly litigation.” —Allan Osborne, former principal, Snug Harbor Community NEW School, Quincy, MA “Knowledge of current issues in special education is crucially important for special education professionals. The eight lessons instthis textbook provide an excellent foundation for Be special education law.” ller Seteaching —Mitchell Yell, University of South Carolina This resource provides eight easy-to-implement lesson plans on special education law that require no legal knowledge and can be facilitated by school principals, special education directors, teachers, or university instructors. In short one-hour sessions, participants learn by engaging in practical activities instead of only passively reading about the law. All of the lessons utilize actual situations that have led to expensive litigation and each includes the following sections: • Introduction for Facilitators • Materials Needed • Hook • Background, Purpose, and Objectives of the Lesson • Activity; Questions for Conversation • Test Your Knowledge • Additional Resources This one-of-a-kind book will help schools and districts reduce the time and energy devoted to dealing with violations of the law, resolving parental complaints, correcting errors by school employees, and more. Audience: School principals, special education directors, K–12 teachers, teacher educators, school counselors, and university professors; courses in special education, educational leadership and policy, curriculum and instruction, school law, teacher education. 2015/128 pp./PB, $36.95/5707-9 large format, illustrations

71 | Gifted Education / Special Education

”What a beautiful book! This is not just an at”With a stunning set of tempt to highlight the authors, this book procreative abilities of those vokes outrage and possion the spectrum, it is a bility at the rich New New call to explore how those intersection of critical Edition Edition who see the world differrace, class, and disability ently are helping us all studies. It is a must-read better understand crefor preservice, and ativity itself. Snow does long-term educators” NEW NEW a lovely job of illustrat—Michelle Fine, The ing how art, expression, Graduate Center, and imagination can be City University tools for communication, of New York human connection, and so much more.” “A stimulating read that sheds new light on the —Paula K. Kluth, consultant, st of some of our long-standing societal and Beroot Best advocate, and author r Selle Seller educational inequities.” “Why should it be so hard to imagine that people —Wanda J. Blanchett, Rutgers University, who think differently might be creative? Carrie Graduate School of Education Snow’s Creativity and the Autistic Student is a “A must-read for those who witness the realities of must-read for anyone interested in developing the urban school systems and are brave enough to do untapped potential of neurodiverse learners.” something about it.” —Ralph James Savarese, Grinnell College —David Stovall, University of “Be prepared to rethink your assumptions and Illinois at Chicago discover how to take a strengths-based approach In this groundbreaking volume, scholars to supporting creativity in the everyday learning examine the achievement/opportunity gaps and lives of autistic students.” from both historical and contemporary —Ronald A. Beghetto, editor, perspectives, as well as the overrepresentation Journal of Creative Behavior of minority students in special education and Using creativity as a lens to explore the the school-to-prison pipeline. Chapters also meaningful learning experiences of autistic address school reform and the impact on youth, Carrie Snow evaluates and challenges students based on race, class, and dis/ability common conceptions about autism and offers and the capacity of law and policy to include a strengths-based demonstration of the many (and exclude). ways that autistic people express creativity and Contributors: D.L. Adams, Susan Baglieri, imagination. She then identifies key qualities of Stephen J. Ball, Alicia Broderick, Kathleen education that are commonly cited by autistic M. Collins, Nirmala Erevelles, Edward people to be significant to the development Fergus, Zanita E. Fenton, David Gillborn, of fulfilling lives, healthy identities, promising Kris Guitiérrez, Kathleen A. King Thorius, careers and vocations, and creativity in general. Elizabeth Kozleski, Zeus Leonardo, Claustina This important resource shows how educators Mahon-Reynolds, Elizabeth Mendoza, can support autistic K–12 students in public, Christina Paguyo, Laurence Parker, Nicola private, and inclusive as well as specialized Rollock, Paulo Tan, Sally Tomlinson, Carol schools. Creativity and the Autistic Student Vincent. advances the idea that autistic people offer Audience: Researchers, scholars, teacher valuable skills and abilities that can strengthen educators, and policymakers; courses in special communities, within school and beyond. education, disability studies, education policy,

OF RELATED INTEREST The Early Intervention Guidebook for Families and Professionals, 4 Teaching for Promise, 26 RTI in the Common Core Classroom, 22

see also: Changing Minds and Brains— The Legacy of Reuven Feuerstein, page 38; Reading Upside Down, page 31 New Edition

NEW

Word Study in the Inclusive Best r Selle Secondary Classroom Supporting Struggling Readers and Students with Disabilities Melinda Leko is an assistant professor

in the Department of Special Education at the University of Kansas.

72 |

Word study integrates decoding/phonics, spelling, and vocabulary instruction to help struggling readers identify unfamiliar words in order to improve reading comprehension. This book provides secondary teachers with practical strategies to embed word study instruction in content area classes and support the needs of adolescent readers, particularly those with disabilities. The text includes many useful teaching resources, such as sample lesson plans, reproducible teaching tools, web resource lists, and tips about technology-based learning tools. This comprehensive, hands-on volume will also appeal to teachers who are new to word study, especially those who have students with disabilities in their classrooms. Book Features: • Outlines how word study techniques can help teachers address students’ reading challenges. • Focuses on the inclusion of adolescents with disabilities in content area courses. • Offers techniques for understanding content-dense, multisyllabic words that are commonly found in disciplinary texts. • Includes many user-friendly features, such as classroom examples, discussion questions, teaching tips, and resource lists. Audience: Secondary general and special education teachers, teacher educators, literacy coaches, curriculum designers, and professional developers; courses in literacy/reading methods, disciplinary literacy, special education, student teaching seminars. 2016/144 pp. (tent.)/PB, $29.95/5778-9 HC, $68/5779-6

(UN)LEARNING DISABILITY Recognizing and Changing Restrictive Views of Student Ability AnnMarie D. Baines Foreword by Ray McDermott Following the lives of adolescents at home and at school, the author makes visible the disabling language, contextual arrangements, and unconscious social practices that restrict learning regardless of special education services. She also showcases how young people resist disablement to transform their worlds and pursue pathways most important to them. Educators and scholars can use this important resource to recognize and change disabling practices that are often taken for granted as a natural part of New schooling. Edition 2014/192 pp./PB, $34.95/5536-5 HC, $70/5576-1

THE NATURE AND NURTURE OF GIFTEDNESS A New Framework for Understanding Gifted Education David Yun Dai “I would recommend this text to education administrators who are considering reform of their gifted education programs.” —Contemporary Psychology 2010/312 pp./HC, $63/5087-2

Education and Psychology of the Gifted Series

RETHINKING GIFTED EDUCATION Edited by James H. Borland “Readers are left prepared for thoughtful revision of gifted education policies wherever they exist. Highly recommended.” —Choice Contributors include: Laurence J. Coleman, Tracy L. Cross, John F. Feldhusen, David Henry Feldman, Donna Y. Ford, Mara Sapon-Shevin, Joyce VanTassel-Baska 2003/304 pp./HC, $48/4304-1

Education and Psychology of the Gifted Series

Disability, Culture, and Equity Series

NEW

WHY ARE SO MANY MINORITY STUDENTS IN SPECIAL EDUCATION? Understanding Race and Disability in Schools, Second Edition Best Beth Harry and Seller Janette Klingner Forewords by Lisa D. Delpit and Alfredo Artiles Now in a second edition, this powerful book presents research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. The authors examine the experiences of the children, their families, and their teachers, along with the school climate that influences decisions about referrals to special education. The expanded second edition addresses key developments in the placement process, with a particular focus on Response to Intervention. The book concludes with recommendations for improving educational practice, teacher training, and policy renewal. 2014/256 pp./PB, $34.95/5506-8

CASE STUDIES OF MINORITY STUDENT PLACEMENT IN SPECIAL EDUCATION Beth Harry, Janette Klingner, and Elizabeth Cramer, with Keith M. Sturges and Robert F. Moore “The best casebook on special education that I have seen.” —Velma L. Cobb, National Urban League 2007/144 pp./PB, $24.95/4761-2

PLAY AND IMAGINATION IN CHILDREN WITH AUTISM Second Edition Pamela J. Wolfberg “With solid, thorough research, this book is a serious read, ideal for parents and educators searching for an inclusive, positive approach to helping children with autism expand their play repertoire and interact with peers.” —Building Blocks

A PARENTS’ GUIDE TO SPECIAL EDUCATION IN NEW YORK CITY AND THE METROPOLITAN AREA Laurie DuBos and Jana Fromer 2006/208 pp./PB, $24.95/4685-1 (T)

More Books in Special and Gifted Education Bruce: ACTION RESEARCH IN SPECIAL EDUCATION An Inquiry Approach for Effective Teaching and Learning Susan M. Bruce and Gerald J. Pine 2010/160 pp./PB, $30.95/5091-9/HC, $62/5092-6

Donnellan: PROGRESS WITHOUT PUNISHMENT Effective Approaches for Learners with Behavior Problems Anne M. Donnellan, Nanette Negri-Shoultz, Lynette Fassbender, and Gary LaVigna 1988/184 pp./PB, $25.95/2911-3 Special Education Series

Howe: THE ETHICS OF SPECIAL EDUCATION Kenneth R. Howe and Ofelia Miramontes 1992/176 pp./PB, $21.95/3179-6 Professional Ethics in Education Series

Kozleski: ABILITY, EQUITY, AND CULTURE Sustaining Inclusive Urban Education Reform Elizabeth B. Kozleski and Kathleen King Thorius, Editors 2014/272 pp./PB, $33.95/5492-4 HC, $76/5493-1 Disability, Culture, and Equity Series

Lawrence-Brown: CONDITION CRITICAL Key Principles for Equitable and Inclusive Education Diana Lawrence-Brown and Mara Sapon-Shevin 2014/256 pp./PB, $39.95/5476-4 HC, $84/5477-1 Disability, Culture, and Equity Series

2009/216 pp./PB, $28.95/4941-8

Copublished with AAPC (Autism Asperger Publishing Company)

For full book descriptions, visit www.tcpress.com

Author Index A

Bacevich; Teaching Disciplinary Literacy, 43 Baer; Teaching for Creativity in the Common Core Classroom, 47 Bain; Learning Edge, 14 Baines; (Un)Learning Disability, 72 Baker; Distance Learning in Higher Education, 14 Baker-Doyle; Networked Teacher, 49 Balaban; Everyday Goodbyes, 10; Observing and Recording the Behavior of Young Children, 2 Ballenger; Puzzling Moments, Teachable Moments, 49; Teaching Other People’s Children, 19 Banks, C.; Improving Multicultural Education, 67 Banks, J.; Educating Citizens in a Multicultural Society, 67; Multicultural Education, Transformative Knowledge, and Action, 67 Bankston; Public Education— America’s Civil Religion, 63 Baptist; Pedagogy of the Poor, 62 Barton; Teaching Science for Social Justice, 39 Bastos; Transforming City Schools Through Art, 37 Bates; Complete Guide to Tutoring Struggling Readers—Mapping Interventions to Purpose and CCSS, 31 Baum; Multiple Intelligences in the Elementary Classroom, 49 Beane; Curriculum Integration, 39 Beaty; Family Dialogue Journals, 28 Beghetto; Teaching for Creativity in the Common Core Classroom, 47 Bell; 40 Years Later, 63 Bellanca; Classrooms Without Borders, 14; The Focus Factor, 39 Benbenishty; Military Family’s Parent Guide for Supporting Your Child in School, 16; The Pupil Personnel Guide for Supporting Students from Military Families, 70; The School Administrator’s Guide for Supporting Students from Military Families, 55; The Teacher’s Guide for Supporting Students from Military Families, 48 Beneke; Power of Projects, 8; Windows on Learning, 8

Bensimon; Engaging the “Race Question”, 68 Bentley; Everyday Artists, 10 Berg; Teaching Your Child to Love Learning, 10 Bergen; Educating and Caring for Very Young Children, 10; Young Children in Action, 10 Berger; How to Innovate, 54 Berliner; 50 Myths and Lies That Threaten America’s Public Schools, 52 Berne; The One-on-One Reading and Writing Conference, 28 Berry; Teaching 2030, 56 Bers; Blocks to Robots, 9 Bess; View from the Little Chair in the Corner, 10 Beyer; Thinking-Based Learning, 39 Biklen; Practical Guide to the Qualitative Dissertation, 63 Birdyshaw; Teaching Disciplinary Literacy, 43 Bjork; Japanese Education in an Era of Globalization, 69 Blackburn; Acting Out!, 49; Interrupting Hate, 33 Bloom; Business Administration Scale for Family Child Care (BAS), 7; Escala de Evaluación de la Administración de Negocios, 7; Program Administration Scale, 7 Blythe; Facilitating for Learning, 41; Facilitator’s Book of Questions, 47; Looking Together at Student Work, 47; Teaching as Inquiry, 49 Boehm; Classroom Observer, 10 Bohács; Think-Aloud and TalkAloud Approach to Building Language, 9 Bolgatz; Talking Race in the Classroom, 67 Bonazzo; Healthy Learners, 4 Boostrom; Thinking, 63 Boris-Schacter; Balanced Leadership, 57 Borko; Mathematics Professional Development, 35 Borland; Rethinking Gifted Education, 72 Borsheim-Black; Inspiring Dialogue, 27 Boston; Improving Instruction in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36 Botzakis; Teach On Purpose!, 34 Bouie; After-School Success, 57 Boyd; Emile of Jean Jacques Rousseau, 63 Boyle; Big-City School Reforms, 56 Bradley; On Formative and Design Experiments, 30; Revitalizing Read Alouds, 25 Brady; How to Prevent Special Education Litigation, 71 Braun; An Introduction to Standards-Based Reflective Practice..., 49 Breidenstein; Leading for Powerful Learning, 54

Brewer; Dumb Ideas Won’t Create Smart Kids, 53 Brock; Engaging Students in Disciplinary Literacy, K–6, 29 Brooks, Jacqueline; Big Science for Growing Minds, 9 Brooks, Jeffrey; Black School White School, 55; What Every Principal Needs to Know to Create Equitable and Excellent Schools, 54 Broomhead; (Re)Imagining Content-Area Literacy Instruction, 29 Brown, A.; Reclaiming the Multicultural Roots of U.S. Curriculum, 65 Brown, K.; After the “At-Risk” Label, 59 Brozo; RTI and the Adolescent Reader, 33; Wham! Teaching with Graphic Novels Across the Curriculum, 29 Bruce; Action Research in Special Education, 72 Bruno; Managing Legal Risks in Early Childhood Programs, 7 Bullough; Uncertain Lives, 63 Buras; Pedagogy, Policy, and the Privatized City, 63 Burkett; Teaching Science for Social Justice, 39 Burns; Teach On Purpose!, 34 Buxton; Diversity and Equity in Science Education, 39

Cabana; Mathematics for Equity, 35 Cadwell; Bringing Learning to Life, 10; Bringing Reggio Emilia Home, 10; In the Spirit of the Studio, 9 Cahill; Continuity in Children’s Worlds, 5 Cahnmann-Taylor; Teachers Act Up!, 49 Caine; Natural Learning for a Connected World, 39 Caldas; Public Education— America’s Civil Religion, 63 Calderón; Reclaiming the Multicultural Roots of U.S. Curriculum, 65 Campano; Immigrant Students and Literacy, 19; Partnering with Immigrant Communities, 23 Campos; Jump Start Health!, 16 Capin; RTI in the Common Core Classroom, 22 Capitelli; Latino Children Learning English, 19 Carger; Of Borders and Dreams, 67 Carini; From Another Angle, 48; Jenny’s Story, 46; Starting Strong, 64 Carlson; Understanding Education Indicators, 57 Carlsson-Paige; War Play Dilemma, 7 Carr; Leading for Inclusion, 57; Pig Don’t Get Fatter the More You Weigh It, 49 Carrasquillo; The Bilingual Advantage, 18 Caruso; Supervision in Early Childhood Education, 7

73 | Author / Title / Series Indexes

Achinstein; Mentors in the Making, 49 Agarwal-Rangnath; Preparing to Teach Social Studies for Social Justice, 34; Social Studies, Literacy, and Social Justice in the Common Core Classroom, 38 Akiba; Improving Teacher Quality, 69 Alexander; A Critical Inquiry Framework for K–12 Teachers, 39 Alexander-Tanner; To Teach, in Comics, 46 Alfaro; The Path to Get There, 38 Algozzine; Doing Case Study Research, 62 Allen, D.; Facilitating for Learning, 41; Facilitator’s Book of Questions, 47; Looking Together at Student Work, 47; Teaching as Inquiry, 49 Allen, J.; A Critical Inquiry Framework for K–12 Teachers, 39; Creating Welcoming Schools, 15; Family Dialogue Journals, 28; Literacy in the Welcoming Classroom, 33 Allington; No Quick Fix, 33; Summer Reading, 28 Almy; Ways of Studying Children, 10 Alridge; Educational Thought of W.E.B. Du Bois, 63 Altamirano; Be the Change, 50 Althouse; Colors of Learning, 10 Alvarez; Latino Children Learning English, 19 Alvermann; Bring It to Class, 32 Amel; New Early Childhood Professional, 2 Anderson; Teaching for Equity in Complex Times, 52 Angelis; Best Practices from High-Performing High Schools, 57; Best Practices from HighPerforming Middle Schools, 57 Annamma; DisCrit, 71 Anyon; Ghetto Schooling, 57 Applebee; Writing Instruction That Works, 30 Appleman; Critical Encounters in Secondary English, 27 Arrastía; Starting Up, 57 Astor; The Military Family’s Parent Guide for Supporting Your Child in School, 16; The Pupil Personnel Guide for Supporting Students from Military Families, 70; The School Administrator’s Guide for Supporting Students from Military Families, 55; The Teacher’s Guide for Supporting Students from Military Families, 48 Ataya; Pig Don’t Get Fatter the More You Weigh It, 49 Athanases; Mentors in the Making, 49 August; Teaching Vocabulary to English Language Learners, 18 Ault; Assessment of Practices in Early Elementary Classrooms (APEEC), 8

Au; Reclaiming the Multicultural Roots of U.S. Curriculum, 65 Aviles de Bradley; From Charity to Equity, 56 Ayers, R.; Diving In, 62; Empty Seat in Class, 47; Teaching the Taboo, 46 Ayers, W.; Good Preschool Teacher, 6; On the Side of the Child, 63; Teaching for Social Justice, 63; Teaching the Taboo, 46; Teaching with Conscience in an Imperfect World, 40; To Become a Teacher, 49; To Teach, 3rd Edition, 46; To Teach, in Comics, 46

74 |

Casanova; ¡Sí Se Puede!, 57 Casella; Practical Guide to the Qualitative Dissertation, 63 Caughlan; Inspiring Dialogue, 27 Celano; Giving Our Children a Fighting Chance, 54 Chabbott; Institutionalizing Health and Education for All, 69 Chaltain; Our School, 60 Chao; Families, Schools, and the Adolescent, 16 Chapman; Computer Clubhouse, 14 Charity Hudley; We Do Language, 33 Chavez; Reading and Representing Across the Content Areas, 29 Clark, C.; Acting Out!, 49 Clark, P.; Transforming Teacher Education for Social Justice, 44 Clark, S.; Young Meaning Makers, 23 Clarke; Educating Literacy Teachers Online, 33; Reading Turn-Around, 31 Cleverley; Visions of Childhood, 10 Clifford; Early Childhood Environment Rating Scale (ECERS-3), 12; Early Childhood Environment Rating Scale (ECERS–R), 12; Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 13; Escala de Calificación del Ambiente de la Infancia Temprana, 12; Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 13; Family Child Care Environment Rating Scale (FCCERS–R), 13; Infant/Toddler Environment Rating Scale, 13 Cobb; Improving Access to Mathematics, 39 Cochran-Smith; Inquiry as Stance, 48; Inside/Outside, 49; Walking the Road, 49 Cohen, D.; Observing and Recording the Behavior of Young Children, 2 Cohen, E.; Designing Groupwork, 38 Cohen, J.; Educating Minds and Hearts, 49 Coldren; Diagnosis and Design for School Improvement, 57 Collins, A.; Rethinking Education in the Age of Technology, 14 Collins, K.; Teaching for Promise, 26 Commins; Restructuring Schools for Linguistic Diversity, 19 Compton-Lilly; Bedtime Stories and Book Reports, 33; Reading Families, 28; Reading Time, 33; Re-reading Families, 33 Conchas; Color of Success, 56; Cracks in the Schoolyard, 58; Streetsmart Schoolsmart, 67 Connor; DisCrit, 71 Constantine; Clinical Practice with People of Color, 70 Contreras; Achieving Equity for Latino Students, 57

Conyers; Five Big Ideas for Effective Teaching, 45; Smarter Teacher Leadership, 42 Cookson; Class Rules, 62 Cooper; Constructivist Leader, 57; Playing to Get Smart, 11 Copeland; Connecting Emergent Curriculum and Standards in the Early Childhood Classroom, 9; Managing Legal Risks in Early Childhood Programs, 7 Coplan; Quiet at School, 42 Corbett; Effort and Excellence in Urban Classrooms, 57 Cornbleth; Diversity and the New Teacher, 67; Teaching with Vision, 45 Cosier; Transforming City Schools Through Art, 37 Costa; Cognitive Capital, 54; The Power of the Social Brain, 39; Thinking-Based Learning, 39 Counsell; STEM Learning with Young Children, 4 Craig; Trauma-Sensitive Schools, 51 Cramer; Case Studies of Minority Student Placement in Special Education, 72 Cremin; Republic and the School, 64 Crosnoe; Healthy Learners, 4 Cross; Political Education, 52 Cruz; Talking Diversity with Teachers and Teacher Educators, 48 Cryer; Early Childhood Environment Rating Scale (ECERS-3), 12; Early Childhood Environment Rating Scale (ECERS–R), 12; Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 13; Escala de Calificación del Ambiente de la Infancia Temprana, 12; Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 13; Family Child Care Environment Rating Scale (FCCERS–R), 13; Infant/Toddler Environment Rating Scale, 13; Video Observations for the ECERS-R, 12; Video Observations for the FCCERS-R, 13; Video Observations for the ITERS-R, 13 Cuban; How Can I Fix It?, 57; Hugging the Middle, 57; Teachers and Machines, 14 Cuffaro; Experimenting with the World, 10 Cunningham; Literacy Leadership in Changing Schools, 22 Cusick; Passion for Learning, 64

Dai; Nature and Nurture of Giftedness, 72 D’Andrea; Teaching in Themes, 43 D’Angelo; Literacy and History in Action, 25 Darling-Hammond; Be the Change, 50; Flat World and Education, 53; Getting Teacher Evaluation Right, 55; Learning to Teach for Social Justice, 49; Professional Development Schools, 57; Teaching in the Flat World, 56

Darvin; Teaching the Tough Issues, 29 Davis, G.; Turning Points 2000, 56 Davis, J.; Why Our High Schools Need the Arts, 39; Why Our Schools Need the Arts, 37 Davis, S.; Raising Children Who Soar, 16 Dean; Family Dialogue Journals, 28 Deane; University Next Door, 68 DeBoer; History of Ideas in Science Education, 39 Decker; How to Prevent Special Education Litigation, 71 DeCoker; Japanese Education in an Era of Globalization, 69 DeCosta; Real World Writing for Secondary Students, 33 Dede; Digital Teaching Platforms, 14 DeFord; Partners in Learning, 33 Degener; The One-on-One Reading and Writing Conference, 28 De La Paz; Reading, Thinking, and Writing About History, 35 Derman-Sparks; Leading Anti-Bias Early Childhood Programs, 6; What If All the Kids Are White?, 6 DeVries; Developing Constructivist Early Childhood Curriculum, 9; Moral Classrooms, Moral Children, 9 Diamond; Distributed Leadership in Practice, 55; Teaching Kindergarten, 3 DiAngelo; Is Everyone Really Equal?, 62 Dichter; Going Online with Protocols, 49; Power of Protocols, 47 Dimitriadis; On Qualitative Inquiry, 30 Dole; Reading Across Multiple Texts in the Common Core Classroom, K–5, 31 Doll; Post-Modern Perspective on Curriculum, 64 Donahue; Art-Centered Learning Across the Curriculum, 37; Artful Teaching, 37 Donaldson, B.; Reading Across Multiple Texts in the Common Core Classroom, K–5, 31 Donaldson, G.; Cultivating Leadership in Schools, 55; How Leaders Learn, 55 Donaldson, R.; Reading Across Multiple Texts in the Common Core Classroom, K–5, 31 Donnellan; Progress Without Punishment, 72 Douglas, K.; Engaging Learners through Artmaking, 37 Douglas, W.; The Activist Learner, 35 Dover; Preparing to Teach Social Studies for Social Justice, 34 Dowd; Engaging the “Race Question”, 68 Drago-Severson; Becoming Adult Learners, 68 Draper; (Re)Imagining ContentArea Literacy Instruction, 29 Dryden-Peterson; Educating Children in Conflict Zones, 69

DuBos; Parent’s Guide to Special Education in New York City and the Metropolitan Area, 16 Duckworth; “Tell Me More”, 49; “The Having of Wonderful Ideas”, 38 Dueñas; Critical Media Pedagogy, 32 Duran; Healing the Soul Wound, 70 Dwairy; Counseling and Psychotherapy with Arabs and Muslims, 70 Dworkin; Dewey on Education, 64 Dyson; Children, Language, and Literacy, 32; On the Case, 30; ReWRITING the Basics, 29; The Brothers and Sisters Learn to Write, 33

Early; Real World Writing for Secondary Students, 33 Eckert; Jocks and Burnouts, 67 Edmiaston; Developing Constructivist Early Childhood Curriculum, 9 Edwards; Bridging Literacy and Equity, 28; Change Is Gonna Come, 33; New Ways to Engage Parents, 42 Efland; History of Art Education, 37 Egan; Imagination and the Engaged Learner, 34; Whole School Projects, 38 Eisner; Cognition and Curriculum Reconsidered, 64 Ellerbrock; Talking Diversity with Teachers and Teacher Educators, 48 Elliott, K.; DIY Media in the Classroom, 33 Elliott, S.; Teaching and Learning on the Verge, 61 Engel; Playing for Keeps, 39 Enriquez; Reading Turn-Around, 31 Eppler-Wolff; Raising Children Who Soar, 16 Epstein; Teaching Civic Literacy Projects, 27 Ermer; Teaching Science for Social Justice, 39 Escalada; STEM Learning with Young Children, 4 Ewald; Literacy and Justice Through Photography, 33

Fabricant; Charter Schools and the Corporate Makeover of Public Education, 54 Fahey; Leading for Powerful Learning, 54 Falik; Beyond Smarter, 39; Changing Minds and Brains, 38; Think-Aloud and Talk-Aloud Approach to Building Language, 9 Falk; Defending Childhood, 7; Teaching the Way Children Learn, 49 Fallace; Race and the Origins of Progressive Education, 63 Falter; Teaching Outside the Box but Inside the Standards, 26 Farrington; Failing at School, 56

Fromer; Parent’s Guide to Special Education in New York City and the Metropolitan Area, 16 Froschl; Suppporting Boys’ Learning, 11 Fry; The Activist Learner, 35 Fucigna; Experience and Art, 11 Fujita; Challenges to Japanese Education, 69 Fullan; Big-City School Reforms, 56; New Meaning of Educational Change, 50; Professional Capital, 53; What’s Worth Fighting For in the Principalship?, 56; What’s Worth Fighting For in Your School?, 56 Fusco; Effective Questioning Strategies in the Classroom, 45

Gable; States of Child Care, 10 Gadson; New Early Childhood Professional, 2 Galas; Literacy and History in Action, 25 Gallas; Languages of Learning, 33; “Sometimes I Can Be Anything”, 10 Gándara; Forbidden Language, 57 Gandini; In the Spirit of the Studio, 9 Garces; School Integration Matters, 59 Garcia, A.; Pose, Wobble, Flow, 24 García, Erminda; Understanding the Language Development and Early Education of Hispanic Children, 33 García, Eugene; Teaching and Learning in Two Languages, 67; Understanding the Language Development and Early Education of Hispanic Children, 33; Young English-Language Learners, 9 Garcia, J.; An Introduction to Standards-Based Reflective Practice..., 49 Garcia-Lopez; Learning to Teach for Social Justice, 49 García, O.; Educating Emergent Bilinguals, 18 Garcia, R.; Bridging the English Learner Achievement Gap, 19 Garcia, V.; Critical Media Pedagogy, 32 Gardner, Mary; Liberating Leadership Capacity, 51 Gardner, Morgan; Constructivist Leader, 57 Garmston; Cognitive Capital, 54 Garretón; Grow Your Own Teachers, 49 Garrett; Effective Classroom Management, 47 Gates; Gates-Peardon-LaClair Reading Exercises, 39 Gay; Culturally Responsive Teaching, 66 Geiken; STEM Learning with Young Children, 4 Genishi; Children, Language, and Literacy, 32; Ways of Studying Children, 10 Ghiso; Partnering with Immigrant Communities, 23

Gillam; Young Meaning Makers, 23 Ginwright; Black Youth Rising, 66 Glass; 50 Myths and Lies That Threaten America’s Public Schools, 52 Glickman; Leading for Powerful Learning, 54; Those Who Dared, 64 Goatley; Engaging Students in Disciplinary Literacy, K–6, 29 Goffin; Early Childhood Education for a New Era, 7; Ready or Not, 10 Goldman; Manhattan Family Guide to Private Schools and Selective Public Schools, 15 Gomez; Early Childhood Governance, 7 Gómez; Literacy Leadership in Changing Schools, 22 Gordon, J.; Challenges to Japanese Education, 69 Gorski; Reaching and Teaching Students in Poverty, 45 Goswami; On Teacher Inquiry, 30 Graves; Teaching Individual Words, 27; Teaching Vocabulary to English Language Learners, 18; Vocabulary Book, 27 Greeley; “Why Fly That Way?”, 49 Greene, M.; Dialectic of Freedom, 63; Landscapes of Learning, 63; Variations on a Blue Guitar, 37 Greene, S.; Bedtime Stories and Book Reports, 33; Race, Community, and Urban Schools, 16 Greska; Literacy and History in Action, 25 Grissom; Improving Teacher Evaluation Systems, 51 Grob; Teaching Kindergarten, 3 Grolnick; Forever After, 48 Gropper; Observing and Recording the Behavior of Young Children, 2; Supporting Boys’ Learning, 11 Gullo; Understanding Assessment and Evaluation in Early Childhood Education, 8 Gummer; Data Literacy for Educators, 14 Gurvitz; Complete Guide to Tutoring Struggling Readers— Mapping Interventions to Purpose and CCSS, 31 Gutiérrez; Power of Scriptwriting!, 33 Gutmann; FirstSchool, 6 Guzzetti; DIY Media in the Classroom, 33

Haas; Dumb Ideas Won’t Create Smart Kids, 53 Haertel; Evaluating Educational Technology, 14 Hagood; Bring It to Class, 32 Haigh; We Are All Explorers, 10 Hall; Seen and Heard, 10 Haller; Ethics of School Administration, 55 Halverson; Rethinking Education in the Age of Technology, 14 Hancock; Doing Case Study Research, 62

Handsfield; Literacy Theory as Practice, 23 Hansen; Ethical Visions of Education, 63 Hantzopoulos; Restoring Dignity in Public Schools, 59 Harby; Test Lessons in Primary Reading, 39 Hargreaves; Professional Capital, 53; Teaching in the Knowledge Society, 64; What’s Worth Fighting For in Your School?, 56 Harms; Early Childhood Environment Rating Scale (ECERS-3), 12; Early Childhood Environment Rating Scale (ECERS–R), 12; Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 13; Escala de Calificación del Ambiente de la Infancia Temprana, 12; Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 13; Family Child Care Environment Rating Scale (FCCERS–R), 13; Infant/Toddler Environment Rating Scale, 13; Video Observations for the ECERS-R, 12; Video Observations for the FCCERS-R, 13; Video Observations for the ITERS-R, 13 Harris; Reasoning with Democratic Values, 39 Harry; Case Studies of Minority Student Placement in Special Education, 72; Why Are So Many Minority Students in Special Education?, 72 Hatch; Managing to Change, 57 Hathaway; The Learner-Directed Classroom, 37 Heath; On Ethnography, 30 Heintz; Inspiring Dialogue, 27 Helm; Becoming Young Thinkers, 8; Power of Projects, 8; Teaching Your Child to Love Learning, 10; Windows on Learning, 8; Young Investigators, 2 Helman; Inclusive Literacy Teaching, 17; Literacy Instruction in Multilingual Classrooms, 18 Hemmeter; Assessment of Practices in Early Elementary Classrooms (APEEC), 8 Hemphill; NYC’s Best Public Elementary Schools, 16; NYC’s Best Public High Schools, 16; NYC’s Best Public Middle Schools, 16 Henderson; Learning from Young Children in the Classroom, 11 Henning; Preparing to Teach Social Studies for Social Justice, 34 Henningsen; Implementing Standards-Based Mathematics Instruction, 36; Improving Instruction in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36 Heron-Hruby; Bring It to Class, 32

75 | Author / Title / Series Indexes

Fassbender; Progress Without Punishment, 72 Fauske; Leading for Inclusion, 57 Fawcett; Supervision in Early Childhood Education, 7 Fecho; “Is This English?”, 33; Teaching for the Students, 33; Teaching Outside the Box but Inside the Standards, 26 Feinberg; School and Society, 60 Fels; Successful High School Writing Center, 28 Felton; Reading, Thinking, and Writing About History, 35 Felton-Collins; Piaget Handbook for Teachers and Parents, 11 Fennimore; Standing Up for Something Every Day, 6 Fenstermacher; Approaches to Teaching, 60 Ferri; DisCrit, 71 Feuerstein, Refael; Changing Minds and Brains, 38; ThinkAloud and Talk-Aloud Approach to Building Language, 9 Feuerstein, Reuven; Beyond Smarter, 39; Changing Minds and Brains, 38; Think-Aloud and Talk-Aloud Approach to Building Language, 9; What Learning Looks Like, 38 Finders; Just Girls, 33 Fine; Charter Schools and the Corporate Makeover of Public Education, 54; Speed Bumps, 64 Firestone; New Agenda for Research in Educational Leadership, 54 Fischman; Dumb Ideas Won’t Create Smart Kids, 53 Fisher, D.; The Path to Get There, 38 Fisher, M.; Writing in Rhythm, 32 Fisher, P.; Complete Guide to Tutoring Struggling Readers— Mapping Interventions to Purpose and CCSS, 31 Flennaugh, Expanding College Access for Urban Youth, 58 Fletcher; Partnerships for New Teacher Learning, 49 Flicker; Guiding Children’s Behavior, 10 Fogarty; Invite! Excite! Ignite!, 43 Fontdevila; Privatization of Education, 69 Fosnot; Constructivism, 61 Foster; Growing Up African American in Catholic Schools, 67 Frank; Ethnographic Interviewing for Teacher Preparation and Staff Development, 49 Frankenberg; School Integration Matters, 59 Fraser; Preparing America’s Teachers, 64 Frede; Young English-Language Learners, 9 Frederick; Inclusive Literacy Teaching, 17 Freedman; The First Year of Teaching, 48 French; Learning to Teach for Social Justice, 49 Frey; The Path to Get There, 38 Frick; Personality Theories, 70 Friedrich; How Teachers Become Leaders, 46

76 |

Herrera; Accelerating Literacy for Diverse Learners, 18; BiographyDriven Culturally Responsive Teaching, 17; Crossing the Vocabulary Bridge, 27 Herrington; Teaching the New Writing, 30 Herz; Looking at Art in the Classroom, 39 Hess; Common Core Meets Education Reform, 57; Private Enterprise and Public Education, 57 Hetland; Studio Thinking 2, 37 Hicks; Assessing Students’ Digital Writing, 30 Hiebert; Research-Based Practices for Teaching Common Core Literacy, 27 Hildebrandt; Developing Constructivist Early Childhood Curriculum, 9 Hillen; Improving Instruction in Rational Numbers and Proportionality, 36 Hill, L.; In the Spirit of the Studio, 9 Hill, M.; Beats, Rhymes, and Classroom Life, 27; Schooling Hip-Hop, 38 Hill, N.; Families, Schools, and the Adolescent, 16 Hill, S.; African American Struggle for Secondary Schooling, 1940–1980, 64 Himley; From Another Angle, 48; Jenny’s Story, 46 Hinga; Cracks in the Schoolyard, 58 Hodgson; Teaching the New Writing, 30 Hoffman, J.; Guiding Children’s Behavior, 10 Hoffman, M.; Starting Up, 57 Holmes; Crossing the Vocabulary Bridge, 27 Hong; Teaching Outside the Box but Inside the Standards, 26 Hopkins, D.; Collaborative Leadership in Action, 57 Hopkins, M.; Forbidden Language, 57; School Integration Matters, 59 Horn; Private Enterprise and Public Education, 57 Horsford; Learning in a Burning House, 67 Horton; Long Haul, 61 Horvat; The Beginner’s Guide to Doing Qualitative Research, 64 Housman; Young Children Reinvent Arithmetic, 9 Howard, G.; We Can’t Teach What We Don’t Know, 65 Howard, T.; Black Male(d), 67; Expanding College Access for Urban Youth, 58; Why Race and Culture Matter in Schools, 66 Howe; Ethics of Special Education, 72 Howes; Culture and Child Development in Early Childhood Programs, 10; Matter of Trust, 10; Talking Diversity with Teachers and Teacher Educators, 48 Hughes; Improving Instruction in Algebra, 36

Hunt; Teaching for Social Justice, 63 Hutzel; Transforming City Schools Through Art, 37 Hyde; Literacy and Justice Through Photography, 33 Hyler; Be the Change, 50 Hynes-Berry; Don’t Leave the Story in the Book, 10 Hyson; Early Years Matter, 8; Emotional Development of Young Children, 11; Enthusiastic and Engaged Learners, 6

Irvine; Growing Up African American in Catholic Schools, 67 Isenberg; Major Trends and Issues in Early Childhood Education, 11

Jackson, A.; Turning Points 2000, 56 Jackson, P.; Life in Classrooms, 49 Jackson, Y.; Pedagogy of Confidence, 46 Jacobs; Mathematics Professional Development, 35 Jacobsen; Grading Education, 57 Jacobson; Military Family’s Parent Guide for Supporting Your Child in School, 16; The Pupil Personnel Guide for Supporting Students from Military Families, 70; The School Administrator’s Guide for Supporting Students from Military Families, 55; The Teacher’s Guide for Supporting Students from Military Families, 48 Jalongo; Major Trends and Issues in Early Childhood Education, 11 Jaquith; Engaging Learners through Artmaking, 37; The LearnerDirected Classroom, 37 Jenkins; Reading in a Participatory Culture, 32 Jensen, A.; (Re)Imagining ContentArea Literacy Instruction, 29 Jensen, B.; Regarding Educación, 57 Jerome; Urban Teaching, 40 Jiménez-Castellanos; Bicultural Parent Engagement, 15 Johnson, D.; Reading, Writing, and Literacy 2.0, 31 Johnson, M.; Colors of Learning, 10 Jones, A.; Becoming a Strong Instructional Leader, 57 Jones, C.; Young Meaning Makers, 23 Jones, E.; Playing to Get Smart, 11; Play’s the Thing, 5 Jones, J.; Family Dialogue Journals, 28 Jones, P.; Leading for Inclusion, 57; Pig Don’t Get Fatter the More You Weigh It, 49 Jones, S.; Reading Turn-Around, 31; Writing and Teaching to Change the World, 48 Jones-Walker; Identity Work in the Classroom, 44 Joseph; YCCRA—2nd Grade, 9 Jozwiak; Continuity in Children’s Worlds, 5

Judson; Imagination and the Engaged Learner, 34 Juzwik; Inspiring Dialogue, 27

Kafai; Computer Clubhouse, 14 Kagan; Early Care and Education Teaching Workforce at the Fulcrum, 11; Early Childhood Governance, 7; Early Childhood Systems, 11 Kahlenberg; Smarter Charter, 52 Kallick; Thinking-Based Learning, 39 Kamberelis; On Qualitative Inquiry, 30 Kamii; YCCRA—2nd Grade, 9; Young Children Reinvent Arithmetic, 9 Kariya; Challenges to Japanese Education, 69 Katz, L.; Young Investigators, 2 Katz, M.; Justice and Caring, 64 Kauerz; Early Care and Education Teaching Workforce at the Fulcrum, 11; Early Childhood Systems, 11 Kaufman; Teaching for Creativity in the Common Core Classroom, 47 Kavimandan; Accelerating Literacy for Diverse Learners, 18; Crossing the Vocabulary Bridge, 27 Keilty; Early Intervention Guidebook for Families and Professionals, 4 Kelley; Reading in a Participatory Culture, 32 Kelly, C.; Literacy Leadership in Changing Schools, 22 Kelly, S.; Assessing Teacher Quality, 49 Kemple; Let’s Be Friends, 11 Kendall; Diversity in the Classroom, 11 Kennedy; Experience and Art, 11 Kenney; Acting Out!, 49; Getting From Arithmetic to Algebra, 39 Kinloch; Crossing Boundaries, 33; Harlem on Our Minds, 33; Urban Literacies, 33 Kirkland; A Search Past Silence, 28 Kleifgen; Educating Emergent Bilinguals, 18 Klingner; Case Studies of Minority Student Placement in Special Education, 72; Why Are So Many Minority Students in Special Education?, 72 Knight; College-Ready, 68 Knoester; Democratic Education in Practice, 57; Teaching in Themes, 43 Koellner; Mathematics Professional Development, 35 Kohl; Long Haul, 61 Koplow; Bears, Bears Everywhere!, 9; Creating Schools that Heal, 7; Unsmiling Faces, 7 Koppelman; Great Diversity Debate, 67 Kozleski; Ability, Equity, and Culture, 72 Kuby; Critical Literacy in the Early Childhood Classroom, 32; Go Be a Writer!, 25

Kuh; Thinking Critically About Environments for Young Children, 8 Kuhn; Fear and Learning in America, 53 Kumashiro; Bad Teacher!, 53; Seduction of Common Sense, 64

LaClair; Gates-Peardon-LaClair Reading Exercises, 39 Ladson-Billings; Beyond the Big House, 49 Lagemann; What Is College For?, 68 Lake; Dear Maxine, 64 Lally; For Our Babies, 7 Lamb; Sex Ed for Caring Schools, 39 Lambert, L.; Constructivist Leader, 57; Liberating Leadership Capacity, 51 Lambert, M.; Constructivist Leader, 57 Langer, J.; Envisioning Knowledge, 33; Envisioning Literature, 27 Langer, S.; Balanced Leadership, 57 Larkin; Deep Knowledge, 64 Laura; Being Bad, 61; Diving In, 62 LaVigna; Progress Without Punishment, 72 Lawrence-Brown; Condition Critical, 72 Lazar; Bridging Literacy and Equity, 28; Practicing What We Teach, 33 Leal; Politics of Latino Education, 57 Lee, C.; Culture, Literacy, and Learning, 67 Lee, K.; The Bilingual Advantage, 18 LeeKeenan; Leading Anti-Bias Early Childhood Programs, 6 Lee, O.; Diversity and Equity in Science Education, 39 Lee, S.; Unraveling the “Model Minority” Stereotype, 66; Up Against Whiteness, 65 Lee, Y.; Inclusion in the Early Childhood Classroom, 8 Lehman; Children’s Literature and Learning, 33 Lehu; Dr. Ruth’s Guide to Teens and Sex Today, 16 Leko; Word Study in the Inclusive Secondary Classroom, 72 Lengel; Education 3.0, 57 Lent; Keep Them Reading, 33; Literacy for Real, 33 Leonardo; Race Frameworks, 62 LeTendre; Challenges to Japanese Education, 69; Improving Teacher Quality, 69 Levin, B.; Leading Technology-Rich Schools, 55 Levin, D.; War Play Dilemma, 7 Levine, A.; Unequal Fortunes, 67 Levine, E.; One Kid at a Time, 57 Lewin-Benham; Eight Essential Techniques for Teaching with Intention, 5; Infants and Toddlers at Work, 10; Possible Schools, 11; Powerful Children, 10; Twelve Best Practices for ECE, 5; What Learning Looks Like, 38

Ma; East Meets West in Teacher Preparation, 69 Ma’ayan; Reading Girls, 33 MacDonald; Mindful Teacher, 40 Mack; Engaging Writers with Multigenre Research Projects, 24 Madison; Newsworthy, 24 Maguire-Fong; Teaching and Learning with Infants and Toddlers, 5 Mahiri; First Year of Teaching, 48 Majors; Shoptalk, 28 Mallinson; We Do Language, 33 Malone; Leading Educational Change, 56 Mancilla-Martinez; Teaching Vocabulary to English Language Learners, 18 Mandinach; Data Literacy for Educators, 14 Mangin; Effective Teacher Leadership, 48; Examining Effective Teacher Leadership, 49 Marciano; College-Ready, 68 Marsh; (Mis)Understanding Families, 16; Other Kinds of Families, 16 Marshall; Art-Centered Learning Across the Curriculum, 37 Martell; Reading, Writing, and Talk, 3 Martin, A.; Making Space for Active Learning, 45 Martin, D.; Reading Like a Historian, 35

Marx; Health Is Academic, 16 Mathews; Family Dialogue Journals, 28 Matuchniak; Helping English Learners to Write, 18 Maxwell; Assessment of Practices in Early Elementary Classrooms (APEEC), 8 Mayo; LGBTQ Youth and Education, 62 McAdams; What School Boards Can Do, 57 McCall; McCall-Crabbs Standard Test Lessons in Reading, 39; Test Lessons in Primary Reading, 39 McCann; Literacy and History in Action, 25; Transforming Talk into Text, 30 McCarty; To Remain an Indian, 67 McClellan; Moral Education in America, 64 McCreight; Family Dialogue Journals, 28 McDonald, E.; Going Online with Protocols, 49; Power of Protocols, 47 McDonald, J.; Going Online with Protocols, 49; Power of Protocols, 47 McGill; Race to the Bottom, 53 McGill-Franzen; Summer Reading, 28 McKnight; Inequality for All, 57 McLaughlin; Building SchoolBased Teacher Learning Communities, 48 McMillan; Formative Classroom Assessment, 57 McMillon; Bridging Literacy and Equity, 28; Change Is Gonna Come, 33 McShane; Common Core Meets Education Reform, 57 Means; Evaluating Educational Technology, 14 Meier, Daniel; Learning from Young Children in the Classroom, 11; Teaching Children to Write, 11; Young Child’s Memory for Words, 11 Meier, Deborah; Playing for Keeps, 39; Teaching in Themes, 43 Meier, K.; Politics of Latino Education, 57 Meyer, C.; Wham! Teaching with Graphic Novels Across the Curriculum, 29 Meyer, E.; Gender, Bullying, and Harassment, 57 Michael, A.; Raising Race Questions, 47 Michie; Holler If You Hear Me, 45; See You When We Get There, 45; We Don’t Need Another Hero, 45; Worth Striking For, 47 Militello; How to Prevent Special Education Litigation, 71 Mills; On Ethnography, 30 Miramontes; Ethics of Special Education, 72; Restructuring Schools for Linguistic Diversity, 19 Mitchell; Colors of Learning, 10 Mitra; Civic Education in the Elementary Grades, 44 Mohr; Power of Protocols, 47

Monte-Sano; Reading Like a Historian, 35; Reading, Thinking, and Writing About History, 35 Moore; Case Studies of Minority Student Placement in Special Education, 72 Moorman; Wham! Teaching with Graphic Novels Across the Curriculum, 29 Moran; Teaching the New Writing, 30 Morrell; Critical Media Pedagogy, 32 Moss Brown; How to Innovate, 54 Motha; Race, Empire, and English Language Teaching, 18 Mulcahey; Story in the Picture, 11 Mundy; Educating Children in Conflict Zones, 69 Murphy; Uncommonly Good Ideas, 30

Nadeau; Restructuring Schools for Linguistic Diversity, 19 Nadelstern; 10 Lessons from NYC Schools, 57 Nageldinger; Fluency Factor, 22 Nash; Liberating Scholarly Writing, 30; “Real World” Ethics, 63 Nasir; Improving Access to Mathematics, 39; Mathematics for Equity, 35 Nathenson-Mejía; Literacy Essentials for English Language Learners, 19 Negri-Shoultz; Progress Without Punishment, 72 Neuman; All About Words, 29; Changing the Odds for Children at Risk, 57; Giving Our Children a Fighting Chance, 54; Young Meaning Makers, 23 Nieto; Light in Their Eyes, 65; What Keeps Teachers Going?, 45; Why We Teach, 45; Why We Teach Now, 45 Nimmo; Leading Anti-Bias Early Childhood Programs, 6 Noddings; Challenge to Care in Schools, 61; Educating Citizens for Global Awareness, 62; Educating Moral People, 63; Education and Democracy in the 21st Century, 63; Justice and Caring, 64; When School Reform Goes Wrong, 57 Noguera; City Schools and the American Dream, 60 Nokes; (Re)Imagining ContentArea Literacy Instruction, 29 Northrop; Health Is Academic, 16 Nuñez; Diving In, 62; Worth Striking For, 47

Oakes; Learning Power, 64 Obidah; Because of the Kids, 46 Ochoa; Bicultural Parent Engagement, 15 Ochshorn; Squandering America’s Future, 6 O’Donnell-Allen; Pose, Wobble, Flow, 24 O’Leary; The Power of the Social Brain, 39

Olivos; Bicultural Parent Engagement, 15 Olson, C.; Helping English Learners to Write, 18 Olson, K.; Wounded by School, 61 Ortmeier-Hooper; The ELL Writer, 19 Osborne; Teaching Science for Social Justice, 39 Osguthorpe; The Moral Work of Teaching and Teacher Education, 49 Osler; Human Rights and Schooling, 58

Pahl; Artifactual Literacies, 33 Pandey; Language Building Blocks, 9 Parker; Teaching Democracy, 39 Parks; Exploring Mathematics Through Play in the EC Classroom, 8 Patel; Youth Held at the Border, 66 Patrikakou; School-Family Partnerships for Children’s Success, 16 Payne; Teach Freedom, 64 Peardon; Gates-Peardon-LaClair Reading Exercises, 39 Pearson; Research-Based Practices for Teaching Common Core Literacy, 27 Peppler; Computer Clubhouse, 14 Perez, D.; Accelerating Literacy for Diverse Learners, 18; New Inclusion, 48 Pérez, W.; Americans by Heart, 54 Perrone; Teacher with a Heart, 16 Petchauer; Schooling Hip-Hop, 38 Peters; Teaching Disciplinary Literacy, 43 Peterson; Piaget Handbook for Teachers and Parents, 11 Phillips; Perspectives on Learning, 60; Visions of Childhood, 10 Piety; Assessing the Educational Data Movement, 14 Pine; Action Research in Special Education, 72 Pinnell; Partners in Learning, 33 Pipkin; Keep Them Reading, 33 Planty; Understanding Education Indicators, 57 Plaut; Right to Literacy in Secondary Schools, 29 Polakow; Who Cares for Our Children?, 64 Ponton; Distance Learning in Higher Education, 14 Potter; Smarter Charter, 52 Powell; Looking Together at Student Work, 47 Powers; Starting With Their Strengths, 11 Price; Revitalizing Read Alouds, 25

Quatroche; Administration and Supervision of Reading Programs, 28 Quinn; Teaching for Social Justice, 63 Quint; Schooling Homeless Children, 57

77 | Author / Title / Series Indexes

Lewis, C.; College and Career Ready in the 21st Century, 56; On Teacher Inquiry, 30 Lewis, Harry; What Is College For?, 68 Lewis, Heather; New York City Public Schools from Brownsville to Bloomberg, 64 Lickey; Starting With Their Strengths, 11 Lieberman; How Teachers Become Leaders, 46 Lin; Eyes on Math, 36; More Good Questions, 36 Lindfors; Children’s Inquiry, 33; Children’s Language, 29 Lobman; Unscripted Learning, 39 Lockwood; Reasoning with Democratic Values, 39 Loewen; Teaching What Really Happened, 35 Lomawaima; To Remain an Indian, 67 Long; Courageous Leadership in Early Childhood Education, 3 Lopez; Critical Media Pedagogy, 32 Lord, Lisa; Literacy and Justice Through Photography, 33 Lord, Lois; Experience and Art, 11 Losen; Closing the School Discipline Gap, 52 Lotan; Designing Groupwork, 38 Louie; Mathematics for Equity, 35 Lovejoy; Other People’s English, 32 Lundquist; Unscripted Learning, 39 Lutz; Schooled, 41 Lutz Fernandez; Schooled, 41 Lyons; Partners in Learning, 33 Lytle; Inside/Outside, 49

78 |

Rainville; Literacy Leadership in Changing Schools, 22 Ramos-Beban; Be the Change, 50 Ramsey; Teaching and Learning in a Diverse World, 5; What If All the Kids Are White?, 6 Randels; Pedagogy, Policy, and the Privatized City, 63 Randolph; The Wrong Kind of Different, 64 Raphael; Engaging Students in Disciplinary Literacy, K–6, 29 Rasinski; Fluency Factor, 22 Reagan; Thinking-Based Learning, 39 Rebell; NCLB at the Crossroads, 57 Recchia; Inclusion in the Early Childhood Classroom, 8 Redding; School-Family Partnerships for Children’s Success, 16 Reeves; Finding Your Leadership Focus, 55 Rehmann; Pedagogy of the Poor, 62 Reid; Dilemmas in Educational Leadership, 48; Educating and Caring for Very Young Children, 10; Young Children in Action, 10 Reinking; On Formative and Design Experiments, 30 Reitzes; Teaching Kindergarten, 3 Reutzel; Young Meaning Makers, 23 Reyes; Words Were All We Had, 19 Reynolds, G.; Play’s the Thing, 5 Reynolds, L., 33 Richards; Digital Teaching Platforms, 14 Richert; What Should I Do?, 48 Ridge; Education and the Reverse Gender Divide in the Gulf States, 69 Riehl; New Agenda for Research in Educational Leadership, 54 Riley-Ayers; Literacy Leadership in Early Childhood, 11 Risko; Be That Teacher!, 33 Ritchie; FirstSchool, 6; Matter of Trust, 10 Roberts; RTI in the Common Core Classroom, 22 Rodgers, A.; Effective Literacy Coach, 31 Rodgers, E.; Effective Literacy Coach, 31 Rodríguez; The Bilingual Advantage, 18 Rogers; Inclusive Literacy Teaching, 17 Rothman; Teaching in the Flat World, 56 Rothstein; Class and Schools, 54; Grading Education, 57 Rovai; Distance Learning in Higher Education, 14 Rowsell; Artifactual Literacies, 33 Rubin; Teaching as Inquiry, 49 Rucker; Go Be a Writer!, 25 Rudasill; Quiet at School, 42 Rudkin; Seen and Heard, 10 Rueda; 3 Dimensions of Improving Student Performance, 55

Rury; African American Struggle for Secondary Schooling, 1940–1980, 64 Rutherford; On Teacher Inquiry, 30

Sahlberg; Finnish Lessons 2.0, 53 Salaam; Pedagogy, Policy, and the Privatized City, 63 Sales; Developing Constructivist Early Childhood Curriculum, 9 Samuels; Culturally Inclusive Educator, 66 Sander; STEM Learning with Young Children, 4 Sanger; Approaches to Teaching, 60; The Moral Work of Teaching and Teacher Education, 49 Sapon-Shevin; Condition Critical, 72 Sawyer; Regarding Educación, 57 Scarcella; Helping English Learners to Write, 18 Schaafsma; On Narrative Inquiry, 30 Schank; Teaching Minds, 64 Scheiber; Unequal Fortunes, 67 Scheinfeld; We Are All Explorers, 10 Schimmel; How to Prevent Special Education Litigation, 71 Schmidt, P.; Practicing What We Teach, 33 Schmidt, W.; Inequality for All, 57 Schneider; Common Core Dilemma, 52; School Choice, 50; University Next Door, 68 Schoonmaker; Curriculum and Aims, 60 Schrum; Leading Technology-Rich Schools, 55 Schultz; Spectacular Things Happen Along the Way, 46 Schultz, B.; Grow Your Own Teachers, 49 Schultz, K.; Listening, 49 Schuster; Assessment of Practices in Early Elementary Classrooms (APEEC), 8 Schwall; In the Spirit of the Studio, 9 Schwartz, E.; Making Space for Active Learning, 45 Schwartz, J.; Getting From Arithmetic to Algebra, 39 Schwartz, S.; Connecting Emergent Curriculum and Standards in the Early Childhood Classroom, 9 Schwedler; Family Dialogue Journals, 28 Scranton; Teaching Your Child to Love Learning, 10 Seidel; Teaching as Inquiry, 49 Seidman; Interviewing as Qualitative Research, 62 Seligson; Bringing Yourself to Work, 57 Sensoy; Is Everyone Really Equal?, 62 Serafini; Reading the Visual, 32 Serriere; Civic Education in the Elementary Grades, 44 Shaker; Faculty Work and the Public Good, 68 Shannon; Reading Wide Awake, 31 Sheridan; Studio Thinking 2, 37

Shirley; Mindful Teacher, 40 Shreve; Mathematics for Equity, 35 Siebert; (Re)Imagining ContentArea Literacy Instruction, 29 Silver; Implementing StandardsBased Mathematics Instruction, 36; Improving Instruction in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36 Simmons, A.; Family Dialogue Journals, 28 Simmons, J.; Breaking Through, 57 Simon; Teaching as Inquiry, 49 Sipe; Storytime, 33 Siraj-Blatchford; ECERS-E, 13 Sjostrom; Full of Ourselves, 15 Skerrett; Teaching Transnational Youth, 27 Skinner; Grow Your Own Teachers, 49 Slatin; Multiple Intelligences in the Elementary Classroom, 49 Sleeter; Teaching with Vision, 45; Un-Standardizing Curriculum, 38 Small; Building Proportional Reasoning Across Grades and Math Strands, K–8, 36; Eyes on Math, 36; Good Questions, 36; More Good Questions, 36; Uncomplicating Algebra to Meet Common Core Standards in Math, K–8, 36; Uncomplicating Fractions to Meet Common Core Standards in Math, K–7, 36 Smith, F.; Book of Learning and Forgetting, 60; Reading Without Nonsense, 31 Smith, J.; Acting Out!, 49 Smith, L.; Psychology, Poverty, and the End of Social Exclusion, 70 Smith, Margaret; Implementing Standards-Based Mathematics Instruction, 36; Improving Instruction in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36 Smith, Mary; Uncommonly Good Ideas, 30 Smith, N.; Experience and Art, 11; Observation Drawing with Children, 37 Snow; Creativity and the Autistic Student, 71 Soares; SAT Wars, 68 Soltis; Approaches to Teaching, 60; Creating the Ethical School, 57; Curriculum and Aims, 60; Ethics of School Administration, 55; Ethics of Teaching, 60; Perspectives on Learning, 60; School and Society, 60 Soter; Young Adult Literature and the New Literary Theories, 33 Souto-Manning; Courageous Leadership in Early Childhood Education, 3; Multicultural Teaching in the Early Childhood Classroom, 6; Reading, Writing, and Talk, 3; Teachers Act Up!, 49 Spalding; An Introduction to Standards-Based Reflective Practice..., 49

Spillane; Diagnosis and Design for School Improvement, 57; Distributed Leadership in Practice, 55 Sprung; Supporting Boys’ Learning, 11 Squire; Video Games and Learning, 14 Stahl; Bringing Yourself to Work, 57 Stanton-Salazar; Manufacturing Hope and Despair, 67 Steiner-Adair; Full of Ourselves, 15 Steinheimer; Windows on Learning, 8 Stein; Implementing StandardsBased Mathematics Instruction, 36; Improving Instruction in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36 Stern; Observing and Recording the Behavior of Young Children, 2 Stevenson; Promoting Racial Literacy in Schools, 55 Stillman; Teaching for Equity in Complex Times, 52 Stirling; Classrooms Without Borders, 14 Stoelinga; Effective Teacher Leadership, 48; Examining Effective Teacher Leadership, 49 Stone; College and Career Ready in the 21st Century, 56 Street; On Ethnography, 30 Strickland, C.; Teach Freedom, 64 Strickland, D.; Administration and Supervision of Reading Programs, 28 ; Literacy Leadership in Early Childhood, 11 Strieb; Inviting Families into the Classroom, 16 Strike; Ethics of School Administration, 55; Ethics of Teaching, 60; Justice and Caring, 64; Small Schools and Strong Communities, 64 Strong; Effective Teacher Induction and Mentoring, 49; The Highly Qualified Teacher, 49 Struck; Inclusive Literacy Teaching, 17 Stuart; Artful Teaching, 37 Sturges; Case Studies of Minority Student Placement in Special Education, 72 Swackhamer; Mathematics Professional Development, 35 Swartz; Thinking-Based Learning, 39 Sylva; ECERS-E, 13 Szabo; Constructivist Leader, 57

Taggart; ECERS-E, 13 Talan; Business Administration Scale for Family Child Care (BAS), 7; Escala de Evaluación de la Administración de Negocios, 7; Program Administration Scale, 7 Talbert; Building School-Based Teacher Learning Communities, 48

Uhlenberg; STEM Learning with Young Children, 4 Umpstead; How to Prevent Special Education Litigation, 71 Urbanski; Untangling Urban Middle School Reform, 26 Uribe; Literacy Essentials for English Language Learners, 19

Valdés; Con Respeto, 66; Latino Children Learning English, 19; Learning and Not Learning English, 65 Valenzuela; Growing Critically Conscious Teachers, 41 Van Meeteren; STEM Learning with Young Children, 4 VanSledright; In Search of America’s Past, 64 Vasquez, V.; Courageous Leadership in Early Childhood Education, 3 Vaughn; RTI in the Common Core Classroom, 22 Vavrus; Diversity and Education, 61 Vázquez, A.; Talking Diversity with Teachers and Teacher Educators, 48 Veenema; Studio Thinking 2, 37

Verger; Privatization of Education, 69 Viens; Multiple Intelligences in the Elementary Classroom, 49 Vigil; Streetsmart Schoolsmart, 67 Villareal-Carman; Partnerships for New Teacher Learning, 49 Vinovskis; From A Nation at Risk to No Child Left Behind, 57 Vinz; On Narrative Inquiry, 30

Wade; Social Studies for Social Justice, 35 Waff; On Teacher Inquiry, 30 Walberg; Building Academic Success on Social and Emotional Learning, 49; School-Family Partnerships for Children’s Success, 16 Walker-Dalhouse; Be That Teacher!, 33 Walker, Deborah; Constructivist Leader, 57 Walker, Decker; Curriculum and Aims, 60 Walker, E.; Building Mathematics Learning Communities, 39 Walker, M.; RTI in the Common Core Classroom, 22 Walmsley; No Quick Fix, 33 Wang; Building Academic Success on Social and Emotional Learning, 49 Warschauer; Learning in the Cloud, 14 Washington; New Early Childhood Professional, 2; Ready or Not, 10 Watanabe; “Heterogenius” Classrooms, 39 Watkins, A.; Partnerships for New Teacher Learning, 49 Watkins, W.; Assault on Public Education, 54; White Architects of Black Education, 66 Watts-Taffe; Educating Literacy Teachers Online, 33 Weber; Engaging Students in Disciplinary Literacy, K–6, 29 Weinbaum; Teaching as Inquiry, 49 Weinberg; Classroom Observer, 10 Weiner; Urban Teaching, 40 Weis; Speed Bumps, 64 Weissberg; Building Academic Success on Social and Emotional Learning, 49; School-Family Partnerships for Children’s Success, 16 Welch; Partnering with Immigrant Communities, 23 Wells; Successful High School Writing Center, 28 Welsch; DIY Media in the Classroom, 33 Wepner; Administration and Supervision of Reading Programs, 28; Collaborative Leadership in Action, 57; Literacy Leadership in Changing Schools, 22 Wessels; Accelerating Literacy for Diverse Learners, 18 Westheimer, J.; Pledging Allegiance, 64; What Kind of Citizen?, 60 Westheimer, R.; Dr. Ruth’s Guide to Teens and Sex Today, 16

Weston; Learning Edge, 14 Wien; Emergent Curriculum in the Primary Classroom, 10 Wilcox; Best Practices from High-Performing High Schools, 57; Best Practices from HighPerforming Middle Schools, 57 Wilder; Grading Education, 57 Wilhelm; Teaching for Love and Wisdom, 33; “You Gotta BE the Book,” 33; The Activist Learner, 35 Williams; Effort and Excellence in Urban Classrooms, 57 Wilson, A.; Reading and Representing Across the Content Areas, 29 Wilson, B.; Effort and Excellence in Urban Classrooms, 57 Wilson, C.; Telling a Different Story, 6 Wilson, D.; Five Big Ideas for Effective Teaching, 45; Smarter Teacher Leadership, 42 Wineburg; Reading Like a Historian, 35 Winn; Girl Time, 33 Winner; Studio Thinking 2, 37 Wohlwend; Playing Their Way into Literacies, 33 Wolfberg; Play and Imagination in Children with Autism, 72 Wolff; NCLB at the Crossroads, 57 Wolter; Reading Upside Down, 31 Woodbury; Mathematics for Equity, 35 Wooley; Health Is Academic, 16 Wright; All About Words, 29 Wu; Healthy Learners, 4

Yoshizawa; STEM Learning with Young Children, 4 Young; Other People’s English, 32 Young-Rivera; Other People’s English, 32 Youngs; Improving Teacher Evaluation Systems, 51

Zan; Moral Classrooms, Moral Children, 9; STEM Learning with Young Children, 4 Zancajo; Privatization of Education, 69 Zimmerman, D.; Cognitive Capital, 54; Constructivist Leader, 57; Liberating Leadership Capacity, 51 Zimmerman, I.; Complete Stepby-Step Guide to Designing and Teaching Online Courses, 14 Zins; Building Academic Success on Social and Emotional Learning, 49 Zmuda; Competent Classroom, 49 Zubay; Creating the Ethical School, 57 Zydney; Going Online with Protocols, 49 Zygmunt; Transforming Teacher Education for Social Justice, 44

Title Index #

3 Dimensions of Improving Student Performance, 55 10 Lessons from New York City Schools, 57 40 Years Later, 63 50 Myths and Lies That Threaten America’s Public Schools, 52

Ability, Equity, and Culture, 72 Accelerating Literacy for Diverse Learners, 18 Achieving Equity for Latino Students, 57 Acting Out!, 49 Action Research in Special Education, 72 Activist Learner, 35 Administration and Supervision of Reading Programs, 28 African American Struggle for Secondary Schooling, 1940– 1980, 64 After-School Success, 57 After the “At-Risk” Label, 59 All About Words, 29 Americans by Heart, 54 Approaches to Teaching, 60 Art-Centered Learning Across the Curriculum, 37 Artful Teaching, 37 Artifactual Literacies, 33 Asians in the Ivory Tower, 68 Assault on Public Education, 54 Assessing Students’ Digital Writing, 30 Assessing Teacher Quality, 49 Assessing the Educational Data Movement, 14 Assessment of Practices in Early Elementary Classrooms (APEEC), 8

Bad Teacher!, 53 Balanced Leadership, 57 Bears, Bears Everywhere!, 9 Beats, Rhymes, and Classroom Life, 27 Because of the Kids, 46 Becoming Adult Learners, 68 Becoming a Strong Instructional Leader, 57 Becoming Young Thinkers, 8 Bedtime Stories and Book Reports, 33 Beginner’s Guide to Doing Qualitative Research, 64 Being Bad, 61 Best Practices from HighPerforming High Schools, 57 Best Practices from HighPerforming Middle Schools, 57 Be That Teacher!, 32 Be the Change, 50 Beyond Smarter, 39 Beyond the Big House, 49 Bicultural Parent Engagement, 15 Big-City School Reforms, 56 Big Science for Growing Minds, 9 Bilingual Advantage, 18 Biography-Driven Culturally Responsive Teaching, 17

79 | Author / Title / Series Indexes

Tarrant; Early Care and Education Teaching Workforce at the Fulcrum, 11 Taylor; Playing for Keeps, 39 TC Press; Forever After, 48 Teel; Because of the Kids, 46 Teranishi; Asians in the Ivory Tower, 68 Theilheimer; Continuity in Children’s Worlds, 5 Theoharis; School Leaders Our Children Deserve, 55; What Every Principal Needs to Know to Create Equitable and Excellent Schools, 54 Thorius; Ability, Equity, and Culture, 72 Thormann; Complete Step-by-Step Guide to Designing and Teaching Online Courses, 14 Thornton; Teaching Social Studies that Matters, 39 Tokuhama-Espinosa; New Science of Teaching and Learning, 39 Tomaino; Competent Classroom, 49 Tomlinson; The Early Years Matter, 8 Torelli; Educating and Caring for Very Young Children, 10; Young Children in Action, 10 Torres; First Freire, 63 Trost-Shahata; Engaging Students in Disciplinary Literacy, K–6, 29 Truebridge; Resilience Begins with Beliefs, 46 Tse; “Why Don’t They Learn English?”, 67 Tunstall, Expanding College Access for Urban Youth, 58 Turner; Change Is Gonna Come, 33 Turner-Vorbeck; (Mis) Understanding Families, 16; Other Kinds of Families, 16

Black Male(d), 67 Black School White School, 55 Black Youth Rising, 66 Blocks to Robots, 9 Book of Learning and Forgetting, 60 Breaking Through, 57 Bridging Literacy and Equity, 28 Bridging the English Learner Achievement Gap, 19 Bringing Learning to Life, 10 Bringing Reggio Emilia Home, 10 Bringing Yourself to Work, 57 Bring It to Class, 32 Brothers and Sisters Learn to Write, 33 Building Academic Success on Social and Emotional Learning, 49 Building Mathematics Learning Communities, 39 Building Proportional Reasoning Across Grades and Math Strands, K–8, 36 Building Racial and Cultural Competence in the Classroom, 67 Building School-Based Teacher Learning Communities, 48 Business Administration Scale for Family Child Care (BAS), 7

Call to Creativity, 33 Case Studies of Minority Student Placement in Special Education, 72 Challenges to Japanese Education, 69 Challenge to Care in Schools, 61 Change Is Gonna Come, 33 Changing Minds and Brains, 38 Changing the Odds for Children at Risk, 57 Charter Schools and the Corporate Makeover of Public Education, 54 Children, Language, and Literacy, 32 Children’s Inquiry, 33 Children’s Language, 29 Children’s Literature and Learning, 33 City Schools and the American Dream, 60 Civic Education in the Elementary Grades, 44 Class and Schools, 54 Classroom Observer, 10 Class Rules, 62 Clinical Practice with People of Color, 70 Closing the School Discipline Gap, 52 Cognition and Curriculum Reconsidered, 64 Cognitive Capital, 54 Collaborative Leadership in Action, 57 College and Career Ready in the 21st Century, 56 College-Ready, 68 Color of Success, 56 Colors of Learning, 10 Common Core Dilemma, 52 Common Core Meets Education Reform, 57 Competent Classroom, 49

Complete Guide to Tutoring Struggling Readers—Mapping Interventions to Purpose and CCSS, 31 Complete Step-by-Step Guide to Designing and Teaching Online Courses, 14 Computer Clubhouse, 14 Condition Critical, 72 Connecting Emergent Curriculum and Standards in the Early Childhood Classroom, 9 Con Respeto, 66 Constructivism, 61 Constructivist Leader, 57 Continuity in Children’s Worlds, 5 Counseling and Psychotherapy with Arabs and Muslims, 70 Courageous Leadership in Early Childhood Education, 3 Cracks in the Schoolyard, 58 Creating Schools that Heal, 7 Creating the Ethical School, 57 Creating Welcoming Schools, 15 Creativity and the Autistic Student, 71 Critical Encounters in Secondary English, 27 Critical Inquiry Framework for K–12 Teachers, 39 Critical Literacy in the Early Childhood Classroom, 32 Critical Media Pedagogy, 32 Crossing Boundaries, 33 Crossing the Vocabulary Bridge, 27 Cultivating Leadership in Schools, 55 Culturally Inclusive Educator, 66 Culturally Responsive Teaching, 66 Culture and Child Development in Early Childhood Programs, 10 Culture, Literacy, and Learning, 67 Curriculum and Aims, 60 Curriculum Integration, 39

Data Literacy for Educators, 14 Dear Maxine, 64 Deep Knowledge, 64 Defending Childhood, 7 Democratic Education in Practice, 57 Designing Groupwork, 38 Developing Constructivist Early Childhood Curriculum, 9 Dewey on Education, 64 Diagnosis and Design for School Improvement, 57 Dialectic of Freedom, 63 Digital Teaching Platforms, 14 Dilemmas in Educational Leadership, 48 DisCrit, 71 Distance Learning in Higher Education, 14 Distributed Leadership in Practice, 55 Diversity and Education, 61 Diversity and Equity in Science Education, 39 Diversity and the New Teacher, 67 Diversity in the Classroom, 11 Diving In, 62 DIY Media in the Classroom, 33 Doing Case Study Research, 62 Don’t Leave the Story in the Book, 10 Dr. Ruth’s Guide to Teens and Sex Today, 16 Dumb Ideas Won’t Create Smart Kids, 53

Early Care and Education Teaching Workforce at the Fulcrum, 11 Early Childhood Education for a New Era, 7 Early Childhood Environment Rating Scale (ECERS-3), 12 Early Childhood Environment Rating Scale (ECERS–R), 12 Early Childhood Governance, 7 Early Childhood Systems, 11 Early Intervention Guidebook for Families and Professionals, 4 Early Years Matter, 8 East Meets West in Teacher Preparation, 69 ECERS-E, 13 Educating and Caring for Very Young Children, 10 Educating Children in Conflict Zones, 69 Educating Citizens for Global Awareness, 62 Educating Citizens in a Multicultural Society, 67 Educating Emergent Bilinguals, 18 Educating Literacy Teachers Online, 33 Educating Minds and Hearts, 49 Educating Moral People, 63 Education 3.0, 57 Educational Thought of W.E.B. Du Bois, 63 Education and Democracy in the 21st Century, 63 Education and the Reverse Gender Divide in the Gulf States, 69 Effective Classroom Management, 47 Effective Literacy Coach, 31 Effective Questioning Strategies in the Classroom, 45 Effective Teacher Induction and Mentoring, 49 Effective Teacher Leadership, 48 Effort and Excellence in Urban Classrooms, 57 Eight Essential Techniques for Teaching with Intention, 5 ELL Writer, 19 Emergent Curriculum in the Primary Classroom, 10 Emile of Jean Jacques Rousseau, 63 Emotional Development of Young Children, 11 Empty Seat in Class, 47 Engaging Learners through Artmaking, 37 Engaging Students in Disciplinary Literacy, K–6, 29 Engaging the “Race Question”, 68 Engaging Writers with Multigenre Research Projects, 24 Enthusiastic and Engaged Learners, 6 Envisioning Knowledge, 33 Envisioning Literature, 27 Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 13 Escala de Calificación del Ambiente de la Infancia Temprana, 12 Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 13 Escala de Evaluación de la Administración de Negocios, 7 Ethical Visions of Education, 63

Ethics of School Administration, 55 Ethics of Special Education, 72 Ethics of Teaching, 60 Ethnographic Interviewing for Teacher Preparation and Staff Development, 49 Evaluating Educational Technology, 14 Everyday Artists, 10 Everyday Goodbyes, 10 Examining Effective Teacher Leadership, 49 Expanding College Access for Urban Youth, 58 Experience and Art, 11 Experimenting with the World, 10 Exploring Mathematics Through Play in the Early Childhood Classroom, 8 Eyes on Math, 36

Facilitating for Learning, 41 Facilitator’s Book of Questions, 47 Faculty Work and the Public Good, 68 Failing at School, 56 Families, Schools, and the Adolescent, 16 Family Child Care Environment Rating Scale (FCCERS–R), 13 Family Dialogue Journals, 28 Fear and Learning in America, 53 Finding Your Leadership Focus, 55 Finnish Lessons 2.0, 53 First Freire, 63 FirstSchool, 6 First Year of Teaching, 48 Five Big Ideas for Effective Teaching, 45 Flat World and Education, 53 Fluency Factor, 22 Focus Factor, 39 Forbidden Language, 57 Forever After, 48 Formative Classroom Assessment, 57 For Our Babies, 7 From A Nation at Risk to No Child Left Behind, 57 From Another Angle, 48 From Charity to Equity, 56 Full of Ourselves, 15

Gates-Peardon-LaClair Reading Exercises, 39 Gender, Bullying, and Harassment, 57 Getting From Arithmetic to Algebra, 39 Getting Teacher Evaluation Right, 52 Ghetto Schooling, 57 Girl Time, 33 Giving Our Children a Fighting Chance, 54 Go Be a Writer!, 25 Going Online with Protocols, 49 Good Preschool Teacher, 6 Good Questions, 36 Grading Education, 57 Great Diversity Debate, 67 Growing Critically Conscious Teachers, 41 Growing Up African American in Catholic Schools, 67 Grow Your Own Teachers, 49 Guiding Children’s Behavior, 10

Harlem on Our Minds, 33 Healing the Soul Wound, 70 Health Is Academic, 16 Healthy Learners, 4 Helping English Learners to Write, 18 “Heterogenius” Classrooms, 39 Highly Qualified Teacher, 49 History of Art Education, 37 History of Ideas in Science Education, 39 Holler If You Hear Me, 45 How Can I Fix It?, 57 How Leaders Learn, 55 How Teachers Become Leaders, 46 How to Innovate, 54 How to Prevent Special Education Litigation, 71 Hugging the Middle, 57 Human Rights and Schooling, 58

Japanese Education in an Era of Globalization, 69 Jenny’s Story, 46 Jocks and Burnouts, 67 Jump Start Health!, 16 Just Girls, 33

Keeping the Struggle Alive, 39 Keep Them Reading, 33

Major Trends and Issues in Early Childhood Education, 11 Making Space for Active Learning, 45 Managing Legal Risks in Early Childhood Programs, 7 Managing to Change, 57 Manhattan Family Guide to Private Schools and Selective Public Schools, 15 Manufacturing Hope and Despair, 67 Mathematics for Equity, 35 Mathematics Professional Development, 35 Matter of Trust, 10 McCall-Crabbs Standard Test Lessons in Reading, 39 Mentors in the Making, 49 Military Family’s Parent Guide for Supporting Your Child in School, 16 Mindful Teacher, 40 (Mis)Understanding Families, 16 Moral Classrooms, Moral Children, 9 Moral Education in America, 64

Moral Work of Teaching and Teacher Education, 49 More Good Questions, 36 Multicultural Education, Transformative Knowledge, and Action, 67 Multicultural Teaching in the Early Childhood Classroom, 6

Natural Learning for a Connected World, 39 Nature and Nurture of Giftedness, 72 NCLB at the Crossroads, 57 Networked Teacher, 49 New Agenda for Research in Educational Leadership, 54 New Early Childhood Professional, 2 New Inclusion, 48 New Meaning of Educational Change, 50 New Science of Teaching and Learning, 39 Newsworthy, 24 New Ways to Engage Parents, 42 New York City Public Schools from Brownsville to Bloomberg, 64 New York City’s Best Public Elementary Schools, 16 New York City’s Best Public High Schools, 16 No Quick Fix, 33

Observation Drawing with Children, 37 Observing and Recording the Behavior of Young Children, 2 Of Borders and Dreams, 67 One-on-One Reading and Writing Conference, 28 On Formative and Design Experiments, 30 On Narrative Inquiry, 30 On Qualitative Inquiry, 30 On Teacher Inquiry, 30 On the Case, 30 On the Side of the Child, 63 Other Kinds of Families, 16 Other People’s English, 32 Our School, 60

Parent’s Guide to Special Education in New York City and the Metropolitan Area, 16 Partnering with Immigrant Communities, 23 Partnerships for New Teacher Learning, 49 Partners in Learning, 33 Passion for Learning, 64 Path to Get There, 38 Pedagogy of Confidence, 46 Pedagogy of the Poor, 62 Pedagogy, Policy, and the Privatized City, 63 Personality Theories, 70 Perspectives on Learning, 60 Piaget Handbook for Teachers and Parents, 11 Pig Don’t Get Fatter the More You Weigh It, 49 Play and Imagination in Children with Autism, 72 Playing for Keeps, 39 Playing Their Way into Literacies, 33

Playing to Get Smart, 11 Play’s the Thing, 5 Pledging Allegiance, 64 Political Education, 52 Politics of Latino Education, 57 Pose, Wobble, Flow, 24 Possible Schools, 11 Post-Modern Perspective on Curriculum, 64 Powerful Children, 10 Power of Projects, 8 Power of Protocols, 47 Power of Scriptwriting!, 33 Power of the Social Brain, 39 Practical Guide to the Qualitative Dissertation, 63 Practicing What We Teach, 33 Preparing America’s Teachers, 64 Preparing to Teach Social Studies for Social Justice, 34 Private Enterprise and Public Education, 57 Privatization of Education, 69 Professional Capital, 53 Professional Development Schools, 57 Program Administration Scale, 7 Progress Without Punishment, 72 Promoting Racial Literacy in Schools, 55 Psychology, Poverty, and the End of Social Exclusion, 70 Public Education—America’s Civil Religion, 63 Pupil Personnel Guide for Supporting Students from Military Families, 70 Puzzling Moments, Teachable Moments, 49

Quiet at School, 42

Race and the Origins of Progressive Education, 63 Race, Community, and Urban Schools, 16 Race, Empire, and English Language Teaching, 18 Race Frameworks, 62 Race to the Bottom, 53 Raising Children Who Soar, 16 Raising Race Questions, 47 Reaching and Teaching Students in Poverty, 45 Reading Across Multiple Texts in the Common Core Classroom, K–5, 31 Reading and Representing Across the Content Areas, 29 Reading Families, 28 Reading Girls, 33 Reading in a Participatory Culture, 32 Reading Like a Historian, 35 Reading the Visual, 32 Reading, Thinking, and Writing About History, 35 Reading Time, 33 Reading Turn-Around, 31 Reading Upside Down, 31 Reading Wide Awake, 31 Reading Without Nonsense, 31 Reading, Writing, and Literacy 2.0, 31 Reading, Writing, and Talk, 3 Ready or Not, 10 “Real World” Ethics, 63

81 | Author / Title / Series Indexes

Identity Work in the Classroom, 44 Imagination and the Engaged Learner, 34 Immigrant Students and Literacy, 19 Implementing Standards-Based Mathematics Instruction, 36 Improving Access to Mathematics, 39 Improving Instruction in Algebra, 36 Improving Instruction in Geometry and Measurement, 36 Improving Multicultural Education, 67 Improving Teacher Evaluation Systems, 51 Improving Teacher Quality, 69 Inclusion in the Early Childhood Classroom, 8 Inclusive Literacy Teaching, 17 Inequality for All, 57 Infants and Toddlers at Work, 10 Infant/Toddler Environment Rating Scale, 13 Inquiry as Stance, 48 In Search of America’s Past, 64 Inside/Outside, 49 Inspiring Dialogue, 27 Institutionalizing Health and Education for All, 69 Interrupting Hate, 33 Interviewing as Qualitative Research, 62 In the Spirit of the Studio, 9 Introduction to Standards-Based Reflective Practice..., 49 Invite! Excite! Ignite!, 43 Inviting Families into the Classroom, 16 Is Everyone Really Equal?, 62 “Is This English?”, 33

Landscapes of Learning, 63 Language Building Blocks, 9 Languages of Learning, 33 Latino Children Learning English, 19 Leading Anti-Bias Early Childhood Programs, 6 Leading Educational Change, 56 Leading for Inclusion, 57 Leading Technology-Rich Schools, 55 Learner-Directed Classroom, 37 Learning and Not Learning English, 65 Learning Edge, 14 Learning from Young Children in the Classroom, 11 Learning in a Burning House, 67 Learning in the Cloud, 14 Learning Power, 64 Learning to Teach for Social Justice, 49 Let’s Be Friends, 11 LGBTQ Youth and Education, 62 Liberating Leadership Capacity, 51 Liberating Scholarly Writing, 30 Life in Classrooms, 49 Light in Their Eyes, 65 Listening, 49 Literacy and History in Action, 25 Literacy and Justice Through Photography, 33 Literacy Essentials for English Language Learners, 19 Literacy for Real, 33 Literacy Instruction in Multilingual Classrooms, 18 Literacy in the Welcoming Classroom, 33 Literacy Leadership in Changing Schools, 22 Literacy Leadership in Early Childhood, 11 Literacy Theory as Practice, 23 Long Haul, 61 Looking at Art in the Classroom, 39 Looking Together at Student Work, 47

Real World Writing for Secondary Students, 33 Reasoning with Democratic Values, 39 Reclaiming the Multicultural Roots of U.S. Curriculum, 65 Regarding Educación, 57 (Re)Imagining Content-Area Literacy Instruction, 27 Republic and the School, 64 Re-reading Families, 33 Research-Based Practices for Teaching Common Core Literacy, 27 Resilience Begins with Beliefs, 46 Restoring Dignity in Public Schools, 59 Restructuring Schools for Linguistic Diversity, 19 Rethinking Gifted Education, 72 Revitalizing Read Alouds, 25 ReWRITING the Basics, 29 Right to Literacy in Secondary Schools, 29 RTI and the Adolescent Reader, 33 RTI in the Common Core Classroom, 22

SAT Wars, 68 School Administrator’s Guide for Supporting Students from Military Families, 55 School-Age Care Environment Rating Scale (SACERS), 12 School and Society, 60 School Choice, 50 Schooled, 41 School-Family Partnerships for Children’s Success, 16 Schooling Hip-Hop, 38 Schooling Homeless Children, 57 School Integration Matters, 59 School Leaders Our Children Deserve, 55 Search Past Silence, 28 Seduction of Common Sense, 64 Seen and Heard, 10 See You When We Get There, 45 Sex Ed for Caring Schools, 39 Shoptalk, 28 ¡Sí Se Puede!, 57 Small Schools and Strong Communities, 64 Smarter Charter, 52 Smarter Teacher Leadership, 42 Social Studies for Social Justice, 35 Social Studies, Literacy, and Social Justice in the Common Core Classroom, 38 “Sometimes I Can Be Anything”, 10 Spectacular Things Happen Along the Way, 46 Speed Bumps, 64 Squandering America’s Future, 6 Standing Up for Something Every Day, 6 Starting Strong, 64 Starting Up, 57 Starting With Their Strengths, 11 States of Child Care, 10 STEM Learning with Young Children, 4 Story in the Picture, 11 Storytime, 33 Streetsmart Schoolsmart, 67 Studio Thinking 2, 37 Successful High School Writing Center, 28

Summer Reading, 28 Supervision in Early Childhood Education, 7 Supporting Boys’ Learning, 11

Talking Diversity with Teachers and Teacher Educators, 48 Talking Race in the Classroom, 67 Teachers Act Up!, 49 Teachers and Machines, 14 Teacher’s Guide for Supporting Students from Military Families, 48 Teacher with a Heart, 16 Teach Freedom, 64 Teaching 2030, 56 Teaching and Learning in a Diverse World, 5 Teaching and Learning in Two Languages, 67 Teaching and Learning on the Verge, 61 Teaching and Learning with Infants and Toddlers, 5 Teaching as Inquiry, 49 Teaching Children to Write, 11 Teaching Civic Literacy Projects, 27 Teaching Democracy, 39 Teaching Disciplinary Literacy, 43 Teaching for Creativity in the Common Core Classroom, 47 Teaching for Equity in Complex Times, 52 Teaching for Promise, 26 Teaching for Social Justice, 63 Teaching Individual Words, 27 Teaching in the Flat World, 56 Teaching in Themes, 43 Teaching Kindergarten, 3 Teaching Literacy for Love and Wisdom, 33 Teaching Minds, 64 Teaching Other People’s Children, 19 Teaching Outside the Box but Inside the Standards, 26 Teaching Science for Social Justice, 39 Teaching Social Studies That Matters, 39 Teaching the New Writing, 30 Teaching the Taboo, 46 Teaching the Tough Issues, 29 Teaching the Way Children Learn, 49 Teaching Transnational Youth, 27 Teaching Vocabulary to English Language Learners, 18 Teaching What Really Happened, 35 Teaching with Conscience in an Imperfect World, 40 Teaching with Vision, 45 Teaching Your Child to Love Learning, 10 Teach On Purpose!, 34 Telling a Different Story, 6 “Tell Me More”, 49 Test Lessons in Primary Reading, 39 “The Having of Wonderful Ideas”, 38 Think-Aloud and Talk-Aloud Approach to Building Language, 9 Thinking, 63 Thinking-Based Learning, 39

Thinking Critically About Environments for Young Children, 8 Those Who Dared, 64 To Become a Teacher, 49 To Remain an Indian, 67 To Teach, 3rd Edition, 46 To Teach, in Comics, 46 Transforming City Schools Through Art, 37 Transforming Talk into Text, 30 Transforming Teacher Education for Social Justice, 44 Trauma-Sensitive Schools, 51 Turning Points 2000, 56 Twelve Best Practices for ECE, 5

Uncertain Lives, 63 Uncommonly Good Ideas, 30 Uncomplicating Algebra to Meet Common Core Standards in Math, K–8, 36 Uncomplicating Fractions to Meet Common Core Standards in Math, K–7, 36 Understanding Assessment and Evaluation in Early Childhood Education, 8 Understanding Education Indicators, 57 Understanding the Language Development and Early Education of Hispanic Children, 33 Unequal Fortunes, 67 University Next Door, 68 (Un)Learning Disability, 72 Unraveling the “Model Minority” Stereotype, 66 Unscripted Learning, 39 Unsmiling Faces, 7 Un-Standardizing Curriculum, 38 Untangling Urban Middle School Reform, 26 Up Against Whiteness, 65 Urban Literacies, 33 Urban Teaching, 40

Variations on a Blue Guitar, 37 Video Games and Learning, 14 Video Observations for the ECERS-R, 12 Video Observations for the FCCERS-R, 13 Video Observations for the ITERS-R, 13 View from the Little Chair in the Corner, 10 Visions of Childhood, 10 Vocabulary Book, 27

Walking the Road, 49 War Play Dilemma, 7 Ways of Studying Children, 10 We Are All Explorers, 10 We Can’t Teach What We Don’t Know, 65 We Do Language, 33 We Don’t Need Another Hero, 45 Wham! Teaching with Graphic Novels Across the Curriculum, 29 What Every Principal Needs to Know to Create Equitable and Excellent Schools, 54

What If All the Kids Are White?, 6 What Is College For?, 68 What Keeps Teachers Going?, 45 What Kind of Citizen?, 60 What Learning Looks Like, 38 What School Boards Can Do, 57 What Should I Do?, 48 What’s Worth Fighting For in the Principalship?, 56 What’s Worth Fighting For in Your School?, 56 What’s Worth Fighting For Out There?, 56 When School Reform Goes Wrong, 57 White Architects of Black Education, 66 Who Cares for Our Children?, 64 Whole School Projects, 38 Why Are So Many Minority Students in Special Education?, 72 “Why Don’t They Learn English?”, 67 “Why Fly That Way?”, 49 Why Our High Schools Need the Arts, 39 Why Our Schools Need the Arts, 37 Why Race and Culture Matter in Schools, 66 Why We Teach, 45 Why We Teach Now, 45 Windows on Learning, 8 Word Study in the Inclusive Secondary Classroom, 72 Words Were All We Had, 19 Worth Striking For, 47 Wounded by School, 61 Writing and Teaching to Change the World, 48 Writing in Rhythm, 32 Writing Instruction That Works, 30 Wrong Kind of Different, 64

“You Gotta BE the Book”, 33 Young Adult Literature and the New Literary Theories, 33 Young Children Continue to Reinvent Arithmetic—2nd Grade, 9 Young Children Continue to Reinvent Arithmetic—3rd Grade, 9 Young Children in Action, 10 Young Children Reinvent Arithmetic, 9 Young Child’s Memory for Words, 11 Young English-Language Learners, 9 Young Investigators, 2 Young Meaning Makers, 23 Youth Held at the Border, 66

Series Index For listings and descriptions of all books in these series, please visit www.tcpress.com/browse.html The Common Core State Standards in Literacy Series

Susan B. Neuman and D. Ray Reutzel, Editors Series Board: Diane August, Linda Gambrell, Steve Graham, Laura Justice, Dr. Margaret McKeown, Tim Shanahan

Disability, Culture, and Equity Series

Alfredo J. Artiles and Elizabeth B. Kozleski, Editors

Early Childhood Education Series

International Perspectives on Education Reform

Gita Steiner-Khamsi, Editor

Language and Literacy Series

Celia Genishi and Donna E. Alvermann, Editors • Dorothy S. Strickland, Founding Editor Advisory Board: Richard Allington, Kathryn Au, Bernice Cullinan, Colette Daiute, Anne Haas Dyson, Carole Edelsky, Susan Lytle, Django Paris, Timothy Shanahan, and Mary Juzwik

Multicultural Education Series

James A. Banks, Editor

Practitioner Inquiry Series

Marilyn Cochran-Smith and Susan L. Lytle, Editors Advisory Board: JoBeth Allen, Judy Buchanan, Curt Dudley-Marling, Robert Fecho, Susan Florio-Ruane, Sarah Freedman, Dixie Goswami, Joyce E. King, Sarah Michaels, Luis Moll, Sharon Ravitch, Marty Rutherford, Lynne Strieb, Dianne Waff, Ken Zeichner

(incorporating books formerly in the Professional Development and Practice Series) Ann Lieberman and Joseph McDonald, Editors Editorial Board: Priscilla Ellington, Michelle Fine, Carl Glickman, Andy Hargreaves, Marilyn Hohman, Lynne Miller, Gary Sykes

The Teaching for Social Justice Series

Education and Psychology of the Gifted Series†

James Borland, Editor

Series Board: Nicholas Colangelo, David H. Feldman, Donna Y. Ford, Lannie Kanevsky, Ann Robinson, Wendy C. Roedell, Bruce M. Shore, Linda K. Silverman, Abraham J. Tannenbaum John Dewey Lecture Series† NCRLL Collection: Approaches to Language and Literacy Research†

JoBeth Allen and Donna E. Alvermann, Editors

William Ayers, Series Editor All royalties on books in this series go to the NCRLL Therese Quinn, Associate Editor Editorial Board: Barbara Bowman, Lisa Delpit, The Practitioner’s Bookshelf† Michelle Fine, Maxine Greene, Caroline Heller, Celia Genishi and Donna E. Alvermann, Editors • Annette Henry, Rashid Khalidi, Kevin Kumashiro, Dorothy S. Strickland, Founding Editor Gloria Ladson-Billings, Erica Meiners, Isabel Nuñez, Charles Payne, Mark Perry, Luis Multicultural Foundations of Psychology Rodriguez, Jonathan Silin, William Watkins

and Counseling Series†

Technology, Education—Connections (The TEC Series)

Marcia C. Linn, Series Editor Advisory Board: Robert Bjork, Chris Dede, Joseph Krajcik, Carol Lee, Jim Minstrell, Jonathan Osborne (Stanford), Mitch Resnick, Constance Steinkuehler

Thinking About Education Series Jonas F. Soltis, Editor

Advances in Contemporary Educational Thought Series†

Jonas F. Soltis, Editor Athene Series† Between Teacher and Text Series†

Herbert Kohl and Rick Ayers, Editors Classics in Education Series†

Allen E. Ivey and Derald Wing Sue, Editors Politics of Identity and Education Series†

Madeleine R. Grumet and Peter M. Taubman, Editors Professional Development and Practice Series†

See the series on school reform Professional Ethics in Education Series†

Kenneth A. Strike, Editor Reflective History Series†

Barbara Finklestein and William J. Reese, Editors The Series on Social Emotional Learning†

Jonathan Cohen, Editor

Sociology of Education Series†

Lawrence A. Cremin, Editor

Aaron M. Pallas, Editor

Counseling and Development Series†

Peter Knoblock, Editor

Allen Ivey, Editor

Critical Issues in Curriculum Series†

John Willinksy, Editor Critical Issues in Educational Leadership Series†

Joseph Murphy, Editor

Special Education Series†

Teacher to Teacher Publications†

Ann Cook, Series Editor

Ways of Knowing in Science and Mathematics Series†

Richard Duschl, Editor

Yearbook in Early Childhood Education Series†

Bernard Spodek and Olivia Saracho, Editors

†please note: TCPress no longer publishes titles in these series

83 | Author / Title / Series Indexes

Sharon Ryan, Editor Advisory Board: Mindy Blaise, Stephanie Feeney, Beatrice Fennimore, Doris Pronin Fromberg, Celia Genishi, Stacie G. Goffin, Susan Grieshaber, Dominic F. Gullo, Amita Gupta, Alice Sterling Honig, Elizabeth Jones, Carrie Lobman, Jackie Marsh, Rachel Thielheimer, Gail Yuen

the series on school reform

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Exam copies: We shall be glad to ship and bill on approval an examination copy of any book which an instructor would like to consider for text adoption or supplemental reading. We can send no more than 3 titles or $100 worth of books as examination copies. The book(s) will be sent with an invoice for a 60-day examination period, and, if adopted, may be retained by the teacher for his/her own desk use if the Press has been notified of its adoption. Books purchased or requested on approval may be returned for credit (or retained and credited if adopted) within 60 days. When a book is adopted and no examination copy has been received, a desk copy may be requested. Desk copies will be provided at no charge on request. Except as stated above, all books must be purchased. International Standard Book Numbers (ISBN) are indicated for all titles listed in this catalog. We request that orders include title, author, and ISBN number so that we may serve you more efficiently. 978-0-8077 is the Teachers College Press publisher prefix #. 10-digit to 13-digit conversion table available at www.tcpress.com/isbn.html

Terms: 30 days net; no cash discount. Discounts: For schedules and information on special discounts, standing orders, STOP orders, and agency plans, write to: Marketing Department, Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027. Tel. (212) 678-3919; Fax (212) 678-4149. Claims: We assume no responsibility for safe delivery of shipments by mail unless insured. Any claims for lost, missing or defective copies must be made within 30 days. Defective books will be replaced at no charge. Returns: • No books will be accepted as returns unless they are in resaleable mint condition and still in print. Out-of-print titles are not returnable. • Defective books and incorrect shipments must be returned within 30 days. • Returned books must be securely packed so they do not become damaged in transit. The number of cartons in your return shipment must be indicated on your labels (i.e. 1 of 2, 2 of 2). • All returned books must be accompanied with an invoice or a complete packing slip indicating invoice number. The carton containing documents must be clearly marked. Incomplete information will result in credit being issued at a maximum 50% discount. Returns that do not meet these requirements will be returned to the shipper at their expense. Bookstores/Distributors/Schools: • No book(s) will be accepted for credit before 90 days or after 18 months of invoice date. • Prior authorization must be requested. Individual Return Privilege: Individuals must return books within 30 days from date of invoice. Multimedia Materials and Screening Tools: Must be returned within 21 days from date of invoice. Send returns prepaid to: Teachers College Press, Attn: Returns Department, 82 Winter Sport Lane, Williston, VT 05495. Please note that no returns can be accepted at the NY City office of Teachers College Press.

978-0-8077-9934-5

www.tcpress.com

Grayscale 100 + 70%

4/C 92C 55M

Grayscale 100 + 70%

Non-Profit Org. U.S. Postage PAID Ripon, WI Permit No. 100

5 2 5 W. 1 2 0 T H S T R E E T, B OX 3 0 3 N E W YO R K , N Y 1 0 0 2 7

Grayscale 70% + 70%

BW no screens

TC Press Bestsellers

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Photo of red-tailed hawk courtesy of Baker County Tourism (Oregon), under a creative commons attribution license

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