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SEE INSIDE FOR BOOKS ON: · Educational Change and Innovation · Leadership Preparation · School Choice · Data-Driven Decision making · Working with Families · School-University Partnerships
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= Common Core Resource = Also available as an eBook
New from Invite! Excite! Ignite! 13 Principles for Teaching, Learning, and Leading, K–12 Robin J. Fogarty is president of Robin Fogarty & Associates, a Chicago-based educational publishing/ consulting company. Robin has trained educators around the world and has taught at all levels, from kindegarten to college. Foreword by Charlotte Danielson
“Invite! Excite! Ignite! is a true celebration of teaching and learning, organized around 13 important principles that surround this essential work. It will be an appreciated gift from a coach or mentor to a new or developing teacher.” —From the Foreword by Charlotte Danielson, founder, Danielson Group
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“Fogarty’s modern view of learning demands a ‘mind-shift.’ It is about the human drive to learn, to understand, to confront and resolve problems, and to make meaning. This book helps teachers build trust in, gain knowledge about, and become protectors of this human yearning. Filled with practical strategies and resources, this book can lead the way.” —Arthur L. Costa, professor emeritus, California State University, Sacramento “Robin Fogarty gets it right from the very beginning: A teacher’s role is not to serve up information but to facilitate learning. Invite! Excite! Ignite! is a deeply informed exploration of what that can look like at its best.” —David Perkins, Harvard Graduate School of Education Educational consultant Robin Fogarty offers 13 guiding principles for new teachers and school leaders. These seminal ideas, along with the stories that accompany them, will help teachers from kindergarten to college invite, excite, and ignite their students’ learning. Each chapter includes a description of the guiding principle, classroom examples, teaching tips, and discussion questions.
“A true celebration of teaching and learning.” —From the Foreword by
Charlotte Danielson, founder, Danielson Group
Apr 2016/160 pp./PB, $31.95/5752-9
The Mindful Teacher Second Edition Dennis Shirley is professor of education at the Lynch School of Education at Boston College. Elizabeth A. MacDonald is a teacher in the Boston Public Schools.
“This updated and expanded second edition of The Mindful Teacher presents a truly inspiring vision of educational change. It is essential reading for all who agree that it is time to spark a quiet revolution of learning in which teachers and their students can truly flourish.” —Michael Schratz, president of the International Congress of School Effectiveness and Improvement
New it Ed ion
“When reforms in some education systems result in alienated teaching rather than improved learning, it takes a book like The Mindful Teacher to remind all that education has deeper meaning and substance than merely achieving performance indicators. This book has a very important message for all educators!” —Pak Tee Ng, National Institute of Education, Singapore
“For both the newcomer and those experienced with contemplative educational orientations.” —Teachers College Record (of first edition)
This bestseller provides educators everywhere with practical ideas for improving teaching and learning. It has been expanded and updated to include new sections on the promise of teacher leadership, the benefits and distractions of technology, and real-life examples of schools in the midst of change. The book features research-tested approaches to whole-school change that honor the work of educators and accelerate the learning of students. The Mindful Teacher is an indispensable resource for all educators who seek to transform schools into places of learning and joy. Jun 2016/168 pp. (tent.)/PB, $25.95/5684-3 the series on school reform
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E D U C AT I O N A L P O L I C Y— N E W !
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School Choice
School Integration Matters
The End of Public Education? Mercedes K. Schneider is a secondary school teacher in St. Tammany Parish, Louisiana, education blogger, and speaker. Visit her blog at deutsch29.wordpress.com.
Research-Based Strategies to Advance Equity Edited by Erica Frankenberg , associate professor, co-director of the Center for Education and Civil Rights (CECR) at Pennsylvania State University; Liliana M. Garces, assistant professor, co-director of the CECR, and research associate, Pennsylvania State University; and Megan Hopkins, assistant professor, the University of Illinois at Chicago.
Foreword by Karen GJ Lewis
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“This is a comprehensive, accessible explanation of what school choice really is.... It’s up to us to take this wealth of information, use it, and create a movement that fights for democracy, real accountability, and ultimately, excellent public schools for all.” —From the Foreword by Karen GJ Lewis, president, Chicago Teachers Union
“Schneider cuts through the fog to get to the hard choices ‘school choice’ forced upon communities that want the best for all their children. Her book gives valuable insights for this important debate.” —Anthony Cody, Oakland, CA, public school teacher and blogger
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“Educators and policymakers need this book.” —Gary Orfield, co-director, The Civil Rights Project, UCLA
Are vouchers and charters superior to local-board-run public schools? In this book, Schneider argues that there is no clear research supporting this view and, in fact, there is increasing evidence of charter mismanagement. She documents many important school choice issues, including the impoverishment of public schools to support privatized schools, questionable disciplinary practices, and community disruptions. School Choice: The End of Public Education? is essential reading for anyone seeking a deeper understanding of the past and future of public education in America.
This timely book sheds light on how and why U.S. schools are experiencing increasing segregation along racial, socioeconomic, and linguistic lines. The authors look at the structural and legal roots of inequity in the United States educational system and examine opportunities to support integration efforts across the educational pipeline (pre-K to higher education). Contributors: Martha Cecilia Bottia, Courtney D. Cogburn, Erica Frankenberg, Liliana M. Garces, Rachel Garver, Cynthia Gordon da Cruz, Mariela Gutierrez, Megan Hopkins, Michael Hilton, Daniel Kiel, Richard Lambert, Savannah Larimore, Rebecca Lowenhaupt, Roslyn Arlin Mickelson, P. Zitlali Morales, Lindsay Pérez Huber, Aria Razfar, Jeanne L. Reid, Matthew Patrick Shaw, Philip Tegeler, Hoang Tran, Tina Trujillo, Brenda Pulido Villanueva
Jun 2016/224 pp. (tent.)/PB, $35.95/5725-3
Mar 2016/256 pp./PB, $37.95/5755-0/HC, $80/5756-7
The Privatization of Education
After the “At-Risk” Label
A Political Economy of Global Education Reform
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Antoni Verger is associate professor of education policy; Clara Fontdevila is a Ph.D. candidate in sociology; Adrián Zancajo is a Ph.D. candidate in sociology, all at Universitat Autònoma de Barcelona.
Education privatization is a global phenomenon that crystallizes in countries with very different cultural, political, and economic backgrounds. In this book, the authors examine how privatization policies are being adopted and why so many countries are engaging in this type of education reform. The authors explore the contexts, key personnel, and policy initiatives that explain the worldwide advance of the private sector in education, and identify six different paths toward education privatization— as a drastic state sector reform (e.g., Chile, the U.K.), as an incremental reform (e.g., the U.S.A.), in social-democratic welfare states, historical public-private partnerships (e.g., Netherlands, Spain), de facto privatization in low-income countries, and privatization via disaster. Book Features: • The first comprehensive, in-depth investigation of the political economy of education privatization at a global scale. • An analysis of the different strategies, discourses, and agents that have contributed to advancing (and resisting) education privatization trends. • An examination of the role of private corporations, policy entrepreneurs, philanthropic organizations, think-tanks, and teacher unions. Jun 2016/256 pp. (tent.)/PB, $41.95/5759-8
International Perspectives on Education Reform
Reorienting Educational Policy and Practice Keffrelyn D. Brown is an associate professor of cultural studies in education in the Department of Curriculum and Instruction at The University of Texas at Austin.
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This book examines how the use of the “at-risk” category and label creates problems for students and teachers. Drawing from research across various education sites, the author illustrates how educators recognize the label’s potential to redress issues of equity, but warns that it can also stigmatize the students so labeled. Brown explores how the labeling and subsequent practices by teachers and schools actually affect students, such as classifying many individuals as deficient. The text provides a historical overview, discusses the role of federal education policy and teaching, and includes tools to help readers acquire more complex, critical understandings of risk in educational practice. After the “At-Risk” Label not only challenges the education community to reorient itself to a more equitable discourse, it provides a framework for changing the structural conditions of schooling to better serve all students. Jun 2016/216 pp./PB, $42.95/5701-7
Disability, Culture, and Equity Series
PROFESSORS
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SCHOOL LEADERSHIP—NEW! Expanding College Access for Urban Youth
New Ways to Engage Parents
What Schools and Colleges Can Do
Strategies and Tools for Teachers and Leaders, K–12
Edited by Tyrone C. Howard, professor, Graduate School of Education and Information Studies’ Urban Schooling Division, UCLA; Jonli Tunstall, director of the UCLA VIP Scholars Program, and; Terry Flennaugh, assistant professor and coordinator of Urban Education Initiatives, Michigan State University.
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“Empirical. Well-written. Thoughtful. Provocative. This book is useful for all of us concerned about access and equity in education.” —William G. Tierney, University of Southern California “An inspiring book about the potential to change the life course of urban youth.” —Patricia Gándara, co-director, The Civil Rights Project, UCLA Building on a 10-year case study of a successful school–university partnership, the authors examine the support, mentoring, and resources needed to transform the college opportunities and life chances for underrepresented urban youth. Because this partnership situates college access within a social justice framework, it is one of the more unique programs in the country. Contributors: Irene Atkins, Bree Blades, Jon Carroll, Whitney Gouche, Tr’Vel Lyons, Justyn K. Patterson, Jerry Morrison, Michelle Smith, Ashley V. Williams
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Patricia A. Edwards, professor, Michigan State University. and former president, Literacy Research Association and International Reading Association. “With lots of practical suggestions and resources, this book will help readers immediately update, expand, and enhance their parent-engagement efforts.” —Laurie Elish-Piper, Northern Illinois University
“Loaded with practical advice that can help educators engage with families in respectful and culturally sensitive ways. With strategies ranging from teacher notes to classroom blogs, every teacher should find a wealth of ideas for building home–school partnerships.” —Deborah Wells Rowe, Peabody College, Vanderbilt University This practical resource by bestselling author Patricia Edwards provides school leaders and classroom teachers with new and creative ways in which to welcome, encourage, and involve parents. This is a straightforward, concise, and easy-to-use guide that is perfect for professional learning communities and teacher preparation courses. May 2016/176 pp./PB, $26.95/5671-3
May 2016/192 pp./PB, $34.95/5764-2/HC, $78/5765-9
Data Literacy for Educators
Restoring Dignity in Public Schools
Making It Count in Teacher Preparation and Practice
Human Rights Education in Action Maria Hantzopoulos, associate professor and coordinator, Adolescent Education Certification Program, Vassar College.
Ellen B. Mandinach is senior research
scientist and director of the Data for Decisions Initiative at WestEd. Edith S. Gummer is the education research and policy director at the Ewing Marion Kauffman Foundation.
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Foreword by Barbara Schneider ”Deans of colleges of education, practicing teachers, education advocates, and many others will find useful information here.” —Benjamin Riley, Deans for Impact “This work should join the ‘common core’ of teacher education and professional development programs.” —Lee S. Shulman, The Carnegie Foundation for the Advancement of Teaching All teachers need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource features case studies to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. It provides concrete strategies for schools of education, professional developers, and school districts. Apr 2016/176 pp./PB, $31.95/5753-6/HC, $72/5754-3
Technology, Education—Connections (The TEC Series)
Copublished with WestEd
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”This book provides what most of us don’t have: hope that a school based on human rights can actually exist in urban education. It will inspire grassroots activists and educators alike to envision something tangible to fight for.” —Sally Lee, executive director, Teachers Unite
“The testimonies in this book remind us that schools can, in fact, be transformational communities. This is a work of head and heart, a call to reimagine schools as sites of critique and collaboration, purpose and possibility.” —Bill Bigelow, curriculum editor, Rethinking Schools Restoring Dignity in Public Schools demonstrates how urban public schools can create thriving, authentic centers of learning. Drawing from rich narratives of human rights education (HRE) in action, the author shows how school leaders can create an environment in which a culture of dignity, respect, tolerance, and democracy flourishes. The book examines the dynamics of HRE in practice, defines its constituent elements, and explains how these components work in tandem to produce schooling that encourages young people to critically interact with the world around them and imagine different alternatives for the future. This timely book provides a viable alternative to the currently favored strategies of increased testing, privatization, and disciplinary control. Feb 2016/192 pp./PB, $36.95/5742-0
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SCHOOL LEADERSHIP—NEW!
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Liberating Leadership Capacity
Untangling Urban Middle School Reform
Pathways to Educational Wisdom
Clashing Agendas for Literacy Standards and Student Success
Linda Lambert is professor emeritus
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at California State University, East Bay; an international consultant; president of Lambert Leadership Development; and a novelist. Diane P. Zimmerman, a former superintendent of schools, is a writer and consultant focusing on building human capacity. Mary E. Gardner is a former school district superintendent and an educational leader, lecturer, and consultant. Foreword by Andy Hargreaves
“It is a book that can not only set you and your school free but also set you off in a determined direction to foster a more inclusive and inspiring place for your students and fellow educators alike.” —From the Foreword by Andy Hargreaves, Boston College “This book strikes a chord with those who believe that emerging leadership should define the experiences of students and teachers alike.” —Deborah Walker, Collaborative for Teaching and Learning (CTL) Conceptions of leadership have evolved in concert with breakthrough discoveries in science and generative learning. This book captures these new ideas and provides a pathway through which educators can become the primary designers of their own learning and that of their students, thus creating sustainable systems of high leadership capacity. Apr 2016/168 pp./PB, $31.95/5751-2
Cynthia D. Urbanski is a Writing Project
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teacher consultant at the University of North Carolina at Charlotte and ethnographic researcher with the Renaissance West Community Initiative. Foreword by Elyse Eidman-Aadahl
“Teachers and administrators who are trying to untangle new college- and career-ready standards and district curricular and assessment requirements, which is to say almost everyone in education, will find this book extremely useful.” —Tom Fox, California State University At Rosa Parks, a middle school in a crime-ridden neighborhood, students are advised to “do as they are told” and they will succeed. Unfortunately, “doing what they are told” often translates into repeating information given to them by the teacher, especially when it comes to writing. Meanwhile, students in an affluent neighborhood nearby are encouraged to be creative and think critically. This book examines the experience of one school’s resistance to the deficit model of education and how it represents the overall story of urban school reform. Highlighting the consequences of the implementation of the Common Core State Standards in literacy, the author weighs the perspectives of teachers, National Writing Project consultants, and administrators. Her up-close analysis illuminates how rigid accountability structures shift power away from the teachers and administrators who know the students best. Jul 2016/144 pp./PB, $32.95/5771-0
Copublished with NWP (National Writing Project)
Growing Critically Conscious Teachers
Teaching for Equity in Complex Times
A Social Justice Curriculum for Educators of Latino/a Youth
Negotiating National Standards in a High-Performing Bilingual School
Edited by Angela Valenzuela, professor, University of Texas at Austin.
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Foreword by Sonia Nieto Afterword by Christine Sleeter
“This book will be a cherished resource and guide for Latino/a and non-Latino/a teachers alike, and for the university faculty and schooland community-based facilitators who help prepare them.” —From the Foreword by Sonia Nieto, University of Massachusetts, Amherst
“Through a variety of critical perspectives, this excellent volume raises significant questions that must be at the forefront of Latino/a education.” —Antonia Darder, Loyola Marymount University Renowned scholar and educator Angela Valenzuela, together with an impressive roster of contributors, provides a critical framework for educating culturally responsive teachers. They present an approach to secondary education teacher preparation based on the work of the National Latino/a Education Research and Policy Project (NLERAP). Contributors: Adele Arellano, Jennifer Ayala, Margarita Ines BertaÁvila, Julio Cammarota, José Cintrón, Barbara Flores, Carmen I. Mercado, Melissa Rivera, Louie F. Rodríguez Mar 2016/208 pp./PB, $27.95/5683-6 Copublished with NLERAP (National Latino/a Education Research and Policy Project)
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Jamy Stillman, associate professor, University of Colorado, Boulder, Lauren Anderson, associate professor, Connecticut College, with John Beltramo, Kathryn Struthers and Joyce Gomez-Najarro
In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity-minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. The authors identify specific tensions that emerged, concerning: • The degree of academic struggle that is generative for student learning, and the point at which such struggle becomes counterproductive. • The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences. • The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching. • The influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standards. • The performance pressures placed on teachers in today’s educational policy context. ccss Jul 2016/224 pp. (tent.)/PB, $39.95/5784-0/HC, $84/5785-7
Multicultural Education Series
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T E A C H E R P R O F E S S I O N A L D E V E L O P M E N T— N E W ! We Can’t Teach What We Don’t Know
Teach On Purpose!
White Teachers, Multiracial Schools Third Edition
Responsive Teaching for Student Success
Gary R. Howard , president and founder, REACH Center for Multicultural Education, Seattle, WA.
New Edition
Foreword by Sonia Nieto
“More teachers need to read this book, more schools need to make sure it is in their libraries, and more colleges of education need to include it as mandatory reading.” —From the Foreword by Sonia Nieto, University of Massachusetts at Amherst “This Third Edition deepens the critically conscious framework it provides to support the development of highly effective, culturally relevant, and responsive educators.” —Christine Clark, University of Nevada, Las Vegas Jun 2016/224 pp./PB, $28.95/5731-4 Multicultural Education Series
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Jul 2016/176 pp. (tent.)/PB, $29.95/5788-8
Urban Teaching
Differentiating Approaches in Multilingual Elementary Classrooms
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“Teach on Purpose! is really about teaching with purpose while helping students meet and exceed academic standards.” —David Kirkland, NYU
The authors provide secondary teachers with scientifically proven strategies for creating learning environments that increase student engagement and academic achievement. The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts that can be used in any classroom.
Inclusive Literacy Teaching
Lori Helman , associate professor, University of Minnesota, and director, Minnesota Center for Reading Research. Carrie Rogers , assistant professor, Western Carolina University. Amy Frederick , assistant professor, University of Wisconsin–River Falls. Maggie Struck , doctoral candidate, the University of Minnesota.
Leslie David Burns , associate professor, University of Kentucky, and winner, Edward Fry Book Award from the Literacy Research Association. Stergios G. Botzakis , associate professor, The University of Tennessee, Knoxville.
The Essentials Third Edition
New Edition
Foreword by Robert T. Jiménez
Lois Weiner, professor and coordinator of the MA in Urban Education/Teaching and Learning, New Jersey City University. Daniel Jerome , public school teacher and dean of students. “FINALLY, a book about urban teaching from two experienced professionals who intimately know and respect the art of educating in urban America!” —Keith Benson, teacher, New Jersey
This book will help elementary teachers take conscious steps toward creating educational equity for linguistically diverse students. Readers see foundational language and literacy principles enacted through the journeys of real students as they progress from 1st through 6th grade, including the successes, obstacles, and developmental nuances.
This significantly revised edition will help prospective and new teachers navigate the realities of city teaching. It melds new insights from Daniel Jerome—New York City teacher—with what Lois Weiner has learned from research and decades of experience working with teachers and students in a variety of settings.
Jun 2016/160 pp. (tent.)/PB, $35.95/5786-4/HC, $84/5787-1
Feb 2016/112 pp./PB, $25.95/5689-8
Language and Literacy Series
Reading, Writing, and Talk Inclusive Teaching Strategies for Diverse Learners, K–2
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Mariana SoutoManning , associate professor and coordinator of Early Childhood Education Program, Teachers College, Columbia University; Jessica Martell, elementary school teacher. Foreword by Gloria Ladson-Billings
“Offers us a great opportunity to explore pedagogical strategies that are diverse and inclusive.” —From the Foreword by Gloria LadsonBillings, University of Wisconsin–Madison Hands-on examples and strategies will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum for young children. May 2016/176 pp./PB, $32.95/5757-4 HC, $72/5758-1
Word Study in the Inclusive Secondary Classroom
Young Meaning Makers
Teaching Comprehension, Grades K–2
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D. Ray Reutzel, University of Wyoming, Cindy D. Jones , Sarah K. Clark , and Sandra L. Gillam, all at Utah State University. Foreword by P. David Pearson
“This is a must-read for teachers and educators as they strive to meet the new literacy standards and improve reading comprehension outcomes for their students.” —Linda B. Gambrell, Clemson University, coeditor, Reading Research Quarterly This book shows teachers how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time, and assessing the acquisition of knowledge.
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Supporting Struggling Readers and Students with Disabilities
Melinda Leko is an assistant professor in the Department of Special Education at the University of Kansas. Word study integrates decoding/phonics, spelling, and vocabulary instruction to help struggling readers identify unfamiliar words in order to improve reading comprehension. This book provides secondary general and special education teachers with strategies to embed word study instruction in content area classes. The text includes lesson plans, reproducible teaching tools, and discussion questions. Jun 2016/144 pp./PB, $29.95/5778-9 HC, $68/5779-6
ccss Jun 2016/168 pp./PB, $35.95/5760-4 HC, $72/5761-1
The Common Core State Standards in Literacy Series
Language and Literacy Series
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E D U C AT I O N A L P O L I C Y— B E S T S E L L E R S !
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New Edition of the 2013 Winner
Finnish Lessons 2.0
What Can the World Learn from Educational Change in Finland? Second Edition Pasi Sahlberg
Forewords by Diane Ravitch and Andy Hargreaves / Afterword by Sir Ken Robinson ”Finnish Lessons 2.0 reminds us that a nation can consciously build an admirable school system if it pays close attention to the needs of children, if it selects and prepares its educators well, and if it builds educational communities that are not only physically attractive but conducive to the joys of teaching and learning.” —From the Foreword by Diane Ravitch, NYU
The first edition of Finnish Lessons won the prestigious Grawemeyer Award in Education and has been translated into 16 languages. Now, with Finnish Lessons 2.0, Pasi Sahlberg has thoroughly updated his groundbreaking account of how Finland built a world-class education system during the past four decades. This second edition details the complexity of meaningful change by examining Finland’s educational performance in light of the most recent international assessment data and domestic changes. 2015/264 pp./PB, $24.95/5585-3
2012 Winner!
The Flat World and Education
How America’s Commitment to Equity Will Determine Our Future Linda Darling-Hammond
“Contains a valuable lode of practical and researchbased advice about how to improve our schools.” —The Washington Post “Darling-Hammond identifies the policies and the practices that could turn the tide from educational mediocrity to educational excellence for all if we only had the will.” —The School Administrator
“This book is a must for graduate education students, educators, [and] policymakers.... Essential.” —Choice 2010/408 pp./PB, $26.95/4962-3/(T) Multicultural Education Series
50 Myths and Lies That Threaten America’s Public Schools
The Real Crisis in Education
David C. Berliner, Gene V Glass, and Associates “A valuable new book.” —The Washington Post “A timely and hard-hitting book. The teachers of our children will be grateful.” —Jonathan Kozol, educator and author “A flat-out masterpiece.” —W. James Popham, professor emeritus, UCLA “If you care about the future of public education, you mustn’t ignore this book.” —Andy Hargreaves, Lynch School of Education, Boston College
“Anyone involved in making decisions about today’s schools should read this book.” —Linda Darling-Hammond, Stanford University 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, $29.95/5524-2 (T)
Closing the School Discipline Gap
Equitable Remedies for Excessive Exclusion Edited by Daniel J. Losen
“This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, Children’s Defense Fund
Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies, including a districtwide approach in Cleveland aimed at social and emotional learning strategies. Contributors include Robert Balfanz, Jamilia J. Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson. 2015/288 pp./PB, $36.95/5613-3/HC, $76/5614-0
Disability, Culture, and Equity Series
Teaching in the Flat World
Learning from High-Performing Systems
Linda Darling-Hammond and Robert Rothman , with contributions by Pasi Sahlberg, Barry Pervin, Carol Campbell, and Tan Lay Choo “The best single collection you will find on the topic of improving the teaching profession. It’s got everything, including six great lessons from successful systems that you will not want to miss.” —Michael Fullan, professor emeritus, University of Toronto Will help school systems improve their teacher workforce by drawing important lessons from nations with high-performing educational systems and from successful state experiments in the United States. Their varied solutions offer valuable ideas for how to create a strong teacher and school administrator corps from recruitment and preparation through induction, professional development, evaluation, and career advancement into leadership roles.
Race to the Bottom
Corporate School Reform and the Future of Public Education Michael V. McGill
“An acute analysis of the failure of corporate school reform, a sobering tale of its damages, and an urgent call for changing course, all from a veteran education leader of the nation’s best schools.” —Yong Zhao, internationally known scholar, author, and speaker McGill traces the emergence of corporate reform and describes how its tenets run counter to the key elements of a high-quality education. Drawing from a wealth of experience as a school superintendent, including his tenure in Scarsdale during the 2001 districtwide boycott of New York State standardized tests, the author offers a model of school reform that will prepare students for the 21st century.
2015/192 pp./PB, $32.95/5637-9
2015/120 pp./PB, $24.95/5647-8/HC, $54/5648-5
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E D U C AT I O N A L P O L I C Y— R E C E N T LY P U B L I S H E D Cracks in the Schoolyard
Common Core Dilemma
Edited by Gilberto Q. Conchas , with Briana M. Hinga
Mercedes K. Schneider Foreword by Carol Corbett Burris
Confronting Latino Educational Inequality
Foreword by Amanda Datnow “Provides powerful accounts of the ways in which Latino students achieve in spite of formidable obstacles.” —From the Foreword by Amanda Datnow, University of California, San Diego “Cracks in the Schoolyard convenes a dynamic group of scholars committed to transforming our schools. It’s a must-read book, especially for practitioners, researchers, and policymakers.” —Gilda L. Ochoa, Pomona College This book features achievement cases that depict Latinos as active actors in the quest for social and economic mobility. These counternarratives will help educators and policymakers fill the cracks in the schoolyard that often create disparity and failure for youth and young adults. Contributors: Nancy Acevedo-Gil, Alejandra S. Albarran, Edelina M. Burciaga, Leo R. Chavez, Gilberto Q. Conchas, Isiaah Crawford, Cindy Cruz, Briana M. Hinga, Eduardo Mosqueda, Leticia Oseguera, Louie F. Rodríguez, Kip Téllez, and Irene I. Vega
Who Owns Our Schools?
“Mercedes Schneider is the right person to take a close look at the controversies around the Common Core. No one digs deeper than she to understand the politics, money, and personalities behind big issues.” —Diane Ravitch, New York University In this book, bestselling author Mercedes Schneider provides little-known details about the history of the Common Core State Standards. She lifts the veil on the development of the Common Core, the individuals present in the back room, the push to copyright it so that test-makers could profit, and the urgency for governors to sign commitments before the standards were even completed. CCSS is publicized as being a state-led, teacher-developed approach guaranteed to ensure that all students are college- and careerready. By the end of this eye-opening book, readers will come to understand the CCSS and its attendant assessments as something very different.
ccss 2015/264 pp./PB, $29.95/5649-2/HC, $68/5650-8
Nov 2015/224 pp./PB, $39.95/5703-1/HC, $80/5704-8
Schooled
Ordinary, Extraordinary Teaching in an Age of Change Anne Lutz Fernandez and Catherine Lutz Foreword by Ann Lieberman
“Schooled pays tribute to passionate, informed educators, but directly challenges the reforms now being forced upon them. The book is an electrifying and inspiring must read for teachers and everyone concerned with the fate of our schools.” —Lesley Bartlett, University of Wisconsin–Madison The authors traveled the country to meet a wide range of educators on the frontlines of teaching across diverse contexts. This beautifully written book highlights teachers’ thoughts on many key educational issues, including revamped teacher evaluations, curricular standardization, and increased testing. Visit the book website and blog at www.schooledbook.org. Jul 2015/160 pp./PB, $29.95/5736-9/HC, $74/5737-6
2015 AESA Critics’ Choice Book Award
Being Bad
My Baby Brother and the School-to-Prison Pipeline Crystal T. Laura Foreword by William Ayers Afterword by Erica R. Meiners “This easy-to-read personal narrative provides a connection to the larger body of literature regarding the school-to-prison pipeline, and the myriad factors contributing to this phenomenon that would be wellreceived by undergraduate education students, as well as community members, families, and teachers.” —Teachers College Record In a poignant and harrowing journey, the author follows her brother, Chris, who has been designated a “bad kid” by his school, a “person of interest” by the police, and a “gangster” by society.
2014/144 pp./PB, $29.95/5596-9/HC, $64/5597-6 Teaching for Social Justice Series
Healthy Learners
A Whole Child Approach to Reducing Disparities in Early Education Robert Crosnoe, Claude Bonazzo, and Nina Wu “Blending diverse data sources and analytic tools, Healthy Learners presents a compelling case for linking early childhood education with health in policy and practice.” —Beth Graue, University of Wisconsin–Madison “This book is important for anyone who is concerned about educational equity, high quality early education, educational policy issues, or improving outcomes for vulnerable populations.” —Linda Espinosa, University of Missouri–Columbia While the text covers a broad spectrum of American children, special attention is given to the growing population of Mexican immigrant children. Chapters include: Issues to Ponder, Keywords, Take-Home Messages, and Next Questions. Sep 2015/168 pp./PB, $32.95/5709-3 Early Childhood Education Series
Squandering America’s Future
Why ECE Policy Matters for Equality, Our Economy, and Our Children Susan Ochshorn / Foreword by David Kirp
“Recommended for parents, politicians, and anyone who has worked in education.” —Library Journal “A must-read for all who care about kids.” —Nancy Carlsson-Paige, professor emerita, Lesley University “This book needs to be read widely, and right away.” —Deborah Meier, MacArthur award– winning teacher, principal, and author “Susan Ochshorn shows us how a few dedicated people, schools, agencies, and institutions have made a difference in children’s lives.” —Samuel J. Meisels, Buffett Early Childhood Institute, University of Nebraska
2015/192 pp./PB, $27.95/5670-6
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SCHOOL LEADERSHIP—BESTSELLERS! 2015 Winner!
What Kind of Citizen? Educating Our Children for the Common Good
Professional Capital
Transforming Teaching in Every School
Joel Westheimer
Andy Hargreaves and Michael Fullan
“A necessary and brilliant book.” —Henry Giroux, McMaster Univeristy
“This book gives educators viable solutions and varied examples from around the world.” —Principal
“In this refreshingly accessible book, Westheimer explains the importance of helping students to think critically and question tradition.” —Alfie Kohn, bestselling author
“Engaging, challenging and stimulating.” —School Administrator “This provocative, thoughtful, and challenging book is an excellent place to start a much-needed conversation.” —Education Update
“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, Stanford University How can schools teach the skills required for a strong democracy to flourish? What Kind of Citizen? asks readers to imagine the kind of society they would like to live in—and then shows the ways in which schools can be used to make that vision a reality.
Professional Capital has been endorsed by leaders from NEA, AFT, and AASA, among others.
2012/240 pp./PB, $32.95/5332-3/HC, $66/5333-0 Copublished with Routledge and the Ontario Principals’ Council. See tcpress.com for availability outside the U.S.A.
2015/128 pp./PB, $24.95/5635-5
The Pedagogy of Confidence
Reaching and Teaching Students in Poverty
Inspiring High Intellectual Performance in Urban Schools
Strategies for Erasing the Opportunity Gap
Yvette Jackson Foreword by Reuven Feuerstein
Paul C. Gorski “Provides a good overview of the topic, delivers clear, well-researched information, and helps all educators expand their knowledge of poverty and social class.” —Choice
“What Dr. Jackson proposes here is truly a remedy to ensure that students, no matter where they come from, and no matter where they go to school, have the ability to attain their innate intellectual potential.” —Education Update “This book will become the ‘Rosetta Stone’ of urban education.” —Joseph S. Renzulli, The University of Connecticut
2011/208 pp./PB, $28.95/5223-4/HC, $62/5224-1
“From one of the smartest scholars on poverty and education comes this engaging and thoroughly researched book that every educator and school leader should read.” —Kevin Kumashiro, University of San Francisco Gorski provides instructional strategies based on more than 20 years of research on what works (and what doesn’t work). The text also includes activities such as a Poverty and Class Awareness Quiz.
2013/216 pp./PB, $34.95/5457-3/HC, $74/5458-0 Multicultural Education Series
The Power of Protocols
Getting Teacher Evaluation Right
Joseph P. McDonald , Nancy Mohr, Alan Dichter, and Elizabeth C. McDonald
Linda DarlingHammond
An Educator’s Guide to Better Practice Third Edition
“My practice is continuously strengthened by The Power of Protocols. This book will enlarge your thinking about how protocols can help you with change management and issues of equity.” —Bena Kallick, The Institute for Habits of Mind This new edition features substantial updates that take into account recent developments in the field of facilitative leadership. The authors have also added 11 totally new protocols.
2013/144 pp./PB, $26.95/5459-7 the series on school reform
What Really Matters for Effectiveness and Improvement
“Darling-Hammond knows that we must ‘get teacher evaluation right’ and her book is as clear a guide for doing that as we will ever see.” —Ronald Thorpe, National Board for Professional Teaching Standards In this book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
2013/192 pp./PB, $26.95/5446-7 HC, $68/5447-4
Summer Reading
Closing the Rich/Poor Reading Achievement Gap Edited by Richard L. Allington and Anne McGill-Franzen Foreword by Gerald G. Duffy
“Summer Reading shows us how to make voluntary reading programs work, especially for low achievers.” —P. David Pearson, University of California, Berkeley This timely volume offers not only a comprehensive review of what is known about summer reading loss, but also provides reliable interventions and guidance for planning a successful summer reading program. Contributors: Richard L. Allington, Lynn Bigelman, James J. Lindsay, Anne McGill-Franzen, Geraldine Melosh, Lunetta Williams
2013/144 pp./PB, $29.95/5374-3 photos Language and Literacy Series
Copublished with Learning Forward
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S C H O O L L E A D E R S H I P — R E C E N T LY P U B L I S H E D Facilitating for Learning
Tools for Teacher Groups of All Kinds David Allen and Tina Blythe Foreword by Ron Ritchhart “A practice-based resource loaded with ideas, strategies, and tools designed to maximize opportunities to promote professional learning, team-based thinking, and collaborative problem solving.” —Larry Leverett, Panasonic Foundation This resource is designed for use in a range of contexts, including faculty and department meetings, professional learning communities, grade-level teams, and inquiry groups. It is a perfect companion to the authors’ bestseller, The Facilitator’s Book of Questions.
2015/144 pp./PB, $27.95/5738-3
Trauma-Sensitive Schools
Learning Communities Transforming Children’s Lives, K–5
Smarter Teacher Leadership Neuroscience and the Power of Purposeful Collaboration
Marcus Conyers and Donna Wilson Foreword by Mary Helen Immordino-Yang This pioneering book shares a fresh vision for school leadership that connects current knowledge from mind, brain, and adult learning research to the process of teacher development and leadership. Providing clear steps and real-life examples, the authors demonstrate a broad array of leadership pathways to help teachers collaborate with colleagues and advocate with administrators and parents.
2015/144 pp./PB, $28.95/5730-7
Be the Change
Reinventing School for Student Success
Susan E. Craig / Foreword by Jane Ellen Stevens
Linda Darling-Hammond, Nicky Ramos-Beban, Rebecca Padnos Altamirano, and Maria E. Hyler
Growing evidence supports the important relationship between trauma and academic failure. In response, the trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K–5 education professionals with clear explanations of current research and dozens of practical, creative ideas.
Be the Change tells the remarkable story of an innovative public high school in East Palo Alto modeled after successful small schools in New York City. Guided by the expertise of renowned educator Linda Darling-Hammond, it offers authentic and engaging instruction that has allowed students who start off far behind to graduate and go on to college in record numbers.
2015/160 pp./PB, $28.95/5745-1
The New Meaning of Educational Change Fifth Edition
2016/264 pp./PB, $34.95/5743-7 large format
Courageous Leadership in Early Childhood Education
Michael Fullan
Taking a Stand for Social Justice
Based on practical and fundamental work with education systems in several countries, this classic textbook captured the dilemmas and leading ideas for successful large-scale systemic reform. The updated Fifth Edition includes decisionmakers at all levels and introduces many new and powerful ideas for formulating strategies and implementing solutions that will improve educational systems.
Edited by Susi Long, Mariana Souto-Manning, and Vivian Maria Vasquez Foreword by Sonia Nieto
2015/312 pp./PB, $36.95/5680-5/HC, $78/5744-4 Copublished with Routledge and Ontario Principals’ Council. See tcpress.com for availability outside the U.S.A.
Through the voices of families, teachers, and the administrators themselves, each chapter shares ways that these leaders use the power entrusted in them to question and disrupt discriminatory and marginalizing practices that deny opportunities for some students while privileging others. The book includes strategies and resources that administrators can use to build confidence, knowledge, and skills. 2016/224 pp./PB, $34.95/5741-3 Early Childhood Education Series
The New Early Childhood Professional
A Step-by-Step Guide to Overcoming Goliath Valora Washington, Brenda Gadson, and Kathryn L. Amel Foreword by Roger and Bonnie Neugebauer “Readers, be prepared to be jolted out of your comfort zone. This book will challenge, inform, provoke, and inspire you.” —From the Foreword by Roger and Bonnie Neugebauer, publishers of Exchange Magazine 2015/176 pp./PB, $27.95/5663-8 Early Childhood Education Series Copublished with National Association for the Education of Young Children
Literacy Leadership in Changing Schools
10 Keys to Successful Professional Development Shelley B. Wepner, Diane W. Gómez, Katie Egan Cunningham, Kristin N. Rainville, and Courtney Kelly
Provides concrete approaches that leaders and coaches can use to help K–6 teachers improve their instruction with culturally and linguistically diverse students. Offering vignettes, strategies, and guidelines, the book addresses typical issues leaders and teachers face, such as high-stakes testing, failure rates, teacher and principal evaluations, family engagement, and shrinking resources.
ccss 2015/312 pp./PB, $36.95/5713-0 Language and Literacy Series
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TE ACH E R PRO FE SSIO N A L DE VE LO PM E NT— B E S T S E LLE R S! Biography-Driven Culturally Responsive Teaching Second Edition Socorro Herrera For the new edition, teaching strategies and tools have been updated to reflect new brain research and to keep pace with our nation’s everchanging demographics and constant shift in expectations for K–12 students. The structure and format of this bestseller has also been revised to help educators find information quickly.
2016/208 pp./PB, $32.95/5750-5 large format, photos
The Fluency Factor
RTI in the Common Core Classroom
Authentic Instruction and Assessment for Reading Success in the Common Core Classroom Timothy Rasinski and James K. Nageldinger Foreword by Patricia M. Cunningham
Reading fluency has been identified in the Common Core State Standards as a foundational competency for reading proficiency. This resource provides teachers and literacy interventionists with approaches to fluency instruction that are effective, engaging, and easy to implement. This important new book updates and adds to Timothy Rasinski’s classic text, The Fluent Reader. ccss 2016/160 pp./PB, $30.95/5747-5
A Framework for Instruction and Assessment
Sharon Vaughn, Philip Capin, Garrett J. Roberts, and Melodee A. Walker Focusing on what research tells us about how children learn, this guide can serve as the core of language arts instruction with all students, including individuals with mild to moderate disabilities. It offers an adaptable framework and practical tips for integrating Common Core State Standards (CCSS) into local Response to Intervention (RTI) systems. ccss 2016/160 pp./PB, $29.95/5716-1
The Common Core State Standards in Literacy Series
The Common Core State Standards in Literacy Series
Reading Like a Historian
Teaching Literacy in Middle and High School History Classrooms—Aligned with Common Core State Standards Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano “The Reading Like a Historian program...is getting a new wave of attention as teachers adapt to the Common Core State Standards in English/ language arts.” —Education Week Spotlight (July 30, 2012) This award-winning book covers key moments in American history and includes primary documents, charts, graphic organizers, visual images, and political cartoons. ccss 2013/168 pp./PB, $29.95/5403-0 large format, illustrations
Reading, Thinking, and Writing About History
Whiteness and Inquiry in Education Ali Michael Foreword by Shaun R. Harper
“As a White teacher engaged in this work, I’ve watched these tools help educators support one another as they make mistakes, reflect, and grow together.” —Lynn Eckerman, Independence Charter School, Philadelphia 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, $34.95/5599-0/HC, $78/5600-3 Practitioner Inquiry Series
Strategies for the Heterogeneous Classroom, Third Edition
Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6–12 Chauncey Monte-Sano, Susan De La Paz , and Mark Felton Foreword by Sam Wineburg “An essential resource for teachers faced with the challenges of integrating critical reading and writing skills into their classrooms while coping with the loss of planning time, large class sizes, and reduced funds to spend on student resources.” —The American Historian This guide presents six research-tested investigations, along with corresponding primary documents, teaching materials, and tools. ccss 2014/240 pp./PB, $31.95/5530-3 large format
The Common Core State Standards in Literacy Series Copublished with NWP
Raising Race Questions
Designing Groupwork
Elizabeth G. Cohen and Rachel A. Lotan Forewords by Linda Darling-Hammond and John I. Goodlad “Designing Groupwork has earned its place in the library of anyone seeking to create high-achieving, equitable classrooms.” —Horace The new edition of this popular book shows how groupwork contributes to growth and development in the language of instruction. Responding to new curriculum standards and assessments across all grade levels and subject areas, this edition shows teachers how to organize their classroom so that all students participate actively.
2014/256 pp. /PB, $26.95/5566-2
Helping English Learners to Write
Why We Teach Now Edited by Sonia Nieto
Meeting Common Core Standards, Grades 6–12
“Sonia Nieto has done it again, this time providing us with a hopeful book featuring a collection of writings grounded in the lived experiences of outstanding teachers.” —Luis Moll, University of Arizona
Carol Booth Olson, Robin C. Scarcella, and Tina Matuchniak Foreword by Steve Graham Using a rich array of research-based practices, this book will help secondary teachers improve the academic writing of English learners. It provides specific teaching strategies, activities, and extended lessons to develop EL students’ narrative, informational, and argumentative writing. ccss 2015/192 pp./PB, $31.95/5633-1 photos/illustrations
The Common Core State Standards in Literacy Series Copublished with NWP and TESOL
Why We Teach Now dares to challenge current notions of what it means to be a “highly qualified teacher” á la No Child Left Behind, and demonstrates the depth of commitment and care teachers bring to their work with students, families, and communities.
2015 / 288 pp./PB, $29.95/5587-7 HC, $68/5624-9
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