Teachers College Press: Fall/Winter 2018-19 Catalog by Teachers College Press, Columbia University

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Education

Fall/Winter 2018â&#x20AC;&#x201C;2019

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Protocols in the Classroom

Tools to Help Students Read, Write, Think, and Collaborate

David Allen, associate professor, College of Staten Island, City University of New York; Tina Blythe, researcher, Harvard Project Zero, Alan Dichter, director, CUNY Affinity Team, and; Terra Lynch, learning specialist, Austin, Texas, and a professional development consultant

New

Foreword by Joseph P. McDonald

For nearly 2 decades, Looking Together at Student Work and The Power of Protocols have sustained educators in their professional learning. Protocols in the Classroom expands the scope of those books from teachers’ professional learning to include students’ learning, providing teachers with the tools they need to use discussion protocols to support students in developing crucial skills and habits as readers, writers, critical thinkers, and active participants within the classroom community. This essential guide provides detailed descriptions of protocols for four critical purposes:

Aug 2018/160 pp. PB, $29.95, 978-0-8077-5904-2 Ebook, 978-0-8077-7642-1

“Excellent examples, along with multiple protocols, provide the tools to get started immediately. This book is a phenomenal resource.” —Kari Thierer, School Reform Initiative

• Entering into and engaging with texts of many different types. • Sharing perspectives on questions, issues, or topics. • Giving and receiving important feedback on works in progress. • Exploring one’s own unique learning style.

”This is the perfect guidebook for teachers to use protocols effectively in their classrooms.” —Ron Berger, EL Education “Offers an unmatched set of practical and proven process tools to guide teachers and students in productive learning interactions.” —Jay McTighe, co-author, Understanding by Design® “This is a blueprint for authentic relevant teaching.” —Gillian Smith, The Facing History School, NYC

Bestselling Companion Resources

For each protocol the authors provide a clear set of steps, tips for teachers and students in facilitating the protocol, and a story of a teacher using the protocol with students. The book is filled with resources for getting started using protocols with students, as well as for deepening the use of protocols over time. It also relates protocols to other strategies for supporting students’ learning, including Accountable Talk, Thinking Routines, and Socratic seminars. The authors describe how protocols contribute to a schoolwide culture of discussion, inquiry, and reflection.

Looking Together at Student Work

Third Edition

Tina Blythe, David Allen, and Barbara Schieffelin Powell 2015/96 pp./PB, $25.95, 978-0-8077-5646-1/Ebook, 978-0-8077-7374-1

the series on school reform

The Facilitator’s Book of Questions

Tools for Looking Together at Student and Teacher Work

David Allen and Tina Blythe 2004/Approx. 160 pp./PB, $29.95, 978-0-8077-4468-0/Ebook, 978-0-8077-7546-2 Copublished with Learning Forward (previously NSDC)

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Data and Teaching

Moving Beyond Magical Thinking to Effective Practice

Joseph P. McDonald is emeritus professor

of teaching and learning at New York University’s Steinhardt School of Culture, Education, and Human Development and coauthor of The Power of Protocols, Third Edition. Nora M. Isacoff is a cognitive psychologist and learning specialist in private practice. Dana Karin is a middle and high school teacher now pursuing a PhD in teaching and learning at New York University.

New

Data use in teaching is at the heart of current educational policy and school improvement efforts. Dispelling magical thinking that it is a simple solution to underachieving schools, this timely book explores what data use in teaching really is, how it works in theory and practice, and why it sometimes fails to achieve expected goals.

Jun 2018/168 pp. PB, $29.95, 978-0-8077-5907-3 HC, $75, 978-0-8077-5908-0 Ebook, 978-0-8077-7634-6

“A detailed and fascinating account of how distributive leadership, collaboration, and professional learning can greatly and positively influence teachers’ effective use of data.” —Randi Weingarten, American Federation of Teachers “Offers a rare and subtle blend of generous witnessing, discerning analysis, and practical directives for educational innovation and improvement.” —Sara Lawrence-Lightfoot, Harvard University “There is no magical thinking in this analysis. Essential reading for anyone committed to improving teaching as either a practical or an intellectual matter.” —James Spillane, Northwestern University

Facilitating for Learning

Tools for Teacher Groups of All Kinds

David Allen and Tina Blythe Foreword by Ron Ritchhart 2015/144 pp./ PB, $28.95, 978-0-8077-5738-3/Ebook, 978-0-8077-7438-0

Drawing on their research in nine of New York City’s most poverty-impacted schools, the authors dive deep into school systems and routines, as well as into teachers’ practices and students’ experiences. They also zoom out to capture the larger currents that have made this school reform strategy so prominent today. Each chapter includes a discussion of a new direction that schools and teachers can take to ensure that data use in teaching actually spurs growth in learning. This resource extracts lessons from both chaotic and productive data implementation in order to inform practice and fulfill hopes for better schooling, richer teaching, and deeper learning. Book Features: • Provides practical guidelines for effective use of data in schools and classrooms. • Includes vivid descriptions and relatable narratives. • Explores in rich detail what teaching is and how it works. • Combines insightful ideas and powerful stories with concrete steps for improvement.

The Power of Protocols An Educator’s Guide to Better Practice, Third Edition

Joseph P. McDonald, Nancy Mohr, Alan Dichter, and Elizabeth C. McDonald 2013/144 pp./PB, $28.95, 978-0-80775459-7/Ebook, 978-0-8077-7266-9

the series on school reform

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, $28.95, 978-0-80775357-6/Ebook, 978-0-8077-7191-4

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Spectacular Things Happen Along the Way

Lessons from an Urban Classroom— 10th Anniversary Edition, Second Edition Brian D. Schultz is professor and chair of

the Department of Teacher Education at Miami University in Oxford, Ohio.

“We can only hope that educators will read the new edition and be inspired to make similar choices themselves.” —From the new Foreword by Pedro Noguera

New Edition

Oct 2018/224 pp. PB, $29.95, 978-0-8077-6106-9 Ebook, 978-0-8077-7735-0 The Teaching for Social Justice Series

Praise for the First Edition: “The work of Schultz and his students ultimately stands as a model of pedagogical excellence.” —Schools: Studies in Education “A must-read for current and future teachers who wish to engage their students in democratic practice.” —Journal of Educational Controversy “[This story] is one that should be heard loud and clear by future teachers.” —Educational Studies “Will challenge and encourage educators to begin their own journey of implementing democratic teaching into their classrooms.” —International Journal of Multicultural Education

“In this eagerly awaited second edition, Schultz has reiterated what it means to be a courageous and caring teacher, one who plants seeds, encourages deep thinking, and nurtures students’ creativity and intelligence.” —From the new Afterword by Sonia Nieto “A compelling read that continues to remind us how much a better world depends on our ability to foster learning and teaching experiences that nurture young people’s capacity to think deeply and to be agentive.” —Denise Taliaferro Baszile, VP, AERA Division B “This second edition highlights the ongoing dismantling of urban public schools in the name of ‘reform,’ even while fueling our sense of possibility and hope.” —Kevin Kumashiro, author, Bad Teacher! Follow Brian Schultz and his students from a Chicago housing project as they work together to develop an emergent and authentic curriculum based on what is most important to the 5th-graders—replacing their dilapidated school. The persuasive storytelling that captured the attention of educators and the media depicts the journey of one teacher in an urban school and his students juxtaposed against the powerful and entrenched bureaucracy of Chicago’s public education system. In this second edition, Schultz examines how school reform continues to fail students in urban contexts, reflects on his teaching and writing from a decade ago, and offers compelling updates on students and what became of the school.

ALSO BY BRIAN D. SCHULTZ— 2018 SOCIETY OF PROFESSORS OF EDUCATION OUTSTANDING BOOK AWARD

Teaching in the Cracks

Openings and Opportunities for Student-Centered, Action-Focused Curriculum Foreword by Deborah Meier/Afterword by William Ayers “Brian Schultz’s unique ability to realistically and informatively engage with teachers about curriculum that inspires students’ learning is exceptional.” —Carl Grant, University of Wisconsin–Madison 2017/144 pp./PB, $29.95, 978-0-8077-5831-1/Ebook, 978-0-8077-7568-4

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NEW EDITI O N FE ATUR ED FO R FALL NOW! WITH A NEW CHAPTER ON FINDING TRUTH IN THE NEWS AND ON THE WEB —

Teaching What Really Happened

How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History

New Edition

Second Edition

James W. Loewen, distinguished lecturer for

the Organization of American Historians, is the bestselling author of Lies My Teacher Told Me and Lies Across America. Visit the author’s website: sundown. tougaloo.edu

Sep 2018/288 pp. PB, $34.95, 978-0-8077-5948-6 Ebook, 978-0-8077-7731-2 Multicultural Education Series

“Loewen’s book combines salt-ofthe-earth wisdom with a moral imperative to create a more just society. We can start by cutting out the lies and telling kids the truth about the past. This book should be required reading for every history teacher in the land.” —Sam Wineburg, Stanford University Praise for the First Edition: “Should be in the hands of every practicing and pre-service social studies teacher in the United States.” —The History Teacher “Loewen challenges us to critically reflect on the essence of what social studies and history education is and what social studies and history educators do.” —The Social Studies “The author’s recommendations on how to teach touchy topics to diverse classes are exceptional.... Even the trained professional must be reminded of what once was. This book does that and more.” —The Journal of Negro Education

“Should be in the hands of every history teacher in the country.” —Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled “Truth” that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: • An up-to-date assessment of the potential and pitfalls of U.S. and world history education. • Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. • Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. • Ideas from teachers across the country who are empowering students by teaching what really happened. • Specific chapters dedicated to five content topics usually taught poorly in today’s schools.

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A Walk in Their Kicks

Literacy, Identity, and the Schooling of Young Black Males

Aaron M. Johnson is an associate

superintendent of instructional services and organizational leadership for Farmington Public Schools in Michigan and adjunct lecturer of reading, language, and literature at Wayne State University, Detroit, Michigan. Foreword by Elizabeth Birr Moje

New

Nov 2018/Approx. 224 pp. PB, $34.95, 978-0-8077-6105-2 Ebook, 978-0-8077-7733-6

“This is a uniquely important book that mixes history, theory, research, and practice in a masterful way. Johnson offers deep insights into one of the most timely issues in our society today. He is a trustworthy guide through not just the issues and the complexities, but to solutions or, at least, much better ways to proceed.” —James Paul Gee, Arizona State University “A Walk in Their Kicks takes a deep dive into the quagmire of schoolbased literacy development for African American males in our public schools. Johnson’s framework covers a wide spectrum of constructs that must become a part of the pedagogy of teachers if we are serious about reversing the malpractice of educating African American males in our schools.” —Jay B. Marks, diversity and equity consultant, Oakland Schools, Oakland, MI

This compelling new book provides a deep examination of the experience of African American males in schools. Moving beyond basic culturally relevant instruction, A Walk in Their Kicks offers new understandings that will assist educators in developing instruction that respects these young men and fosters their participation and success. Through research data and conversations among teachers, readers will explore the impact that trauma has on the lives of African American students, examine how their own identities and perceptions of these students influence their text selections and instruction, and identify the conditions that need to be present to engage African American male students in literacy. Chapters end with “What Teachers Can Do Right Now” and “What Administrators Can Do Right Now,” sections that provide easy-to-implement, practical strategies. The author believes that literacy gave him a future as an African American male and, at the same time, recalls school friends who never got that chance. He calls for educators to transform schools into environments that are free of negative assumptions about African American males and provides recommendations for engaging in this work. Book Features: • A brief history of schooling in the United States, particularly as it relates to African American children. • A powerful framework for engaging African American males in school-based literacy. • Recommendations to help teachers plan lessons, build equitable classroom environments, and foster positive relationships with all students. • Recommendations to help administrators build school-wide affinity groups, implement and change policy, and plan alongside their teaching staff.

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Classroom Cultures Equitable Schooling for Racially Diverse Youth

Michelle G. Knight-Manuel is an associate dean and professor of education at Teachers College, Columbia University, and a former middle school teacher and high school college advisor. Joanne E. Marciano is an assistant professor in the Department of Teacher Education in the College of Education at Michigan State University. Joanne previously taught secondary English for 13 years at a New York City public high school. They are coauthors of College-Ready: Preparing Black and Latina/o Youth for Higher Education—A Culturally Relevant Approach.

New

Foreword by H. Richard Milner IV

Nov 2018/Approx. 160 pp. PB, $32.95, 978-0-8077-5956-1 Ebook, 978-0-8077-7737-4

“We cannot close the achievement gap and raise scores without first respecting the learner’s social emotional experience. The social justice work of this book is about examining our beliefs, sharing our vulnerability, and facing fear together to authentically implement culturally relevant pedagogy.” —Maria Ortiz, principal, Newark Public School “This book is timely and a must-read for school leaders and educators who are looking to cultivate and sustain pedagogical practices rooted in critical self-reflection, youths’ lived experiences, and examinations of power and privilege. A beautiful weaving of theory and practice for educational change!” —Dorinda J. Carter Andrews, co-editor, Journal of Teacher Education

This practical resource will assist secondary educators in creating equitable schooling environments for racially diverse youth. Classroom Cultures provides direct insight into the experiences, challenges, and successes of teachers and school leaders who were among more than 500 educators across 29 schools who engaged in professional development to better understand and implement culturally relevant educational practices. The authors identify key aspects of successful strategies and offer recommendations for tackling the many challenges of implementing effective school change. Short vignettes incorporate the perspectives of teachers, counselors, administrators, and the authors as they collaborate and reflect on their own practices. Each chapter includes critical questions to help readers reflect on their own experiences and perspectives with a view to strengthening their commitment to equity. Book Features: • Makes visible the successes, challenges, and actual classroom practices of educators implementing culturally relevant pedagogies. • Draws clear connections between considerations of equity, race, and culturally relevant pedagogies and classrooms, school culture, and college access. • Provides critical inquiry-based practices for the ongoing professional development of educators working with diverse student populations across urban, suburban, and rural communities.

ALSO BY MICHELLE G. KNIGHT AND JOANNE E. MARCIANO— “MUST READ” BY THE CENTER FOR URBAN EDUCATION (CUE), UNIVERSITY OF PITTSBURGH

College-Ready: Preparing Black and Latina/o Youth for Higher Education— A Culturally Relevant Approach “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 2013/168 pp./PB, $30.95, 978-0-8077-5412-2/HC, $65, 978-0-8077-5413-9 Ebook, 978-0-8077-7157-0

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What Works May Hurt— Side Effects in Education

Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professorial fellow at the Mitchell Institute for Health and Education Policy at Victoria University in Australia. He is a recipient of the Early Career Award from the American Educational Research Association and is an elected fellow of the International Academy for Education.

New

Jul 2018/176 pp. PB, $29.95, 978-0-8077-5905-9 Ebook, 978-0-8077-7690-2

“A highly readable and important book about the side effects of education reforms. Every educator and researcher should take its lessons to heart.” —Diane Ravitch, New York University “A stunning analysis of the problems encountered in our efforts to improve education. If Yong Zhao has not delivered the death blow to naive empiricism, he has at least severely wounded it.” —Gene V. Glass, San José State University “This book is a brilliantly written analysis of well-known educational change efforts followed by a concrete call for action that no policymaker, researcher, teacher, or education reform advocate should leave unread.” —Pasi Sahlberg, University of New South Wales, Sydney “Nothing less than the future of the republic is dealt with in this wonderful and crucial book about the field of educational research and policy.” —David C. Berliner, Arizona State University

Medical products are required to disclose both their intended outcomes and known side effects. Educational policy and practice, however, carries no such labels. Thus, teachers, school leaders, and the public are not told, for example, that “this program helps improve your students’ reading scores, but it may make them hate reading forever,” or that “school choice may improve test scores of some students, but it may lead to the collapse of American public education.” In his new book, Yong Zhao, distinguished professor and specialist in education policy, shines a light on the long-ignored phenomenon of side effects of education policies and practices, bringing a fresh and perhaps surprising perspective to evidence-based practices and policies. Identifying the adverse effects of some of the “best” educational interventions with examples from classrooms to boardrooms, the author investigates causes and offers clear recommendations. This volume will help the field of education to advance beyond the extreme pendulum swings that characterize today’s school reform efforts. Book Features: • Provides evidence to show how popularly endorsed education strategies, policies, and systems can actually do harm to students. • Encourages educators to consider some less-publicized or lower-effect strategies that may be just what the doctor ordered for some students and classrooms. • Cautions educators, policymakers, and parents to be more thoughtful when considering educational programs and weighing evidence. • Calls for researchers to include possible downsides to strategies that they are testing and promoting in order to assist school leaders and practitioners in choosing and implementing educational interventions.

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Repositioning Educational Leadership Practitioners Leading from an Inquiry Stance

James H. “Torch” Lytle is a former urban school

superintendent and practice professor of educational leadership at the University of Pennsylvania Graduate School of Education (Penn GSE). Susan L. Lytle is professor emerita of education at Penn GSE. Michael C. Johanek is senior fellow at Penn GSE and directs their Mid-Career Doctoral Program in Educational Leadership. Kathy J. Rho is assistant director of the Mid-Career Program at Penn GSE.

New

Sep 2018/192 pp. PB, $36.95, 978-0-8077-5922-6 HC, $82, 978-0-8077-5944-8 Ebook, 978-0-8077-7704-6 Practitioner Inquiry Series

“This book unpacks a smorgasbord of real-life work situations that will allow the reader to reflect on these experiences and extract the best practices of leadership.” —Daniel A. Domenech, executive director, AASA “Provides invaluable insights into what the complex work of leading from an inquiry stance looks like in different contexts.” —Irma Zardoya, NYC Leadership Academy “This book is a key contribution to the reinvention of the field of educational leadership, and it is crucial for preparing future leaders.” —Michael A. Copland, deputy superintendent, Bellingham (WA) Public Schools

This groundbreaking volume encourages today’s educational leaders to reposition the way they think about leadership and its challenges. Experienced school and district leaders reveal how they conceptualize their roles, how they learn by posing and solving problems of practice, and how they cope with increasing expectations and complexity in their work. This compilation of compelling narratives demonstrates the power and efficacy of what can happen when school, district, and other educational leaders position themselves as inquirers, bringing forth broader social justice and equity implications. Readers see how leadership can illuminate and improve many aspects of institutional life and create intellectually demanding and rich learning environments for both adults and children. At its heart, Repositioning Educational Leadership is an invitation to practitioners and scholars to make space for new critical questions and perspectives. Book Features: • Focuses on how taking an inquiry stance can shape the work of leaders as they address issues and challenges in day-to-day practice. • Offers an evidence-based approach to knowledge generation that is not only productive for the specific educational institutions involved but for the field more broadly. • Includes a range of compelling narratives that demonstrate the power and efficacy of repositioning educational leadership in a variety of roles and organizations. • Shares the experiences of educational leaders working across sectors in a wide variety of public, independent, charter, and private settings.

— OF RELATED INTEREST— Inquiry as Stance Practitioner Research for the Next Generation

Marilyn Cochran-Smith and Susan L. Lytle 2009/416 pp./PB, $30.95, 978-0-8077-4970-8/Ebook, 978-0-8077-7216-4 Practitioner Inquiry Series

Inside/Outside Teacher Research and Knowledge

Marilyn Cochran-Smith and Susan L. Lytle 1993/328 pp./PB, $28.95, 978-0-8077-3235-9/Ebook, 978-0-8077-7623-0 Language and Literacy Series

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The New Democratic Professional in Education Confronting Markets, Metrics, and Managerialism

Gary L. Anderson is professor of educational

New

Aug 2018/192 pp. PB, $41.95, 978-0-8077-5942-4 HC, $86, 978-0-8077-5943-1 Ebook, 978-0-8077-7727-5

“This book finds promise in the revitalized coalitions of teachers, leaders, unions, and community organizations that are resisting market logic and advocating for democratic and equitable public schools with concrete, evidencedriven policies and practices.” —Janelle Scott, University of California, Berkeley “An important and accessible book that should be read by public educators at all levels, from early childhood teachers to higher education faculty.” —Ken Zeichner, University of Washington “Anderson and Cohen don’t just explain how and why educators have come to be governed by ineffective, market-oriented policies and logic (which is a fascinating history). They also outline a clear path forward for resisting these counterproductive reforms.” —Tina Trujillo, University of California, Berkeley

leadership at the Steinhardt School of Culture, Education, and Human Development, New York University. Michael Ian Cohen is assistant professor of leadership, policy, and development at the College of Education and Behavioral Sciences, University of Northern Colorado.

How do market-driven reforms and the privatization of public education reshape the professional identities of teachers and school leaders? This timely and accessible book examines two waves of business influence that created models of schooling that are out of touch with the experiences of students, the professional expertise of teachers, and the needs and interests of local communities. The book also describes the forms of resistance that are currently emerging to fight for the democratic mission of a public education. Building on these promising efforts, the authors present a vision for a new democratic professional that is grounded in participatory communities of practice, as well as advocacy for and input from school communities. More than a critique of the state of education, this volume demonstrates how educators can build coalitions and advocate for policies and practices that respect their experience and knowledge and that support their students and communities. Book Features: • Offers a historical and political perspective to explain how corporate influences on our education system threaten democracy and social equality. • Places the experiences of public school educators within the context of other professionals, such as nurses, doctors, social workers, and police officers. • Draws on the authors’ own experiences as former K–12 practitioners and university faculty. • Examines current practices and policies with the potential to create a policy ecology in which a new democratic professional might thrive.

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EDUCATIONAL FOUNDATIONS

HIGHER EDUCATION Jim Crow Campus

In the Shadow of Authoritarianism

Higher Education and the Struggle for a New Southern Social Order

American Education in the Twentieth Century Thomas D. Fallace is a professor of education at William Paterson University in New Jersey.

“Perhaps the recent rise of new authoritarian threats—not just abroad, but also at home—will New rejuvenate our long tradition of democratic education. Schools have served as the bulwarks of democracy before. Let’s hope they can do so again, guided by this smart little book.” —Jonathan Zimmerman, University of Pennsylvania “Fallace offers a fresh, provocative history of democratic education as it has been practiced in the United States.” —Walter Parker, University of Washington This book examines the period between World War I and the 1980s, focusing on how American educators created a studentcentered curriculum to counter the influence of fascist and communist ideologies, as well as racial discrimination. Fallace also considers this approach in light of current-day interests in the Common Core State Standards. Book Features: • Places American educational ideas in a global context. • Outlines how events overseas shaped, challenged, and supported the ideals of progressive and postwar education. • Discusses a major reorientation in democratic education from ideological commitment to ideological skepticism before and after World War II. • Examines how leading American educators cited the work of educational philosopher John Dewey in different ways before and after World War II. • Traces how educators responded to epistemological issues surrounding propaganda and indoctrination, precursors to “fake news” and “alternative facts.” Aug 2018/224 pp./PB, $42.95, 978-0-8077-5937-0 Ebook, 978-0-8077-7692-6

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

New

Joy Ann Williamson-Lott, professor, University of Washington College of Education, and co-editor of the History of Education Quarterly.

“A must-read for every serious student of higher education, academic freedom, free speech, civil rights, student protest, and southern history.” —Robert Cohen, New York University This well-researched volume explores how the Black freedom struggle and the anti–Vietnam War movement dovetailed with faculty and student activism in the South to undermine the traditional role of higher education and bring about social change. It offers a deep understanding of the vital importance of independent institutions during times of national crisis. Jun 2018/176 pp./PB, $42.95, 978-0-8077-5912-7 Ebook, 978-0-8077-7697-1

New

The State Higher Education Executive Officer and the Public Good

Developing New Leadership for Improved Policy, Practice, and Research

David A. Tandberg, vice president for policy research and strategic initiatives, State Higher Education Executive Officers Association; Brian A. Sponsler, vice president of policy, Education Commission of the States; Randall W. Hanna, dean and CEO, Florida State University Panama City, and; Jason P. Guilbeau, doctoral candidate, Florida State University. Foreword by Robert E. Anderson, president, State Higher Education Executive Officers Association

“This book should be required reading for all who have the honor to sit in the SHEEO chair and those who aspire to do so effectively.” —Kim Hunter Reed, Commissioner of Higher Education in Louisiana Chapters present historical investigations, original research, and reflections and advice for current and aspiring SHEEOs, state policy leaders, and students of higher education. Jul 2018/336 pp./PB, $46.95, 978-0-8077-5934-9 Ebook, 978-0-8077-7673-5

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TE ACH E R E DUC ATI ON

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

Choosing the Culturally Relevant Classroom

Janice Baines, 1st-grade elementary teacher, Orangeburg, South Carolina; Carmen Tisdale, 2nd-/3rd-grade ELA teacher, Columbia, South Carolina; Susi Long, professor, the University of South Carolina.

“Teachers of every child must acknowledge that ‘we’ve been doing it your way long enough’—this is the brilliance of the book and the work that lies ahead for all who commit to choosing the culturally relevant classroom.” —Valerie Kinloch, dean, University of Pittsburgh School of Education “Captures the heart of culturally relevant teaching. It is impossible to read this book and return to the same old pedagogies and practices.” —Nathaniel Bryan, Miami University Filled with day-to-day practices, this book will help elementary school teachers tackle the imbalance of privilege in literacy education. Readers will learn about culturally relevant pedagogies as young children learn literacy and a critical stance through music, oral histories, name stories, intergenerational texts, and heritage lessons. Aug 2018/168 pp./PB, $35.95, 978-0-80775717-8/HC, $100, 978-0-8077-5718-5/Ebook, 978-0-8077-7571-4 Language and Literacy Series

COMING JANUARY!

Teaching

A Life’s Work—A Mother–Daughter Dialogue Sonia Nieto and Alicia López

Nieto and López document their reasons for becoming teachers and share some of the most important lessons they have learned along the way. Using journals, blogs, current writings, and their research, they explore how their views on curriculum, pedagogy, and the field of education itself have evolved over the years. Jan 2019/PB, $29.95, 978-0-8077-6109-0 Ebook, 978-0-8077-7750-3 Visit tcpress.com for updates

The Heart and Science of Teaching Powerful Applications to Link Academic and Social–Emotional Learning, K–12 Carolyn Bobbi Hansen

Blending the latest research in education, neuroscience, and cognitive psychology, this resource will help K–12 teachers create emotionally supportive classroom environments.

The Power of Teacher Talk Promoting Equity and Retention Through Student Interactions

New

Deborah Bieler is associate professor of English education at the University of Delaware. Foreword by Valerie Kinloch

“This is an incredibly important, urgent, and compelling topic and Bieler clearly establishes her authority as well as her part in the ongoing conversations about new teacher burnout and student dropout.” —Jeffrey Wilhelm, Boise State University The Power of Teacher Talk investigates the connections between two persistent educational challenges: high numbers both of students who drop out and of teachers who leave the profession. Based on a study of thousands of daily interactions between new justice-oriented English teachers and their students, this book proposes that teachers who show a commitment to equity in their communications can positively affect student retention and are more likely to remain in the profession. Blending vivid descriptions of classroom life with equity and language research, the author urges teachers to be aware of and intentional about the power of their interactions with students—in everything from their classroom décor and informal hallway chats to their responses to challenging moments during class and in after-class discussions. This must-read book shifts the narrative on what kinds of teaching practices matter and how teachers can and do work toward equity. Book Features: • Uses innovative research methods to reveal the importance of spontaneous, teacher/student interactions, an often overlooked aspect of teaching practice. • Provides rare insight into how teachers work within the boundaries of traditional public high school classes to help both marginalized students and teachers to succeed. • Challenges teachers, school leaders, and teacher educators with practical ways to overcome common obstacles to equity-oriented teaching. • Includes classroom examples, concrete suggestions, and engaging reflection questions to inspire discussion and positive change. Nov 2018/168 pp./PB, $36.95, 978-0-8077-5957-8 Ebook, 978-0-8077-7734-3

Jan 2019/PB, 978-0-8077-5951-6 Ebook, 978-0-8077-7749-7 Visit tcpress.com for updates

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A R T E DUC ATI ON

S TE M E DUC ATI O N

Studio Thinking from the Start

STEM-Rich Maker Learning

The K–8 Art Educator’s Handbook

Jillian Hogan, doctoral student in developmental psychology, Boston College; Lois Hetland, professor and graduate coordinator, Massachusetts College of Art and Design (MassArt) and, senior research affiliate, Project Zero; Diane B. Jaquith, co-director, Teaching for Artistic Behavior Summer Institute, MassArt, and; Ellen Winner, professor and chair of psychology, Boston College, and senior research associate, Project Zero.

New

Foreword by David P. Nelson

“If we want our students to think, if we want them to learn, we must engage them in habits of the mind that cultivate their innate abilities.” —From the Foreword by David P. Nelson, president, MassArt “For experienced and novice teachers alike, for generalist teachers and for art teachers, Studio Thinking from the Start is a needed addition to teacher resources for improving the quality of elementary art education.” —Olivia Gude, School of the Art Institute of Chicago “Starting young with studio thinking is a fabulous idea supported by this fine resource. After all, studio thinking thrives on art but applies to everything.” —David Perkins, Harvard Graduate School of Education Students of all ages can learn to think like artists! Studio Thinking: The Real Benefits of Visual Arts Education changed the conversation about quality arts education. Now, a decade later, this new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of socioeconomic contexts and school environments. Aug 2018/176 pp./PB, $34.95, 978-0-8077-5915-8 Ebook, 978-0-8077-7699-5 Copublished with NAEA

GROUNDBREAKING COMPANION VOLUME:

Studio Thinking 2

The Real Benefits of Visual Arts Education, Second Edition Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan

Best seller

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.

Designing for Equity with Youth of Color

New

Angela Calabrese Barton, professor, Michigan State University, and Edna Tan, associate professor, University of North Carolina at Greensboro. Foreword by Yasmin Kafai

“This much-needed book critically and constructively examines the stories of making and makers that have captured the public imagination.” —From the Foreword by Yasmin B. Kafai, University of Pennsylvania “A critical framing of STEM-rich making brought to life with vivid portraits of youth engaged in equitable and consequential learning.” —Beth Warren, Boston University In recent years, maker-centered learning has emerged in schools and other spaces as a promising new phase of STEM education reform. This book expands the current making landscape to include urban communities whose resources have not customarily accommodated such an innovative approach. The text features longitudinal ethnographic data and compelling examples. It is essential reading for anyone interested in the theory and practice of making, STEM learning with adolescents, and equity in both formal and informal educational settings. Jul 2018/192 pp./PB, $39.95, 978-0-8077-5923-3/HC, $86, 978-0-8077-5924-0/Ebook, 978-0-8077-7705-3

RECENTLY PUBLISHED:

Engineering in Elementary STEM Education Curriculum Design, Instruction, Learning, and Assessment Christine M. Cunningham Foreword by Richard A. Duschl

“Wondering how to infuse engineering into your teaching and curriculum? Here’s the book for you!” —From the Foreword by Richard A. Duschl, Penn State University “Schools or districts looking to introduce engineering in ways that enhance science and mathematics learning can use the inclusive teaching strategies in this book.” —Linda Curtis-Bey, executive director of STEM, NYC Department of Education Feb 2018/176 pp./PB, $34.95, 978-0-8077-5877-9 HC, $80, 978-0-8077-5878-6 Ebook, 978-0-8077-7671-1 Copublished with Museum of Science, Boston

2013/176 pp./PB, $32.95, 978-0-8077-5435-1 Ebook, 978-0-8077-7159-4 Copublished with NAEA

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SCHOOL LEADERSHIP

”We Dare Say Love” coming

January

Supporting Achievement in the Educational Life of Black Boys

Edited by Na’ilah Suad Nasir is the president of the Spencer Foundation. Jarvis Givens is an assistant professor at the Harvard Graduate School of Education. Christopher P. Chatmon serves as deputy chief of equity for the Oakland Unified School District (OUSD) and was named as a “Leader to Learn From” by Education Week magazine. Afterwords by Tyrone Howard and Pedro Noguera

“We Dare Say Love” takes up the critically important issue of what it means to educate Black male students in a large urban district by relating the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District. The book takes readers inside the classrooms and inside the heads and hearts of program founders, leaders, and instructors to understand their pedagogy of care. It also elucidates the rituals, beliefs, and practices that created a classroom environment that held high expectations for the engagement and achievement of Black boys and that provided a space for Black male students to blossom. Book Features: • A model of a successful initiative that confronted the very real issues of racism that exist within schools. • A curriculum that builds on the cultural history of African Americans, with a focus on family and community relationships. • Chapters that provide the research evidence and also speak from the perspective of the educators themselves. • Reflection chapters by leading experts on Black male achievement, including Tyrone Howard and Pedro Noguera. • Guidance for teachers, administrators, and district leaders wishing to improve education for Black male students. Contributors: Bayaan Bakari • Chris Chatmon • Shawn Ginwright • Jarvis Givens • Jerome Gourdine • Greg Hodge • Tyrone Howard • Jahi • Patrick Johnson • Na’ilah Suad Nasir • David Philoxene • Maxine McKinney de Royston • kihana miraya ross • Pedro Noguera • Sepehr Vakil Jan 2019/Approx. 160 pp./PB, $36.95, 978-0-80776107-6/Ebook, 978-0-8077-7751-0 Multicultural Education Series

Schools of Promise for Multilingual Students

Transforming Literacies, Learning, and Lives Edited by Althier Lazar, professor of teacher education at Saint Joseph’s University in Philadelphia, and Patricia Ruggiano Schmidt, professor emerita of education at Le Moyne College in Syracuse, New York.

New

Foreword by Guofang Li

“A powerful resource for pre- and inservice teachers, educators, school leaders, and researchers who are seeking to change the status quo in today’s schools.” —From the Foreword by Guofang Li, The University of British Columbia, Vancouver “This is a meaningful and worthwhile book that offers multiple pathways to educational success with children often labeled as ‘at risk’.” —Luis C. Moll, professor emeritus, University of Arizona “Readers will find inspiration from the variety of solutions described in this volume, which has transformed education for multilingual students.” —David and Yvonne Freeman, professors emeriti, University of Texas Rio Grande Valley “The case studies describe how educators have changed their practices to humanize the education that multilingual students receive.” —Ofelia García, The Graduate Center, CUNY This book introduces readers to the inner workings of schools that successfully serve multilingual students, especially those who affiliate as Latinx. Readers will meet administrators, teachers, caregivers, and community members who are working together to advance students’ learning. They do this through varied school-wide initiatives that include caring for students in authentic ways, developing students’ home and academic languages, recruiting caregivers and community members to mentor students, establishing positive and respectful climates, providing rigorous instructional interventions, and inviting students to take leadership roles. Contributors include: Steven Z. Athanases • Mark Conley • Brian Collins • Marnie W. Curry • Ann Ebe •Ivana Espinet • Douglas Fisher • Nancy Frey • Norma González • Lee Gunderson • Shelley Hong Xu. Sep 2018/208 pp./PB, $37.95, 978-0-8077-5947-9 Ebook, 978-0-8077-7730-5

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E N GLISH LE A R NE RS Preparing English Learners for College and Career

Lessons from Successful High Schools

New

María Santos, co-chair and senior advisor, Understanding Language, Stanford University, and director for school and district services, WestEd; Martha Castellón Palacios, former executive director, Understanding Language; Tina Cheuk, doctoral candidate; Rebecca Greene, researcher; Diana Mercado-Garcia, doctoral candidate; Lisa Zerkel, former researcher; Kenji Hakuta, emeritus professor at Stanford University and the co-chair of Understanding Language; and Renae Skarin, education researcher and directs the English Learner Success Forum Foreword by Michael Fullan

“This is my kind of change book: clear and deep; causes one to think; and inspires the reader to what may be possible on a wide scale.” —From the Foreword by Michael Fullan, professor emeritus, University of Toronto “There is much to learn by looking closely at what made these schools so effective.” —Lilly Wong Fillmore, University of California, Berkeley “This rich resource provides concrete examples of high schools that have elevated the academic achievement for these learners.” —Angélica Infante-Green, New York State Education Department Profiling six high-performing high schools, the authors identify design elements and shared values that were key factors in yielding extraordinary results. These include a school-wide language development framework; dynamic assessment practices; and intensive social-emotional support. Jun 2018/176 pp./PB, $35.95, 978-0-8077-5925-7/HC, $94, 978-0-8077-5926-4/Ebook, 978-0-8077-7706-0 Language and Literacy Series

COMING SOON!

Supporting English Learners in the Classroom Best Practices for Distinguishing Language Acquisition from Learning Disabilities Eric M. Haas and Julie Esparza Brown

This resource offers educators evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors provide guidance and specific tools to help districts, schools, and classrooms use multi-tiered systems of support (MTSS) and other interventions.

LANGUAGE & LITERACY Summer Reading New Edition

Closing the Rich/Poor Reading Achievement Gap Second Edition

Richard L. Allington is professor emeritus of literacy studies at the University of Tennessee and past president of the National Reading Conference and the International Reading Association. His books include No Quick Fix, The RTI Edition. Anne McGill-Franzen is professor and director of the Reading Center at the University of Tennessee. Both authors are recipients of the International Reading Association Albert J. Harris Award for research on reading and learning disabilities.

“With several new chapters and features—and revisions throughout—the second edition is even more useful than the first.” —Nell K. Duke, University of Michigan “Few books merit both labels, research-based and practical; this book is absolutely one that does! Reading about the many ways real schools have reversed summer loss by providing children access to books will have you saying to yourself, “We can do this!” —Pat & Jim Cunningham, Wake Forest University and UNC–Chapel Hill Featuring three new chapters, the second edition of this groundbreaking book provides research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up. New for the Second Edition: • Description of the authors’ recent related research. • A new chapter on connecting summer reading programs and the summer reading setback phenomenon by Jennifer M. Graff. • A new chapter on summer reading and multilingual and English learners by Natalia Ward. • A new chapter on what libraries can do to support children, teens, and families by Maria Cahill. • An extensively revised chapter focused on enticing boys to read by Lunetta M. Williams. • List of new “favorite titles” as selected by students. • Reference to new research that validates the authors’ emphasis on recreational rather than leveled reading, free books, and student choice of reading material. Jul 2018/192 pp./PB, $32.95, 978-0-8077-5875-5 Ebook, 978-0-8077-7669-8 Language and Literacy Series

Forthcoming 2019/PB, 978-0-8077-5953-0 Visit tcpress.com for updates

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L A N GUAGE & LITE R AC Y

Feeding the Roots of SelfExpression and Freedom

Jimmy Santiago Baca is an American poet, novelist, screenwriter, and educator. w Ne He is the winner of the International Award for his memoir, A Place to Stand, which is also a film. Visit his website at jimmysantiagobaca.com. Kym Sheehan is an educator with classroom, curriculum, and media expertise. She is a member of the Tampa Bay Area Writing Project. Denise VanBriggle is a poet, educator, curriculum specialist, National Writing Project teacher-consultant, and an official visitor for The Pennsylvania Prison Society. Foreword by Rex L. Veeder

“Kym and Denise dig deep into aspects rarely addressed in the writing classroom, to help students heal through self-expression. —From the Afterword by Diane TorresVelásquez, University of New Mexico This curriculum-based collection of lesson plans is designed to build student confidence for articulating their unique ideas and sensibilities about the world through literary expression. For this book, Jimmy Santiago Baca, one of the foremost poets in America today, collaborates with two National Writing Project Fellows and literacy professionals, Kym Sheehan and Denise VanBriggle. Together they present a teaching tool that uses poems from Baca’s incarceration as a young man, along with curricular activities and probing questions crafted to help students heal through writing. Each exercise reinforces the theme that a strong grasp of self-esteem borne from unique expression lends itself to the student enjoying day to day life at the highest creative and fulfilling level. Book Features: • Draws on the extraordinary life and career of Jimmy Santiago Baca, who came to write poetry in prison and now has 28 works in print, ranging from a feature movie Blood In Blood Out to his bestselling memoir A Place to Stand. • Based on the authors’ combined experience of facilitating hundreds of writing workshops. • Offers field-tested recommendations to help educators inspire and fortify students suffering from doubt or damaged self-esteem. • Includes detailed descriptions, exercises, and sample poetry to assist teachers and students in the writing process. Oct 2018/144 pp./PB, $26.95, 978-0-8077-5955-4 Ebook, 978-0-8077-7743-5

A ThinkAloud Approach to Writing Assessment New

Analyzing Process and Product with Adolescent Writers

Sarah W. Beck is an associate professor of English education at New York University, Steinhardt School of Culture, Education and Human Development. Foreword by George Newell

“Details how both students and teachers can benefit from engaging in this practice, and does so in ways that allow readers to adapt it to their own situations.” —Peter Smagorinsky, University of Georgia “This is the first truly new way of thinking about assessing writing that I have encountered in a long time.” —Heidi L. Andrade, University at Albany-SUNY “An invaluable guide for using think-aloud formative assessments to gain insight into student writing development. Every high school and college writing instructor should read it!” —Amanda J. Godley, University of Pittsburgh

The think-aloud approach to classroom writing assessment is designed to expand teachers’ perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way. Emphasizing learning over evaluation, it is especially well-suited to revealing students’ strengths and helping them overcome common challenges to writing such as writer’s block or misunderstanding of the writing task. Through classroom examples, Sarah Beck describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context. The book also discusses the significance of the method in relation to best practices in formative assessment, including how to plan think-aloud sessions with students to gain the most useful information. Teachers required to use rubrics or other standardized assessment tools can incorporate the more individualized think-aloud approach into their practice without sacrificing the rigor and consistency that more regulated approaches require. Oct 2018/168 pp./PB, $30.95, 978-0-8077-5950-9 Ebook, 978-0-8077-7732-9 Language and Literacy Series Copublished with NWP

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LANGUAGE & LITERACY

LITERACY / SPECIAL ED Seeing the Spectrum

Educating for Empathy

Teaching English Language Arts to Adolescents with Autism

Literacy Learning and Civic Engagement

Nicole Mirra is an assistant professor of urban teacher education at Rutgers, The State University of New Jersey, Graduate School of Education.

New

Foreword by Ernest Morrell

“If educators were to follow Mirra’s model, we will have come a long way toward educating and motivating young people to become involved, engaged, and caring citizens.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “Grounded in respectful research partnerships with youth and teachers, this is a book that will resonate with and inspire educators in these precarious times.” —Gerald Campano, University of Pennsylvania “If ever there were a time for a book on empathy in education, the moment is now.” —Yolanda Sealey-Ruiz, Teachers College, Columbia University Educating for Empathy presents a compelling framework for thinking about the purpose and practice of literacy education in a politically polarized world. Mirra proposes a model of critical civic empathy that encourages secondary ELA teachers to consider how issues of power and inequity play out in the literacy classroom and how to envision literacy practices as a means of civic engagement. The book reviews core elements of ELA instruction—response to literature, classroom discussion, research, and digital literacy—and demonstrates how these activities can be adapted to foster critical thinking and empathetic perspectives among students. Chapters depict teachers and students engaging in this transformative learning, offer concrete strategies for the classroom, and pose questions to guide school communities in collaborative reflection. Sep 2018/160 pp./PB, $29.95, 978-0-8077-5914-1 Ebook, 978-0-8077-7728-2 Language and Literacy Series Copublished with NWP

Receive discounts on new releases and invitations to book parties and author events.

New

Robert Rozema is professor of English at Grand Valley State University, Michigan. Foreword by Jeffrey D. Wilhelm

“My thinking and teaching will now be more diverse, more consciously competent, more compassionate, and therefore more vital.” —From the Foreword by Jeffrey D. Wilhelm, Boise State University “Seeing the Spectrum examines real young people and daily classroom interactions to help teachers better understand the mental and emotional processing of their autistic spectrum students and devise assignments to scaffold their success. The diverse tools, strategies, and ideas Rozema describes foster inclusiveness, compassion, and success for all students.” —Allen Webb, Western Michigan University With 1 in 59 children being diagnosed with Autism Spectrum Disorder (ASD), odds are that students on the spectrum will be in many classrooms across every subject area. Seeing the Spectrum argues that secondary English teachers are uniquely equipped to prepare students with autism for future success, both in school and in life. Writing for preservice and current English language arts teachers, Robert Rozema offers practical, evidenced-based strategies for teaching literature, informational texts, writing, and communication to students on the spectrum. These strategies are appropriate for inclusive classrooms with both neurotypical students and students with autism. The final chapter includes a complete unit plan on Of Mice and Men, illustrating how curriculum focused on commonly taught literary works can be reimagined to accommodate the needs and draw on the strengths of students on the spectrum. Book Features: • In-depth treatment of historical and contemporary research on autism, including original case studies of adolescents with Autism Spectrum Disorder. • Specific, ready-to-use strategies for teaching literature, informational texts, writing, and communication in the inclusive English language arts classroom. • Alignment with the Common Core State Standards for English Language Arts Standards, grades 6–12. ccss Sep 2018/168 pp./PB, $31.95, 978-0-80775945-5/Ebook, 978-0-8077-7729-9 Language and Literacy Series Copublished with Council for Exceptional Children (CEC)

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E A R LY CH I LDH OOD E DUC ATI O N

Before Words

High-Quality Early Learning for a Changing World

Wordless Picture Books and the Development of Reading in Young Children

New

Judith T. Lysaker is an associate professor of literacy and language at Purdue University. Foreword by Peter Johnston

“This brilliant and well-researched book is a thoroughly engaging, provocative, and insightful analysis of the process and development of comprehension in young children.” —From the Foreword by Peter Johnston, The University at Albany–SUNY In this book, the author challenges reductive views of emergent literacy prevalent in many of today’s kindergarten and pre-K classrooms. As an alternative, Lysaker explains how reading wordless books with young children helps them to develop a range of comprehension abilities that are important for understanding narrative texts. Readers will find concrete methods to help them gauge, document, and respond to children as they make meaning of and respond to wordless books. Through description and analysis, the text reveals the undervalued richness of young children’s emergent comprehension and the intricate, purposeful nature of their specific early thinking activities. Before Words encourages readers to think about young children’s comprehension as complex meaning-making and suggests new ways of responding to the unique sense-making tools young children use during wordless book reading. Book Features: • Demonstrates how young children develop reading comprehension abilities even before learning to read print. • Expands on reading as more than just a technical skill. • Engages the whole child and scaffolds their formation of relationships with other people, including peers, teachers, families, and communities. • Nurtures students’ creativity, positive relationships with storytelling, and social-emotional growth. Nov 2018/Approx. 160 pp./PB, $34.95, 978-08077-5916-5/HC, $80, 978-0-8077-5917-2/Ebook, 978-0-8077-7700-8 Language and Literacy Series

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

New

What Educators Need to Know and Do

Beverly Falk is professor and director of the graduate programs in early childhood education at the School of Education of the City College of New York. Her books include Defending Childhood: Keeping the Promise of Early Education and Teaching the Way Children Learn. Foreword by Jacqueline Jones

“This text is a portrait of what it means to be an early childhood professional and to take seriously the job of establishing meaningful relationships with children, families, and professional colleagues.” —From the Foreword by Jacqueline Jones, Foundation for Child Development “This manual for creating growth-enhancing experiences in early childhood distills years of experience into practical advice and wellresearched lessons.” —Samuel J. Meisels, Buffett Early Childhood Institute, University of Nebraska “Brilliantly challenges us to translate what we know into what we do in order to improve school and life outcomes for ALL children.” —Maurice Sykes, Early Childhood Leadership Institute “Falk brings us critical knowledge about early childhood in this superb book.” —Ann Lieberman, Stanford Center for Opportunity Policy in Education This concise and accessible resource provides an overview of the fundamentals of teaching in early childhood settings (pre-K–2), with a focus on what high-quality practices look like. It details the features of developmentally appropriate, linguistically responsive, culturally relevant/sustaining teaching and how this approach can prepare our youngest citizens for the challenges of our 21st century world. Beginning with what the research tells us about how young children develop and learn, Falk shows how to create learning environments, plan, teach, and assess in ways that support children’s optimal development. Specific strategies are described and explained, such as setting up the classroom environment and schedule, making smooth transitions, using effective communication strategies, and creating home–school partnerships. Aug 2018/208 pp./PB, $31.95, 978-0-8077-5940-0 Ebook, 978-0-8077-7693-3 Early Childhood Education Series

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E A R LY CH I LDH OOD E DUC ATI O N The Early Advantage 1 Early Childhood Systems That Lead by Example— A Comparative Focus on International Early Childhood Education Edited by Sharon Lynn Kagan Foreword by Marc Tucker

New

“A must-read for all those seeking to meet the joys and challenges of advancing the development of their youngest citizens.” —Linda Darling-Hammond, Stanford University By systematically examining six diverse countries, Kagan sheds light on new and exciting approaches to early childhood education and care. Brimming with fresh insights, the text provides concrete examples of successfully implemented strategies and methods that warrant attention from other countries wishing to improve their early childhood services. Aug 2018/264 pp./PB, $37.95, 978-0-8077-5941-7/Ebook, 978-0-8077-7715-2 Copublished with the National Center on Education and the Economy (NCEE)

COMING SOON

The Early Advantage 2:

Building Systems That Work for Young Children— International Insights from Innovative Early Childhood Systems

On the Road to High-Quality Early Learning Changing Children’s Lives Marjorie E. Wechsler and David L. Kirp

New

“This book is so valuable—it’s a ‘how-to’ for the current generation of political leaders, Republicans and Democrats alike, who want to develop early education policies and practices that work.” —James B. Hunt Jr., Former Governor of North Carolina This timely book will help policymakers and practitioners convert their visions of high-quality early education into on-the-ground reality by examining how states, local districts, and independent providers can design, fund, and manage exemplary programs. The authors describe and analyze how four states—Michigan, West Virginia, Washington, and North Carolina—have built early education systems that positively affect student outcomes with key takeaways from each state. Jun 2018/256 pp./PB, $29.95, 978-0-8077-5938-7/Ebook, 978-0-8077-7718-3

Infant and Toddler Development from Conception to Age 3 What Babies Ask of Us Mary Jane Maguire-Fong and Marsha Peralta Foreword by Edward Tronick / Afterword by J. Ronald Lally

New

This book invites those caring for infants to join as companions on an incredible journey. Each chapter taps a distinct area of research to shed light on babies’ biological expectations for care and their amazing competence as active participants in that care. The guide includes ways to help infants and families recover from trauma. Nov 2018/192 pp./PB, $34.95, 978-0-8077-6108-3 Ebook, 978-0-8077-7738-1

Coaching with ECERS Strategies and Tools to Improve Quality in Pre-K and K Classrooms Holly Seplocha Foreword by Debby Cryer, Richard M. Clifford, Thelma Harms, and Noreen Yazejian

New

This new book in the Environment Rating Scale® Family presents best practices for coaches to use in their work with teachers and administrators to help them improve classrooms and teaching practices. The author includes guidance and activities for facilitating group meetings, professional learning communities, and staff workshops. Appropriate for use with ECERS-3 and ECERS-R. Nov 2018/120 pp./PB, $24.95, 978-0-8077-5954-7/Ebook, 978-0-8077-7748-0

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R ECE NTLY PUBLISH E D

Reaching and Teaching Students in Poverty Strategies for Erasing the Opportunity Gap, Second Edition Paul C. Gorski

New Edition

“Provides practical strategies that will help immediately improve schools, particularly for the most marginalized students.” —Cheryl Robinson, cultural competency coordinator, Alexandria City Public Schools, Virginia

This influential book describes the knowledge and skills educators need to recognize and combat the bias and inequity that undermine educational engagement for students experiencing poverty. This edition features revisions based on new research and lessons from the author’s professional development work, including the dangers of “grit” and deficit perspectives. 2018/256 pp./PB, $29.95/978-0-8077-5879-3/Ebook, 978-0-8077-7672-8 Multicultural Education Series

Culturally Responsive Teaching

Unlocking Student Talent

Theory, Research, and Practice, Third Edition

The New Science of Developing Expertise

Geneva Gay

Robin J. Fogarty, Gene M. Kerns, and Brian M. Pete

“The third edition responds to the New question educators continue to n io it d E ask: How do we do it?. . . This book is an invaluable resource to preservice and inservice teachers as well as teacher educators.” —Teachers College Record For this new edition, Gay has made many important revisions to keep her foundational, award-winning text relevant for today’s diverse student population, including: new research on culturally responsive teaching, a focus on a broader range of racial and ethnic groups, and consideration of additional issues related to early childhood education. 2018/384 pp./PB, $36.95, 978-0-8077-5876-2 Ebook, 978-0-8077-7670-4 Multicultural Education Series

Reclaiming Accountability in Teacher Education Marilyn Cochran-Smith, Molly Cummings Carney, Elizabeth Stringer Keefe, Stephani Burton, Wen-Chia Chang, M. Beatriz Fernández, Andrew F. Miller, Juan Gabriel Sánchez, and Megina Baker

“A book every teacher educator and dean of a school or college of education needs to have on their bookshelves. It should be at the center of teacher education conversations everywhere.” —Gloria Ladson-Billings, professor emerita, University of Wisconsin-Madison Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability. They critique major accountability initiatives, exposing the lack of evidence behind these policies and the negative impact they have on teacher education. They also offer an achievable alternative based on a commitment to equity and democracy. 2018/240 pp./PB, $34.95, 978-0-8077-5931-8/HC, $88, 978-0-8077-5932-5/Ebook, 978-0-8077-7710-7

“Describes how to produce high-school graduates who are independent learners prepared and ready to employ the appropriate methods in acquiring whatever skills they need to succeed in their careers.” —From the Foreword by K. Anders Ericsson and Robert Pool, coauthors of Peak: Secrets from the New Science of Expertise How do we truly help students achieve their fullest potential? This hands-on guide examines the role of motivation, deliberate practice, and coaching and includes practical steps teachers can take with students in elementary, middle, and high school. Chapters include vignettes, grade-level examples, and discussion questions. 2017/192 pp./PB, $34.95, 978-0-8077-5872-4 Ebook, 978-0-8077-7667-4

Teachers as Allies Transformative Practices for Teaching DREAMers and Undocumented Students Edited by Shelley Wong, Elaisa Sánchez Gosnell, Anne Marie Foerster Luu, and Lori Dodson Foreword by Aviva Chomsky

“Teachers are uniquely placed to support undocumented students facing adverse circumstances and to challenge the narrative of immigrant criminality in the public sphere. This book should help enable them to do both.” —From the Foreword by Aviva Chomsky, Salem State University The authors offer teaching strategies that address the needs of DREAMers and undocumented youth and include a broad range of curriculum connections and resources. Royalties from the sale of this book will go to United We Dream. 2017/216 pp./PB, $34.95, 978-0-8077-5886-1/HC, $78, 978-0-8077-5887-8/Ebook, 978-0-8077-7677-3

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R ECE NTLY PUBLISH E D It’s Not About Grit Trauma, Inequity, and the Power of Transformative Teaching Steven Goodman Foreword by Michelle Fine

“Informative, insightful, thoughtful and thought-provoking, It’s Not About Grit is very highly recommended as an addition to school district in-service teacher training curriculums, as well as college and university Teacher Education instructional reference collections and supplemental studies reading lists.” —Wisconsin Bookwatch, July 2018 Steven Goodman, founder and director of NYC’s highly acclaimed Educational Video Center (EVC), uses students’ experiences, a curriculum guide, and award-winning video clips to show educators how to create a safe and inclusive school climate where their teaching responds to students’ culture, race, gender, sexual orientation, language, housing status, and ability. 2018/208 pp./PB, $29.95, 978-0-8077-5898-4/Ebook, 978-0-8077-7686-5

Engaging Learners Through Artmaking New Edition

Choice-Based Art Education in the Classroom (TAB) Second Edition Katherine M. Douglas and Diane B. Jaquith Foreword by Christine Marmé Thompson

“Invites art teachers to share their reservations, their interests, and their experiences with opening up their classrooms to accommodate student choices.” —From the Foreword by Christine Marmé Thompson, Penn State University This is the completely updated edition of the groundbreaking bestseller on choice-based authentic art education for K–grade 8 classrooms. The user-friendly text includes sample lesson plans and demonstrations, assessment criteria, curricular mapping, room planning, photos of classroom setups, media exploration, and many other concrete and open-ended strategies. 2018/192 pp./PB, $29.95, 978-0-8077-5891-5 Ebook, 978-0-8077-7680-3

Learning Things Material Culture in Art Education Doug Blandy and Paul E. Bolin

“I am certain this book will quickly become a foundational text in our field.” —Juan Carlos Castro, chair, NAEA Research Commission Through activities, approaches, and examples, this resource highlights concrete strategies for incorporating material culture into K–16 art classrooms, as well as museum and community settings. Chapters are written by luminaries in the field and organized around various aspects of material culture, including object study, the role of technology, and multisensory art. 2018/144 pp./PB, $32.95, 978-0-8077-5919-6 Ebook, 978-0-8077-7702-2

Rethinking Education in the Age of Technology New Edition

The Digital Revolution and Schooling in America, Second Edition Allan Collins and Richard Halverson Foreword by James Paul Gee

In this new edition, Collins and Halverson make practical suggestions for how schools can support the new technologies to enhance learning for students at all levels, to rethink assessment, and to reframe education. They trace the explosion of new media learning tools that provide “anytime, anywhere, any topic” access to learning. 2018/192 pp./PB, $29.95, 978-0-8077-5906-6 Ebook, 978-0-8077-7691-9 Technology, Education—Connections (The TEC Series)

Fun and Fundamental Math for Young Children Building a Strong Foundation in PreK–Grade 2 Marian Small Foreword by Graham Fletcher

“I love this book! The ideas are invaluable and the attention to detail is amazing.” —Nicki Newton, math consultant This book focuses on the most important concepts and skills needed to provide early learners (preK–2) with a strong foundation in mathematics, in ways that are fun for both children and educators! Professional developer Marian Small provides sample activities and lessons, troubleshooting tips, formative assessments, and much more. Visit Marian Small’s website for in-person and online professional development (onetwoinfinity.ca). ccss 2018/224 pp./PB, $30.95, 978-0-8077-5911-0 Ebook, 978-0-8077-7696-4 Co-published with, and available in Canada from, Rubicon Publishing Inc.

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R ECE NTLY PUBLISH E D

Texts for secondary school and undergraduate students of U.S. history

Reasoning With Democratic Values 2.0

Vol. 1: 1607–1865 Vol. 2: 1866–Present David E. Harris, Anne-Lise Halvorsen, and Paul F. Dain

Thoroughly updated for use in today’s history classrooms, Reasoning with Democratic Values 2.0 presents an engaging approach to teaching U.S. history that promotes critical thinking and social responsibility. Each of the 39 carefully researched stories examines an ethical decision made by an individual or group from the American past—will spark lively classroom discussions! Volume 1: 240 pp./PB, $29.95/978-0-8077-5928-8 Ebook/978-0-8077-7707-7 Volume 2: 256 pp./PB, $29.95/978-0-8077-5929-5 Ebook/978-0-8077-7708-4 Instr. Manual: Ebook, /978-0-8077-7709-1 Jun 2018 large format Visit RDV2.org for professional development programs

Educating Emergent Bilinguals Policies, Programs, and Practices for English Learners, Second Edition

New Edition

Ofelia Garcia and Jo Anne Kleifgen Foreword by Jim Cummins

The authors have updated their bestseller to reflect recent shifts in policies, programs, and practices. What makes this book a perennial favorite are the succinct descriptions of alternative practices, such as building on students’ home languages, incorporating pedagogical innovations, using proven-effective approaches to parent engagement, and employing alternative assessment tools. A new chapter highlights multimedia and multimodal instructional possibilities for engaging EL students. 2018/256 pp./PB, $32.95, 978-0-8077-5885-4 Ebook, 978-0-8077-7676-6 Language and Literacy Series

Selling School The Marketing of Public Education Catherine DiMartino and Sarah Butler Jessen Foreword by Christopher A. Lubienski

This timely book outlines the growth and development of marketing and branding practices in public education. The authors highlight why edvertising has become important and explore the implications on the democratic mission of public education, especially as related to issues of equity and access for students who have been historically underserved.

Positive School Leadership Building Capacity and Strengthening Relationships Joseph F. Murphy and Karen Seashore Louis

“An extraordinary contribution at a critical time.. . . Educational leadership practitioners and scholars will find this an essential and inspiring read.” —Michelle D. Young, executive director, University Council for Educational Administration This landmark book translates asset-based understandings of organizations to develop a powerful model of school leadership that is grounded in research and the complexities of life in schools. The Positive School Leadership (PSL) model draws on the strengths of relationships to create a more inclusive, less “mechanistic” approach to leadership. 2018/216 pp./PB, $44.95, 978-0-8077-5903-5 Ebook, 978-0-8077-7689-6

Discrimination in Elite Public Schools Investigating Buffalo Edited by Gary Orfield and Jennifer B. Ayscue

“This important book ought to inspire a national debate. I hope it will be widely read.” —Jonathan Kozol, education activist and bestselling author This book examines the Buffalo Public Schools and their admissions process following a civil rights complaint filed by parents and community leaders. The authors offer research-based recommendations for reducing barriers to enrollment and for creating competitive-admissions choice systems that will allow students access to important educational opportunities. 2018/168 pp./PB, $37.95, 978-0-8077-5935-6/HC, $83, 978-0-8077-5936-3/Ebook, 978-0-8077-7712-1

Choosing Charters Better Schools or More Segregation? Edited by Iris C. Rotberg and Joshua L. Glazer

“Iris Rotberg and Joshua Glazer have assembled a thoughtprovoking and timely volume on the topic of charter schools’ impact on diversity in education.” —Teachers College Record Readers across the political spectrum, both supporters and critics of charter schools, can use this book to inform public policy about the ways in which charters affect diversity and inequality and the potential to devise policies that mitigate the most troublesome social costs of charter schools. 2018/264 pp./PB, $36.95, 978-0-8077-5899-1/HC, $82, 978-0-8077-5900-4/Ebook, 978-0-8077-7687-2

2018/208 pp./PB, $37.95, 978-0-8077-5888-5/HC, $88, 978-0-8077-5889-2/Ebook, 978-0-8077-7678-0

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R ECE NTLY PUBLISH E D

New Edition

The Ethics of Special Education

The Brilliance of Black Boys

Second Edition

Cultivating School Success in the Early Grades

Kenneth R. Howe and Amy E. Boele Foreword by Alfredo J. Artiles

“Readers will find real-world ethical dilemmas that reflect the current laws and trends in special education policy and practice.” —Daniel Losen, director, Center for Civil Rights Remedies

Updated to include changes in the field, the new edition of this classic text addresses ethical issues that are most pressing to special education teachers and administrators. Using a case-based approach, students are encouraged to reason and collaborate about due process, the distribution of educational resources, institutional unresponsiveness, professional relationships, conflicts among parents and teachers, and confidentiality. 2018/168 pp./PB, $29.95, 978-0-8077-5895-3 Ebook, 978-0-8077-7684-1

Does Compliance Matter in Special Education? IDEA and the Hidden Inequities of Practice Catherine Voulgarides

This thought-provoking book unpacks the civil rights history of IDEA, examines the impact of its procedural focus on educational practice, and questions why racial inequities in special education persist despite good intentions. It challenges educators to think about the roles that they play in both the production and the disruption of educational inequities. 2018/176 pp./PB, $39.95, 978-0-8077-5901-1/HC, $86, 978-0-8077-5902-8/Ebook, 978-0-8077-7688-9 Disability, Culture, and Equity Series

Hands On, Minds On How Executive Function, Motor, and Spatial Skills Foster School Readiness Claire E. Cameron Foreword by Sharon Ritchie

“Teachers are eager to learn how to apply brain research to their practice, and Dr. Cameron has offered some very real knowledge and support to this effort.” —From the Foreword by Sharon Ritchie, FPG Child Development Institute Describes the importance of children’s foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health and social and emotional development. It also examines the growing evidence in favor of guided object play.

Brian L. Wright with Shelly L. Counsell Foreword by James Earl Davis

“Provides counter-stories, theories, paradigms, and resources to skillfully illustrate the strengths of Black boys. Readers will not be disappointed.” —Donna Y. Ford, Vanderbilt University This accessible book provides teachers (pre-K–3rd grade) with classroom strategies to help young Black boys achieve their highest potential, along with other resources for supporting their socialemotional development, such as a reading list of authentic multicultural children’s books with Black boys as protagonists. 2018/168 pp./PB, $29.95, 978-0-8077-5892-2 Ebook, 978-0-8077-7681-0

Thinking Tools for Young Readers and Writers Strategies to Promote Higher Literacy in Grades 2–8 Carol Booth Olson, Angie Balius, Emily McCourtney, and Mary Widtmann Foreword by Judith A. Langer

Professional developer Carol Booth Olson shows teachers how to help young readers and writers construct meaning from and with texts. The text offers research-based teaching strategies, activities, and extended lessons focused on the “thinking tools” employed by experienced readers and writers. Includes web links to student samples, anchor charts, videos, and more! 2018/208 pp./PB, $32.95, 978-0-8077-5894-6 Ebook, 978-0-8077-7683-4

Reading the Rainbow LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom Caitlin L. Ryan and Jill M. Hermann-Wilmarth Foreword by Mariana Souto-Manning

Drawing on examples from K–5 classrooms, the authors make clear what LGBTQ-inclusive literacy teaching can look like in practice, including what teachers might say and how students might respond. The text also provides readers with opportunities to consider these new approaches with respect to traditional literacy instruction. 2018/160 pp./PB, $29.95, 978-0-8077-5933-2 Ebook, 978-0-8077-7711-4 Language and Literacy Series Copublished with GLSEN

2018/192 pp./PB, $34.95, 978-0-8077-5909-7 Ebook, 978-0-8077-7694-0

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BESTSELLERS!

2015 SOCIETY OF PROFESSORS OF EDUCATION BOOK AWARD

Why We Teach Now Edited by Sonia Nieto

“This book is a powerful contribution to the discussion about teachers, teacher retention, and educational policy. It gives voice to an often-silenced constituency—those who are charged with teaching the nation’s children and adolescents. It describes the daily struggles not only of teaching, but of teaching under the current trends.” —Journal of Education, Boston University Why We Teach Now dares to challenge current notions of what it means to be a “highly qualified teacher” and demonstrates the depth of commitment and care teachers bring to their work. 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. 2014/288 pp./PB, $31.95, 978-0-8077-5587-7/HC, $68, 978-0-8077-5624-9/Ebook, 978-0-8077-7361-1 ALSO BY SONIA NIETO: The Light in Their Eyes Creating Multicultural Learning Communities: Tenth Anniversary Edition 2009/Approx. 272 pp./PB, $30.95, 978-0-8077-5054-4 Ebook, 978-0-8077-7313-0 Multicultural Education Series

Why We Teach

2005/256 pp./PB, $29.95, 978-0-8077-4593-9

Teaching U.S. History Thematically Document-Based Lessons for the Secondary Classroom Rosalie Metro

“This is an indispensable guide for any teacher looking to bring serious intellectual engagement to the history classroom.” —Sam Wineburg, Stanford University “This is a must-have resource for history teachers looking to stay relevant in our modern learning landscape.” —Diana Laufenberg,executive director, Inquiry Schools, Philadelphia 2017/224 pp./PB, $34.95, 978-0-8077-5868-7/Ebook, 978-0-8077-7663-6

Young Investigators

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

“Full of good ideas for teachers developing investigative projects with the youngest children. A powerful resource, it combines sound educational theory with many ways to support and document learning.” —Sylvia C. Chard, University of Alberta, Canada This bestseller provides an introduction to the project approach with step-by-step guidance for conducting meaningful investigations. The Third Edition has been expanded to include two new chapters—How Projects Can Connect Children with Nature and Project Investigations as STEM Experiences—and to assist teachers with younger children (toddlers) and older children (2nd grade). 2016/176 pp./PB, $33.95, 978-0-8077-5690-4/Ebook, 978-0-8077-7480-9 Early Childhood Education Series

Becoming Young Thinkers Deep Project Work in the Classroom Judy Harris Helm / Foreword by Lilian G. Katz

“Examples and suggestions make clear the important distinctions between the deep investigations involved in project work versus the fairly common superficial theme activities too often seen in preschool and elementary school classes.” —From the Foreword by Lilian G. Katz, past president, NAEYC Continuing the exploration of project work in the author’s bestseller Young Investigators, this book is for teachers who know how to do project work but are ready to move to the next level. Helm provides specific strategies for selecting meaningful topics for projects, integrating standards, supporting children’s questioning, and helping children represent their ideas. 2015/144 pp./PB, $31.95, 978-0-8077-5594-5/Ebook, 978-0-8077-7335-2 Copublished with NAEYC

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BESTSELLERS! Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education, Second Edition Ozlem Sensoy and Robin DiAngelo

New Edition

“Sensoy and DiAngelo masterfully unpack complex concepts in a highly readable and engaging fashion for readers ranging from preservice through experienced classroom teachers. I heartily recommend this book!” —Christine Sleeter, professor emerita, California State University Monterey Bay

This new edition of the award-winning guide addresses the most common stumbling blocks to understanding social justice. It features extensive updates throughout, including a new chapter on intersectionality and classism, plus user-friendly features such as Discussion Questions and Extension Activities for using the book in a class, workshop, or study group. 2017/288 pp./PB, $34.95, 978-0-8077-5861-8/Ebook, 978-0-8077-7617-9 Multicultural Education Series

Culturally Sustaining Pedagogies Teaching and Learning for Justice in a Changing World Edited by Django Paris and H. Samy Alim

“All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst Prominent educators and researchers propose that schooling should be a site for sustaining cultural practices rather than eradicating them. Chapters present theoretically grounded examples of how schools can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. 2017/304 pp./PB, $38.95, 978-0-8077-5833-5/HC, $90, 978-0-8077-5834-2/Ebook, 978-0-8077-7570-7 Language and Literacy Series

The Indispensable Guide to Undergraduate Research Success in and Beyond College Anne H. Charity Hudley, Cheryl L. Dickter, and Hannah A. Franz

“A must-read for every college student. This practical guide provides a roadmap for success as a researcher, a scholar, and a learner.” —Tia Brown McNair, Association of American Colleges & Universities This is the first research-based guide that directly advises first- and second-year college students. With a focus on the needs of underrepresented students, is introduces different types of research across the disciplines and shows students how to seek out resources and research opportunities to achieve their full academic potential. Visit the book website at undergraduateresearchguide.com. 2017/208 pp./PB, $29.95, 978-0-8077-5850-2/Ebook, 978-0-8077-7582-0

Why Race and Culture Matter in Schools Closing the Achievement Gap in America’s Classrooms Tyrone C. Howard / Foreword by Geneva Gay

“Gives educators at all levels an excellent primer of the achievement gap, its causes, and remedies.” —International Journal of Multicultural Education This accessible book presents empirical data from schools that have improved achievement outcomes for racially and culturally diverse students and focuses on ways in which educators can partner with parents and communities. It is important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children. 2010/208 pp./PB, $32.95, 978-0-8077-5071-1/HC, $62, 978-0-8077-5072-8/Ebook, 978-0-8077-7219-5 Multicultural Education Series ALSO BY TYRONE C. HOWARD Expanding College Access for Urban Youth What Schools and Colleges Can Do Edited by Tyrone C. Howard, Jonli Tunstall, and Terry K. Flennaugh 2016/192 pp./PB, $35.95, 978-0-8077-5764-2/HC, $78, 978-0-8077-5765-9/Ebook, 978-0-8077-7476-2

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BESTSELLERS! Trauma-Sensitive Schools for the Adolescent Years Promoting Resiliency and Healing, Grades 6–12 Susan E. Craig / Foreword by Jane Ellen Stevens

“Exceptionally well written, organized and presented . . . should be considered critically important reading for all classroom teachers working in junior and senior high schools.” —Midwest Book Review In this follow-up to her bestseller, Trauma-Sensitive Schools, Susan Craig provides secondary school teachers and administrators with a trauma-sensitive approach to instruction that will improve students’ achievement. The text provides an overview of the effects of three types of trauma on adolescent development: early childhood adversity, community violence, and systemic inequities. 2017/168 pp./PB, $29.95, 978-0-8077-5825-0/Ebook, 978-0-8077-7651-3 ALSO BY SUSAN E. CRAIG Trauma-Sensitive Schools Learning Communities Transforming Children’s Lives, K–5 2016/160 pp./PB, $30.95, 978-0-8077-5745-1 Ebook, 978-0-8077-7453-3

“Why We Drop Out” Understanding and Disrupting Student Pathways to Leaving School Deborah L. Feldman, Antony T. Smith, and Barbara L. Waxman Foreword by Camille A. Farrington

“A must-read for any teacher, principal, or superintendent interested in changing the lives of our students most at risk.” —Greg Baker, superintendent, Bellingham Public Schools These engaging narratives and unique insights will help readers to better understand the interplay of school-related and personal factors that lead students to drop out of school. 2017/160 pp./PB, $33.95, 978-0-8077-5862-5/Ebook, 978-0-8077-7616-2

Designing Groupwork Strategies for the Heterogeneous Classroom, Third Edition Elizabeth G. Cohen and Rachel A. Lotan Foreword by Linda Darling-Hammond, John I. Goodlad

“I have no doubt that this important book will be of enormous practical value.” —From the Foreword by Linda Darling-Hammond, Stanford University “In this updated version of the now-classic text, Rachel Lotan demonstrates, once again, her virtuosity at combining enormously practical guidance for effective pedagogy with solid theory and evidence. ” —Jeannie Oakes, director, Presidential Professor Emerita, UCLA 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. 2014/256 pp./PB, $28.95, 978-0-8077-5566-2/Ebook, 978-0-8077-7320-8

The New Meaning of Educational Change:

Fifth Edition

Michael Fullan

“Fullan makes clear his meanings for collaboration, partnership, deep learning, educational changes, and the changes necessary for whole system improvements.” —TC Record Based on fundamental work with education systems in several countries, this classic textbook captured the dilemmas and leading ideas for successful large-scale systemic reform. The updated Fifth Edition includes decisionmakers at all levels and introduces many new and powerful ideas for formulating strategies and implementing solutions that will improve educational systems. 2015/312 pp./PB, $38.95, 978-0-8077-5680-5/HC, $78, 978-0-8077-5744-4/Ebook, 978-0-8077-7403-8 Copublished with Routledge and Ontario Principals’ Council. See tcpress.com for availability outside the U.S.A.

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BESTSELLERS! 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 is one of a handful of books that I keep right on my desk.” —Kathryn Boudett, Harvard Graduate School of Education This essential teaching and professional development tool includes step-by-step descriptions of how educators can use protocols to study together, work on problems of practice, teach well, and explore students’ work. This new edition features substantial updates that take into account recent developments in the field of facilitative leadership and includes 11 totally new protocols. 2013/144 pp./PB, $28.95, 978-0-8077-5459-7/Ebook, 978-0-8077-7266-9 the series on school reform

What Kind of Citizen? Educating Our Children for the Common Good Joel Westheimer

“In this highly readable, persuasive book, Joel Westheimer reminds us that, in our zeal for higher test scores, we seem to have forgotten the highest aim of education—to produce better people, more thoughtful citizens.” —Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University “The book is compelling, very accessible, full of inspiring examples, and sometimes even funny. It’s a book that every teacher should have.” —Andy Hargreaves, Boston College 2015/128 pp./PB, $25.95, 978-0-8077-5635-5/Ebook, 978-0-8077-7369-7

50 Myths and Lies That Threaten America’s Public Schools The Real Crisis in Education David C Berliner and Gene V Glass

“This valuable new book takes a stark look at some of the worst ideas being promoted by school reformers around the country as ways to improve public education.” —The Washington Post In this comprehensive look at modern education reform, two of the most respected voices in education and a team of young education scholars use hard-hitting information and a touch of comic relief to separate fact from fiction. This provocative book features short essays on important topics to provide essential reading for every elected representative, school administrator, school board member, and teacher. 2014/272 pp./PB, $30.95, 978-0-8077-5524-2/Ebook, 978-0-8077-7281-2

To Teach:

The Journey, in Comics

William Ayers and Ryan Alexander-Tanner

“An inspiring, heartwarming book that serves as a reminder of what teaching should and can, be.” —Harvard Educational Review To Teach is the now-classic story of one teacher’s odyssey into the ethical and intellectual heart of teaching. To help bring this popular story to a new generation of teachers, the classic text is now available as a graphic novel. Featuring the evocative and wry drawings of Ryan Alexander-Tanner, the comics version of To Teach brings the celebrated teacher’s memoir to life! 2010/Approx. 144 pp./PB, $24.95, 978-0-8077-5062-9/Ebook, 978-0-8077-7063-4 ALSO BY WILLAM AYERS— To Teach The Journey of a Teacher, Third Edition 2010/192 pp./PB, $28.95, 978-0-8077-5063-6 Ebook, 978-0-8077-7147-1

Teaching with Conscience in an Imperfect World An Invitation 2016/112 pp./PB, $25.95, 978-0-80775768-0/Ebook, 978-0-8077-7479-3

The Teaching for Social Justice Series

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GREAT BOOKS!

Pose, Wobble, Flow A Culturally Proactive Approach to Literacy Instruction Antero Garcia and Cindy O’Donnell-Allen Foreword by Linda Christensen

What’s Worth Teaching? Rethinking Curriculum in the Age of Technology Allan Collins Foreword by John Seely Brown

A promising framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral “best” practices.

Examining how advances in technology, communication, and the dissemination of information are reshaping the world, cognitive scientist Allan Collins offers guidelines to help schools foster flexible, selfdirected learners who will succeed in the global workplace.

2015/176 pp./PB, $31.95, 978-0-8077-5652-2/ HC, $76, 978-0-8077-5664-5/Ebook, 978-0-80777435-9 Language and Literacy Series

2017/160 pp./PB, $34.95, 978-0-8077-5865-6/HC, $96, 978-0-8077-5866-3/Ebook, 978-0-8077-7566-0 Technology, Education—Connections (The TEC Series)

“A must-have for preservice and inservice teachers who care about their teaching.” —Bob Fecho, University of Georgia

Copublished with NWP (National Writing Project)

Raising Race Questions Whiteness and Inquiry in Education Ali Michael and Shaun Harper Foreword by Shaun Harper

Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. 2015/192 pp./PB, $35.95, 978-0-8077-5599-0/HC, $78, 978-0-8077-5600-3/Ebook, 978-0-8077-7341-3

Getting Teacher Evaluation Right What Really Matters for Effectiveness and Improvement Linda Darling-Hammond

Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports continuous improvement, both for individual teachers and for the profession as a whole. 2013/192 pp./PB, $28.95, 978-0-8077-5446-7/HC, $68, 978-0-8077-5447-4/Ebook, 978-0-8077-7197-6

Beyond Testing Seven Assessments of Students and Schools More Effective Than Standardized Tests Deborah Meier and Matthew Knoester

“Many people have wondered, ‘If not standardized testing, then what?’ Here are the answers.” —Diane Ravitch, New York University 2017/160 pp./PB, $35.95, 978-0-8077-5852-6/HC, $81, 978-0-8077-5853-3/Ebook, 978-0-8077-7584-4

Reclaiming the Multicultural Roots of U.S. Curriculum Communities of Color and Official Knowledge in Education Wayne Au, Anthony L. Brown, and Dolores Calderón

Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States. 2016/192 pp./PB, $36.95, 978-0-8077-5678-2/HC, $76, 978-0-8077-5679-9/Ebook, 978-0-8077-7393-2 Multicultural Education Series

Copublished with Learning Forward

Teaching Controversial Issues The Case for Critical Thinking and Moral Commitment in the Classroom Nel Noddings and Laurie Brooks

“A brilliant and timely book that will transform how many readers will think about what good teaching can accomplish.” —Eamonn K. Callan, Stanford University 2016/192 pp./PB, $34.95, 978-0-8077-5780-2/HC, $76, 978-0-8077-5781-9/Ebook, 978-0-8077-7488-5

New Ways to Engage Parents Strategies and Tools for Teachers and Leaders, K–12 Patricia Edwards Foreword by Catherine Compton-Lilly

“Presents scores of practical ideas and resources to enable educators to involve all parents in their children’s education.” —Joyce L. Epstein, Johns Hopkins University 2016/168 pp./PB, $29.95, 978-0-8077-5671-3 Ebook, 978-0-8077-7389-5

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POPULAR TEXTS! Promoting Racial Literacy in Schools

Un-Standardizing Curriculum

Differences That Make a Difference

Multicultural Teaching in the Standards-Based Classroom Second Edition

Howard C Stevenson

Christine Sleeter and Judith Flores Carmona

This book uncovers how racial stress undermines student achievement, and provides educators and social service support staff with workable strategies to improve their racial literacy skills.

“This second edition is a game changer for educators interested in powerful curriculum engineering to support new century students.” —H. Richard Milner IV, University of Pittsburgh

2014/240 pp./PB, $34.95, 978-0-8077-5504-4/HC, $70, 978-0-8077-5557-0/Ebook, 978-0-8077-7254-6

2016/224 pp./PB, $33.95, 978-0-8077-5807-6/Ebook, 978-0-8077-7523-3 Multicultural Education Series

Data Literacy for Educators Making It Count in Teacher Preparation and Practice Ellen B. Mandinach and Edith S. Gummer Foreword by Barbara Schneider

This groundbreaking resource features case studies to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. It provides concrete strategies for schools of education, professional developers, and school districts. 2016/176 pp./PB, $35.95, 978-0-8077-5753-6/HC, $72, 978-0-8077-5754-3/Ebook, 978-0-8077-7469-4 Technology, Education—Connections (The TEC Series) Co-published with WestEd

Just Research in Contentious Times Widening the Methodological Imagination Michelle Fine

“Chapters create a gut punch for research and its impact on participants and on the researchers themselves.” —Yvonna Lincoln, Texas A&M University 2018/160 pp./PB, $34.95, 978-0-8077-5873-1/HC, $75, 978-0-8077-5874-8/Ebook, 978-0-8077-7668-1

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