Teachers College Press: 2016 Catalog

EARLY CHILDHOOD EDUCATION2 The New Early Childhood Professional,

Washington2 Observing and Recording the Behavior

of Young Children, Sixth Edition, Cohen2 Young Investigators, Helm 3 Teaching Kindergarten, Diamond3 Reading, Writing, and Talk, Souto-

Manning3 Courageous Leadership in Early

Childhood Education, Long4 The Early Intervention Guidebook for

Families and Professionals, Second Edition, Keilty

TECHNOLOGY AND LEARNING14 Data Literacy for Educators, Mandinach

FAMILIES, SCHOOLS, & COMMUNITIES15 The Manhattan Family Guide to Private

Schools and Selective Public Schools, Seventh Edition, Goldman

MULTILINGUAL CLASSROOMS/ ENGLISH LANGUAGE LEARNERS17 Biography-Driven Culturally

Responsive Teaching, Second Edition, Herrera

17 Inclusive Literacy Teaching, Helman

LANGUAGE AND LITERACY22 Literacy Leadership in Changing

Schools, Wepner22 The Fluency Factor, Rasinski22 RTI in the Common Core Classroom,

Vaughn23 Literacy Theory as Practice, Handsfield23 Partnering with Immigrant

Communities, Campano 23 Young Meaning Makers, Reutzel 24 Pose, Wobble, Flow, Garcia24 Newsworthy, Madison24 Engaging Writers with Multigenre

Research Projects, Mack25 Revitalizing Read Alouds, Price25 Literacy and History in Action, McCann 25 Go Be a Writer!, Kuby 26 Teaching Outside the Box but Inside

the Standards, Fecho26 Untangling Urban Middle School

Reform, Urbanski 26 Teaching for Promise, Collins

CURRICULUM, INSTRUCTION, AND ASSESSMENT34 Preparing to Teach Social Studies for

Social Justice (Becoming a Renegade), Agarwal-Rangnath

34 Teach On Purpose!, Burns 34 Imagination and the Engaged Learner,

Egan

TEACHER EDUCATION40 Teaching with Conscience in an

Imperfect World, Ayers40 Urban Teaching, Third Edition, Weiner40 The Mindful Teacher, Second Edition,

Shirley41 Growing Critically Conscious Teachers,

Valenzuela41 Facilitating for Learning, Allen41 Schooled, Lutz Fernandez 42 Quiet at School, Coplan 42 Smarter Teacher Leadership, Conyers 42 New Ways to Engage Parents, Edwards 43 Invite! Excite! Ignite!, Fogarty 43 Teaching Disciplinary Literacy, Peters 43 Teaching in Themes, Meier44 Civic Education in the Elementary

Grades, Mitra 44 Identity Work in the Classroom,

Jones-Walker 44 Transforming Teacher Education for

Social Justice, Zygmunt

ADMINISTRATION, LEADERSHIP, AND POLICY50 The New Meaning of Educational

Change, Fifth Edition, Fullan 50 Be the Change, Darling-Hammond50 School Choice, Schneider 51 Improving Teacher Evaluation Systems,

Grissom51 Liberating Leadership Capacity,

Lambert 51 Trauma-Sensitive Schools, Craig 52 Teaching for Equity in Complex Times,

Stillman

FOUNDATIONS OF EDUCATION58 Expanding College Access for Urban

Youth, Howard 58 Cracks in the Schoolyard, Conchas58 Human Rights and Schooling, Osler 59 School Integration Matters,

Frankenberg 59 Restoring Dignity in Public Schools,

Hantzopoulos 59 After the “At-Risk” Label, Brown

CULTURE, SOCIETY AND EDUCATION65 We Can’t Teach What We Don’t Know,

Third Edition, Howard 65 Reclaiming the Multicultural Roots of

U.S. Curriculum, Au

COMPARATIVE AND INTERNATIONAL EDUCATION69 The Privatization of Education, Verger

SPECIAL/GIFTED EDUCATION71 DisCrit—Disability Studies and Critical

Race Theory in Education, Connor71 Creativity and the Autistic Student,

Snow 71 How to Prevent Special Education

Litigation, Umpstead72 Word Study in the Inclusive Secondary

Classroom, Leko

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To Order:www.tcpress.comTeachers College PressP.O. Box 20Williston, VT 05495–0020800.575.6566802.864.7626 (fax)email orders: [email protected] customer service: [email protected]

Contents 2 Early Childhood Education 12 Environment Rating Scales (ERS) 14 Technology and Learning 15 Families, Schools, and Communities 17 Multilingual Classrooms/English Language Learners 20 Common Core Resources 22 Language and Literacy 34 Curriculum, Instruction, and Assessment 40 Teacher Education 50 Administration, Leadership, and Policy 58 Foundations of Education 65 Culture, Society, and Education 68 Higher and Adult Education 69 Comparative and International Education 70 Psychology, Counseling, and Development 71 Special Education/Gifted Education 73 Author/Title/Series Indexes 84 Popular Textbooks 86 Manuscript Submission Guidelines 87 Exam/Desk Copy Form 88 Order Form

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COMMON CORE RESOURCES Pages 20-21

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BOOKS ON DISPLAY2016 Conference Schedule

AACTE Booth #420February 23, 2016Las Vegas, NV

ASCD Booth #521April 2, 2016Atlanta, GA

AERAApril 9, 2016Washington, DC

NAEYCPDIJune 5, 2016Baltimore, MD

ILA (IRA) Booth #513July 9, 2016Boston, MA

NAEYCNovember 2, 2016Los Angeles, CA

NCTENovember 17, 2016Atlanta, GA

LRANovember 30, 2016Nashville, TN

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The New Early Childhood ProfessionalA Step-by-Step Guide to Overcoming GoliathValora Washington, CEO, Council for Professional Recognition, founder, CAYL Institute; Brenda Gadson, owner, BMG Consulting; Kathryn L. Amel, associate manager, pro-grams and operations, CAYL Institute.

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

“The authors lay out a proven, intentional, strategic, and clear

approach to effect change collectively and individually. A definite must-read!”

—Marta T. Rosa, Wheelock College“At a pivotal moment in early childhood education,

the authors give us the tools to become agents of change on behalf of young children. This highly readable discussion leaves us with no more excuses.”

—Jacqueline Jones, executive director, Foundation for Child Development, New York

For today’s early childhood educator, change is a non-negotiable reality. This handbook presents some of the heroic experiences and strategic approaches used by early childhood educators (participants in the CAYL Institute Fellowship programs) to deal with change. The authors share a framework with concrete steps, resources, tools, and questions for reflection.

Visit the book website at www.newearlychildhoodprofessional.com.Audience: Pre- and inservice early childhood practitioners (birth to age 8), school administra-tors, Head Start and child care directors, teacher educators, and professional developers; courses in early childhood education, leadership, administra-tion, policy, advocacy, and credentialing.

2015/176 pp./PB, $27.95/5663-8Early Childhood Education SeriesCopublished with NAEYC

Observing and Recording the Behavior of Young ChildrenSixth EditionDorothy H. Cohen and Virginia Stern held faculty positions at Bank Street Graduate School of Education; Nancy Balaban was director of Infant and Family Development and Early Intervention Program at Bank Street College of Education; and Nancy Gropper was associate dean for Academic Affairs, department chair, and director of Student Teaching Programs at Bank Street.

”The sixth edition adds to the remarkable history of this volume with nug-gets of updated insights reflecting the chang-ing environments in which our children de-velop and grow.”—Jon Snyder,

Stanford Center for Policy Opportunity in Education

In the Sixth Edition of their classic text, the authors reiterate the critical importance of observing and recording the behavior of young children, especially in the current atmosphere of accountability and testing. In addition, because children with special needs are now widely included in a majority of early childhood classrooms, they have completely rewritten a chapter to focus more broadly on observing behaviors that may be viewed as disquieting. Designed to help teachers better understand children’s behavior, the book outlines methods for recordkeeping that provide a realistic picture of each child’s interactions and experiences in the classroom. Numerous examples of teachers’ observations of children from birth to age 8 enrich this work and make it accessible, practical, and enjoyable to read.

With more than 130,000 copies in print, this valuable resource for pre- and inservice educators features:• Fresh information about how children think

and learn, how their language develops, and how their families, their culture, and their environment influence and help to shape them.

• Observations that reflect the increasingly diverse population in contemporary early childhood classrooms.

• The imperative for teachers to widen their lens in order to meet the needs of young children with a range of developmental capacities, abilities, and behaviors.

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

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

Young InvestigatorsThe Project Approach in the Early Years, Third EditionJudy Harris Helm heads her own educational consulting and training company, Best Practices, Inc., in Brimfield, Illinois. Lilian G. Katz is past presi-dent of the National Association for the Education of Young Children (NAEYC) and professor emerita at the University of Illinois, Urbana-Champaign.

Now in its Third Edition, Young Investigators pro-vides an introduction to the project approach with step-by-step guid-ance for conducting meaningful investiga-tions with young chil-dren. The authors have expanded their best-seller to include two new chapters—How Projects Can Connect Children with Nature

and Project Investigations as STEM—and to pro-vide more help to teachers of the youngest children (toddlers) and older children (2nd grade). The new edition also shows teachers how to use standards in the topic selection process and identifies activities and experienc-es that will help children grasp key concepts and skills. Throughout the text, readers listen to teachers’ concerns, witness how they find solutions to challenges, and experience how excited children become during project work. This book is appropriate for those new to using the Project Approach, as well as for teachers who already have experience with implement-ing the Project Approach.

Book Features:• Examples of projects from child care

centers and preschool, K–2, and special education classrooms.

• Instructions for incorporating standards and STEM skills into project work.

• A variety of experiences to help children connect to the natural world.

• Toddler projects that reflect knowledge from recent mind/brain research.

• Tools for integrating required curriculum goals and for assessing achievement.

• A Teacher Project Planning Journal that leads teachers through the major decision points of project work.

• Full-color photographs of children engaged with projects.

• A study guide for pre- and inservice teachers, available at www.tcpress.com.

Audience: Early childhood educators (toddler through grade 2), childcare providers, curriculum coordinators, and professional developers; courses in early childhood education, teaching methods, STEM learning.

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EarlyChildhoodEducation

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EnvironmentRating ScalesFamily of Products

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

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Teaching KindergartenLearner-Centered Classrooms for the 21st CenturyEdited by Julie Diamond who taught kindergarten in New York City public schools for 23 years and currently advises student teachers. Betsy Grob taught kindergarten and Spanish before serving on the faculty of Bank Street College for over 20 years. She consults on curriculum nationally and internationally. Fretta Reitzes created the Wonderplay Conference and provides professional development for early childhood educators.

Foreword by Vivian Gussin Paley Prologue by Ruth Charney

”The teachers you are about to read tell stories no one has heard before, at a time when it is diffi-cult to hear the indi-vidual voices in the classroom. No grade level needs this soul-searching examination more than kindergarten.”

—From the Foreword by Vivian Gussin Paley, internationally renowned educator,

author, and classroom teacher“Teaching Kindergarten will move readers to collaborate, inquire, and create ideas of their own.”

—Celia Genishi, Teachers College, Columbia University

“We need this book. It speaks eloquently to what good practice looks like in real schools, as well as what it means to be a good teacher.”

—Deborah Meier, New York University’s Steinhardt School of Education

“This is an important book, written by highly competent and gifted educators. It needs to be read by all concerned with the education of young children.”

—Aisha Ray, Erikson Institute Today’s kindergarten teachers face enormous challenges to reach district-mandated aca-demic standards. This book presents a model for 21st-century kindergartens that is rooted in child-centered learning and also shaped by the needs and goals of the present day. Classroom teachers working with diverse populations of students and focusing on issues of social jus-tice provide vivid descriptions of classroom life across urban and rural communities. Teacher reflections and commentary from the editors link teacher decisions to principles of good practice. Teaching Kindergarten illustrates how a progressive, learner-centered approach can not only meet the equity and accountability goals of the Common Core State Standards but go well beyond that to educate the whole child. Audience: Pre- and inservice teachers, teacher educators, teacher study groups; courses in early childhood education, curriculum and instruction, literacy, mathematics, play, student teaching, child development, philosophy of education, contemporary issues in education.

ccss 2015/176 pp./PB, $29.95/5711-6 photographsEarly Childhood Education Series

Reading, Writing, and TalkInclusive Teaching Strategies for Diverse Learners, K–2Mariana Souto-Manning, associate professor and coordinator, Early Childhood Education Program, Teachers College, Columbia University; and Jessica Martell, elementary school teacher with over 17 years of experience working with diverse student populations in New York City’s public schools.

Foreword by Gloria Ladson-Billings

This book introduces a variety of inclusive strategies for teaching language and literacy in kindergarten through 2nd grade. Readers are invited into classrooms where racially, culturally, and linguistically diverse children’s experiences, unique strengths, and expertise are support-ed and valued.

Chapters focus on oral language, reading, and writing development and include diverse possi-bilities for culturally relevant and inclusive teaching. Featured teaching strategies foster academic success, cultural competence, and critical consciousness—leading students to read their worlds and question educational and societal inequities.

Early childhood teachers will find this book invaluable as they consider effective ways to teach diverse children. The hands-on examples and strategies portrayed will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum. Unique in its focus on equitable, fully inclusive, and cultur-ally relevant language and literacy teaching, this important book will help K–2 teachers (re)think and (re)conceptualize their own practices.

Book Features:• Showcases culturally relevant and inclusive

ways of teaching reading and writing in the early childhood classroom.

• Uses vivid classroom examples to show how teachers and students build on diversities as strengths, fostering educational success.

• Includes the voices of teachers who employ theoretically informed and equitable language and literacy teaching practices in their own K–2 classrooms.

Audience: Teachers (K–2), teacher educators, literacy coaches, professional developers, and curriculum developers; courses in early childhood education, language and literacy, multicultural education, inclusive education, teaching reading and writing in the primary grades, language, literacy, and culture.

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

Courageous Leadership in Early Childhood EducationTaking a Stand for Social Justice Edited by Susi Long, professor, University of South Carolina; Mariana Souto-Manning, associate professor, Teachers College, Columbia University; and Vivian Maria Vasquez, professor, American University.

Foreword by Sonia Nieto

“Susi Long, Mariana Souto-Manning, and Vivian Vasquez, scholars with stellar reputations in the fields of early childhood education, critical literacy, and so-cial justice education, have combined their considerable talents to edit a book that will serve as a beacon of hope for administrators, policymakers, and edu-

cators at all levels of learning and teaching. “—From the Foreword by Sonia Nieto,

University of Massachusetts, AmherstIn this inspiring collection, 13 early childhood leaders take action to challenge and change inequitable educational practices in preschools and elementary schools. For them, educating for social justice is not an empty platitude. Steadfast and resolute, they turn rhetoric into reality as they guide early childhood teachers to teach for social justice innovatively and strategically. Through the voices of families, teachers, and the administrators themselves, each chapter shares ways that these leaders use the power entrusted in them to question and disrupt discriminatory and marginalizing practices that deny opportunities for some students while privileging others. The book includes insights, strategies, and resources that administrators can use to build confidence, knowledge, and skills as they invest in more equitable and just pre/schools.

Book Features:• Highlights the actions of administrators as

they take a stand to transcend standardized approaches to teaching and learning, creating more equitable educational environments.

• Portrays strategies and resources used to engage teachers in critical examination of self and the institutions in which they work.

• Describes principles and practices that guide administrators as they support the development of culturally relevant practices and policies.

• Offers powerful ways early childhood administrators can approach inequitable mandates.

• Highlights the voices of families as they participate in and are impacted by the work of administrators.

Audience: Early childhood educators and leaders, including program directors, school principals, district administrators, program and curriculum coordinators, and teacher educators; courses in educational administration and leadership, diversity/anti-bias education.

2016/224 pp./PB, $34.95/5741-3Early Childhood Education Series

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The Early Intervention Guidebook for Families and ProfessionalsPartnering for SuccessSecond EditionBonnie Keilty, professor and program coordinator, early childhood special education, Hunter College, City University of New York (CUNY).

This guidebook on family–professional partnerships has been used as a go-to early intervention resource in university course-work, for inservice pro-fessional development, and as a support to families in (or considering) early intervention. This new edition has been completely re-

vised to reflect recent research and respond to feedback that the author accumulated from users of the book, including practicing profes-sionals and university instructors. With a focus on how families and professionals can collabo-rate effectively so that infants and toddlers (0–3) learn, grow, and thrive, chapters address: child learning and development, family func-tioning and priorities, early intervention as a support and not a substitute, and planning

“what’s next” after early intervention. Specific components of early intervention—evaluation and assessment, program planning, interven-tion implementation, service coordination, and transition—are also discussed. This hands-on resource uses stories of families in early inter-vention to illustrate key concepts and provides checklists that readers can use to assess their experiences in early intervention.

New for the Second Edition:• The most recent research and related

implications for practice.• Content directly aligned with new

recommended practices of the Division for Early Childhood (DEC) of the Council for Exceptional Children.

• Two versions of the same scenario to clarify the differences between hoped-for and usual practices.

• Specific tips that the family–professional partnership can implement right away.

• A new chapter that describes how families and professionals, university instructors, and inservice providers can use the Guidebook.

Audience: Families, early intervention specialists for infants and toddlers, teacher educators, early childhood educators, and medical professionals; courses in special education, child development, child and family studies, student teaching, OT, PT, speech, hearing and pediatrics.


Healthy LearnersA Whole Child Approach to Reducing Disparities in Early EducationRobert Crosnoe is a C.B. Smith, Sr. Centennial Chair at the University of Texas, Claude Bonazzo is a graduate student in the Department of Sociology at the University of Texas and a predoctoral trainee at the Population Research Center, and Nina Wu works at Children’s Council of San Francisco.

”The authors paint a co-gent picture of early learning in social con-texts, with a focus on the paradoxical trajecto-ries of the children of Mexican immigrants.”—Beth Graue,

University of Wisconsin–Madison

“This book is important for anyone who is con-cerned about improving

educational and occupational outcomes for vulnerable populations.”

—Linda Espinosa, University of Missouri-Columbia

The early childhood field has long understood that targeting the intersection of health and learning is integral to serving children, especially those from disadvantaged back-grounds. Yet this developmentally informed educational philosophy has been jeopardized by an increased emphasis on standards-based accountability. In this book, the authors explain why healthy learning is good for children, schools, and society, and they suggest concrete ways to make it happen. Moving back and forth between national statistics and the intimate voices of parents, teachers, and ser-vice providers in a large urban school district, they formulate an action plan for educating the whole child and reducing educational inequi-ties. While the book 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.

Book Features:• An in-depth examination of the connection

between good health and learning that all too often is lost in the daily hustle and bustle of families and schools.

• Statistical evidence from the national level combined with the voices of participants on the local level, providing a scientifically rigorous and personalized portrait of early childhood education in the United States.

• A focus on diversity and inequality, highlighting the experiences of children from underserved and often marginalized groups.

Audience: Professors, researchers, and policy experts; courses in early childhood education, educational policy, politics and public policy, sociology, families and communities, language minority education, immigration and education, child development.


STEM Learning with Young ChildrenInquiry Teaching with Ramps and PathwaysShelly Counsell, assistant professor, the University of Memphis; Lawrence Escalada, pro-fessor, the University of Northern Iowa; Rosemary Geiken, associate professor, East Tennessee State University; Melissa Sander, special education teacher, Wapsie Valley Community School District, Iowa; Jill Uhlenberg, University of Northern Iowa; Beth Dykstra Van Meeteren, University of Northern Iowa; Sonia Yoshizawa, East Tennessee State University; and Betty Zan, associate professor, the University of Northern Iowa.

“Written by eight re-markable educators, this powerful book carefully illustrates the design and teacher practices of con-structivist classrooms that nurture the whole child. The authors de-scribe how teachers can scaffold young children’s building of global com-petencies through inven-tive, imaginative, and intentional problem solv-

ing. The teaching/assessment dynamic unfolds with new resources throughout the text.”

—Jacqueline Grennon Brooks, Hofstra University

“This book is a must for all concerned with the education of young children. Using ramps and pathways as an exciting and stimulating example of how to engage children in rich STEM experi-ences, this team of highly knowledgeable and skilled researchers and practitioners draw from their deep and extensive backgrounds to present a clear and comprehensive view of the current landscape of inquiry-based STEM teaching and learning for young children. It is a book that can and should inform both policy and practice.”

—Karen Worth, Elementary Education Department, Wheelock College

This teacher’s guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3–8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy.

This one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive and social STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play.Audience: Teacher educators, elementary school teachers, curriculum supervisors, professional developers, and administrators; courses in cur-riculum and instruction, early childhood education, elementary science and math education, STEM education and constructivism.

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Continuity in Children’s WorldsChoices and Consequences for Early Childhood SettingsMelissa M. Jozwiak is assistant professor of early childhood at Texas A&M University, San Antonio. Betsy J. Cahill is the J. Paul Taylor Endowed Professor and Early Childhood Program Area Director at New Mexico State University. Rachel Theilheimer is professor emerita of teacher education at Borough of Manhattan Community College of the City University of New York.

Foreword by Beth B. Swadener

Children’s experienc-es when they transi-tion from home to school, from class-room to classroom, and from school to school raise issues of continuity that per-meate every aspect of early childhood education. This book uses practitioner stories to investigate beliefs about conti-

nuity and discontinuity and how these beliefs are enacted in contexts for young children from birth to age 8. The authors examine a range of continuities and discontinuities, in-cluding the experiences children, teachers, and families have with programs; the interac-tions between families and schools; and the ways in which programs and schools relate to one another. They also raise questions about primary caregiving, cultural respon-siveness, assessment practices, and congru-ity between institutions. Discussions of each story include the authors’ interpretations, reference to relevant theory, questions for reflection, and implications for intentional and thoughtful practice.

Book Features:• Represents the first comprehensive

volume to unpack the complex topic of continuity.

• Provides a critical analysis of continuity based on real stories from practitioners and parents.

• Illuminates the work of early childhood educators on the individual, group, organizational, and systems levels.

• Encourages readers to carefully consider their roles as educators of young children.

Audience: Teacher educators, early childhood educators (birth–8), administrators, family child care providers, early intervention and home vis-iting practitioners; courses in teaching methods, curriculum, family studies, social and emotional development, infant–toddler care, program administration, professionalism and ethics.

2016/160 pp. (tent.)/PB, $33.95/5789-5Early Childhood Education Series

Teachers & Teaching

TEACHING AND LEARNING WITH INFANTS AND TODDLERSWhere Meaning-Making BeginsMary Jane Maguire-Fong Foreword by J. Ronald Lally

Prologue by T. Berry Brazelton Afterword by Edward Tronick

“From its clear explanation of the developing brain of a baby to its enlightened presentation on the art of reflective childcare, I see how many times I will use this work as a resource.”

—From the Foreword by J. Ronald Lally, Center for Child and Family Studies, WestEd

This book explores infants’ amazing capacity to learn and presents a reflective approach to teaching inspired by the early childhood schools in Reggio Emilia, Italy. Readers will find insights into how to design an infant care program, plan curriculum, assess learn-ing, and work with families. User-friendly features include vignettes, photographs of infant classrooms, research highlights, and questions for reflection.

2015/192 pp./PB, $31.95/5619-5 photos, large format

Copublished with WestEd

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

”At a time when our country seems increasingly polarized

over the value and meaning of justice for all, Patty Ramsey’s insights and suggestions are as needed as ever.”

—Louise Derman-Sparks, international consultant

“A timely, relevant resource for anyone who works with young children in any capacity.”

—Takiema Bunche Smith, SCO/FirstStepNYC

This updated edition describes research-based classroom practices to engage children in exploring the complexities of race, economic inequities, immigration, envi-ronmental issues, gender and sexual identi-ties, and abilities and disabilities. The text includes questions that prompt teachers to recognize the influence of overt and covert societal forces on their teaching. Free supple-mental resources at www.tcpress.com.


TWELVE BEST PRACTICES FOR EARLY CHILDHOOD EDUCATIONIntegrating Reggio and Other Inspired ApproachesAnn Lewin-Benham Foreword by Howard Gardner

“I predict that you’ll place this book alongside those educa-tional readings that you value most.”

—From the Foreword by Howard GardnerPopular author Ann Lewin-Benham presents 12

“best practices” inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. Practices are dem-onstrated with classroom scenarios, dialogues of children and teachers, and work samples show-ing the outcome of using each practice. Includes a self-assessment tool to assist you in examining your practices and those of your school.

2011/224 pp./PB, $34.95/5232-6 HC, $72/5233-3 large format, photos

Early Childhood Education Series

EIGHT ESSENTIAL TECHNIQUES FOR TEACHING WITH INTENTIONWhat Makes Reggio and Other Inspired Approaches Effective Ann Lewin-Benham Foreword by Howard Gardner Describes eight techniques

that foster intentional and reflective classroom practice, including over 70 exercises to help teachers learn to use body, face, hands, voice, eyes, and word choices to precisely convey meaning. Some exercises are for teachers to practice, while others build intention and reflec-tion in children. This lively resource is a com-panion to Twelve Best Practices for Early Childhood Education.

2015/208 pp./PB, $34.95/5657-7 illustrations/photos

Early Childhood Education SeriesCopublished with Redleaf Press

For information about Ann’s teacher workshops visit her website: AnnLewin-Benham.com.

THE PLAY’S THE THINGTeachers’ Roles in Children’s Play, Second EditionElizabeth Jones and Gretchen ReynoldsForeword by Kathy Hirsh-Pasek and Roberta Michnick Golinkoff

Responding to current debates on the place of play in schools, the authors have expanded their groundbreaking book to include sig-nificant developments in the broadening landscape of early learning and care, such as assessment, diversity and culture, intentional teaching, inquiry, and the construction of knowledge.


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2013 AESA Critics’ Choice Award

MULTICULTURAL TEACHING IN THE EARLY CHILDHOOD CLASSROOMApproaches, Strategies, and Tools, Preschool–2nd GradeMariana Souto-Manning

“Provides teachers of young children with strategies to ‘lift the moment[s]’ when inequity or unfairness arises in our classrooms

rather than shutting students down with our adult logic.”

—Language Arts This unique book features an array of approaches, strategies, and tools for teaching multicul-turally in the early years. You will see how amazing teachers engage in culturally responsive teaching that fosters educational equity while also meeting state and national standards (such as the Common Core State Standards). This engaging book is sprinkled with questions for reflection and implementation as well as a list of multicultural children’s books and resources for further reading.

2013/168 pp./PB, $29.95/5405-4 HC, $60/5406-1 photos

Early Childhood Education SeriesCopublished with Association for Childhood Education International (ACEI)

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

WHAT IF ALL THE KIDS ARE WHITE?Anti-Bias Multicultural Education with Young Children and FamiliesSecond EditionLouise Derman-

Sparks and Patricia G. Ramsey, with Julie Olsen Edwards Foreword by Carol Brunson DayBringing this bestselling guide completely up to date, the authors address the current state of rac-ism and anti-racism in the United States (including the election of the first African American president), review recent child development research, discuss state standards and NCLB pressures on early child-hood teaching, and more. The text includes teaching strategies, activi-ties for families and staff, reflection questions, and updated organiza-tional and website resources.


STANDING UP FOR SOMETHING EVERY DAYEthics and Justice in Early Childhood Classrooms Beatrice S. Fennimore Foreword by Celia GenishiThis book explores some of the most complex and pressing social and ethical dilemmas confront-ing early childhood educators and provides concrete ways of addressing social justice concerns in practice. Book features include a focus on classroom life, guidance for following the NAEYC Code of Ethics, questions for discussion, practical ideas for getting started, and teacher-guides for working in different settings (rural, suburban, and urban).


TELLING A DIFFERENT STORYTeaching and Literacy in an Urban PreschoolCatherine WilsonForeword by Stacie Goffin

“This small text addresses complex issues.”

—Childhood Education

2000/120 pp./PB, $30.95/3898-0 HC, $40/3899-9Early Childhood Education Series

ENTHUSIASTIC AND ENGAGED LEARNERSApproaches to Learning in the Early Childhood ClassroomMarilou Hyson Foreword by Sue BredekampThis resource will help early child-hood professionals implement strategies to support young chil-dren’s positive approaches to learn-ing—their enthusiasm (interest, joy, and motivation to learn) and their engagement (attention, persistence, flexibility, self-regulation, and other essential learning behaviors). 2008/176 pp./PB, $27.95/4880-0 large formatEarly Childhood Education SeriesCopublished with NAEYC (Nat’l Assoc. for the Education of Young Children)

THE GOOD PRESCHOOL TEACHERSix Teachers Reflect on Their LivesWilliam AyersThis book is the result of an in-depth inquiry into the lives and work of six outstanding preschool teachers. Through a creative, original combination of interviews, letters, vignettes, interpretive analysis, and reflections, the author describes and links together the events, people, and experiences that have made these women the excellent teachers they are.1989/176 pp./PB, $26.95/2946-5Early Childhood Education Series

Leadership and Management

LEADING ANTI-BIAS EARLY CHILDHOOD PROGRAMSA Guide for ChangeLouise Derman-Sparks, Debbie LeeKeenan, and John NimmoForeword by Mariana Souto-Manning

“This book is a tool box for building early childhood pro-grams that foster sentiments of justice and fairness in leaders, teachers, and young children.”

—Herbert Kohl, educator and bestselling authorThis book is both a stand-alone text and a perfect companion for Anti-Bias Education for Young Children and Ourselves. It emphasizes that this work is not only about changing curriculum, but requires thoughtful, strategic, long-term planning that addresses all components of an early childhood program. The text features a powerful combination of conceptual frameworks, strategies, and practical tools.

2015/192 pp./PB, $29.95/5598-3 large formatEarly Childhood Education Series

Copublished with NAEYC

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

“Recommended for parents, politicians, and anyone who has worked in education.”

—Library Journal“A must-read for all who care about kids.”

—Nancy Carlsson-Paige, Lesley University “This book needs to be read widely, and right away.”

—Deborah Meier, MacArthur award–winning teacher, principal, and author

In this pioneering guide to the big issues in contemporary early childhood policy, Ochshorn drives home the importance of the earliest years for developing human capital. With her 360-degree view, Ochshorn boldly and clearly shows how early care and education is an issue of social justice that also impacts America’s ability to compete on the world stage.2015/192 pp./PB, $27.95/5670-6

FIRSTSCHOOLTransforming PreK–3rd Grade for African American, Latino, and Low-Income ChildrenSharon Ritchie and Laura Gutmann, Editors Foreword by Aisha Ray

“A terrific book . . . should be on the agenda of every school board meeting.”

—Robert Pianta, University of VirginiaFirstSchool is a groundbreaking framework for teaching

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


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SUPERVISION IN EARLY CHILDHOOD EDUCATIONA Developmental Perspective, Third EditionJoseph J. Caruso with M. Temple Fawcett

This classic is still the best choice for those supervising staff from a wide vari-ety of educa-tional and cultural back-grounds. The Third Edition fea-

tures: A new chapter on career lad-ders/lattices • A new chapter on staff selection, recruitment, and orientation • Relevant NAEYC accreditation criteria • and more.

2007/288 pp./PB, $29.95/4731-5 Early Childhood Education Series

EARLY CHILDHOOD GOVERNANCEChoices and Consequences Sharon Lynn Kagan and Rebecca E. GomezThe first book

to specifically focus on early child-hood governance, this seminal contribution is designed to be immediately germane to the bur-geoning field of early childhood education. Prominent scholars and practitioners present the latest thinking, most recent experiences, and an honest review of the gover-nance issues facing ECE today and into the future—all in one resource.

Contributors: Missy Cochenour, Harriet Dichter, Stacie G. Goffin, Rebecca E. Gomez, Rolf Grafwallner, Kathleen Hebbeler, Susan Hibbard, Sharon Lynn Kagan, Sarah LeMoine, Elliot M. Regenstein, Thomas Rendon, Beth Rous, Diana Schaack, Thomas Schultz, Catherine Scott-Little, Kate Tarrant2015/208 pp./PB, $34.95/5630-0 HC, $76/5631-7

EARLY CHILDHOOD EDUCATION FOR A NEW ERALeading for Our ProfessionStacie G. Goffin / Foreword by Mary Jean Schumann, dnp, mba, rn, cpnp, faanOffers a fresh viewpoint on national efforts to improve program quality and children’s learning and devel-opment. The book concludes with

“Next Steps Commentaries” writ-ten by education luminaries Rolf Grafwallner, Jacqueline Jones, and Pamela J. Winton outlining con-crete action steps to jump-start the essential discussion about moving forward.

2013/120 pp./PB, $26.95/5460-3/HC, $56/5461-0


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

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

FOR OUR BABIESEnding the Invisible Neglect of America’s InfantsJ. Ronald Lally Foreword by T. Berry Brazelton and Joshua SparrowFor the last 40 years, J. Ronald Lally has worked with state and federal agencies to improve services for infants and toddlers around the world. For Our Babies features the resonant voices of American par-ents, as well as crucial testimony from developmental psychologists, child care providers, health profes-sionals, economists, specialists in brain development, and early learn-ing educators about how policy and practices must change in the United States if parents are to raise children who will become healthy, productive members of society.

This book is part of the For Our Babies initiative. Visit the website, which includes an author blog, at www.forourbabies.org.

2013/176 pp./PB, $26.95/5424-5Copublished with WestEd

MANAGING LEGAL RISKS IN EARLY CHILDHOOD PROGRAMSHow to Prevent Flare-Ups from Becoming LawsuitsHolly Elissa Bruno and Tom Copeland

“This book is a must-read for every child care owner or director. The complexity of legal issues is explained in a way anyone can understand.”

—Ann Ditty, past president, National Association for Regulatory Administration

Two experienced lawyers offer clear advice and examples of specific policies and procedures that will help child care professionals keep children safe while improving com-munication with parents, regulators, insurance agents, and lawyers. This practical guide covers a wide range of topics including privacy issues, accusations of discrimination, employee hiring/firing practices, and insurance coverage.

2012/192 pp./PB, $26.95/5377-4Copublished with Redleaf Press

DEFENDING CHILDHOODKeeping the Promise of Early EducationEdited by Beverly FalkForeword by Linda Darling-Hammond

“This is an insightful and passionate review of current thinking and possi-ble directions for supporting children’s education and care.”

—Young ChildrenAn extraordinary group of educa-tors and scholars explain new findings from neuroscience and psychology, as well as emerging knowledge about the impact on child development of cultural and linguistic diversity, poverty, families and communities, and the media.

Contributors include Barbara Bowman, Nancy Carlsson-Paige, Delis Cuéllar, Tiziana Filippini, Matia Finn-Stevenson, Eugene García, Howard Gardner, Roberta Michnick Golinkoff, James J. Heckman, Kathryn Hirsh-Pasek, Mara Krechevsky, George Madaus, Ben Mardell, Sonia Nieto, Valerie Polakow, Aisha Ray, Robert L. Selman, Jack P. Shonkoff, M.D., Edward Zigler

2012/288 pp./PB, $31.95/5310-1 HC, $68/5311-8


Relationships

UNSMILING FACESHow Preschools Can Heal, Second EditionLesley Koplow, EditorForeword by Vivian Gussin Paley

This classic text provides an essen-tial framework to help teachers understand the emotional lives of the young children they serve.

Contributors: Suzanne Abrams, Beverley Dennis, Judith Ferber, Virginia Hut 2007/288 pp./PB, $29.95/4803-9

CREATING SCHOOLS THAT HEALReal-Life SolutionsLesley KoplowKoplow, a psychotherapist, dis-cusses the mandate for violence prevention and offers an inter-vention framework for teachers, administrators, and school-based clinicians who want to improve the emotional climate in their school (PreK–5). 2002/240 pp./PB, $29.95/4268-6 HC, $44/4269-3

THE WAR PLAY DILEMMAWhat Every Parent and Teacher Needs to Know, Second EditionDiane E. Levin and Nancy Carlsson-PaigeThis revised text provides more practical guidance for working with children to positively influence the lessons about violence they learn. Includes: examples of war play from both home and school settings; recent trends in media, programming, marketing, and war toys; and the important distinction between imitative and creative war play.2006/144 pp./PB, $23.95/4638-7 (T)Early Childhood Education Series

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

THE EARLY YEARS MATTEREducation, Care, and the Well-Being of Children, Birth to 8Marilou Hyson and Heather Biggar Tomlinson Foreword by Jacqueline Jones Chapters begins with an introductory vignette focused on one child whose experiences are typical of other children in the same age group or life circumstances, using that child’s experiences to draw out what the best research tells us about why early care and education

matters for that group of children. The book includes first-person narra-tives by early childhood professionals and questions for reflection, dialogue, and action. The Early Years Matter is a perfect resource for courses and professional development.

2014/192 pp./PB, $29.95/5558-7 large formatEarly Childhood Education Series


THINKING CRITICALLY ABOUT ENVIRONMENTS FOR YOUNG CHILDRENBridging Theory and Practice Lisa P. Kuh, EditorUsing a practice-based focus and a researcher lens, the contributors con-sider the ways in which environments for children enhance or diminish educational experiences, how social constructs about what is good for chil-dren influence environmental design, and what practitioners can do in their own work when creating learning environments for young children. The text includes examples from practice, lessons learned, and images of key aspects of the environments discussed.

2014/208 pp./PB, $49.95/5545-7 illustrations and photosEarly Childhood Education Series

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

UNDERSTANDING ASSESSMENT AND EVALUATION IN EARLY CHILDHOOD EDUCATIONSecond EditionDominic F. GulloThe Second Edition features completely new chapters on assessing chil-dren from culturally and linguistically diverse backgrounds and children with special needs plus a glossary of terms and an annotated listing of assessment instruments. 2005/208 pp./PB, $26.95/4532-8Early Childhood Education Series

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

BECOMING YOUNG THINKERSDeep Project Work in the ClassroomJudy Harris Helm / Foreword by Lilian G. KatzContinuing 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 mean-ingful topics for projects, integrating standards, supporting children’s questioning, and helping

children represent their ideas.ccss 2015/144 pp./PB, $29.95/5594-5 large format, photos, full-color insert

Early Childhood Education SeriesCopublished with NAEYC

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

2007/200 pp./PB, $26.95/4786-5 large format, photosEarly Childhood Education SeriesCopublished with NAEYC

THE POWER OF PROJECTSMeeting Contemporary Challenges in Early Childhood Classrooms—Strategies and SolutionsEdited by Judy Harris Helm and Sallee Beneke2003/128 pp./PB, $24.95/4298-3 large format, 83 illustrations Early Childhood Education SeriesCopublished with NAEYC

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

“Smart, readable, relevant, and authentically focused on children.”

—From the Foreword by Elizabeth Graue, University of WisconsinThis practical book will help teachers design formal lessons that make connections between mathematics

and play. Addressing the Common Core throughout, the text includes examples of activities and strategies for making assessments more play-ful, questions for reflection, key research findings, vocabulary, lesson plan templates, and more.

2015/160 pp./PB, $32.95/5589-1 photosEarly Childhood Education Series ccss

Copublished with NCTM

INCLUSION IN THE EARLY CHILDHOOD CLASSROOMWhat Makes a Difference?Susan L. Recchia and Yoon-Joo LeeThe authors share stories from their practice and research to explore the ways that teachers and children respond in real classrooms to real chal-lenges. The book addresses a wide array of issues that contribute to our understanding of “what makes a difference” in the inclusive early childhood classroom: the role of development, ways of honoring different learning styles, building a sense of classroom community, addressing power dynam-ics, and responding to conflict with both teachers and peers.


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BEARS, BEARS EVERYWHERE!Supporting Children’s Emotional Health in the ClassroomLesley KoplowLesley Koplow shares innovative strategies for integrating teddy bears into classroom life and provides the curriculum itself to help teachers address unresolved emotional issues that hinder chil-dren’s socialization and learning processes. 2008/128 pp./PB, $24.95/4903-6 (T) 43 illustrations including a full-color insert

BLOCKS TO ROBOTSLearning with Technology in the Early Childhood ClassroomMarina Umaschi BersForeword by David Elkind

“Blow the dust off the unit blocks. This book gives them new dimension.”—Dimensions of Early Childhood

Grounded in a constructivist approach to teaching and learn-ing, the author focuses on robotic manipulatives that allow children to explore complex concepts in a concrete and fun way.2008/168 pp./PB, $29.95/4847-3

YOUNG CHILDREN REINVENT ARITHMETICImplications of Piaget’s TheorySecond EditionConstance Kamii with Leslie Baker HousmanFull of practical suggestions and developmentally appropriate activi-ties to stimulate numerical thinking among students of varying abilities and learning styles.2000/256 pp./PB, $27.95/3904-4Early Childhood Education SeriesVisit tcpress.com for related videos

Kamii: YOUNG CHILDREN CONTINUE TO REINVENT ARITHMETIC—2ND GRADEImplications of Piaget’s Theory, Second EditionConstance Kamii and Linda Joseph2003/208 pp./PB, $25.95/4403-1Early Childhood Education Series

DEVELOPING CONSTRUCTIVIST EARLY CHILDHOOD CURRICULUMPractical Principles and ActivitiesRheta DeVries, Betty Zan, Carolyn Hildebrandt, Rebecca Edmiaston, and Christina SalesDescriptive vignettes are used to show how children’s reasoning and teacher interventions are trans-formed in the course of extended experience with a physical phenom-enon or group game. 2002/ 264 pp./PB, $28.95/4120-7Early Childhood Education Series

MORAL CLASSROOMS, MORAL CHILDRENCreating a Constructivist Atmosphere in Early Education, Second EditionRheta DeVries and Betty Zan

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

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

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

LANGUAGE BUILDING BLOCKSEssential Linguistics for Early Childhood EducatorsAnita Pandey Foreword by Eugene García

“A truly necessary guide to under-standing language for early childhood teachers in today’s multicultural and multilingual world.”

—Debora B. Wisneski, president, Association for Childhood Education International (ACEI)

This resource shows teachers how to systematically empower and include all children. The text includes numerous real-life examples for diverse age groups and learning styles. The online Resource Guide provides hands-on activities and contributions by top scholars in the field. 2012/224 pp./PB, $30.95/5355-2 HC, $62/5356-9Early Childhood Education Series

BIG SCIENCE FOR GROWING MINDSConstructivist Classrooms for Young ThinkersJacqueline Grennon Brooks Foreword by Doris Pronin Fromberg

“Offers an innovative approach for teachers who are serious about help-ing children cultivate knowledge about their world through science.”

—Young Children“An outstanding guide that makes a

strong case for the importance of sci-ence education in the early grades.”

—Connect“A much-needed book that provides

valuable theoretical and practical information for all science educators.”

—NSTA Recommends2011/208 pp./PB, $28.95/5195-4 (T)

large format, illustrations/photosEarly Childhood Education Series

CONNECTING EMERGENT CURRICULUM AND STANDARDS IN THE EARLY CHILDHOOD CLASSROOMStrengthening Content and Teaching Practice Sydney L. Schwartz and Sherry M. CopelandThis book includes lists of key content ideas—coordinated with learning standards in science, mathematics, social studies, and the communication arts—to guide teacher observations of, and interactions with, young children. Chapters focus on ways to extend children’s emerging use of content in the block, manipulatives, sand and water, drama, expressive arts, and literacy centers, and link to the development of themes.

2010/208 pp./PB, $29.95/5109-1 HC, $58/5110-7 photos


YOUNG ENGLISH LANGUAGE LEARNERSCurrent Research and Emerging Directions for Practice and Policy Edited by Eugene E. García and Ellen C. FredeThis important book provides up-to-date syntheses of the research base for young ELLs on critical top-ics such as demographics, develop-ment of bilingualism, cognitive and neurological benefits of bilingual-ism, family relationships, assess-ment, and teacher-preparation practices.

Contributors: Nancy A. Denton, Linda M. Espinosa, Margaret Freedson, Claudia Galindo, Fred Genesee, Donald J. Hernandez, Suzanne Macartney, José E. Náñez, Flora V. Rodríguez-Brown2010/224 pp./PB, $34.95/5111-4Early Childhood Education Series

Reggio EmiliaSEE ALSO: Twelve Best Practices for Early Childhood Education, 5

IN THE SPIRIT OF THE STUDIOLearning from the Atelier of Reggio Emilia, Second Edition Lella Gandini, Lynn Hill, Louise Cadwell, and Charles Schwall, Editors

Foreword by Steven Seidel “This book will help to promote a

vibrant and creative approach to learning that will enrich American children’s educational experience.”

—Barbara and Eric Carle, author and illustrator of The Very Hungry Caterpillar

This critically acclaimed, full-color resource will help educators cre-ate the highest quality learning opportunities for a new generation of children. The Second Edition fea-tures substantial changes, including new chapters by pioneers of the work that happens in the atelier. The authors provide examples of projects and address practical aspects of the atelier, including organizing the environment and using materials.

Contributors: Pauline Baker, Barbara Burrington, Susan Harris MacKay, Carlina Rinaldi, Lori Geismar Ryan, and Vea Vecchi.2015/224 pp./PB, $35.95/5632-4 large format, color photos and illustrationsEarly Childhood Education Series

BAMBINIThe Italian Approach to Infant/Toddler CareEdited by Lella Gandini and Carolyn Pope EdwardsForeword by Robert N. Emde

“Highly recommended.” —Choice“The authors detail the care and edu-cation of infants and toddlers in Italy and suggest implications for programs in the United States.”

—Young Children2000/256 pp./PB, $27.95/4008-8Early Childhood Education Series

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INFANTS AND TODDLERS AT WORKUsing Reggio-Inspired Materials to Support Brain Development

Ann Lewin-BenhamForeword by Mihaly Csikszentmihalyi

“A wealth of information and specific suggestions for creating learning environments that capitalize on current knowledge make this an invaluable guide for practitioners and teacher educators.”

—Young ChildrenFor each material or activity presented, the text examines its relation to the rapid brain growth that characterizes the 0 to 3 years and provides guidance for their use. Materials discussed include: paint, mark-makers, man-made found objects, natural objects, clay, paper, and light and shadow.For information about Ann’s teacher workshops visit her website: AnnLewin-Benham.com.

2010/192 pp./PB, $30.95/5107-7 HC, $62/5108-4

large format, photosEarly Childhood Education Series

POWERFUL CHILDRENUnderstanding How to Teach and Learn Using the Reggio ApproachAnn Lewin-BenhamForeword by Howard GardnerAnn Lewin-Benham describes projects in a school that suc-cessfully adapted the Reggio Approach with Head Start-eligible children. 2008/216 pp./PB, $30.95/4883-1 large format, 33 photosEarly Childhood Education Series

ALSO BY ANN LEWIN-BENHAM: Twelve Best Practices for Early Childhood Education, 5; Eight Essential Techniques for Teaching with Intention, 5

BRINGING REGGIO EMILIA HOMEAn Innovative Approach to Early Childhood EducationLouise Boyd Cadwell

This classic book is the first to integrate the experiences of one American teacher on a year-long intern-ship in the pre-schools of Reggio, with a

four-year adaptation effort in one American school. 1997/176 pp./PB, $26.95/3660-9Early Childhood Education Series

EMERGENT CURRICULUM IN THE PRIMARY CLASSROOMInterpreting the Reggio Emilia Approach in SchoolsEdited

by Carol Anne Wien“Unique insights into a curriculum approach that generates high levels of engagement and learning.” —Young Children All chapters are written by teachers who have found ways of interpreting the Reggio approach to enrich their teaching within the confines of traditional schools.

2008/192 pp./PB, $30.95/4887-9 large format, 37 illustrations

Early Childhood Education SeriesCopublished with NAEYC

WE ARE ALL EXPLORERSLearning and Teaching with Reggio Principles in Urban SettingsDaniel R. Scheinfeld, Karen M. Haigh, and Sandra J. P. ScheinfeldForeword by Lella Gandini

“Wonderful book.”—Innovations in Early Education

“For those interested in applying Reggio principles and practices in their own programs, this book is an invaluable resource.” —Young ChildrenThis comprehensive model consid-ers standards-based curriculum by describing literacy, math, and other school-readiness components of the program. 2008/208 pp./PB, $31.95/4908-1 large format, 60 illustrations

More Books in Early Childhood Education

Almy: WAYS OF STUDYING CHILDRENAn Observation Manual for Early Childhood Teachers, Second EditionMillie Almy and Celia Genishi1979/215 pp./PB, $25.95/2551-1

Althouse: THE COLORS OF LEARNINGIntegrating the Visual Arts into the Early Childhood CurriculumRosemary Althouse, Margaret H. Johnson, and Sharon T. Mitchell

2003/168 pp./PB, $24.95/4274-7 large format, 43 illustrations including

full-color insertEarly Childhood Education SeriesCopublished with NAEYC

Balaban: EVERYDAY GOODBYESStarting School and Early Care / A Guide to the Separation ProcessNancy Balaban2006/168 pp./PB, $23.95/4639-4 37 photos Early Childhood Education Series

Bentley: EVERYDAY ARTISTSInquiry and Creativity in the Early Childhood ClassroomDana Frantz Bentley

2013/160 pp./PB, $34.95/5440-5 HC, $70/5441-2


Bergen: EDUCATING AND CARING FOR VERY YOUNG CHILDRENThe Infant/Toddler Curriculum, Second EditionDoris Bergen, Rebecca Reid and Louis Torelli2009/224 pp./PB, $29.95/4920-3 30 photos2001/56-min. Video, $55/4037-8Early Childhood Education SeriesCopublished with NAEYC

Bess: THE VIEW FROM THE LITTLE CHAIR IN THE CORNERImproving Teacher Practice and Early Childhood Learning (Wisdom from an Experienced Classroom Observer)Cindy Rzasa Bess2009 /168 pp./PB, $27.95/5039-1Early Childhood Education Series

Boehm: THE CLASSROOM OBSERVERDeveloping Observation Skills in Early Childhood Settings, Third EditionAnn E. Boehm and Richard A. Weinberg1997/192 pp./PB, $24.95/3570-1

Cadwell: BRINGING LEARNING TO LIFEThe Reggio Approach to Early Childhood EducationLouise Boyd Cadwell2003/224 pp./PB, $32.95/4296-9 HC, $44/4297-6 large format, 62 illustrations including full-color insert

Cleverley: VISIONS OF CHILDHOODInfluential Models from Locke to SpockJohn Cleverley and D. C. Phillips1986/176 pp./PB, $24.95/2800-0Not for sale by TC Press in the UK, Ireland, or the British Commonwealth, excluding Canada and South AfricaEarly Childhood Education Series

Cuffaro: EXPERIMENTING WITH THE WORLDJohn Dewey and the Early Childhood ClassroomHarriet K. Cuffaro1995/144 pp./PB, $23.95/3371-4Early Childhood Education Series

Flicker: GUIDING CHILDREN’S BEHAVIORDevelopmental Discipline in the ClassroomEileen S. Flicker and Janet Andron Hoffman2006/128 pp./PB, $26.95/4713-1 large format 30 photos and illustrationsEarly Childhood Education SeriesCopublished with NAEYC

Gable: THE STATES OF CHILD CAREBuilding a Better SystemSara Gable


Gallas: “SOMETIMES I CAN BE ANYTHING”Power, Gender, and Identity in a Primary ClassroomKaren Gallas1997/168 pp./PB, $26.95/3695-1Practitioner Inquiry Series

Goffin: READY OR NOTLeadership Choices in Early Care and Education Stacie G. Goffin and Valora Washington2007/120 pp./PB, $25.95/4793-3Early Childhood Education Series

Hall: SEEN AND HEARDChildren’s Rights in Early Childhood EducationEllen Lynn Hall and Jennifer Kofkin Rudkin2011/144 pp./PB, $26.95/5160-2 large format, photosEarly Childhood Education SeriesAvailable in Canada exclusively through Althouse Press

Helm: TEACHING YOUR CHILD TO LOVE LEARNINGA Guide to Doing Projects at HomeJudy Harris Helm, Stacy Berg, and Pam Scranton2004/176 pp./PB, $23.95/4471-0 (T) large format, 80 photos

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

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

Hynes-Berry: DON’T LEAVE THE STORY IN THE BOOKUsing Literature to Guide Inquiry in Early Childhood ClassroomsMary Hynes-Berry

2011/216 pp./PB, $31.95/5287-6 HC, $64/5288-3 illustrations


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Hyson: THE EMOTIONAL DEVELOPMENT OF YOUNG CHILDRENBuilding an Emotion-Centered Curriculum / Second EditionMarilou Hyson2003/208 pp./PB, $27.95/4342-3 large format, 10 illustrationsEarly Childhood Education SeriesCopublished with NAEYC

Isenberg: MAJOR TRENDS AND ISSUES IN EARLY CHILDHOOD EDUCATIONChallenges, Controversies, and Insights / Second EditionEdited by Joan Packer Isenberg and Mary Renck Jalongo2003/224 pp./PB, $29.95/4350-8 HC, $56/4351-5Early Childhood Education Series

Jones: PLAYING TO GET SMARTElizabeth Jones and Renatta M. Cooper2006/136 pp./PB, $25.95/4616-5Early Childhood Education Series

Kagan: THE EARLY CARE AND EDUCATION TEACHING WORKFORCE AT THE FULCRUMAn Agenda for ReformSharon Lynn Kagan, Kristie Kauerz, and Kate Tarrant 2008/192 pp./PB, $33.95/4827-5Early Childhood Education Series

Kagan: EARLY CHILDHOOD SYSTEMSTransforming Early LearningEdited by Sharon Lynn Kagan and Kristie Kauerz

2012/336 pp./PB, $32.95/5296-8 HC, $68/5297-5

Kemple: LET’S BE FRIENDSPeer Competence and Social Inclusion in Early Childhood ProgramsKristen Mary Kemple2003/192 pp./PB, $26.95/4395-9 8 illustrationsEarly Childhood Education Series

Kendall: DIVERSITY IN THE CLASSROOMNew Approaches to the Education of Young Children / Second EditionFrances E. Kendall1996/192 pp./PB, $24.95/3498-8Early Childhood Education Series

Lewin-Benham: POSSIBLE SCHOOLSThe Reggio Approach toUrban EducationAnn Lewin-Benham2006/176 pp./PB, $26.95/4651-6 30 Illustrations, including photosEarly Childhood Education Series

Lickey: STARTING WITH THEIR STRENGTHSUsing the Project Approach in Early Childhood Special EducationDeborah C. Lickey and Denise J. Powers

2011/176 pp./PB, $31.95/5234-0 HC, $68/5235-7

large format, illustrations/photosEarly Childhood Education Series

Meier: LEARNING FROM YOUNG CHILDREN IN THE CLASSROOMThe Art and Science of Teacher Research Daniel R. Meier and Barbara Henderson2007/216 pp./PB, $30.95/4767-4 HC, $61/4768-1 9 illustrations

Meier: TEACHING CHILDREN TO WRITEConstructing Meaning and Mastering MechanicsDaniel R. Meier

2011/168 pp./PB, $29.95/5238-8 photos

Copublished with NWP (National Writing Project)

Meier: THE YOUNG CHILD’S MEMORY FOR WORDSDeveloping First and Second Language and LiteracyDaniel R. Meier2004/160 pp./PB, $24.95/4429-1 full-color insertCopublished with NAEYC

Mulcahey: THE STORY IN THE PICTUREInquiry and Artmaking with Young ChildrenChristine Mulcahey 2009/120 pp./PB, $22.95/5007-0Early Childhood Education SeriesCopublished with NAEA (National Art Education Association)

Peterson: THE PIAGET HANDBOOK FOR TEACHERS AND PARENTSChildren in the Age of Discovery, Preschool–3rd GradeRosemary Peterson and Victoria Felton-Collins1986/80 pp./PB, $21.95/2841-3Early Childhood Education Series

Smith: EXPERIENCE AND ARTTeaching Children to Paint, Second EditionNancy R. Smith, Carolee Fucigna, Margaret Kennedy, and Lois Lord1993/144 pp./PB, $23.95/3312-7

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

Strickland: LITERACY LEADERSHIP IN EARLY CHILDHOODThe Essential GuideDorothy S. Strickland and Shannon Riley-Ayers2007/128 pp./PB, $26.95/4772-8Language and Literacy Series (Practitioner’s Bookshelf)Copublished with NAEYC


The Gold Standard for Reliable Assessments and Continuous Quality Improvement

EARLY CHILDHOOD ENVIRONMENT RATING SCALE (ECERS-3)Third EditionThelma Harms, Richard M. Clifford, and Debby CryerThe long-anticipated new version of the internationally rec-ognized Early Childhood Environment Rating Scale, ECERS-3 focuses on the full range of needs of preschool- and kin-dergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including cognitive, social-emotional, physical, and health and safety.

ECERS-3 also includes Items assessing developmentally appropriate literacy and math activities.2015/104 pp./PB, $23.95/5570-9 large format, spiral binding

EARLY CHILDHOOD ENVIRONMENT RATING SCALE (ECERS-R)Revised EditionThelma Harms, Richard M. Clifford, and Debby CryerThe ECERS-R is designed for preschool, kindergarten, and child care classrooms serving children 21/2 through 5 years of age. It can be used by program directors for supervision and program improvement, by teaching staff for self-assess-ment, by agency staff for monitoring, and in teacher train-ing programs. The established reliability and validity of the ECERS-R make it particularly useful for research and program evaluation.

Convenient Organization: Space and Furnishings • Personal Care Routines • Language-Reasoning • Activities • Interaction

• Program Structure • Parents and Staff2005/96 pp./PB, $23.95/4549-6 large format, spiral binding

SPANISH EDITION of ECERS–R

ESCALA DE CALIFICACIÓN DEL AMBIENTE DE LA INFANCIA TEMPRANA Edición RevisadaThelma Harms, Richard M. Clifford, and Debby Cryer2002/64 pp./PB, $23.95/4257-0 large format

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

Environment Rating ScalesERS

Early Childhood Environment Materials

School-Age Environment Materials

5 to 12

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SCHOOL-AGE CARE ENVIRONMENT RATING SCALE (SACERS)Updated EditionThelma Harms, Ellen Vineberg Jacobs, and Donna Romano WhiteWhat are the components of high-quality after-school care for children ages 5–12? How can we evaluate these programs? These are the challenges facing caregivers, schools, agencies, and parents as after-school programs proliferate. The School-Age Care Environment Rating Scale, Updated Edition provides an easy-to-use resource for defining and assessing the quality of both public and private programs caring for school-age children during out-of-school time.

This updated, spiral-bound edition is re-formatted so that each Item appears on its own page, along with Notes for Clarification and Questions. The expanded Scoresheet can be copied from the book or downloaded from the TC Press website. Selected revised Items make scoring more accurate and informative.

Convenient Organization: Space and Furnishings • Health and Safety • Activities

• Interactions • Program Structure • Staff Development • Special Needs Supplementary Items

The SACERS Updated Edition is designed to be comprehensive in coverage and easy to use. Instructions for using the scale provide options for self-assessment in addition to formal assessments.2013/72 pp./PB, $23.95/5509-9 large format, spiral binding

A Complete Training ProgramOngoing SupportThe Environment Rating Scales Institute (ERSI) website (www.ersi.info) provides:

• A Quick Link for each scale that includes updated Notes for Clarification.

• A wide-range of training options, including live sessions and new online courses.

• A list of frequently asked questions and the option to submit your own questions.

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

5 to 12

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FAMILY CHILD CARE ENVIRONMENT RATING SCALE (FCCERS–R)Revised EditionThelma Harms, Debby Cryer, and Richard M. CliffordDesigned for use in family child care programs, the FCCERS–R is suitable for programs serv-ing children from infancy through school-age. Following extensive input from users of the original scale, the authors have made many improvements and innovations that will make this program resource even more effective and easy to use.

Convenient Organization: Space and Furnishings • Personal Care Routines • Listening and Talking • Activities • Interaction

• Program Structure • Parents and Provider2007/88 pp./PB, $23.95/4725-4 large format, spiral binding

SPANISH EDITION of FCCERS–R

ESCALA DE CALIFICACIÓN DEL AMBIENTE DE CUIDADO INFANTIL EN FAMILIA Edición RevisadaThelma Harms, Debby Cryer, and Richard M. Clifford2010/88 pp./PB, $23.95/4879-4 large format, spiral binding

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

INFANT/TODDLER ENVIRONMENT RATING SCALE (ITERS–R)Revised Edition Thelma Harms, Debby Cryer, and Richard M. CliffordThe updated ITERS-R offers more practical assistance in the form of additional Notes for Clarification and an expanded Scoresheet, which incorporates notes and tables to assist in scoring. However, the Items and indicators remain the same as in the original ITERS-R. Designed for use in center-based child care programs for infants and toddlers up to 30 months of age, the ITERS-R can be used by program directors for supervision and program improvement, by teaching staff for self-assess-ment, by agency staff for monitoring, and in teacher training programs.

Convenient Organization: Space and Furnishings • Personal Care Routines • Listening and Talking • Activities • Interaction

• Program Structure • Parents and Staff2006/80 pp./PB, $23.95/4640-0 large format, spiral binding

SPANISH EDITION of ITERS–R

ESCALA DE CALIFICACIÓN DEL AMBIENTE PARA BEBÉS Y NIÑOS PEQUEÑOS Edición RevisadaThelma Harms, Debby Cryer, and Richard M. Clifford2005/72 pp./PB, $23.95/4517-5 large format

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

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

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

Family of Products

Family Child Care Environment Materials

Infant/Toddler Environment Materials

Curriculum Scale

Please specify preference for subtitled version when ordering DVDs

5 to 12

3 to 5

birthto 2½

infancyto

school-age

5 to 12

3 to 5

birthto 2½

infancyto

school-age

Administration ScalesPROGRAM ADMINISTRATION SCALE (PAS)Measuring Early Childhood Leadership and Management, Second Edition

BUSINESS ADMINISTRATION SCALE FOR FAMILY CHILD CARE (BAS)

ESCALA DE EVALUACIÓN DE LA ADMINISTRACIÓN DE NEGOCIOSTeri N. Talan and Paula Jorde Bloom

See page 7 for more information

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TechnologyandLearningData Literacy for EducatorsMaking It Count in Teacher Preparation and Practice Ellen B. Mandinach is senior research scientist and director of the Data for Decisions Initiative at WestEd. Edith S. Gummer is the education research and policy director at the Ewing Marion Kauffman Foundation.

Foreword by Barbara Schneider

”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 profes-sional development programs.”

—Lee S. Shulman, The Carnegie Foundation for the Advancement of Teaching

Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the impor-tant relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. The book offers a clear path for change while also addressing the inherent complexities associated with change. Data Literacy for Educators provides concrete strate-gies for schools of education, professional developers, and school districts.

Book Features:• Defines data literacy for teaching and

outlines the knowledge and skills it comprises.

• Uses examples and case studies that tie theory to practice.

• Provides a roadmap for integrating data literacy into teacher preparation programs.

• Covers emerging trends, such as virtual and hybrid courses and massive open online courses.

Audience: Teacher educators, administrators, professional developers, district supervisors, researchers, and policymakers; courses in teach-ing methods, technology and education, school improvement, educational leadership and policy, assessment.

2016/176 pp./PB, $34.95/5753-6/HC, $79/5754-3Technology, Education—Connections (The TEC Series)Copublished with WestEd

RETHINKING EDUCATION IN THE AGE OF TECHNOLOGYThe Digital Revolution and Schooling in AmericaAllan Collins and Richard HalversonForeword by John Seely Brown

“Accessible to and valuable for a wide range of stakeholders

in quality education, including parents, teachers, educational administrators, the business sector, technology vendors, scholars, and policymakers.”

—Educational Technology “Will redefine conceptions of how and where

learning occurs. . . . Recommended.” —Choice2009/192 pp./PB, 26.95/5002-5 (T)Technology, Education—Connections (The TEC Series)

DIGITAL TEACHING PLATFORMSCustomizing Classroom Learning for Each StudentEdited by Chris Dede and John Richards

“This book should be of value to school leaders, policy makers, and educational researchers.” —TC Record

“The signature contribution of Digital Teaching Platforms is a forceful argument for a new category of technology-mediated learning platforms.”—Education Week BookMarks blog

2012/240 pp./PB, $34.95/5316-3 HC, $68/5317-0

Technology, Education—Connections (The TEC Series)

LEARNING IN THE CLOUDHow (and Why) to Transform Schools with Digital MediaMark Warschauer / Foreword by Chris Dede This comprehensive book portrays a vision of how digital media can help transform schools, and what kinds of curriculum, pedagogy, assess-ment, infrastructure, and learning environments are necessary for that transformation to take place.

2011/144 pp./PB, $33.95/5249-4 HC, $70/5250-0


THE COMPLETE STEP-BY-STEP GUIDE TO DESIGNING AND TEACHING ONLINE COURSESJoan Thormann and Isa Kaftal Zimmerman Foreword by Grant Wiggins This one-stop resource addresses all core ele-ments of online teaching in terms that are universally applicable to any content area and at any instructional level. It includes models for teleconferencing with groups of students; templates for course building, including sample assignments, activities, assessments, and emails; and much more.

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

2011 Choice Outstanding Academic Title

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

More Books in Technology and Learning

Bain: THE LEARNING EDGEWhat Technology Can Do to Educate All ChildrenAlan Bain and Mark E. Weston

2011/256 pp./PB, $35.95/5271-5/HC, $82/5272-2Technology, Education—Connections (The TEC Series)

Bellanca: CLASSROOMS WITHOUT BORDERSUsing Internet Projects to Teach Communication and CollaborationJames A. Bellanca and Terry Stirling


Cuban: TEACHERS AND MACHINESThe Classroom Use of Technology Since 1920Larry Cuban1986/144 pp./Pb, $23.95/2792-X

Haertel: EVALUATING EDUCATIONAL TECHNOLOGYEffective Research Designs for Improving Learning Edited by Geneva D. Haertel and Barbara Means2003/304 pp./HC, $54/4330-0

Kafai: THE COMPUTER CLUBHOUSEConstructionism and Creativity in Youth CommunitiesEdited by Yasmin B. Kafai, Kylie A. Peppler, and Robbin N. Chapman2009/176 pp./PB, $28.95/4989-0 large format, 8-page color insertTechnology, Education—Connections (The TEC Series)

Piety: ASSESSING THE EDUCATIONAL DATA MOVEMENTPhilip J. Piety

2013/240 pp./PB, $36.95/5426-9/HC, $78/5427-6Technology, Education—Connections (The TEC Series)

Rovai: DISTANCE LEARNING IN HIGHER EDUCATIONA Programmatic Approach to Planning, Design, Instruction, Evaluation, and AccreditationAlfred P. Rovai, Michael K. Ponton, and Jason D. Baker2008/224 pp./HC $49/4878-7

NEW

NewEdition

BestSeller

NEW

NewEdition

BestSeller

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

“The information is on the mark and insightful. . . . Parents will pass The Manhattan Family Guide to parents as gleefully as they once passed notes in class.”

—New York Magazine (for a previous edition)

This is the best and most comprehensive guide to Manhattan’s private schools, including Brooklyn and Riverdale. Written by a parent who is also an expert on school admissions, this guide has been helping New York City parents choose the best private and selective public schools for their children for over 20 years. The new edition has been completely revised and expanded to include the latest information on admissions procedures, pro-grams, diversity, school size, staff, tuition, and scholarships. It now lists over 75 elementary and high schools, including schools for special needs children.

Book Features:• Factors to consider when selecting a school,

such as location, single sex versus coed, school size, after-school programs, and academic pace.

• Preparing your child for admissions interviews.

• Resources for test preparation.• School profiles that include key information

on school tours and applications, tuition, financial aid and scholarships, staff, class size, homework, diversity, educational approach, atmosphere, and more.

Audience: New York City parents of elementary and secondary school children.

2016/512 pp./PB, $36.95/5656-0

FAMILY DIALOGUE JOURNALSSchool–Home Partnerships That Support Student Learning JoBeth Allen, et al. Foreword by Luis MollThis book shows how to use Family Dialogue Journals (FDJs) to increase and deepen learning across grade levels.

Written by K–12 teachers who have been imple-menting and studying the use of weekly journals for several years, it shares what they have learned and why they have found FDJs to be an invaluable tool for forming effective partnerships with families.

SEE PAGE 28 FOR MORE INFORMATION

CON RESPETOBridging the Distances Between Culturally Diverse Families and Schools—An Ethnographic Portrait Guadalupe Valdés

SEE PAGE 66 FOR DESCRIPTION

CREATING WELCOMING SCHOOLSA Practical Guide to Home–School Partnerships with Diverse FamiliesJoBeth AllenForeword by Concha Delgado-Gaitan

“Highly recommended.”—The Midwest Book Review

“A comprehensive resource that shows how diverse families and the schools that their children attend can form partnerships that enhance student learn-ing. It goes far and above the call of duty.”

—The Bookwatch This engaging and rich resource details how schools and diverse families throughout the country have formed partnerships that support and enhance student learning. It is designed for teachers who care deeply about students and welcome diverse families as partners; for par-ents who want to be active partners in educating their children; and for administrators in diverse schools or districts who know there is no quick fix for building lasting partnerships among fami-lies, schools, and the community.2007/192 pp./PB, $28.95/4789-6 /HC, $52/4790-2 13 photosCopublished with IRA

FULL OF OURSELVESA Wellness Program to Advance Girl Power, Health, and LeadershipCatherine Steiner-Adair and Lisa Sjostrom

”This work would be a valuable addition to the repertoire of any school system, church-based program, or community

organization seeking to strengthen girls to become independent, healthy adolescents.”

—Contemporary PsychologyThis dynamic health-and-wellness education program was developed at the Harvard Medical School by a leading clinician and an acclaimed curriculum designer. Evaluated with more than 800 girls, this primary prevention curriculum is the first of its kind to show sustained, positive changes in girls’ body image, body satisfaction, and body esteem (grades 3–8). 2006/160 pp./PB, $48.95/4631-8 large format


BICULTURAL PARENT ENGAGEMENTAdvocacy and EmpowermentEdited by Edward M. Olivos, Oscar Jiménez-Castellanos, and Alberto M. OchoaThis book examines how commonly applied approaches to parent

involvement in schools do not easily transfer to bilingual and bicultural families. The authors—respected scholars in the field of educational equity—provide real-life examples, practical strategies, discussion questions, and suggestions for ensuring that schools welcome and value bicultural families.

Contributors: Jim Cummins, Carl A. Grant, Mary Johnson, Kristal Lewis Menchaca, Delores B. Lindsey, Randall B. Lindsey, Martha Montero-Sieburth, Robert P. Moreno, Art Pearl, Aubree Potter, James L. Rodriguez, John Rogers, Sheila Shannon, Veronica Terriquez, Maria Lombos Wlazlinski2011/256 pp./PB, $33.95/5264-7

Families, Schools, and Communities

NEW

NewEdition

BestSeller

OF RELATED INTEREST

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

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

Written in an engaging style by experts in the field, this guide will help parents form partnerships with teachers and administrators as they work to make schools more military-friendly. It also provides parents with the information they need to choose a welcoming school or childcare program and suggests steps they can take to advocate for their children. 2012/96 pp./PB, $24.95/5368-2 photosCopublished with Military Child Education Coalition

COMPANION GUIDES:The Teacher’s Guide, p. 48The School Administrator’s Guide, p. 56 The Pupil Personnel Guide, p. 72Four-book set: $84.95/5419-1

All royalties from the sale of these books are being donated to military children’s educational causes.

NEW YORK CITY’S BEST PUBLIC HIGH SCHOOLSA Parents’ Guide, Third Edition

“The most definitive guidebooks to the city schools.”

—The New York Times 2007/256 pp./PB, $27.95 /4820-6

NEW YORK CITY’S BEST PUBLIC ELEMENTARY SCHOOLSA Parents’ Guide, Third Edition2005/320 pp./PB, $27.95 /4613-4

NEW YORK CITY’S BEST PUBLIC MIDDLE SCHOOLSA Parents’ Guide, Third EditionClara Hemphill2008/256 pp./PB, $27.95 /4910-4

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

JUMP START HEALTH!Practical Ideas to Promote Wellness in Kids of All AgesDavid CamposThe author helps us understand the obesity crisis and offers practical ideas for incorporating wellness initiatives into the elementary cur-riculum. Each idea presented has a clear learning objective, addresses federal health standards, and includes a step-by-step approach with activities for the classroom.

2011/240 pp./PB, $30.95/5178-7

More Books in Families, Schools, and Communities

Davis: RAISING CHILDREN WHO SOARA Guide to Healthy Risk-Taking in an Uncertain WorldSusan Davis and Nancy Eppler-Wolff

2009/208 pp./PB, $24.95/4997-5 HC, $52 /4998-2 8 photos

DuBos: A PARENTS’ GUIDE TO SPECIAL EDUCATION IN NEW YORK CITY AND THE METROPOLITAN AREALaurie DuBos and Jana Fromer2006/208 pp./PB, $25.95/4685-1 (T)

Greene: RACE, COMMUNITY, AND URBAN SCHOOLSPartnering with African American FamiliesStuart Greene

2013/168 pp./PB, $30.95/5464-1 HC, $67/5465-8

Language and Literacy Series

Hill: FAMILIES, SCHOOLS, AND THE ADOLESCENTConnecting Research, Policy, and PracticeEdited by Nancy E. Hill and Ruth K. Chao2009/240 pp./PB, $29.95/4995-1

Marsh: (MIS)UNDERSTANDING FAMILIESLearning from Real Families in Our SchoolsEdited by Monica Miller Marsh and Tammy Turner-Vorbeck2009/224 pp./PB, $34.95/5037-7/HC, $68/5038-4

Marx: HEALTH IS ACADEMICA Guide to Coordinated School Health ProgramsEdited by Eva Marx and Susan Frelick Wooley with Daphne Northrop1998/368 pp./PB, $29.95/3713-2

Patrikakou: SCHOOL-FAMILY PARTNERSHIPS FOR CHILDREN’S SUCCESSEdited by Evanthia N. Patrikakou, Roger P. Weissberg, Sam Redding, and Herbert J. Walberg2005/216 pp./PB, $32.95/4600-4The Series on Social Emotional Learning

Perrone: TEACHER WITH A HEARTReflections on Leonard Covello and CommunityVito Perrone1998/160 pp./PB, $21.95/3777-4Between Teacher and Text Series(For sale by TC Press in the US and Canada only)

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

Turner-Vorbeck: OTHER KINDS OF FAMILIESEmbracing Diversity in SchoolsEdited by Tammy Turner-Vorbeck and Monica Miller Marsh2007/216 pp./PB, $32.95/4838-1





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ultilingual Classrooms / English Language Learners

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MultilingualClassrooms/ EnglishLanguageLearners

OF RELATED INTEREST

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

Biography-Driven Culturally Responsive TeachingSecond EditionSocorro Herrera is a keynote speaker, district consultant, trainer of trainers, and director of the Center for Intercultural and Multilingual Advocacy (CIMA) at the College of Education, Kansas State University. She is the bestselling author of Accelerating Literacy for Diverse Learners and Crossing the Vocabulary Bridge.

“Herrera’s biography-driven approach offers ample opportunities for teachers to bring chil-dren’s lived experiences, their social, cultural, and language histories, into the thick of the pedagog-ical action as important resources for learning and development.”

—Luis C. Moll, College of Education, University of Arizona

Culturally responsive pedagogy, literacy, and English learner education expert Socorro Herrera has updated this bestseller to clarify, focus, and redefine concepts for the contin-ued professional development of educators

serving culturally and linguistically diverse (CLD) populations. Teaching strategies and tools have been updated to reflect important new brain research and to keep pace with our nation’s ever-changing demograph-ics and constant shift in expectations for K–12 students. Herrera has also revised the structure and format of the book to help educators find information quickly while working in highly complex and demanding environments.

New for the Second Edition:• Teaching strategies and tools based on the

most current knowledge in the field.• Authentic classroom artifacts that have been

collected from teachers across the country. • Glossary of key terms providing an auxiliary resource for current

readers and for future applications of content in professional practice.• Reorganized features with new icons providing a more

user-friendly text for practitioner and classroom use.• Updated excerpts from grade-level classroom teachers

clarifying practice with CLD students and families.• Additional planning and instructional aids

available for free at www.tcpress.com.

Grounded in the latest theory and with more user-friendly features, the Second Edition of Biography-Driven Culturally Responsive Teaching will help educators to reflect on their assumptions and perspectives, integrate best practices, and accelerate CLD students’ academic learning.Audience: Professional developers, K–12 teachers, literacy coaches, and administrators; school district professional development programs; courses in teaching methods, multicultural education, bilingual education, ESL, and school leadership.

2016/208 pp./PB, $32.95/5750-5 large format, photos

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

Responding to the need to prepare elementary teachers for the increas-ing linguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What emerges is both

a “big picture” and an “up close and personal” look at the successes, obstacles, and developmental nuances for students learning to read and write in a new language in inclusive classrooms. Throughout, the authors provide crucial guidance to educators that will support them in taking conscious steps toward creating educational equity for linguistically diverse students.

Book Features:• Illuminates the variation among students who have been categorized

as English language learners. • Provides access to a broad range of research-based approaches in

teacher-friendly language. • Examines key dilemmas that teachers are likely to encounter in

today’s classrooms. • Avoids recipes or “cookie-cutter” approaches to complex scenarios.• Addresses academic vocabulary and language development, a key

barrier to accessing content for students learning English as a new language.

Audience: Pre- and inservice elementary teachers, ELL teachers, and researchers; courses in teacher education, language and literacy, reading methods, inclusive education, bilingual education, multicultural education, culturally responsive teaching.

2016/168 pp. (tent.)/PB, $35.95/5786-4/HC, $84/5787-1Language and Literacy Series

NEW

NewEdition

BestSeller

NEW

NewEdition

BestSeller

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HELPING ENGLISH LEARNERS TO WRITEMeeting Common Core Standards, Grades 6–12 Carol Booth Olson, Robin C.

Scarcella, and Tina Matuchniak Foreword by Steve Graham

“My advice: Ingest, consider, and employ the strategies described here. Your students will become better writ-ers if you do.”

—From the Foreword by Steve Graham, Arizona State University

Using a rich array of research-based practices, this book will help secondary teachers improve the academic writing of English learn-ers. It provides specific teaching strategies, activities, and extended lessons to develop EL students’ narrative, informational, and argu-mentative writing, emphasized in the Common Core State Standards. It also explores the challenges each of these genres pose for ELs and suggests ways to scaffold instruction.

ccss 2015/192 pp./PB, $31.95/ 5633-1 photos/illustrations

The Common Core State Standards in Literacy SeriesCopublished with NWP and TESOL

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

“At last, a book that focuses on the development of students’ bilingualism from the point of view of their home languages and not simply English!”

—Ofelia García, City University of New York

This comprehensive handbook for bilingualism examines the impor-tance of using students’ native languages as a tool for supporting higher levels of learning in K–8 classrooms. The text includes examples of programs that serve learners from diverse language backgrounds, including Spanish, Chinese, Korean, Haitian Creole, Hindi, Bengali, and Russian.


ACCELERATING LITERACY FOR DIVERSE LEARNERSStrategies for the Common Core Classroom, K–8Socorro G. Herrera, Della R. Perez, Shabina K. Kavimandan, and Stephanie WesselsForeword by Ester J. de Jong

“Links theory and practice and provides research-based, practice-oriented, and meaningful strategies for teachers.”

—From the Foreword by Ester J. de Jong, University of Florida

In her new book, nationally known professional development consul-tant and literacy expert Socorro Herrera and her colleagues provide a theoretical foundation for culturally responsive teaching that will accelerate literacy development for all students, and particularly for English language learners. Aligned with Common Core State Standards, this resource provides proven-effective strategies, tools, and ideas that can be modified for any grade level and content area. The book includes a demonstration DVD showing the strategies in action in real classrooms.

ccss 2013/208 page book + 1-hour DVD, $34.95/5450-4

NEW BY SOCORRO HERRERA: Biography-Driven Culturally Responsive Education, Second Edition, 17


RACE, EMPIRE, AND ENGLISH LANGUAGE TEACHINGCreating Responsible and Ethical Anti-Racist PracticeSuhanthie Motha

“An important and timely book on how antiracist pedagogical practices and culturally responsive teaching can work to engage all students moving forward.”

—Marcelo M. Suárez-Orozco, dean, UCLA Graduate School of Education & Information Studies

Drawing on the work of four ESL teachers who pursued antiracist pedagogical practices during their first year of teaching, the author provides a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cul-tures that often discourage such approaches. Featuring reflection questions at the end of each chap-ter, this is an important resource for classroom teaching, school leader-ship, and teacher preparation.

2014/208 pp./PB, $39.95/5512-9 HC, $80/5513-6

Multicultural Education Series

LITERACY INSTRUCTION IN MULTILINGUAL CLASSROOMSEngaging English Language Learners in Elementary SchoolLori HelmanForeword by Alison L. Bailey

This hands-on guide will help elementary school teachers build a lan-guage-rich classroom envi-ronment. It pro-vides guidance for scaffolding

reading and writing tasks to match students’ needs and for using stu-dents’ language backgrounds as a bridge to literacy learning in English. This resource includes many user-friendly features such as bulleted summaries and check-lists, as well as depictions of class-rooms modeling the types of instructional interactions described in the book.2012/144 pp./PB, $28.95/5336-1 large formatThe Practitioner’s Bookshelf (Language and Literacy Series)

NEW BY LORI HELMAN: Inclusive Literacy Teaching, 17

2009 NCTE David H. Russell Research Award

TEACHING VOCABULARY TO ENGLISH LANGUAGE LEARNERSMichael F. Graves, Diane August, and Jeannette Mancilla-Martinez

Foreword by Catherine E. Snow“Practical, research-based strategies to build a solid foundation for the educa-tion of English learners.”

—Rosa Aronson, executive director, TESOL

Building on Michael Graves’s best-seller, The Vocabulary Book, this resource offers a comprehensive plan for vocabulary instruction that K–12 teachers can use with English language learners. The authors describe a four-pronged program that follows these key components: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. Includes vignettes, classroom activities, sample les-sons, a list of children’s literature, and more.2013/176 pp./PB, $24.95/5375-0 large format, illustrationsCopublished with TESOL and Center for Applied LinguisticsLanguage and Literacy Series

EDUCATING EMERGENT BILINGUALSPolicies, Programs, and Practices for English Language LearnersOfelia García

and Jo Anne Kleifgen Foreword by Jim Cummins

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

—Linguistics and EducationThis accessible guide presents the most up-to-date research findings to demonstrate how ignoring children’s bilingualism perpetuates inequities in their schooling.

2010/192 pp./PB, $28.95/5113-8 HC, $60/5114-5


NEW

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BestSeller

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ultilingual Classrooms / English Language Learners

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1999 AACTE Outstanding Writing Award

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

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

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

LATINO CHILDREN LEARNING ENGLISHSteps in the JourneyGuadalupe Valdés, Sarah Capitelli, and Laura AlvarezThe authors analyze the effective-ness of current practices designed to accelerate the second language acquisition process, and include examples of activities that can be used with young ELL children (K–3) to engage them in new-language interactions.2011/264 pp./PB, $35.95/5144-2Multicultural Education Series

RESTRUCTURING SCHOOLS FOR LINGUISTIC DIVERSITYLinking Decision Making to Effective Programs, Second EditionOfelia B. Miramontes, Adel Nadeau, and Nancy L. Commins Foreword by Else Hamayan and Rebecca Freeman FieldThis meticulously updated second edition not only reflects the current state of affairs in education, but also what has been learned from the many schools that have used the framework successfully. This new edition includes activities, a new chapter on standards-based differentiated instruction and assessment, discussion questions, and more.2011/216 pp./PB, $28.95/5227-2 large formatLanguage and Literacy Series

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

NEW BY GERALD CAMPANO: Partnering with Immigrant Communities, 23

TEACHING AND LEARNING IN TWO LANGUAGESBilingualism and Schooling in the United StatesEugene E. García

“This book is an excellent text for a graduate class in teacher education, bilingual and/or multicultural education.” —TC Record2005/216 pp./PB, $30.95/4536-6Multicultural Education Series

More Books in Multilingual Classrooms/ELL

ORTMEIER-HOOPER: THE ELL WRITERMoving Beyond Basics in the Secondary ClassroomChristina Ortmeier-Hooper

2012/216 pp./PB, $32.95/5417-7 HC, $68/5418-4


Reyes: WORDS WERE ALL WE HADBecoming Biliterate Against the OddsEdited by María de la Luz Reyes

2011/192 pp./PB, $34.95/5180-0Language and Literacy Series

Uribe: LITERACY ESSENTIALS FOR ENGLISH LANGUAGE LEARNERSSuccessful TransitionsMaria Uribe and Sally Nathenson-Mejía2008/160 pp./PB, $26.95/4904-3 large formatLanguage and Literacy Series (The Practitioner’s Bookshelf)

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Common Core Resources for School Leaders and TeachersRTI IN THE COMMON CORE CLASSROOMA Framework for Instruction and AssessmentSharon Vaughn, Philip Capin, Garrett J. Roberts, and Melodee A. Walker

“Sharon Vaughn is the perfect classroom expert to

help teachers mesh the requirements of any RTI program with high standards.”

—Susan B. Neuman

LITERACY AND HISTORY IN ACTIONImmersive Approaches to Disciplinary Thinking, Grades 5–12Thomas M. McCann, Rebecca D’Angelo, Nancy Galas, and Mary Greska

“Terrific book . . .provocative and stimulating.”

—Peter Smagorinsky

NEWSWORTHYCultivating Critical Thinkers, Readers, and Writers in Language Arts ClassroomsEd Madison

“Provides teachers with tangible strategies for using journalism to meet new standards.”

—Linda Darling-Hammond

REVITALIZING READ ALOUDSInteractive Talk About Books with Young Children, PreK–2 Lisa Hammett Price and Barbara A. BradleyProvides recommendations for structuring read aloud routines in the early childhood classroom, making the read aloud interactive.

PREPARING TO TEACH SOCIAL STUDIES FOR SOCIAL JUSTICE (BECOMING A RENEGADE)

Ruchi Agarwal-Rangnath, Alison G. Dover, and Nick HenningShows how veteran, justice-oriented

social studies teachers are responding to the Common Core State Standards.

THE FLUENCY FACTORAuthentic Instruction and Assessment for Reading Success in the Common Core ClassroomTimothy Rasinski and James K. Nageldinger

“Wonderfully doable assessments and classroom activities that would truly teach children.”

—From the Foreword by Patricia M. Cunningham

LITERACY LEADERSHIP IN CHANGING SCHOOLS10 Keys to Successful Professional DevelopmentShelley B. Wepner, Diane W. Gómez, Katie Egan Cunningham, Kristin N. Rainville, Courtney Kelly

“A road map for enriched learning experiences for

professionals and ultimately for the students they teach.” —Dorothy S. Strickland

TEACHING KINDERGARTENLearner-Centered Classrooms for the 21st CenturyEdited by Julie Diamond, Betsy Grob, and Fretta Reitzes

”Stories no one has heard before, at a time when it is difficult to hear the individual

voices in the classroom.”—From the Foreword by Vivian Gussin Paley

YOUNG MEANING MAKERSTeaching Comprehension, Grades K–2

Douglas Ray Reutzel, Sarah Clark, Cindy Jones, Sandra Gillam, and Susan B Neuman

Shows teachers how to build oral lan-guage and text comprehension skills with

young readers, including selecting texts, orga-nizing materials, scheduling time, and assess-ing the acquisition of knowledge.

TEACHING OUTSIDE THE BOX BUT INSIDE THE STANDARDSMaking Room for DialogueEdited by Bob Fecho, Michelle M. Falter and Xiaoli Hong

”Each story is offered as an invitation to reach beyond the moment while coura-geously teaching within it.”—David E. Kirkland

ENGAGING WRITERS WITH MULTIGENRE RESEARCH PROJECTSA Teacher’s GuideNancy Mack

“Pedagogically ground-breaking, signaling a critical and principled shift in our understanding of what it means to teach research in the writing classroom.”—Jacqueline Preston

STEM LEARNING WITH YOUNG CHILDRENInquiry Teaching with Ramps and PathwaysShelly Counsell, Lawrence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenberg, Beth Dykstra Van Meeteren, Sonia Yoshizawa, and Betty Zan

YOUNG INVESTIGATORSThe Project Approach in the Early YearsThird EditionJudy Harris Helm and Lilian G. KatzThis bestseller has been expanded to include two new chapters—How

Projects Can Connect Children with Nature and Project Investigations as STEM—and to assist teachers with younger children (toddlers) and older children (2nd grade).

TEACHING FOR EQUITY IN COMPLEX TIMESNegotiating Standards in a High-Performing Bilingual School

Jamy Stillman and Lauren AndersonThis book details how one school inte-grated equity pedagogy into standards-

based curriculum and produced exemplary levels of achievement.

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Agarwal-Rangnath: SOCIAL STUDIES, LITERACY, AND

SOCIAL JUSTICE IN THE COMMON CORE CLASSROOMA Guide for TeachersRuchi Agarwal-Rangnath Foreword by Christine Sleeter

page 30

Applebee: WRITING INSTRUCTION THAT WORKS

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

page 27

Appleman: CRITICAL ENCOUNTERS IN SECONDARY

ENGLISHTeaching Literary Theory to Adolescents, Third EditionDeborah Appleman

page 47

Beghetto: TEACHING FOR CREATIVITY IN THE COMMON

CORE CLASSROOMRonald A. Beghetto, James C. Kaufman, and John Baer Foreword by Robert J. Sternberg

page 21

Berne: THE ONE-ON-ONE READING AND WRITING

CONFERENCEWorking with Students on Complex TextsJennifer Berne and Sophie C. Degener Foreword by Douglas Fisher

page 35

Borko: MATHEMATICS PROFESSIONAL

DEVELOPMENTImproving Teaching Using the Problem-Solving Cycle and Leadership Preparation ModelsHilda Borko, Jennifer Jacobs, Karen Koellner, and Lyn E. Swackhamer Forewords by Jennie Whitcomb and Paul Cobb

page 29

Brock: ENGAGING STUDENTS IN DISCIPLINARY LITERACY,

K–6Reading, Writing, and Teaching Tools for the Classroom Cynthia H. Brock, Virginia J. Goatley, Taffy E. Raphael, Elisabeth Trost-Shahata, and Catherine M. Weber

page 29

Brozo: WHAM! TEACHING WITH GRAPHIC NOVELS

ACROSS THE CURRICULUMWilliam G. Brozo, Gary Moorman, and Carla K. Meyer Foreword by Stergios Botzakis

page 29

Darvin: TEACHING THE TOUGH ISSUES

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

page 31

Dole: READING ACROSS

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

page 38

Fisher: THE PATH TO GET THERE

A Common Core Road Map for Higher Student Achievement Across the DisciplinesDouglas Fisher, Nancy Frey, and Cristina Alfaro Foreword by Donna Ogle

page 45

Fusco: EFFECTIVE QUESTIONING STRATEGIES IN

THE CLASSROOMA Step-by-Step Approach to Engaged Thinking and Learning, K–8Esther FuscoForeword by Lawrence F. Lowery

page 8

Helm: BECOMING YOUNG THINKERS

Deep Project Work in the ClassroomJudy Harris Helm Foreword by Lilian G. Katz

page 18

Herrera: ACCELERATING LITERACY FOR DIVERSE

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

page 57

Hess: COMMON CORE MEETS EDUCATION REFORM

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

page 37

Hetland: STUDIO THINKING 2The Real Benefits of Visual

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

page 31

Johnson: READING, WRITING, AND LITERACY 2.0

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

page 27

Juzwik: INSPIRING DIALOGUETalking to Learn in

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

page 37

Marshall: ART-CENTERED LEARNING

ACROSS THE CURRICULUMIntegrating Contemporary Art in the Secondary School Classroom

Julia Marshall and David M. Donahue

Foreword by Lois Hetland

page 30

McCann: TRANSFORMING TALK INTO TEXT

Argument Writing, Inquiry, and Discussion, Grades 6–12Thomas M. McCann Foreword by George Hillocks, Jr.

page 35

Monte-Sano: READING, THINKING, AND

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

page 30

Murphy: UNCOMMONLY GOOD IDEAS

Teaching Writing in the Common Core EraSandra Murphy and Mary Ann Smith

page 29

Neuman: ALL ABOUT WORDSIncreasing Vocabulary in the

Common Core Classroom, PreK–2Susan B. Neuman and Tanya WrightForeword by Timothy Shanahan

page 18

Olson: HELPING ENGLISH LEARNERS TO WRITE

Meeting Common Core Standards, Grades 6–12 Carol Booth Olson, Robin C. Scarcella, and Tina Matuchniak Foreword by Steve Graham

page 8

Parks: EXPLORING MATHEMATICS THROUGH

PLAY IN THE EARLY CHILDHOOD CLASSROOMAmy Noelle Parks Foreword by Elizabeth Graue

page 27

Pearson: RESEARCH-BASED PRACTICES FOR TEACHING

COMMON CORE LITERACYP. David Pearson and Elfrieda H. Hiebert, Editors

page 48

Perez: THE NEW INCLUSIONDifferentiated Strategies

to Engage ALL StudentsKathy Perez/Foreword by Lim Chye Tin

page 57

Schmidt: INEQUALITY FOR ALLThe Challenge of Unequal

Opportunity in American SchoolsWilliam H. Schmidt and Curtis C. McKnight

page 52

Schneider: COMMON CORE DILEMMA

Who Owns Our Schools Mercedes K. Schneider

page 36

Small: BUILDING PROPORTIONAL REASONING

ACROSS GRADES AND MATH STRANDS, K–8Marian Small

page 36

Small: UNCOMPLICATING ALGEBRA TO MEET COMMON

CORE STANDARDS IN MATH, K–8 Marian Small

page 36

Small: UNCOMPLICATING FRACTIONS TO MEET

COMMON CORE STANDARDS IN MATH, K–7Marian Small

page 36

Small: GOOD QUESTIONSGreat Ways to

Differentiate Mathematics Instruction, Second Edition Marian Small

page 36

Small: EYES ON MATHA Visual Approach to

Teaching Math ConceptsMarian Small / Illustrations by Amy Lin

page 28

Wepner: THE ADMINISTRATION AND

SUPERVISION OF READING PROGRAMSFifth EditionShelley B. Wepner, Dorothy S. Strickland, and Diana J. Quatroche, Editors Foreword by Jack Cassidy

page 35

Wilhelm: THE ACTIVIST LEARNER

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

page 45

Wilson: FIVE BIG IDEAS FOR EFFECTIVE TEACHING

Connecting Mind, Brain, and Education Research to Classroom PracticeDonna Wilson and Marcus Conyers

page 35

Wineburg: READING LIKE A HISTORIAN

Teaching Literacy in Middle and High School History Classrooms—Aligned with Common Core State StandardsSam Wineburg, Daisy Martin, and Chauncey Monte-Sano

Common Core Resources for School Leaders and Teachersccss


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Literacy Leadership in Changing Schools10 Keys to Successful Professional DevelopmentShelley B. Wepner, dean and professor of education; Diane W. Gómez, associate professor; Katie Egan Cunningham, assistant professor; Kristin N. Rainville, assistant professor, Sacred Heart University; and Courtney Kelly, associate professor—all have been or are at the School of Education, Manhattanville College, Purchase, NY.

“A road map for enriched learning experiences for professionals and ulti-mately for the students they teach.”—Dorothy S.

Strickland, Rutgers, The State University of New Jersey

“This book is a recipe that has the power to highlight the joy of professional growth and

learning for leaders, teachers, and students alike. To me, that is truly fabulous.”

—Jennifer Scoggin, director, LitLife Inc,, Connecticut

“This book clearly shows school leaders how to obtain accurate information when creating a cohesive literacy model.”

—Gravity Goldberg, literacy consultant Literacy Leadership in Changing Schools will help literacy leaders improve teachers’ professional development in grades K–6. The authors use literacy basics to suggest concrete approaches that leaders and coaches can use to help teachers improve their instruction with culturally and linguistically diverse students. Based on firsthand experiences, research, and a school–university–community collaborative (Changing Suburbs Institute® in New York), this practical book hones in on what literacy leaders need to do in today’s rapidly changing schools.

Offering vignettes, strategies, and guidelines, each chapter is devoted to one essential component of serving as an effective literacy leader. Throughout, the book addresses typical issues leaders and teachers face, such as high-stakes testing, increasing failure rates, rigorous teacher and principal evaluations, limited family engagement, shrinking resources, and teachers’ inexperience with instructing diverse students.Audience: Pre- and inservice teachers (K–5), reading/literacy specialists, literacy consultants and coaches, principals, and professional developers; courses in language and literacy, literacy methods, leadership, curriculum development, educational supervision.

ccss 2016/312 pp./PB, $36.95/5713-0Language and Literacy Series

The Fluency FactorAuthentic Instruction and Assessment for Reading Success in the Common Core ClassroomTimothy Rasinski is a professor of literacy education at Kent State University. James K. Nageldinger is an assistant professor of literacy at Elmira College, Elmira, New York.

Foreword by Patricia M. Cunningham

“How delighted I was to find . . . wonderfully do-able assessments and classroom activities that would truly teach chil-dren to read fluently and develop expressive read-ing as the bridge be-tween word identification and comprehension.”—From the Foreword

by Patricia M. Cunningham, Wake Forest University

Reading fluency has been identified in the Common Core State Standards as a founda-tional competency for reading proficiency. This resource provides teachers with approaches to fluency instruction that are effective, engaging, and easy to implement. The authors begin with a comprehensive definition of reading fluency, a discussion of why fluency has fallen out of favor in recent years, and evidence of its im-portance to literacy instruction. They follow up with authentic approaches to reading fluency that teachers and literacy interventionists can immediately use to improve students’ overall proficiency in reading. A unique feature of the book is the participation sections “What Do You Think?” and “What We Think,” which chal-lenge the reader to engage in issues related to fluency—from concept, to assessment, to instruction—and then compare their views to those of the authors. This important new book updates and adds to Timothy Rasinski’s classic text, The Fluent Reader.

Book Features:• Vignettes of teachers implementing

research-based fluency instruction.• Teaching strategies and classroom

activities to help struggling readers.• Full descriptions of the authors’ original,

highly successful approaches to improving fluency.

• Resources for assessment and instruction of reading fluency.

• A new concept of reading instruction as an art as well as a science.

Audience: PreK–8 reading and special education teachers, instructional coaches, literacy special-ists, and professional developers; courses in literacy, reading foundations, reading and fluency, diagnosis and remediation in reading, curriculum and instruction.

ccss 2016/160 pp./PB, $30.95/5747-5The Common Core State Standards in Literacy Series

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

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

New York University “Teaching to the unique abilities of an increas-ingly diverse group of students is a persistent

challenge in public education. Whether used in a Common Core classroom or school system, Dr. Vaughn’s new book is yet another invaluable tool for teachers and leaders to use RTI to accelerate achievement for all students.”

—Larkin Tackett, executive director, Austin Region, IDEA Public Schools

Schools and teachers have struggled to integrate Common Core State Standards (CCSS) into their local Response to Intervention (RTI) systems. This book offers an adaptable framework and practical tips to assist educational professionals charged with making this connection in their schools, districts, and classrooms for English language arts. Based on years of experience, we know that students perform best when provided with research-based instruction, frequent progress monitoring, and timely and targeted interven-tions. Focusing on what the research tells us about how children learn, this highly practical guide can serve as the core of language arts instruction.

RTI in the Common Core Classroom will guide today’s classroom teachers, reading coaches, and administrators in their efforts to support all students in meeting literacy standards, including individuals with mild to moderate disabilities. Audience: Literacy and CCSS coaches (K–5), curriculum directors, special education directors, classroom teachers, special education teachers, and professional learning communities; courses in language arts, special education, educational leadership, reading and writing assessment and intervention.


Language and LiteracyOF RELATED INTEREST

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

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Literacy Theory as PracticeConnecting Theory and Instruction in K–12 ClassroomsLara J. Handsfield, associate professor of elementary education and literacy, Illinois State University.

Foreword by Annemarie Sullivan Palincsar

“In these times, when teachers are maligned in both the popular press and professional litera-ture, a volume such as this offers the potential to provide intellectual freedom in the complex work of teaching.”—From the Foreword

by Annemarie Sullivan Palincsar, University of Michigan

“Finally, a text that brings together and honors multiple perspectives and makes clear the power of a good theory for making sense of our worldviews. Handsfield provides elegant demonstrations of the relations of literacy theories to actions, decisions, and practices. A must-read for literacy educators and researchers.”

—Victoria Risko, Vanderbilt UniversityThis comprehensive textbook introduces readers to the most influential theories and models of reading and literacy, ranging from behaviorism and early information-processing theories to social constructionist and critical theories. Focusing on how these theories connect with different curricular approaches to literacy instruction (pre-K to grade 12), the author shows how they both shape and are shaped by everyday literacy practices in classrooms. Readers are invited to explore detailed vignettes that offer a practice-based view of theories as they are brought to life in the classroom.

Unlike other books on literacy theories, this one devotes substantial attention to linguisti-cally and culturally diverse classrooms and 21st-century technologies.

Book Features:• Descriptions of well-known curricular

models and assessment approaches. • Detailed examples from specific areas of

reading and literacy instruction that are prominent in today’s schools.

• Textbox discussions exploring histories, terminology, and debates relevant to the theories presented.

• Examination of how theories and practices relate to current policy initiatives, such as the Common Core State Standards.

• User-friendly text features, such as charts, reference lists, and inset boxes to help clarify complex concepts.

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

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


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

”Supported by theory and written with clarity, this inspiring account sets the gold standard for research that is both committed and ethical.”—Hilary Janks,

emeritus professor, Wits University

“A game-changing text.”—Elizabeth Dutro,

University of Colorado Boulder

In a period of increasing economic and social uncertainty, how do immigrant communities come together to advocate for educational access and their rights? This book is based on a 5-year university partnership with members from Indonesian, Vietnamese, Latino, Filipino, African American, and Irish American communities. Sharing rich examples, the authors examine how these diverse groups use language and literacy practices to advocate for greater opportunities. This unique partnership demonstrates how to draw on the knowledge and interests of a multilingual community to inform literacy teaching and learning, both in and out of school. It also provides guidelines for reimagining university/community collabo-rations and the practice of ethical partnering.

Partnering with Immigrant Communities focuses on:• Minoritized immigrant populations,

including groups with undocumented status.

• The intellectual and activist legacies that are already present in communities.

• A local cosmopolitanism that serves as a refuge for many immigrants who may otherwise be scapegoated within the dominant culture.

• The role that faith-based organizations play in supporting immigrants.

• Ethical and effective community-based research, including concrete and theoretically informed examples.

Audience: Teacher educators, curriculum developers, researchers, and community leaders; courses in literacy studies, multicultural educa-tion, urban education, sociology of education, immigration and curriculum, ELL, service learning, community-based learning, qualitative research methodologies.


Young Meaning MakersTeaching Comprehension, Grades K–2D. Ray Reutzel is the dean of the College of Education, University of Wyoming, and a member of the Reading Hall of Fame. Cindy D. Jones is an associate professor and director of the Literacy Clinic in the Department of Teacher Education and Leadership at Utah State University. Sarah K. Clark is an associate professor in the Department of Teacher Education and Leadership at Utah State University. Sandra L. Gillam is a professor in the Department of Communicative Disorders and Deaf Education at Utah State University.

One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the

early years. This timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a practical model, with classroom applications drawing on the Construction-Integration (CI) model of text comprehension. Illustrating why comprehension is so important in the CCSS framework, the book distills six key principles for meeting CCSS and other high-challenge standards. Chapters show teachers how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time, and assessing the acquisition of knowledge.

Book Features:• A practitioner-friendly model for teaching

comprehension of informational and narrative texts in the early grades.

• Guidance for how to create a classroom environment that supports oral language acquisition.

• Instructional strategies, including teaching children to understand text structures, key details, and main ideas of a story or information text.

• A standards-based series of formative comprehension assessments.

Audience: Teacher educators, early childhood teachers, curriculum directors, literacy coaches, CCSS coaches, and professional developers; courses in early childhood education, reading methods, early literacy, assessment.

ccss 2016/176 pp. (tent.)/PB, $35.95/5760-4 HC, $72/5761-1The Common Core State Standards in Literacy Series

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Pose, Wobble, FlowA Culturally Proactive Approach to Literacy InstructionAntero Garcia, assistant professor, Colorado State University, www.theamericancrawl.com; Cindy O’Donnell-Allen, profes-sor and director, CSU Writing Project.

Foreword by Linda Christensen

“Reminds all of us that teaching is not about following directions: it’s about listening to our students and paying attention to the social forces that shape their lives; about learning how to navigate department, school, district, and federal rules to benefit our students so we can keep a job while we continue

to honor our core beliefs about education.”—Linda Christensen, director, Oregon

Writing Project, Lewis & Clark College “A must-have for preservice and inservice teachers who care about their teaching.”

—Bob Fecho, University of Georgia “This beautiful book will educate, challenge, and

inspire educators determined to improve their teaching.”

—Sonia Nieto, University of Massachusetts, Amherst

This book proposes a pedagogical model called “Pose, Wobble, Flow” to encapsulate the chal-lenge of teaching and the process of growing as an educator.

The authors provide six different culturally proactive teaching stances or “poses” that secondary ELA teachers can use to meet the needs of all students, whether they are historically marginalized or privileged. They describe how teachers can expect to “wobble” as they adapt instruction to the needs of their students, while also incorporating new insights about their own cultural positionality and preconceptions about teaching. Teachers are encouraged to recognize this flexibility as a positive process or “flow” that can be used to address challenges and adopt ambitious teach-ing strategies like those depicted in this book.

Each chapter highlights a particular pose, describes how to work through common wobbles, incorporates teacher voices, and provides questions for further discussion. Pose, Wobble, Flow presents a promising framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral “best” practices.Audience: Pre- and inservice ELA teachers, teacher educators, professional developers, and school administrators; courses in secondary language and literacy, literacy methods, culturally responsive teaching, teaching reading, teaching composition, digital literacies, critical literacy.

2015/176 pp./PB, $29.95/5652-2 HC, $76/5664-5

Language and Literacy SeriesCopublished with NWP

NewsworthyCultivating Critical Thinkers, Readers, and Writers in Language Arts ClassroomsEd Madison, assistant professor, University of Oregon; founding producer, CNN; founder and executive director, Media Arts Institute. Visit the author’s website and blog at NewsWorthyBook.com

Foreword by Renee Hobbs

“Ed Madison provides teachers with tangible strategies for using jour-nalism to meet new standards, while inspir-ing students to take ownership of their education.”—Linda Darling-

Hammond, Stanford University

“Masterfully demon-strates the power of

journalism as an engaging learning experience. This book is a thoughtful and practical guide to implementing journalistic learning in schools.”

—Yong Zhao, elected fellow, International Academy For Education

“Ed Madison explains why the journalistic methods of verifying and clarifying information can motivate students to learn nearly anything. His well-sourced book is full of the practical exercises and technology tips that can set free the power of journalistic learning. A must-read for anyone who cares about education.”

—Eric Newton, Innovation Chief, Cronkite School of Journalism, Arizona State University

“Teaching journalism principles has never been more necessary and more integral to the work of all teachers. Ed Madison has spent time with lead-ers in journalism education and provides a great synthesis of ideas from the front lines. Anyone who loves teaching nonfiction reading and writing across media will love this book.”

—William Kist, associate professor, Kent State University

“Dr. Madison’s important book takes us beyond the buzz to the substance and power of engagement through journalistic learning. Grounded in research and practice, he provides insight and guidance to educators struggling to make the world of narrative expression important and relevant to today’s students.”

—Jason Ohler, authorNewsworthy provides strategies to help teach-ers use journalistic learning to achieve positive outcomes that engage students in new ways. Centered on research and writing projects that will yield publishable student writing, chapters demonstrate how this approach works across contexts, benefits a broad range of students from diverse backgrounds, and aligns with Common Core State Standards. Audience: Language arts teachers, journalism teachers, teacher educators, literacy coaches, curriculum developers, professional developers, and principals; courses in literacy methods, content-area literacy, communications, journalism, multimedia, secondary school teaching methods.

ccss 2015/144 pp./PB, $34.95/5687-4 HC, $84/5688-1


Engaging Writers with Multigenre Research ProjectsA Teacher’s GuideNancy Mack, professor of English, Wright State University, and a frequent speaker at national and state conferences.

Foreword by Ken Lindblom

“Pedagogically ground-breaking, signaling a critical and principled shift in our understand-ing of what it means to teach research in the writing classroom. Mack’s approach heralds the beginning of a new era.”—Jacqueline

Preston, Utah Valley University

“You’ll find insightful discussions about the form and function of genres, minilessons to launch students’ writing, and advice about research, feedback, and assessment of projects. This book will help you support and stretch your students. It did for me.”

—Tom Romano, Miami UniversityMultigenre research projects affirm students’ home cultures while developing important academic skills consistent with the Common Core State Standards in reading and writing. This book will guide teachers in assigning, scaffolding, and assessing multigenre research assignments, including how to choose a topic, pace the work, and keep writers on track to achieve specific goals. Chapters are arranged by topic with each containing a description of the educational rationale for the topic, an intro-ductory activity that serves as an inspiration for students in selecting a topic, and field-tested minilessons with step-by-step instructions. All the traditional elements of a research paper—quotations from experts, works cited, explanation, synthesis, and analysis—are brought to life as students animate information with emotion and imagination. An additional chapter describes how teachers have adapted this project for other subjects, such as social studies, science, and literature.

Book Features:• Prompts focused on home culture, inclusive

model texts, and support for diverse language proficiencies.

• Correlations between writing skills and the Common Core State Standards.

• Practical management strategies for teaching large writing projects.

• A companion website with downloadable handouts and additional teaching strategies.

Audience: Secondary school English teachers, content-area teachers, ELL teachers, teacher educators, and professional developers; courses in literacy methods, English education, writing workshop, composition, memoir writing, and nonfiction writing.

ccss 2015/128 pp./PB, $35.95/5685-0 HC, $92/5686-7 photos


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Revitalizing Read AloudsInteractive Talk About Books with Young Children, PreK–2 Lisa Hammett Price is professor in the speech-language pathology program in the Department of Communication Disorders, Special Education, and Disability Services at Indiana University of Pennsylvania. Barbara A. Bradley is associ-ate professor in the Department of Curriculum and Teaching at the University of Kansas.

Foreword by Sharon Walpole

”Offers exceptionally comprehensive and clear guidance about develop-ing young children’s oral language and thinking through conversations during read alouds.” —Judith A.

Schickedanz, Boston University

“The teaching examples, particularly for support-ing children’s thinking,

will be useful for new and seasoned teachers alike!”

—Tanya Christ, Oakland University How can educators and other professionals caring for children extend the learning potential of read alouds? This book is designed to help teachers, special education specialists, and speech-language pathologists achieve two objectives: 1) how to interact with children around books in ways that are instructive in nature but also responsive to children’s verbal contributions; and 2) how to use literature, informational texts, and poetry to achieve the goals of the Common Core State Standards. The authors provide specific recommendations for structuring read aloud routines in the early childhood classroom, making the read aloud interactive, using instructional strategies that enhance children’s vocabulary and content knowledge, and supporting and extending chil-dren’s verbal contributions through scaffolding during the activity. This practitioner-friendly text also includes methods for supporting children with special needs, as well as English language learners.

Book Features:• Recommendations for how to choose

quality books in each of the three genres— informational, literature, and poetry.

• The most useful interactive-instructional strategies.

• The types of visual supports and props that can augment the read aloud.

• Methods for extended learning opportunities.

• Examples and excerpts from actual read alouds to illustrate the methods.

• Read aloud activities that align with the Common Core State Standards.

• The benefits and challenges of using digital texts

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


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

Foreword by Peter Smagorinsky

“This terrific book helps teachers think about how to design instruction to provide an education across the curriculum that is provocative and stimulating.”—Peter Smagorinsky,

The University of Georgia

“This book provides a powerful model for

providing authentically engaging activities that will help prepare students not only for college and career but also for their lives as citizens.”

—Michael W. Smith, Temple University This book offers a solid research and theoreti-cal foundation for combining social studies and literacy instruction. A collaboration among a literacy scholar, two classroom teachers, and a school librarian, this volume also shows teach-ers how to engage middle and high school students in historical inquiry that incorporates literacy skills like reading complex texts and writing elaborated arguments. The authors present extended simulation activities that immerse students in three eras of U.S. history: European incursions into North America, pre-Revolutionary War colonialism, and the Civil War and Reconstruction. These simulations allow learners to experience these major periods of U.S. history while they discuss, read, and write in ways that align closely with the Common Core State Standards.

Book Features:• Guidance for integrating language arts and

social studies in ways that align with the Common Core State Standards.

• Simulation activities that show learners actively engaged in inquiry involving collaboration, deliberation, debate, and critical judgments.

• Models for disciplinary literacy that rely on primary source texts and historical fiction.

• Examples of student work, website resources, and an online appendix with rubrics for teachers.

Audience: Pre- and inservice teachers (grades 5–12), teacher educators, curriculum designers, and professional developers; courses in teaching methods, literacy and social studies education, disciplinary literacy.

ccss 2015/160 pp./PB, $31.95/5734-5 HC, $78/5735-2


Go Be a Writer!Expanding the Curricular Boundaries of Literacy Learning with ChildrenCandace R. Kuby is assistant professor of early childhood education at the University of Missouri. Tara Gutshall Rucker is an elementary school teacher in Columbia Public Schools, Missouri.

Foreword by Jennifer Rowsell

”Documenting choices, materials, and practices, Kuby gives readers a lan-guage and conceptual framework for multi-modal meaning making.”—From the Foreword

by Jennifer Rowsell, Brock University

Go Be a Writer! pro-vides an introduction to poststructural and posthumanist theories

in order to imagine new possibilities for expanding literacy education. The authors put to work these theories in the context of an elementary school classroom, examining literacy-based activities that occur as students participate with materials in a multimedia writers’ studio. Focusing on literacy processes, the book emphasizes the fluid and sometimes unintentional ways multimodal artifacts come into being through intra-actions with human and nonhuman materials. Because these theories emphasize the unplanned, nonlinear aspects of literacy, the authors demonstrate an approach to literacy that works against the grain of standardization and rigid curricular models. Go Be a Writer! reveals that when educators appreciate the value of unscripted intra-actions they allow for more authentic learning.

Book Features:• Allows educators to imagine news ways of

thinking, teaching, and researching about texts in schools.

• Embraces entangled literacy practices that involve materials, time, and space.

• Demonstrates a long-term teacher/researcher partnership, including data from four years of teaching.

• Disrupts traditional forms and standards of academic texts, experimenting with new ways of writing.

Audience: Early childhood and elementary teachers, writing teachers, teacher educators, curriculum developers, and researchers; courses in literacy methods, literacy theory, multimodal literacy, visual literacy, research methodology, and early childhood education.


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Teaching Outside the Box but Inside the StandardsMaking Room for DialogueEdited by Bob Fecho, professor, English education, Teachers College, Columbia University; Michelle Falter and Xiaoli Hong, doctoral candidates, University of Georgia

Foreword by Meenoo Rami

”In an accessible and thought-provoking nar-rative, these four teach-er-researchers and the three teacher educators present an alternative view into the complex-ity of the classroom.”—From the Foreword

by Meenoo Rami, educator and author

“Rigorous though poetic, filled with theory and

science, but not in the ways we’ve come to know them. The science and theory of teaching are shaped in the core of story, sketched in lessons well learned. Moreover, each story is offered as an invitation to reach beyond the moment while courageously teaching within it.”

—David E. Kirkland, New York University “Fecho, Falter, and Hong have given Teacher

Education, and English Education in particular, a true gift in this text. In their edited volume, a chorus of teachers demonstrate how they use their curricular powers to provide opportunities for students to experience ‘engaged dialogical practice’ as teachers attend to the nuances of the Common Core Standards. By encouraging educators to embrace the ‘wobble’—that is, the tensions teachers often feel when their teaching and student learning are gaining momentum—this book is both a mirror and a window for advancing the use of dialogue in compelling ways in the classroom.”

—Maisha Winn, University of Wisconsin-Madison

Many educators feel caught between man-dates to meet literacy standards and the desire to respond to individual students’ interests, skills, and challenges. This book demonstrates how a dialogical approach to practice will enable teachers to meet the needs of today’s diverse student population within a standard-ized curriculum. Chapters highlight the efforts of four high school teachers to create dialogical classroom space, documenting both the possibilities of and impediments to such an approach to teaching. Drawing on a theoretical framework and rationale for engaged dialogical practice, the authors present and analyze key classroom events that illustrate the productive and restrictive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for comple-menting and expanding the Common Core State Standards.Audience: Teacher educators, secondary teachers, professional learning communities, and administrators; courses on English education, reading, arts and humanities, curriculum and instruction, literacy methods, research methods, and student-teaching.



Untangling Urban Middle School Reform Clashing Agendas for Literacy Standards and Student SuccessCynthia D. Urbanski is a Writing Project teacher consultant at the University of North Carolina at Charlotte and ethnographic researcher with the Renaissance West Community Initiative.

Foreword by Elyse Eidman-Aadahl

“This is a story of life at Rosa Parks Middle School as teachers, ad-ministrators, and consul-tants take up a school improvement project, but it is also the story of life in an urban middle school under No Child Left Behind (NCLB) and its larger operational context of generalized, bureaucratized distrust.”—From the Foreword

by Elyse Eidman-Aadahl, executive director, National Writing Project

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 ac-countability structures shift power away from the teachers and administrators who know the students best. As such, it illustrates the complex nature of writing instruction in urban schools.

Book Features:• Provides valuable lessons learned that can

be applied throughout the United States to improve urban schools.

• Offers rich portraits of students and teachers who resist the deficit identities placed on them by the dominant narrative of urban school reform.

• Presents a forum for those who are often silenced and talked about where they can speak for themselves.

Audience: Teacher educators, teachers, admin-istrators, professional developers, and literacy coaches; courses in English methods, teaching writing, urban education, secondary education, school reform, linguistic diversity, qualitative research, socio-linguistics.

2016/144 pp. (tent.)/PB, $32.95/5771-0Copublished with NWP (National Writing Project)

Teaching for PromiseTransforming Dis/ability Through Mulitmodal Literacy InstructionKathleen M. Collins is an associate professor of language, culture, and society and co-director of the Center for Disability Studies in the College of Education, at The Pennsylvania State University, University Park.

How can we create classrooms where children historically posi-tioned as “struggling” or “deficient” are able to participate fully and

successfully? Teaching for Promise reports on a professional development research project where teachers were invited to think differently about “dis/ability.” In detailed case studies, the author demonstrates how teachers integrated multimodal literacies and a sociocultural understanding of disability to inform their teaching and help students meet or exceed expected academic standards. These cases will disrupt deficit perspectives of children with diverse cognitive, cultural, linguistic, and socioeconomic resources. They will also help elementary and middle school teachers meet the challenges posed by the Common Core State Standards that emphasize content-area literacies.

Book Features:• Portraits of teachers merging art and

content-area literacy to create more just, equitable, and inclusive learning environments.

• Counter-stories depicting children identified as “struggling” or “disabled” reversing expectations of failure.

• Examination of the ways in which cultural stereotypes and linguistic diversity influence our analysis of students’ abilities.

• Discussion questions and examples of students’ artwork.

Audience: Teacher educators, teachers, and researchers; courses in special education, disabil-ity studies, inclusive education, elementary and middle school education, reading, new literacies, multimodal literacies, multicultural education, bilingual education, arts education, policy and politics of education, urban education.

2016/208 pp. (tent.)/PB, $44.95/5697-3 HC, $90/5698-0Disability, Culture, and Equity Series

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Literacy Teaching Methods

CRITICAL ENCOUNTERS IN SECONDARY ENGLISHTeaching Literary Theory to Adolescents, Third EditionDeborah Appleman

“What a smart and useful book! It provides teachers with a wealth of knowledge and material to help their students develop critical perspective and suppleness of thought.” —Mike Rose, UCLA

“This Third Edition proves that Appleman still has her hand on the pulse of the rapidly changing landscape of

education and that she still remains in a league all her own.” —Ernest Morrell, Teachers College, Columbia UniversityThe Third Edition provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. With field-tested classroom activities, this edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction.

ccss 2015/272 pp./PB, $29.95/5623-2 illustrationsLanguage and Literacy Series

CROSSING THE VOCABULARY BRIDGEDifferentiated Strategies for Diverse Secondary ClassroomsSocorro G. Herrera, Shabina K. Kavimandan, and Melissa A. Holmes / Foreword by Candace HarperThis book provides a framework for academic vocabulary and language instruction in today’s diverse classrooms. Nationally known literacy expert Socorro Herrera presents a set of strategies and tools that work effectively across all content

areas to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom implementation to provide teachers with multiple avenues for making content and academic vocabulary both accessible and relevant for all students.

2011/208 pp./PB, $29.95/5217-3 large format, photosNEW BY SOCORRO G. HERRERA: Biography-Driven Culturally Responsive

Teaching, Second Edition, 17

RESEARCH-BASED PRACTICES FOR TEACHING COMMON CORE LITERACYP. David Pearson and Elfrieda H. Hiebert, Editors

“This book goes way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the Standards.”

—From the Foreword by Nell K. Duke, University of Michigan This one-of-a-kind resource brings together literacy luminaries, each addressing their specialty, to offer an

accessible fund of rich teaching practices. They point out strengths of the Common Core as well as issues and oversights of which educators should be aware.

Contributors include John Guthrie, Timothy Rasinski, Michael Kamil, Barbara Taylor, Richard Allington, Michael Graves, and James Hoffman.

ccss 2015/288 pp./PB, $33.95/5644-7/HC, $74/5645-4 large formatCopublished with ILA

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

“This book is a gem! ” —Diana Hess, Spencer Foundation This practical resource will inspire teachers to craft cur-ricula addressing a wide range of civic problems, such as those related to racial discrimination, environmental damage, and community health. Dividing civic literacy projects into three key phases—problem identification,

problem exploration, and action—the author provides concrete examples from upper-elementary, middle, and high school classrooms.

2014/176 pp./PB, $36.95/5575-4

TEACHING TRANSNATIONAL YOUTHLiteracy and Education in a Changing WorldAllison Skerrett Foreword by Randy Bomer

“Allison Skerrett shows in this book that teachers can mitigate harm through specific choices in their teaching, by view-ing difference as a resource that is available to a

greater degree when we are fortunate enough to have transnational stu-dents in our classrooms.”

—From the Foreword by Randy Bomer

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

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


ENVISIONING LITERATURELiterary Understanding and Literature Instruction, Second EditionJudith A. LangerThis revision of Judith Langer’s clas-sic bestseller builds on more than 15 years of research and develop-ment projects in inner-city, subur-ban, and rural communities. New examples have been added to show the kinds of critical, creative, and innovative thinking that are needed for success in the digital-age classroom. A fifth stance has been added to the Envisionment-building framework toward higher-level understanding, integration, and the building of new concepts. 2011/192 pp./PB, $33.95/5129-9Language and Literacy Series


BEATS, RHYMES, AND CLASSROOM LIFEHip-Hop Pedagogy and the Politics of IdentityMarc Lamont HillForeword by Gloria Ladson-Billings

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

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

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


THE VOCABULARY BOOKLearning and InstructionMichael F. Graves

“Broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between.”

—Reading TodayThis text presents a comprehen-sive plan for vocabulary instruc-tion from kindergarten through high school. It includes four parts: rich and varied language experi-ences, teaching individual words, teaching word learning strategies, and fostering word consciousness.2006/192 pp./PB, $26.95/4627-1Language and Literacy SeriesCopublished with NCTE

TEACHING INDIVIDUAL WORDSOne Size Does Not Fit All (K–8)Michael F. Graves Foreword by James F. BaumannBuilding on The Vocabulary Book, Michael Graves describes a practical program for teaching individual words in the K–8 class-room. Designed to foster effective, efficient, and engaging differenti-ated instruction, Teaching Individual Words combines the latest research with vivid illustrations from real classrooms. 2009/120 pp./PB, $19.95/4930-2 large format, 10 photosLanguage and Literacy Series (Practitioner’s Bookshelf)

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Literacy Leadership & Professional Resources

THE ADMINISTRATION AND SUPERVISION OF READING PROGRAMSFifth EditionShelley B. Wepner, Dorothy S. Strickland, and Diana J. Quatroche, Editors Foreword by Jack CassidyNow in its fifth edition, this popular textbook focuses on what literacy leaders (pre-K–12) need to know and do to meet today’s mandates. This updated edition addresses forthcoming assessments aligned to the

Common Core Standards, and new mandates for evaluating teachers and principals. Literacy luminaries provide specific guidelines for all levels of instruction, including selecting and using materials, assessing students, evaluating teachers, providing professional development, working with linguistically diverse and struggling learners, working with parents, and evaluating schoolwide literacy programs.

ccss 2014/256 pp./PB, $34.95/5480-1 large format, photosLanguage and Literacy Series

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

SUMMER READINGClosing the Rich/Poor Reading Achievement GapEdited by Richard L. Allington and Anne McGill-Franzen Foreword by Gerald G. Duffy This timely volume offers not only a comprehensive review of what is known about summer reading loss, but also provides reliable interventions and guidance for planning a successful summer reading program.

Contributors: Richard L. Allington, Lynn Bigelman, James J. Lindsay, Anne McGill-Franzen, Geraldine Melosh, Lunetta Williams

2013/144 pp./PB, $29.95/5374-3 photosLanguage and Literacy Series

Copublished with IRA

THE ONE-ON-ONE READING AND WRITING CONFERENCEWorking with Students on Complex TextsJennifer Berne and Sophie C. Degener Foreword by Douglas Fisher

“Will transform teachers’ conferencing, and more importantly, their students’ writing and reading.”—Laurie Elish-Piper, IRA Board of Directors, 2013–2016Responding specifically to new Common Core State Standards in reading and writing, this book introduces

a method of one-on-one interaction that encourages teachers to focus on more ambitious goals that will deepen students’ skills in comprehension and writing.

ccss 2015/160 pp./PB, $32.95/5622-5 Language and Literacy Series

FAMILY DIALOGUE JOURNALSSchool–Home Partnerships That Support Student Learning JoBeth Allen, Jennifer Beaty, Angela

Dean, Joseph Jones, Stephanie Smith Mathews, Jen McCreight, Elyse Schwedler, and Amber M. Simmons Foreword by Luis MollThis book shows how to use Family Dialogue Journals (FDJs) to increase and deepen learning across grade levels. Written by K–12 teachers who have been imple-menting and studying the use of weekly journals for several years, it shares what they have learned and why they have found FDJs to be an invaluable tool for forming effective partnerships with families. 2015/160 pp./PB, $34.95/5628-7/HC, $66/5629-4Practitioner Inquiry SeriesCopublished with NWP

THE SUCCESSFUL HIGH SCHOOL WRITING CENTERBuilding the Best Program with Your StudentsEdited by Dawn Fels and Jennifer WellsForeword by Richard KentHighlighting the work of talented teachers and tutors, this resource offers innovative methods for secondary and post-secondary educators interested in adolescent literacy, English Language Learners, new literacies, writing center peda-gogy and evaluation, embedded professional development, dif-ferentiated instruction, and cross-institutional collaboration. 2011/168 pp./PB, $27.95/5252-4Language and Literacy SeriesCopublished with NWP (National Writing Project)

BRIDGING LITERACY AND EQUITYThe Essential Guide to Social Equity TeachingAlthier M. Lazar, Patricia A. Edwards, and Gwendolyn Thompson McMillon Foreword by Geneva GayChapters identify six key dimen-sions of social equity teaching that can help teachers see their stu-dents’ potential and create condi-tions that will support their literacy development. 2012/160 pp./PB, $31.95/5347-7 HC, $68/5348-4Language and Literacy Series

NEW BY PATRICIA A. EDWARDS: New Ways to Engage Parents, 42

Literacy Studiessee also: The Activist Learner, page 35

SHOPTALKLessons in Teaching from an African American Hair Salon Yolanda J. Majors

“Contributes to the building of a pow-

erful research methodology: bridging cognition, disciplinary problem solv-ing, sociolinguistics, critical discourse analysis, human development foci on identity development and motivation, and the political lens of critical race theory—no small feat.”

—From the Foreword by Carol Lee, Northwestern University

Shoptalk examines the development of literacy, identity, and thinking skills that takes place through cross-generation conversation in an African American hair salon and how it can inform teaching in today’s diverse classrooms. Shoptalk is essential reading for educators interested in widening their view of culturally responsive pedagogical practices.

2015/192 pp./PB, $34.95/5661-4 HC, $76/5662-1

2015 NYU Steinhardt School Daniel E. Griffiths Research Award • 2014 NCTE David H. Russell Research Award • 2014 AESA Critics’ Choice Award

A SEARCH PAST SILENCEThe Literacy of Young Black MenDavid E. KirklandForeword by Pedro Noguera

“An essential read for anyone inter-ested in equity, social justice, and the value of Black lives.” —TC RecordA Search Past Silence is a passion-ate call for educators to listen to the silenced voices of Black youth and to re-imagine the concept of being literate in a multicultural democratic society. Key chapters on language, literacy, race, and masculinity examine how the litera-cies, languages, and identities of six African American friends are shaped by the silences of societal denial.

2013/208 pp./PB, $39.95/5407-8 HC, $78/5420-7


READING FAMILIESThe Literate Lives of Urban ChildrenCatherine Compton-LillyForeword by Barbara Comber

“Explores the contradictions that exist between mainstream and alternative accounts of learning to read in a poor urban community. Recommended.”

—Choice2003/168 pp./PB, $25.95/4276-1Practitioner Inquiry Series

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Disciplinary Learning

ENGAGING STUDENTS IN DISCIPLINARY LITERACY, K–6Reading, Writing, and Teaching Tools for the Classroom Cynthia H. Brock, Virginia J. Goatley, Taffy E. Raphael, Elisabeth Trost-Shahata, and Catherine M. Weber Foreword by Annemarie Sullivan Palincsar

“I can’t imagine a more timely book for these times in which the CCSS for English Language Arts are demanding that we pay more than lip service to integrated curriculum.”

—P. David Pearson, University of California, BerkeleyThis resource introduces teachers to key concepts from current trends in literacy education—from high-level standards to the use of 21st-century literacies. Readers follow teachers as they successfully implement the cur-riculum they developed to promote high-level thinking and engagement with disciplinary content. The text focuses on three disciplinary literacy units of instruction: a 2nd-grade science unit, a 4th-grade social studies unit, and a 6th-grade mathematics unit.


THE RIGHT TO LITERACY IN SECONDARY SCHOOLSCreating a Culture of ThinkingEdited by Suzanne Plaut / Foreword by Theodore R. SizerThis is a practical guide for reform-minded schools and districts, and for teachers seeking to help all adoles-cent learners achieve at high levels. Replete with vivid illustrations of exemplary classroom practice across all content areas, it is perfect for professional learning com-munities and study groups.

2009/216 pp./PB, $28.95/4918-0 large formatCopublished with IRA and PEBC (Public Education & Business Coalition)

TEACHING THE TOUGH ISSUESProblem Solving from Multiple Perspectives in Middle and High School Humanities Classes Jacqueline Darvin Foreword by Douglas Fisher

“A powerful tool for guiding students as they explore their identity, unafraid to explore what it means to be human.“

—From the Foreword by Douglas Fisher, San Diego State University

Introduces a groundbreaking teaching method to help English, social stud-ies, and humanities teachers address difficult or controversial topics in their secondary classrooms. The author describes a four-step method for structuring discussions and written assignments while concurrently assist-ing teachers in addressing Common Core State Standards. ccss 2015/160 pp./PB, $34.95/5653-9/HC, $76/5654-6

READING AND REPRESENTING ACROSS THE CONTENT AREASA Classroom Guide Amy Alexandra Wilson and Kathryn J. Chavez Foreword by Marjorie SiegelThis groundbreaking work redefines traditional ideas of what a “text” should be, incorporating new kinds of multimodal texts to revitalize instruction within and across disciplines. The authors provide examples of innovative representations to aid learning in earth science, language arts, mathematics, and social studies classrooms. Each chapter focuses on a specific content area, outlining learning goals, relevant national standards, types of representation that enrich learning, and teaching strategies for developing critical literacy specific to that discipline.

2014/160 pp./PB, $37.95/5567-9/HC, $88/5571-6 photosLanguage and Literacy Series

WHAM! TEACHING WITH GRAPHIC NOVELS ACROSS THE CURRICULUMWilliam G. Brozo, Gary Moorman, and Carla K. Meyer Foreword by Stergios BotzakisProvides instructional guidelines with classroom examples that demonstrate how graphic novels can be used to expand content knowledge and literacy in science, social studies, math, and English/language arts. Book features include advice for selecting graphic novels, teaching strategies for each content area, guidance for aligning instruction with the Common Core State Standards, and study group questions.

ccss 2013/168 pp./PB, $29.95/ 5495-5 illustrations


(RE)IMAGINING CONTENT-AREA LITERACY INSTRUCTIONEdited by Roni Jo Draper; Co-edited by Paul Broomhead, Amy Petersen Jensen, Jeffery D. Nokes, and Daniel Siebert Foreword by Thomas W. BeanThe text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the dis-course of a song.

Additional contributors: Marta Adair, Diane L. Asay, Sharon R. Gray, Sirpa Grierson, Scott Hendrickson, Steven L. Shumway, Geoffrey A. Wright

2010/192 pp./PB, $30.95/5126-8 photos and illustrations

Language and Literacy SeriesCopublished with NWP (National Writing Project)

TALKING THEIR WAY INTO SCIENCEHearing Children’s Questions and Theories, Responding with CurriculaKaren Gallas

“Ever since I was given this book to review, I have been referring graduate students and teacher candidates to its content.” —Curriculum Inquiry1995/128 pp./PB, $25.95/3435-3Language and Literacy Series

Early Literacy

ALL ABOUT WORDSIncreasing Vocabulary in the Common Core Classroom, PreK–2Susan B. Neuman and Tanya Wright

Foreword by Timothy ShanahanVocabulary forms a relentless divide between children who suc-ceed and those who do not. All About Words is designed to help early childhood teachers take advantage of the unique opportu-nity provided by the Common Core State Standards. It offers strategies for planning and presenting vocab-ulary instruction and for monitoring children’s word learning progress, along with specific guidance on which words to teach.

ccss 2013/176 pp./PB, $26.95/ 5444-3/HC, $62/5445-0 photos

The Common Core State Standards in Literacy SeriesThe authors and publisher of this book acknowledge that All About Learning Press, Inc., an entity unrelated to this book’s authors and publisher, is the owner of registered trademarks in the words “All About” as to books. The use of such words in the title of this book does not mean or imply that All About Learning Press, Inc. endorses, sponsors or is otherwise affiliated with this book or its contents or that the authors and publisher of this book endorse, sponsor or are otherwise affiliated with All About Learning Press, Inc.


REWRITING THE BASICSLiteracy Learning in Children’s CulturesAnne Haas Dyson

“Recommended.” —Choice”The author shows how teachers can continue meeting required standards while using in-depth understanding of children’s lives—honoring children’s experiences and engaging them in a whole new way.” —Young ChildrenAnne Haas Dyson shows how highly scripted writing curricula and regimented class routines work against young children’s natural social learning processes.

2013/224 pp./PB, $34.95/5455-9 HC, $78/5456-6 photos


CHILDREN’S LANGUAGEConnecting Reading, Writing, and TalkJudith Wells LindforsForeword by Vivian Gussin PaleyLindfors describes how teachers can help young students learn to read and write using the oral language processes they already know. A 24-page Guide for Instructors and Teacher Study Groups is available online at www.tcpress.com. 2008/144 pp./PB, $28.95/4885-5 HC, $56/4886-2Language and Literacy SeriesAll author royalties on this book go to SafePlace (www.safeplace.org)

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ResearchThe NCRLL Collection: Approaches to Language and Literacy Research

Dyson: ON THE CASEAnne Haas Dyson and Celia Genishi2005/160 pp./PB, $27.95/4597-7

Goswami: ON TEACHER INQUIRYDixie Goswami, Ceci Lewis, Marty Rutherford, and Diane Waff2009/128 pp./PB, $27.95/4945-6

Heath: ON ETHNOGRAPHYShirley Brice Heath and Brian V. Street, with Molly Mills2008/168 pp./PB, $27.95/4866-4 (For sale by TC Press in the US, its territories & dependencies, and Canada only)Copublished with Routledge

Kamberelis: ON QUALITATIVE INQUIRYGeorge Kamberelis and Greg Dimitriadis2005/192 pp./PB, $31.95/4544-1

Reinking: ON FORMATIVE AND DESIGN EXPERIMENTSDavid Reinking and Barbara A. Bradley2008/144 pp./PB, $27.95/4841-1 HC, $54/4842-8

Schaafsma: ON NARRATIVE INQUIRYApproaches to Language and Literacy ResearchDavid Schaafsma and Ruth Vinz with Sara Brock, Randi Dickson, and Nick Sousanis2011/160 pp./PB, $29.95/5203-6

Writing

TRANSFORMING TALK INTO TEXTArgument Writing, Inquiry, and Discussion, Grades 6–12Thomas M. McCann Foreword by George Hillocks, Jr.

McCann shows teachers how to craft class dis-cussions that build students’ skills of analysis, problem solving, and argumenta-tion as a means of improving stu-dent writing. The

text includes connections to the CCSS, examples of students at work, portraits of skilled teachers, interview questions for students and teachers, and more.

ccss 2014/176 pp./PB, $31.95/5588-4


NEW BY THOMAS McCANN: Literacy and History in Action, 25

ASSESSING STUDENTS’ DIGITAL WRITINGProtocols for Looking CloselyTroy Hicks Foreword by Christina Cantrill, National Writing Project

“This book serves as a model for groups of teachers interested in improving their teaching through online interaction.”

—Richard Beach, professor emeritus, University of Minnesota

In this book, Troy Hicks—a leader in the teaching of digital writing—collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students’ digital writing. This col-lection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversa-tions about students’ digital writing.

2015/168 pp./PB, $30.95/5669-0Copublished with NWP (National

Writing Project)

UNCOMMONLY GOOD IDEASTeaching Writing in the Common Core EraSandra Murphy and Mary Ann Smith

”This book is slender, readable, and well worth the ride, whether you are a novice terrified as you stare into your first classroom or an old hand looking for an extra boost with a new class and a new year.”

—Arthur Applebee, University at Albany In this innovative resource, the authors zero in on several

“big ideas” that lead to and support effective practices in writing instruction, such as integrating reading, writing, speaking, and lis-tening; teaching writing as a process; extending the range of students’ writ-ing; spiraling and scaffolding a writing curriculum; and collaborating.


Copublished with NWP

WRITING INSTRUCTION THAT WORKSProven Methods for Middle and High School ClassroomsArthur N. Applebee and Judith A. Langer with Kristen Campbell Wilcox, Marc Nachowitz, Michael P. Mastroianni, and Christine Dawson

“Secondary teachers should consider this a ‘must.’” —California Bookwatch “Read it today. Buy a copy for every educator you know.” —Carol Jago, past president, NCTE

Backed by solid research, the authors offer far-reaching direction for improving writing instruction that assist both student literacy and subject learning. They provide many examples of successful writing practices in each of the four core academic subjects (English, mathematics, science, and social studies/history), along with guidance for meeting the Common Core standards. The text also includes sections on Technology and the Teaching of Writing and English Language Learners.

ccss 2013/216 pp./PB, $34.95/5436-8/HC, $78/5437-5Language and Literacy Series


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

TEACHING THE NEW WRITINGTechnology, Change, and Assessment in the 21st-Century ClassroomEdited by Anne Herrington, Kevin Hodgson, and Charles MoranForeword by Elyse Eidman-Aadahl

“A book that invites reflection on one’s instructional practice. It is a book well worth reading.”

—TESOL NewsletterReal teachers share their stories, successful practices, and vivid examples of their students’ creative and expository writing from online and multi-media projects, such as blogs, wikis, podcasts, electronic poetry, and more. This groundbreaking book is appropriate for the elementary through college level. 2009/240 pp./PB, $28.95/4964-7Language and Literacy SeriesCopublished with NWP (National Writing Project)



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ReadingSEE ALSO: McCall-Crabbs Standard Test Lessons in Reading; Test Lessons in Primary Reading; Gates-Peardon-LaClair Reading Exercises; Reading and Thinking, page 39

READING ACROSS MULTIPLE TEXTS IN THE COMMON CORE CLASSROOM, K–5Janice A. Dole, Brady E. Donaldson, and Rebecca S. Donaldson Foreword by Robert J. Marzano This teacher-friendly resource addresses one of the most important critical reading skills in the Common Core State Standards—reading across multiple texts. The authors provide strategies for helping students answer text-dependent questions, find evidence in a text, and

scan for information. Model lessons will be especially useful to teachers.ccss 2014/144 pp./PB, $29.95/5590-7 large format

The Common Core State Standards in Literacy Series

READING UPSIDE DOWNIdentifying and Addressing Opportunity Gaps in Literacy Instruction Deborah L. Wolter Foreword by Richard L. Allington

“A powerful tool . . .Wolter does a superb job not only identify-ing opportunity gaps in literacy instruction but also providing ways to begin fixing them.”

—From the Foreword by Richard L. Allington, University of Tennessee

Reading Upside Down explores eight key factors that contribute to reading challenges in developing readers, including school readiness, the use of prescribed phonics-based programs, physical hurdles, unfamiliarity with English, and special education labeling. It focuses on the differences that educators can make for individual students and suggests ways to address early opportunity gaps.2015/160 pp./PB, $36.95/5665-2/HC, $76/5666-9

READING, WRITING, AND LITERACY 2.0Teaching with Online Texts, Tools, and Resources, K–8Denise Johnson / Foreword by Don LeuReading, Writing, and Literacy 2.0 offers tools and teach-ing strategies for incorporating online reading and writing into classroom learning, as well as a host of web resources that teachers can draw on to make this happen—all this without endless hours of searching! The book connects to the Common Core State Standards and is organized around the Technological Literacy

Assessment of the National Assessment of Educational Progress (NAEP). A companion blog offers ongoing support at literacytwopointzero.blogspot.com

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

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

2009/160 pp./PB, $28.95/5025-4 large format, photosLanguage and Literacy Series (Practitioner’s Bookshelf)

THE COMPLETE GUIDE TO TUTORING STRUGGLING READERS—MAPPING INTERVENTIONS TO PURPOSE AND CCSSPeter J. Fisher, Ann Bates, and Debra J. Gurvitz Foreword by Darrell Morris

This easy-to-use guide will help educators plan and implement intervention les-sons for strug-gling readers that align with the English Language Arts

Common Core State Standards. The authors offer hands-on guid-ance for designing interventions across grades K–8, provide sample tutoring plans and lessons, and describe procedures for teaching print skills, comprehension, vocab-ulary, fluency, and study skills.

ccss 2013/216 pp./PB, $29.95/ 5494-8

READING WITHOUT NONSENSEFourth EditionFrank Smith Reading Without Nonsense remains a groundbreaking, humanistic antidote to the managed “systems” approach to reading instruction. In his extensively revised fourth edition, Frank Smith brings teach-ers and teacher educators up to date on how reading should not be taught. This new edition is a necessary reminder that reading and learning to read are natural activities.2006/176 pp./PB, $27.95/4686-8For sale by TC Press in the US, its territories and dependencies, only

READING WIDE AWAKEPolitics, Pedagogies, and PossibilitiesPatrick Shannon Foreword by Jeffrey D. Wilhelm

“This is powerful, beautiful work.”—Timothy J. Lensmire,

University of Minnesota Shannon demonstrates how we can and must engage in close reading of the world around us and how teachers, in turn, can help their students make meaning from the information in their lives that often appears to move at warp speed. Reading Wide Awake integrates per-sonal stories, political commentary, and guidance for educators into a fun-to-read book that will resonate with a diverse audience of teachers.

2011/144 pp./PB, $27.95/5242-5

THE EFFECTIVE LITERACY COACHAdrian Rodgers and Emily M. RodgersOffers research-based strategies that can be used to create the pro-fessional and dynamic relationships needed for successful teacher–coach collaborations. Readers will hear the voices of coaches as they analyze their own efforts to scaf-fold adult learning, guide collabora-tive inquiry, and support teacher reflection. 2007/192 pp./PB, $27.95/4801-5 HC, $50/4802-2Language and Literacy SeriesCopublished with IRA



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Literacy & Diversity

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

OTHER PEOPLE’S ENGLISHCode-Meshing, Code-Switching, and African American LiteracyVershawn Ashanti Young, Y’Shanda Young-Rivera, and Kim Brian Lovejoy Foreword by Victor VillanuevaResponding to advocates of the

“code-switching” approach, four uniquely qualified authors make the case for “code-meshing”—allowing students to use standard English, African American English, and other Englishes in formal academic writing and classroom discussions. This practical resource shows educators how to extend students’ abilities as writers and thinkers and to foster inclusiveness and creativ-ity. The text includes activities and examples from middle and high school as well as college.

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


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

NEW BY CANDACE R. KUBY: Go Be a Writer! 25

CHILDREN, LANGUAGE, AND LITERACY Diverse Learners in Diverse TimesCelia Genishi and Anne Haas Dyson

“I believe that all readers, teachers, researchers and policymakers alike, will find in this book an important resource on the multiple paths children take to make sense of a new language in the contemporary classroom.”

—Journal of Early Childhood Literacy

Features stories of children whose language learning is impossible to standardize and teachers who do not follow scripts.



WRITING IN RHYTHMSpoken Word Poetry in Urban ClassroomsMaisha T. FisherForeword by Anne Haas DysonFeaturing rich portraits of literacy in action, this book introduces teaching practices for fostering peer support, generating new vocabulary, discussing issues of Standard American English, and using personal experiences as liter-ary inspiration. 2007/128 pp./PB, $24.95/4770-4 HC, $44/4771-1Language and Literacy Series

Media Literacy

READING THE VISUALAn Introduction to Teaching Multimodal LiteracyFrank Serafini Foreword by James Paul Gee

“An important text, perhaps essential, for all educators who are interested in an expanded understanding of literacy.”

—TC RecordThis engaging book provides theo-retical, curricular, and pedagogical frameworks for teaching a wide-range of visual and multimodal texts. Each unit of study contains suggestions for selecting corner-stone texts and visual images and launching the unit, as well as les-son plans, text sets, and analysis guides.

2013/208 pp./PB, $34.95/5471-9 HC, $78/5472-6 photos


READING IN A PARTICIPATORY CULTURERemixing Moby-Dick in the English ClassroomEdited by Henry Jenkins and Wyn Kelley, with Katie Clinton, Jenna McWilliams, Ricardo Pitts-Wiley, and Erin ReillyBuilding on the groundbreak-ing research of the MacArthur Foundation’s Digital Media & Learning initiative, this book crosses the divide between digital literacies and traditional print cul-ture to engage a new generation of students. It offers highlights from the resources developed for teach-ing Moby-Dick and outlines the basic principles of design, imple-mentation, and assessment that can be applied to any text. It also includes links to a complementary online digital book.

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

Language and Literacy SeriesCopublished with NWP (National Writing Project)


CRITICAL MEDIA PEDAGOGYTeaching for Achievement in City SchoolsErnest Morrell, Rudy Dueñas, Veronica Garcia, and Jorge López

“Highly recommended.” —ChoiceThis practical book demonstrates that, in addition to providing underserved youth with access to 21st-century learning technolo-gies, critical media education will help improve academic literacy achievement in city schools. The text includes case studies from urban high schools co-written with English and social studies teachers…hands-on media production proj-ects that address issues of social justice…and an online appendix of example lessons adaptable for dif-ferent curricular contexts.

2013/192 pp./PB, $30.95/5438-2 HC, $72/5439-9 photos


BRING IT TO CLASSUnpacking Pop Culture in Literacy Learning (Grades 4–12)Margaret C. Hagood, Donna E. Alvermann, and Alison Heron-HrubyForeword by Kylene Beers

“Recommended.” —ChoiceWith accessible theoretical ground-ing and many practical examples, the authors speak to both skeptical instructors who favor traditional canonical literature and to technol-ogy enthusiasts who already use popular music or video in their classrooms. Each chapter includes classroom activities, adaptable les-sons, and professional study-group questions.


Language and Literacy Series (Practitioner’s Bookshelf)

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More Books in Language and Literacy

Allen: LITERACY IN THE WELCOMING CLASSROOMCreating Family–School Partnerships that Support Student Learning (K–5) JoBeth Allen2010/120 pp./PB, $26.95/5077-3 large format, photosLanguage and Literacy Series (Practitioner’s Bookshelf) Copublished with NWP

ALLINGTON: NO QUICK FIXRethinking Literacy Programs in America’s Elementary SchoolsThe RTI EditionEdited by Richard L. Allington and Sean A. Walmsley2007/288 pp./PB, $29.95/4844-2Language and Literacy Series

Blackburn: INTERRUPTING HATEHomophobia in Schools and What Literacy Can Do About ItMollie V. Blackburn


Brozo: RTI AND THE ADOLESCENT READERResponsive Literacy Instruction in Secondary Schools (Middle- through High-School)William G. Brozo



Charity Hudley: WE DO LANGUAGEEnglish Language Variation in the Secondary English ClassroomAnne H. Charity Hudley and Christine Mallinson

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Clarke: EDUCATING LITERACY TEACHERS ONLINETools, Techniques, and TransformationsLane W. Clarke and Susan Watts-Taffe


Compton-Lilly: BEDTIME STORIES AND BOOK REPORTSConnecting Parent Involvement and Family LiteracyCatherine Compton-Lilly and Stuart Greene, Editors2011/176 pp./PB, $32.95/5135-0Language and Literacy Series

Compton-Lilly: READING TIMEThe Literate Lives of Urban Secondary Students and Their FamiliesCatherine Compton-Lilly

2012/160 pp./PB, $32.95/5303-3 HC, $66/5304-0


Compton-Lilly: RE-READING FAMILIESThe Literate Lives of Urban Children, Four Years LaterCatherine Compton-Lilly2007/160 pp./PB, $27.95/4791-9Practitioner Inquiry Series

Dyson: THE BROTHERS AND SISTERS LEARN TO WRITEPopular Literacies in Childhood and School CulturesAnne Haas Dyson2003 /264 pp./PB, $29.95/4280-8 HC, $54/4281-5 18 illustrationsLanguage and Literacy Series

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Edwards: CHANGE IS GONNA COMETransforming Literacy Education for African American Students Patricia A. Edwards, Gwendolyn Thompson McMillon, and Jennifer D. Turner

2010/224 pp./PB, $26.95/5084-1/HC, $59/5085-8


Ewald: LITERACY AND JUSTICE THROUGH PHOTOGRAPHYA Classroom GuideWendy Ewald, Katherine Hyde, and Lisa Lord 2011/208 pp./PB, $32.95/5281-4 HC, $68/5282-1 large format photosLanguage and Literacy Series

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Langer: ENVISIONING KNOWLEDGEBuilding Literacy in the Academic DisciplinesJudith A. Langer

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2013/112 pp./PB, $27.95/5378-1 HC, $60/5388-0 large format

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Lindfors: CHILDREN’S INQUIRYUsing Language to Make Sense of the WorldJudith Wells Lindfors1999/288 pp./PB, $26.95/3836-8Language and Literacy Series

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OF RELATED INTEREST

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

Curriculum, Instruction,andAssessmentPreparing to Teach Social Studies for Social Justice(Becoming a Renegade)Ruchi Agarwal-Rangnath, adjunct profes-sor at California State University–San Francisco and vice president of the National Association of Multicultural Education, California Chapter; Alison G. Dover, assistant professor, Department of Educational Inquiry and Curriculum Studies, Northeastern Illinois University. Nick Henning, associate professor in the Department of Secondary Education at California State University–Fullerton.

Foreword by Wayne Au

“This inspiring book invites us into conversations that cannot help but to make our teaching more collective, impactful, and profound.”

—Kevin Kumashiro, University of San Francisco

“This is a must-read book for practicing and aspiring educators interested in learning how to teach justice-oriented, critical social studies.”

—Brian D. Schultz, Northeastern Illinois University

This practical book shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students’ literacy skills, and prepare students to think and act critically within and beyond the classroom.

In order to provide direct classroom-to-classroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. The first section of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). The second section analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. The final section demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms.

Each chapter includes exemplary lesson plans drawn from diverse grades and class-rooms, and offers concrete recommendations to guide practice.Audience: Secondary social studies teachers, teacher educators, and curriculum directors; courses in teaching social studies/history, literacy, social foundations of education, curriculum methods.

ccss 2016/160 pp. (tent.)/PB, $27.95/5766-6

Teach On Purpose!Responsive Teaching for Student SuccessLeslie David Burns is associate professor of literacy for the Department of Curriculum and Instruction at the University of Kentucky, and a winner of the Edward Fry Book Award from the Literacy Research Association. Stergios G. Botzakis is associate professor of reading educa-tion at The University of Tennessee, Knoxville, and is known for his work in multimodal literacies.

“Teach on Purpose! will energize you and remind you why you joined the teaching profes-sion in the first place.”

—Renee Boss, teacher and education bloggerGreat teaching is not just a matter of talent or creativity or passion. Teachers are made, not born, and great

teachers know why they do what they do in their classrooms. They do it strategically and purposefully based on technique.

Teach on Purpose! demonstrates a high-quality research-based and practical approach to teaching that focuses on how to use data about students’ identities, experiences, and knowledge to design responsive curriculum and instruction that ensures learning. The authors provide secondary school teachers with scientifically proven strategies for creating learning environments that increase student motivation, engagement, and academic achievement. The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts to demonstrate key principles that can be used in any classroom to be a true professional educator.

Teach on Purpose! will show secondary teachers how to:• Respond to diverse learners’ needs while

also meeting academic standards across content areas.

• Help youth actively apply what they learn to purposes in their lives beyond school.

• Use information about students’ out-of-school knowledge to enhance academic engagement and motivation to learn.

• Use evolving technologies to enhance traditional curriculum.

• Use multiple media and multimodal texts to reach students and engage them for success in contemporary ways.

Audience: Teachers (6–12), teacher educators, curriculum directors, professional developers, and coaches; courses in teaching methods, secondary education, content-area literacy, adolescent literacy, multicultural education, philosophy of education, curriculum design, assessment, student teaching.

2016/168 pp. (tent.)/PB, $29.95/5788-8

Imagination and the Engaged LearnerCognitive Tools for the ClassroomKieran Egan, professor, Simon Fraser University, Canada, and winner, Grawemeyer Award in Education; and Gillian Judson, direc-tor, Imaginative Education Research Group and lecturer, Simon Fraser University.

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

Jacks Professor of Education Emerita, Stanford University

Students’ imaginations are often considered as something that might be engaged after the hard work of learning has been done. Countering such beliefs, Egan and Judson show that the imagination—one of the great workhorses of learning—can be used to make all learning and all teaching more effec-tive. Through techniques that any teacher can learn and easily apply in any classroom, they demonstrate how and why imagination can be used across the curriculum and grade levels to make teaching and learning more interesting, engaging, and pleasurable for all. Teachers who use these techniques will discover the emotions, images, stories, metaphors, sense of wonder, heroic narratives, and other cognitive tools that can bring life and energy to their classroom. This practical handbook will help teachers learn how to use these enlivening techniques in their daily practice to stimulate students’ intellectual activity and growth.

Book Features:• A comprehensive description of

imagination’s role in thinking and learning. • Field-tested teaching strategies for the K–12

classroom. • Cross-curricular examples showing IE

making a real difference for teachers and students.

• A “cognitive toolkit” to spur active learning and meaningful interaction.

Audience: Teachers (K–adult education), teacher educators, and curriculum designers; courses in curriculum planning, educational foundations, literacy, teaching methods across the curriculum.

2016/160 pp./PB, $37.95/5712-3/HC, $78/5714-7

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

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

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

—The American Historian“This extraordinary book provides tried-and-true practical tools and step-by-

step directions.” —Michelle M. Herczog, president, National Council for the Social StudiesThe Common Core and C3 Framework emphasize literacy and inquiry in social studies, but do not offer resources to achieve these goals. This practical guide presents six research-tested investigations, along with corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Sample student essays and formative feedback illus-trate the progress of two different learners and explain how to support students’ development.

ccss 2014/240 pp./PB, $31.95/5530-3 large formatThe Common Core State Standards in Literacy Series


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

READING LIKE A HISTORIANTeaching Literacy in Middle and High School History Classrooms—Aligned with Common Core State StandardsSam Wineburg, Daisy Martin, and Chauncey Monte-Sano This award-winning book has been updated to link curriculum to the Common Core State Standards. The text covers key moments in American history and includes primary docu-

ments, charts, graphic organizers, visual images, and political cartoons, as well as guidance for assessing students’ understanding of core historical ideas.

ccss 2013/168 pp./PB, $29.95/5403-0 large format, illustrations

TEACHING WHAT REALLY HAPPENEDHow to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History

James W. Loewen“James Loewen reminds us why the textbook should go.”

—Teaching Tolerance “James Loewen’s new book should be in the hands of every history teacher in the country.”

—Howard ZinnIn this follow-up to his landmark bestseller, Lies My Teacher Told Me, Loewen goes beyond the usual textbook-dominated curriculum to illu-minate a wealth of intriguing, often hidden facts about America’s past. This book will help teachers tackle difficult but important topics, like the American Indian experience, slavery, and race relations.

2009/264 pp./PB, $25.95/4991-3/HC, $61/4992-0 (T)Multicultural Education Series

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


40 YEARS LATERNow Can We Talk? DVD and Discussion GuideLee Anne Bell and Markie HancockThis 45-minute DVD and Discussion Guide tells the story of the first African Americans to integrate the White high school in Batesville, Mississippi, in 1967–69.


THE ACTIVIST LEARNERInquiry, Literacy, and Service to Make Learning MatterJeffrey D. Wilhelm, Whitney Douglas, and Sara W. Fry

Foreword by Mary Beth Tinker Afterword by Bruce NovakThis dynamic book explores a vari-ety of ways teachers can integrate service learning to enliven their classroom, meet the unique devel-opmental needs of their students, and satisfy the next generation of standards and assessments. The text includes templates for con-ducting inquiry units and a free online supplement.

ccss 2014/160 pp./ PB, $32.95/5595-2


SOCIAL STUDIES FOR SOCIAL JUSTICETeaching Strategies for the Elementary ClassroomRahima C. WadeForeword by Sonia Nieto

“Highly recommended.”—The Midwest Book Review

Informed by the experiences of more than forty teachers across the country, this resource includes classroom activities, “Reflection Exercises,” and “Teaching Ideas.” 2007/144 pp./PB, $27.95/4762-9Teaching for Social Justice Series

Science/Math

MATHEMATICS PROFESSIONAL DEVELOPMENTImproving Teaching Using the Problem-Solving Cycle and Leadership Preparation Models

Hilda Borko, Jennifer Jacobs, Karen Koellner, and Lyn E. Swackhamer Forewords by Jennie Whitcomb and Paul Cobb

“The work reported in this book moves the field forward and will be of inter-est to both school and district leaders and to researchers.”—From the Foreword by Paul Cobb

This resource presents models for teacher professional development (K–12) and the preparation of PD leaders designed and field-tested as part of two research projects supported by the National Science Foundation. Through engaging vignettes, the authors describe the models, summarize key research findings, and share lessons learned. ccss 2015/160 pp./PB, $32.95/5655-3the series on school reformCopublished with NCTM (National Council of Teachers of Mathematics)

MATHEMATICS FOR EQUITYA Framework for Successful PracticeEdited by Na’ilah Suad Nasir, Carlos Cabana, Barbara Shreve, Estelle

Woodbury, and Nicole Louie“Want to fix what’s wrong with math-ematics instruction in your school? Read this book.”

—Phil Daro, Strategic Education Research Partnership

Nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students at the Railside High School. Invaluable reading for teachers, schools, and districts interested in improving student learning while making sense of the new demands of the Common Core State Standards.

Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, Rachel Lotan

2014/288 pp./PB, $44.95/5541-9 HC, $96/5562-1

Multicultural Education SeriesCopublished with NCTM (National Council of Teachers of Mathematics)

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IMPLEMENTING STANDARDS-BASED MATHEMATICS INSTRUCTIONA Casebook for Professional Development, Second EditionMary Kay

Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. SilverForeword by James Hiebert

This essential textbook and pro-fessional development resource describes the Mathematical Tasks Framework, a tool that has been proven effective in evaluat-ing instructional decisions, the choice of materials, and learning outcomes. The text features cases of actual classroom instruction, Discussion Questions and Teaching Notes, and link to a downloadable PowerPoint presentation. 2009/208 pp./PB, $27.95/4957-9Copublished with NCTM (National Council of Teachers of Mathematics)

IMPROVING INSTRUCTION IN RATIONAL NUMBERS AND PROPORTIONALITYVolume 1Margaret Schwan Smith, Edward A. Silver, and Mary Kay Stein with Melissa Boston, Marjorie A. Henningsen, and Amy F. HillenIMPROVING INSTRUCTION IN ALGEBRAVolume 2Margaret Schwan Smith, Edward A. Silver, and Mary Kay Stein with Marjorie A. Henningsen, Melissa Boston, and Elizabeth K. Hughes IMPROVING INSTRUCTION IN GEOMETRY AND MEASUREMENTVolume 3Margaret Schwan Smith, Edward A. Silver, and Mary Kay Stein with Melissa Boston and Marjorie A. Henningsen

2005 Vol 1/160 pp./PB, $28.95/4529-8 Vol 2/168 pp./PB, $30.95/4530-4 Vol 3/168 pp./PB, $27.95/4531-1Ways of Knowing in Science and Mathematics Series

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

“The book’s notable strengths are the connections it makes between the early grades and the development of proportional reasoning, the clarity of the writing and organization, and the variety of models it uses to illus-trate ideas.”

—Mathematics Teaching in the Middle SchoolThis book by professional developer Marian Small suggests questions that are both interesting for stu-dents and useful for providing diagnostic information to teachers. Chapters are organized by grade level (K–8) around the Common Core State Standards for Mathematics to help teachers use the resource more easily.

ccss 2015/128 pp./PB, $26.95/5660-7 large formatCopublished with NCTM (National Council of Teachers of

Mathematics)

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

ccss 2014/176 pp./PB, $27.95/5517-4 large format

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

“A must have for instructional coaches, supervisors, and teachers.”

—Mathematics Teaching in the Middle SchoolMarian Small shows teachers how to uncomplicate the teaching of fractions by focusing on the most important fraction ideas that students need to grasp. The book is organized by grade level beginning with Grade 1, where the first relevant standard is found in the geometry domain, and ending with Grade 7, where the focus is on operations with rational num-bers and proportional thinking.

ccss 2013/144 pp./PB, $26.95/5485-6 large formatCopublished with NCTM

GOOD QUESTIONSGreat Ways to Differentiate Mathematics Instruction, Second Edition Marian Small / Foreword by Diane Heacox

“A must for any educator who is serious about reaching more students more often and achieving more positive results.”

—Resources for the Mathematics Educator“A valuable book for mathematics teachers, teacher educators, and faculty involved in differentiated instruction.” —Choice

“A great resource, with realistic applications to current instruction and tips for creating solid math discourse with your students.”

—Mathematics Teaching in the Middle School“I highly recommend this user-friendly resource for all

mathematics teachers.”—Teaching Children Mathematics

Expanded to include connections to Common Core State Standards as well as National Council of Teachers of Mathematics (NCTM) standards, this critically acclaimed book will help every teacher and coach to meet the challenges of differentiating mathematics instruction in the K–8 classroom.

ccss 2012/240 pp./PB, $31.95/5313-2 large formatCopublished with NCTM

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

2010/224 pp./PB, $32.95/5088-9Copublished with NCTM

EYES ON MATHA Visual Approach to Teaching Math ConceptsMarian Small / Illustrations by Amy LinEyes on Math is a unique teaching resource that shows teachers how to use images to stimulate mathematical teaching conversations around key K–8 concepts. Teachers using the book can down-load more than 120 full-color teaching visuals to use with students. For each visual, the text identifies the key math concept and the Common Core State Standard being addressed.

ccss 2013/240 pp./PB, $30.95/5391-0 large format, color illustrations

Copublished with NCTM

Marian Small’s books are available in Canada exclusively from Nelson Education Ltd.

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

Bestselling Resources for Differentiating Math Instruction

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The Arts and Art Education

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

“This is an excellent resource for both novice and experienced teachers” —SchoolArtsThe first edition of this bestseller was featured

in The New York Times and The Boston Globe for its groundbreaking research on the positive effects of art education on student learning across the curriculum. Capitalizing on observations and conversa-tions with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material, includ-ing a color insert with new examples of student art.ccss 2013/176 pp./PB, $30.95/5435-1 large format, full-color insertCopublished with NAEA (National Art Education Association)

ART-CENTERED LEARNING ACROSS THE CURRICULUMIntegrating Contemporary Art in the Secondary School ClassroomJulia Marshall and David M. Donahue, with contributions by Rick Ayers, Ruth Cossey, Steven D. Drouin, Lawrence Horvath, and Anne ThulsonForeword by Lois HetlandDrawing on ideas from Harvard Project Zero, this book

will help teachers implement art integration across the curriculum. Subject-specific chapters include examples of contemporary art with explanations of how these works explore the fundamental concepts of the academic dis-cipline. The text includes guidelines for developing art projects plus a free online supplement for meeting CCSS in English Language Arts.

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

ENGAGING LEARNERS THROUGH ARTMAKINGChoice-Based Art Education in the ClassroomKatherine M. Douglas and Diane B. JaquithForeword by George Szekely

“A dynamic resource.” —Art Education“The authors address theory, instruction, assessment and advocacy in a user-friendly format that includes color photos of classroom setups and student work, sample demonstra-tions and reflections on classroom activities. Overall, the

book states the case for what we ‘ought to be doing.’” —Arts and Activities2009/128 pp./PB, $26.95/4976-0 24 full color photos

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

“Provides a thorough guide to integrating art into other disciplinary subjects . . . recommended.” —SchoolArts

“Recommended.” —ChoiceThe text includes rich and lively examples of public

school teachers integrating visual arts, music, drama, and dance with sub-ject matter, including English, social studies, science, and mathematics. 2010/192 pp./PB, $26.95/5080-3 15 photosCopublished with NAEA (National Art Education Association)

TRANSFORMING CITY SCHOOLS THROUGH ARTApproaches to Meaningful K–12 LearningEdited by Karen Hutzel, Flávia M. C. Bastos, and Kim CosierThis innovative approach shows teachers how to use the cultural resources at hand to engage stu-dents in the processes of critical, imaginative investigation. The text highlights successful models of visual art education for the K–12 classroom, including unit plans and online resources.

Contributors include Olivia Gude, James Haywood Rolling Jr., Leda Guimarães.2012/192 pp./PB, $31.95/5292-0/HC, $64/5293-7 illustrationsCopublished with NAEA (National Art Education Association)

THE LEARNER-DIRECTED CLASSROOMDeveloping Creative Thinking Skills Through ArtEdited by Diane B. Jaquith and Nan E. Hathaway

“A useful tool for both preservice and experienced educators looking for methods to use within the constraints of a system of compliance and conformity.”

—National Art Education Association

Practicing art educators offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement student-direct learning activities in school. In addition, research-based assess-ment strategies provide educators with evidence of student mastery and achievement.

Contributors: Catherine Adelman, Marvin Bartel, Katherine M. Douglas, Ellyn Gaspardi, Clyde Gaw, Lois Hetland, Pauline Joseph, Tannis Longmore, Linda Papanicolaou, Cameron Sesto, George Szekely, Ilona Szekely, Dale Zalmstra

2012/176 pp./PB, $32.95/5362-0

WHY OUR SCHOOLS NEED THE ARTSJessica Hoffmann Davis

“This pioneering work dares to chart a new path.” —Art Education

“Highly recommended for all educators, parents and administrators in K–12 schools.” —Choice2008/160 pp./PB, $26.95/4834-3 11 photos/illustrationsCopublished with NAEA (National Art Education Association)

OBSERVATION DRAWING WITH CHILDRENA Framework for TeachersNancy R. Smith and the Drawing Study GroupForeword by Dennie Palmer Wolf

“It opens new doors to the ways a child’s drawing contributes to learning all through the curriculum.”

—Arts and Activities 1998/144 pp./PB, $25.95/3691-3

A HISTORY OF ART EDUCATIONIntellectual and Social Currents in Teaching the Visual ArtsArthur Efland

“The book should become a standard reference tool for art educators at all levels of the field.”

—The Journal of Aesthetics and Art Criticism

“Arthur Efland not only sheds light on the problems of inhibiting art education, but also demonstrates how art contributes to the overall development of the mind.”

—Arts and Activities 1990/320 pp./PB, $29.95/2977-9

VARIATIONS ON A BLUE GUITARThe Lincoln Center Institute Lectures on Aesthetic EducationMaxine GreeneIntroduction by Scott Noppe-Brandon and Madeleine F. Holzer

“I encourage all Teaching Artists and educators everywhere to take advan-tage of this wonderful resource.” —Teaching Artists Journal

“A valuable book for the beginning teacher.” —Educational Review2001/256 pp./PB, $28.95/4135-1 HC, $50/4136-8

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Cooperative Learning

DESIGNING GROUPWORKStrategies for the Heterogeneous Classroom, Third Edition Elizabeth G. Cohen and Rachel A. LotanForewords by Linda Darling-Hammond and John I. Goodlad

“I have no doubt that this important book will be of enormous practical value.”

—From the Foreword by Linda

Darling-Hammond“Designing Groupwork has earned

its place in the library of anyone seeking to create high-achieving, equitable classrooms.” —Horace As teachers today work in ever more challenging contexts, groupwork remains a par-ticularly effective pedagogical strategy. The new edition of this popular book incorporates current research findings with new material on what makes for a groupworthy task, and shows how groupwork contributes to growth and development in the language of instruction. Responding to new curriculum standards and assessments across all grade levels and sub-ject areas, this edition shows teachers how to organize their classroom so that all students participate actively.

2014/256 pp. /PB, $26.95/ 5566-2

Curriculum Studies

SOCIAL STUDIES, LITERACY, AND SOCIAL JUSTICE IN THE COMMON CORE CLASSROOMA Guide for TeachersRuchi Agarwal-Rangnath Foreword by Christine Sleeter

This book pres-ents a unique framework for using primary and other sources that will offer students new ways of thinking about history while

meeting Language Arts Common Core Standards. Grounded in the daily realities of today’s public schools (grades 3–8), the frame-work offers a way of planning that takes into account teaching factors that include pressures for content coverage and preparation of stu-dents for high-stakes tests. The book also discusses how to meet Common Core Standards by teach-ing language arts and social studies as complementary subjects. The text includes sample lessons and reflection exercises.

ccss 2013/168 pp./PB, $31.95/5408-5 large format

NEW RUCHI AGARWAL-RANGNATH: Preparing to Teach Social Studies for Social Justice, 34

WHOLE SCHOOL PROJECTSEngaging Imaginations Through Interdisciplinary InquiryKieran Egan, with Bob

Dunton and Gillian Judson“Egan’s inspiring yet practical strat-egy will enable you to engage your students, ignite your colleagues, and deepen learning throughout the school.”

—Andy Hargreaves, Boston College

Providing examples of schools successfully using Whole School Projects (WSPs), the authors examine the detailed practices needed to get such a project up and running in a typical school. WSPs can help achieve many of the year’s curriculum objectives in mathematics, literacy, science and technology, social studies, art, and history.

2014/192 pp./PB, $36.95/5583-9 HC, $78/5584-6 photos

NEW BY THESE AUTHORS: Imagination and the Engaged Learner, 34

THE PATH TO GET THEREA Common Core Road Map for Higher Student Achievement Across the DisciplinesDouglas Fisher, Nancy Frey, and Cristina Alfaro Foreword by Donna OgleThis book will assist content-area teachers in understanding the Common Core State Standards that apply to their various courses. Standards in history/social stud-ies, science, and technical subjects are explained in detail, including examples of lessons designed to ensure that students master each Standard.

ccss 2013/176 pp./PB, $30.95/ 5434-4 large format

Copublished with IRA

2009 AERA Social Justice in Education Award

UN-STANDARDIZING CURRICULUMMulticultural Teaching in the Standards-Based ClassroomChristine E. Sleeter

“Recommended as a resource for undergraduate, graduate, postgraduate students, and practicing teachers.” —Multicultural Review

“An invaluable text for preservice and inservice programs.”

—Rethinking Schools“Timely and important book on how

to design and develop multicultural curriculum.” —TC Record2005/224 pp./PB, $28.95/4621-9/HC, $60/4622-6Multicultural Education Series

SCHOOLING HIP-HOPExpanding Hip-Hop Based Education Across the CurriculumEdited by Marc Lamont Hill and Emery PetchauerForeword by Jeff Chang Innovative chapters unpack the theory and practice of hip-hop based education in science, social studies, college composition, teacher education, and other fields. Authors consider not only the curricular aspects of hip-hop but also how its deeper aesthetics such as improvisational freestyl-ing and competitive battling can shape teaching and learning in both secondary and higher education classrooms.

Contributors: Jacqueline Celemencki, Christopher Emdin, H. Bernard Hall, Decoteau J. Irby, Bronwen Low, Derek Pardue, James Braxton Peterson, David Stovall, Eloise Tan, Joycelyn A. Wilson

2013/208 pp./PB, $30.95/5431-3 HC, $66/5432-0

“THE HAVING OF WONDERFUL IDEAS”and Other Essays on Teaching and Learning, Third EditionEleanor DuckworthThe indispensable classic on Piaget and teaching! These timeless essays touch on many subjects—from science, math, and poetry to learning, teaching, thinking, evalua-tion, and teacher education.

2007/224 pp./PB, $28.95/4730-8

Mind, Brain, and Education

CHANGING MINDS AND BRAINS—THE LEGACY OF REUVEN FEUERSTEINHigher Thinking and Cognition Through Mediated Learning

Reuven Feuerstein, Louis H. Falik, and Refael Feuerstein Foreword by H. Carl Haywood

“Reuven Feuerstein was one of a handful of thinkers and practitioners in the 20th century who made a significant, lasting contribution to our understanding of human learning and human potential. Educators, parents, and others involved with human development will continue to draw on his path-breaking body of work.”

—Howard Gardner, Harvard University

In this final work, Feuerstein pro-vides a first-person narrative of the implementation of mediated learning experience (MLE) past and present, including stories, new insights, observations, and newly formulated concepts on MLE and how it contributes to higher-level thinking and overcoming disability.

2015/256 pp./PB, $29.95/5620-1 HC, $62/5621-8

WHAT LEARNING LOOKS LIKEMediated Learning in Theory and Practice, K–6Reuven Feuerstein and Ann Lewin-Benham Foreword by James BellancaThis is the first book to present Reuven Feuerstein’s groundbreak-ing work in accessible language with copious examples of practice.

Book features include: Step-by-step guidance for diverse teach-ing situations • Examples from museum exhibits • Exemplars of classroom practice • Useful teach-ing illustrations • A list of cognitive functions that can impair learning

2012/240 pp./PB, $36.95/5326-2 illustrations

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BEYOND SMARTERMediated Learning and the Brain’s Capacity for Change Reuven Feuerstein, Refael S. Feuerstein, and Louis H. FalikForeword by John D. BransfordThis book is the most up-to-date summary of Reuven Feuerstein’s thinking and includes dramatic case studies and accessible descriptions of his tools and meth-ods for cognitive modifiablilty and mediated learning.

2010/192 pp./PB, $32.95/5118-3 HC, $60/5119-0

THINKING-BASED LEARNINGPromoting Quality Student Achievement in the 21st CenturyRobert J. Swartz, Arthur L. Costa, Barry K. Beyer, Rebecca Reagan, and Bena KallickForeword by David Perkins This book provides accessible edu-cational practices that teachers can use to infuse skillful thinking into standards-based content instruc-tion in any subject area or grade level. Specific chapters look at the role of metacognition in the class-room, translating good thinking into good writing, and assessment of progress in thinking. 2010/288 pp./PB, $32.95/5098-8

School Materials

for more information, visit us at www.tcpress.com

REASONING WITH DEMOCRATIC VALUESEthical Problems in United States HistoryAlan L. Lockwood & David E. Harris1985/Vol. 1 1607–1876/224 pp./$25.95/6094-9Vol. 2 1877–Present/350 pp./ $24.95/6095-6 Teachers’ Manual/$17.95/6101-4

MCCALL-CRABBSStandard Test Lessons in Reading1979/Book A/$8.95/5540-2Book B/$8.95/5542-6Book C/$8.95/5544-0Book D/$9.95/5546-4Book E/$8.95/5548-8Book F/$8.95/5550-1TM/Answer Key/$5.50/5552-5(good for all books in the series)Student Answer Sheets/pkg. of 30/ $9.95/5556-3(On orders of 30 or more books, a teacher’s manual/answer key will be furnished at no charge. When applicable, this request should be indicated on order.)

TEST LESSONS IN PRIMARY READINGWilliam A. McCall and Mary Lourita Harby1980/Lesson Booklet/$8.95/5965-3

GATES-PEARDON-LACLAIR READING EXERCISES1982/Read Beyond the Lines Book B/$8.95/5988-2 Book C/$8.95/5989-9

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

More Books in Curriculum and Instruction

Allen: A CRITICAL INQUIRY FRAMEWORK FOR K–12 TEACHERSLessons and Resources from the U.N. Rights of the ChildEdited by JoBeth Allen and Lois Alexander

2013/208 pp./PB, $37.95/5394-1 HC, $76/5395-8

Copublished with NWP (National Writing Project)Practitioner Inquiry Series

Barton: TEACHING SCIENCE FOR SOCIAL JUSTICEAngela Calabrese Barton, with Jason L. Ermer, Tanahia A. Burkett, and Margery D. Osborne2003/208 pp./PB, $29.95/4383-6 HC, $51/4384-3The Teaching for Social Justice Series

Beane: CURRICULUM INTEGRATIONDesigning the Core of Democratic EducationJames A. Beane1997/144 pp./PB, $26.95/3683-8

Bellanca: THE FOCUS FACTOR8 Essential Twenty-First Century Thinking Skills for Deeper Student LearningJames A. Bellanca

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

Caine: NATURAL LEARNING FOR A CONNECTED WORLDEducation, Technology, and the Human BrainRenate N. Caine and Geoffrey Caine

2011/256 pp./PB, $28.95/5189-3 HC, $64/5190-9 large format

Costa: THE POWER OF THE SOCIAL BRAINTeaching, Learning, and Interdependent ThinkingEdited by Arthur L. Costa and Pat Wilson O’Leary

2013/240 pp./PB, $34.95/5414-6 HC, $72/5415-3 photos

Davis: WHY OUR HIGH SCHOOLS NEED THE ARTSJessica Hoffmann Davis2011/128 pp./PB, $26.95/5286-9 photosCopublished with NAEA (National Art Education Association)

DeBoer: A HISTORY OF IDEAS IN SCIENCE EDUCATIONImplications for PracticeGeorge E. DeBoer1991/288 pp./PB, $27.95/3053-9

Herz: LOOKING AT ART IN THE CLASSROOMArt Investigations from the Guggenheim MuseumRebecca Shulman Herz 2010/144 pp./PB, $28.95/5047-6 large format, 24 photos including color insert

Lamb: SEX ED FOR CARING SCHOOLSCreating an Ethics-Based CurriculumSharon Lamb

2013/168 pp./PB, $30.95/5398-9 HC, $69/5399-6

Lee: DIVERSITY AND EQUITY IN SCIENCE EDUCATIONResearch, Policy, and Practice Okhee Lee and Cory A. Buxton2010/256 pp./PB, $37.95/5068-1 HC, $74/5069-8Multicultural Education Series

Lobman: UNSCRIPTED LEARNINGUsing Improv Activities Across the K–8 CurriculumCarrie Lobman and Matthew Lundquist2007/208 pp./PB, $29.95/4797-1 large format

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

Nasir: IMPROVING ACCESS TO MATHEMATICSDiversity and Equity in the ClassroomEdited by Na’ilah Suad Nasir and Paul Cobb2007/224 pp./PB, $35.95/4728-5Multicultural Education Series

Parker: TEACHING DEMOCRACYUnity and Diversity in Public LifeWalter C. Parker2002/216 pp./PB, $31.95/4272-3Multicultural Education Series

Schwartz: GETTING FROM ARITHMETIC TO ALGEBRABalanced Assessments for the TransitionJudah L. Schwartz and Joan M. Kenneyccss 2012/168 pp./PB, $31.95/5320-0 large format

Thornton: TEACHING SOCIAL STUDIES THAT MATTERSCurriculum for Active LearningStephen J. Thornton

2005/144 pp./PB, $24.95/4522-9

Tokuhama-Espinosa: THE NEW SCIENCE OF TEACHING AND LEARNINGUsing the Best of Mind, Brain, and Education Science in the ClassroomTracey Tokuhama-Espinosa

2010/208 pp./PB, $32.95/5033-9

Walker: BUILDING MATHEMATICS LEARNING COMMUNITIESImproving Outcomes in Urban High SchoolsErica N. Walker

2012/168 pp./PB, $33.95/5328-6

Watanabe: “HETEROGENIUS” CLASSROOMSDetracking Math and Science— A Look at Groupwork in ActionEdited by Maika Watanabe2011/112 page book + 80-min. DVD/$36.95/5246-3

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

TeacherEducationTeaching with Conscience in an Imperfect WorldAn InvitationWilliam Ayers is Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago (retired), education activist, and bestselling author.

”This powerful book is an excellent commentary on education today.”—Carl Grant,

University of Wisconsin–Madison

“Bill Ayers reveals the questions educators of conscience ask themselves in their quiet time.”—David Stovall,

University of Illinois at Chicago

“This book is for every classroom teacher who is challenged by what they fear is a dark time for public schools in America.”

—Fred Klonsky, education blogger How do we see our schools and the project of education? Is this the best we can do? What would we like our schools to become? How might we get there? In this provocative book, Bill Ayers invites us to dream of schools in which each child “is of infinite and incalculable value.” Blending personal anecdotes with cri-tique of the state of education, this beautifully written little book is filled with big ideas that explore the challenges and opportunities for an education system that desperately needs repair. Teaching with Conscience in an Imperfect World is an urgent call to action and a plan to help educators, policymakers, and parents to stretch toward something new and dramati-cally better—schools that are more joyful and more just, more balanced and more guided by the power of love.

Book Features:• Designed to promote meaningful

discussions in teacher education courses.• Addresses the problems with our current

education system and how they came to be.• Advocates for schooling that promotes

critical thinking and engaged learning.• Critiques school reform efforts, such as

curriculum standardization and dated performance metrics.

Audience: Pre- and inservice teachers, teacher educators, parents, and policymakers; courses in educational foundations, introduction to educa-tion, teaching for social justice, school reform, educational philosophy, arts education, student teaching.

2016/112 pp. (tent.)/PB, $24.95/5768-0 illustrationsThe Teaching for Social Justice Series

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

“FINALLY, a book about urban teaching from two experienced profession-als who intimately know and respect the art of educating in urban America!”—Keith Benson,

teacher, New Jersey “As a teacher of color who has taught in charter and public school settings, I found the

advice, anecdotes, and presentation of the realities of urban teaching to be candid and honest—almost like Weiner and Jerome were mentoring me through the realities of urban teaching.”

—Annie Tan, special education teacher, Chicago

This significantly revised edition will help prospective and new teachers navigate the realities of city teaching. Now the classic introduction to urban teaching, this book explains how global, national, state, and local reforms have impacted what teachers need to know to not only survive, but to do their jobs well. The Third Edition melds new insights from Daniel Jerome—New York City teacher, social justice activist, and parent of color—with what Lois Weiner, a seasoned teacher educator, has learned from research and decades of experi-ence working with city teachers and students in a variety of settings. Together, the authors explore how successful teachers deal with the complexity, difficulty, and rewarding challenges of teaching in today’s city schools.

Book Features:• A highly readable exploration of the moral,

pedagogical, and political complexity of teaching in urban schools.

• Research-based advice combined with real-life examples.

• Challenges associated with teaching in multi-ethnic and multi-racial settings.

• Critical examination of how the altered landscape of education has changed teachers’ professional obligations.

Audience: Pre- and inservice teachers; courses in educational foundations, introduction to teaching, student teaching, curriculum and instruction, urban education, diversity, classroom management.

2016/112 pp./PB, $25.95/5689-8

The Mindful TeacherSecond EditionDennis 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 new and expanded edition of the bestselling The Mindful Teacher provides educators everywhere with hands-on ideas for improving teaching and learning. The authors are a professor

and a public school teacher whose collabora-tive research and professional development work advocates for the creation of quiet and intentional spaces in which students integrate achievement with integrity. This updated edition includes 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. It is an indispensable, just-in-time resource for educators in search of resources with which to uplift our schools into places of learning and places of joy.

Book Features:• Grassroots, nitty-gritty descriptions of

teachers leading change.• Practical recommendations on ways

to retain the best of proven practices while creatively blending them with new innovations.

• Strategies for applying the principles of mindful teaching to the integration of new technologies in schools.

• Research-tested approaches to whole-school change that honor the work of educators and accelerate the learning of students.

The Mindful Teacher describes real educators in real schools working with real students. It bridges the rapidly evolving field of mindful-ness studies with educators’ life-long quests for substantial and sustainable improvements in the educations we provide to all of our students.Audience: Teacher educators, principals, policy-makers, and professional developers; courses in educational foundations, principles of teaching, teacher inquiry, urban education, school reform, leadership and policy.

2016/168 pp. (tent.)/PB, $25.95/5684-3the series on school reform

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Growing Critically Conscious TeachersA Social Justice Curriculum for Educators of Latino/a YouthAngela Valenzuela, professor in the Department of Educational Administration, Education Policy and Planning and Department of Curriculum and Instruction, Cultural Studies in Education at the College of Education, University of Texas at Austin, Editor.

Foreword by Sonia Nieto Afterword by Christine E. Sleeter

”This book will be a cherished resource and guide for Latino/a and non-Latino/a teachers alike, and for the university faculty and school- and commu-nity-based facilitators who help prepare them.”—From the Foreword

by Sonia Nieto, University of Massachusetts, Amherst

“This excellent volume is a must-read for teachers truly committed to educational practices of social justice in schools today.”

—Antonia Darder, Loyola Marymount University

To meet the needs of the fast growing numbers of Latino/a English learners, this volume presents an approach to secondary education teacher preparation based on the work of the National Latino/a Education Research and Policy Project (NLERAP). Renowned scholar and educator Angela Valenzuela, together with an impressive roster of contributors, provides a critical framework for educating culturally responsive teachers. They examine the knowledge, skills, and predisposition required for higher education institutions to create curricula for educating Latino/a children, children of color, and language minority youth. Growing Critically Conscious Teachers illuminates why growing our own teachers makes sense as an approach for not only addressing the achievement gap, but for also enhancing the well-being of our communities as a whole.

Book Features:• A partnership model that fosters students’

critical consciousness.• A framework for participatory action

research (PAR) within teacher preparation.• A curriculum premised on sociocultural

and sociopolitical awareness.• The wisdom, experiences, and lessons

learned from educators who have been change agents in their own schools, communities, and college classrooms.

Contributors: Adele Arellano, Jennifer Ayala, Margarita Berta-Ávila, Julio Cammarota, José Cintrón, Barbara Flores, Carmen I. Mercado, Melissa Rivera, Louie RodríguezAudience: Teacher educators, ELL teachers, cur-riculum developers, and community, parents, and civil rights groups; courses in secondary education, urban education, inclusive education, bilingual education, multicultural education, diversity, Latino studies, Mexican American studies.

2016/208 pp./PB, $27.95/5683-6

Facilitating for LearningTools for Teacher Groups of All KindsDavid Allen, assistant professor, College of Staten Island, City University of New York, and Tina Blythe, adjunct lecturer, Harvard Graduate School of Education, and international education consultant.

Foreword by Ron Ritchhart

“I have had the good for-tune to watch both David and Tina facilitate learning groups and have learned from the power of their model-ing.. . . I am delighted that they have gathered their wisdom here in this volume to share with others eager to em-bark on the journey and experience the joys of facilitating learning with colleagues.”

—From the Foreword by Ron Ritchhart, senior research associate, Project Zero, Harvard Graduate School of Education

“Facilitating for Learning is 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. This book provides teacher leaders, instructional coaches, principals, and others who engage with teachers a well-curated set of tools and resources designed to promote educators’ engagement in and ownership for purposeful conversations in a variety of school settings.”

—Larry Leverett, executive director, Panasonic Foundation

Organized to be both an exploration of the role of facilitating and a handbook of strategies, this resource is designed for use in a range of contexts, including faculty and department meetings, professional learning communities, grade-level teams, and inquiry groups. It is a perfect companion to the authors’ bestseller, The Facilitator’s Book of Questions.

Book Features:• Contrasts facilitating for learning with

other professional development roles, including staff development, coaching, and supervision.

• Outlines the basic responsibilities and tasks of facilitating teacher learning groups, including “moves” the facilitator might employ.

• Considers challenges related to school culture and leadership, group interactions, and time constraints.

• Provides resources to help facilitators develop their skills, including tools and references to other works on facilitation.

Audience: Teachers, administrators, teacher educators, coaches, and staff developers; courses in instructional leadership, teacher leadership, and collaborative inquiry.

2015/144 pp./PB, $27.95/5738-3

SchooledOrdinary, Extraordinary Teaching in an Age of ChangeAnne Lutz Fernandez has been teaching English in Connecticut public middle and high schools for 15 years. Catherine Lutz is the Thomas J. Watson Jr. Family Professor at Brown University and past president of the American Ethnological Society.

Foreword by Ann Lieberman

”This book makes an im-portant case for defying the standardization that passes for school reform. We learn, first-hand, what it means to teach today in a changing so-cial, cultural, and politi-cal environment.”—From the Foreword

by Ann Lieberman, Stanford University

“Everyone who thinks that teaching is so easy or that anyone can do it must read this book. As they say, teaching is not rocket science, it’s more complicated than that.”

—Pasi Sahlberg, author “Schooled pays tribute to passionate, informed educators, but directly challenges the reforms now being forced upon them. The book is an electrify-ing and inspiring must-read for teachers and everyone concerned with the fate of our schools.”

—Lesley Bartlett, University of Wisconsin–Madison

“This book will rapidly become required reading not only among educators but also among education policy reformers. Clearly, lessons learned from these contextually rich case studies will inform our current policy debate on charting the steps in supporting the teaching profession.”

—Kenneth K. Wong, chair, education department, Brown University

The authors traveled the country to meet a wide range of educators on the frontlines of teaching across diverse contexts. This beauti-fully 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.

Book Features:• A focus on many of the key issues and

problems in education today.• In-depth interviews and observations of

teachers at work with students, colleagues, and parents.

• Questions for discussion and suggestions for further readings in each chapter.

• A book website that includes a blog providing author commentary on education news and a forum for teachers’ voices (www.schooledbook.org).

Audience: Pre- and inservice teachers, teacher educators, administrators, and policymakers; courses in educational foundations, teaching methods, school reform, educational leadership and policy, contemporary issues in education.

2015/160 pp./PB, $29.95/5736-9 HC, $74/5737-6

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Quiet at SchoolAn Educator’s Guide to Shy ChildrenRobert J. Coplan is director of the Pickering Centre for the Study of Human Development and professor in the Department of Psychology at Carleton University, Ontario. Kathleen Moritz Rudasill is associate professor in the Department of Educational Psychology at the University of Nebraska-Lincoln.

Foreword by Sandee McClowry

“For more than 2 de-cades, the authors’ re-search has influenced practitioners and re-searchers alike. Now you and I can benefit from the evidence-based teacher practices they offer throughout this book. Actually, the ones who will benefit the most are the shy children who sit quietly in your classroom.”

—From the Foreword by Sandee McClowry, NYU Steinhardt

”This wonderful volume is a contemporary rendering of well-informed best-practices not only for responding to children we label as shy, but information that can be applied to all children. This is recommended reading for all elementary educators.”

—Robert C. Pianta, University of VirginiaCompared to their more sociable counterparts, shy children are at greater risk for a variety of difficulties in elementary school, including internalizing problems, difficulties with peer relationships, and poorer academic performance. Written by a developmental and an educational psychologist with decades of experience between them, this book demystifies the latest research on shyness. It offers a comprehensive and accessible guide to everything teachers should know about shy children. Topics covered include how shyness develops in childhood, the unique challenges faced by shy children at school, and general strategies and specific techniques for improving shy children’s social, emotional, and academic functioning at school. Despite an increase in research on shyness, shy children are still not well understood by teachers and other school personnel. Quiet at School offers research-based practices for creating safe and inclusive learning environments that will help shy students thrive.

Book Features:• The first book about shy children

specifically written for classroom teachers.• Best practices that reflect the latest

research in educational and developmental psychology.

• A focus on the importance of positive teacher–child relationships.

• Case studies and recommendations for understanding and teaching shy children.

Audience: Teacher educators, pre- and inservice elementary teachers, school counselors, school psychologists, and classroom paraprofessionals; courses in teaching methods, educational psychol-ogy, child development, elementary education, socio-emotional development.

2016/144 pp./PB, $34.95/5769-7/HC, $74/5770-3

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

Foreword by Mary Helen Immordino-Yang

”Elevates the concept of teacher leadership to a new level of understand-ing and significance.”—Frank Crowther,

University of Southern Queensland

“Conyers and Wilson have produced a clear, practical guide to improving teaching through strategic

collaboration—a useful addition to the ambitious teacher’s library!”

—Mary Helen Immordino-Yang, University of Southern California

“An excellent and really useful book for both aspir-ing and serving leaders. In an age of dominance of systems and structures, this is a refreshing approach.”

—Elaine Wilson, University of Cambridge 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 develop-ment and leadership. The authors provide clear steps to enable and inspire teachers to embrace leadership and collaboration opportunities for improving instruction and student outcomes, and increasing professional satisfaction. To demonstrate the broad array of leadership pathways, a flexible “spectrum of teacher leadership” suggests the myriad ways for teachers to contribute to their school and community beyond their classrooms. This spectrum is illustrated with real-life examples of teacher leadership in practice.

Smarter Teacher Leadership will guide teach-ers to bridge what has been discovered about the brain and how metacognitive, cognitive, and affective skills support learning, teaching, and leading to stimulate collaboration with colleagues and advocacy with administrators, parents, and the wider community.

Book Features:• An original framework for analyzing and

improving educational systems. • A central focus on leveraging “Purposeful

Collaboration” of teachers, teacher leaders, and administrators.

• Examination of an effective graduate program for developing teacher leaders, including lessons learned.

• Practical strategies and vignettes of teacher leadership in practice.

Audience: Teachers (K-12), teacher educators, administrators, professional learning communities and study groups; courses in teacher education, school leadership, educational foundations, school change.

2016/144 pp./PB, $28.95/5730-7

New Ways to Engage ParentsStrategies and Tools for Teachers and Leaders, K–12Patricia A. Edwards is professor of language and literacy in the Department of Teacher Education at Michigan State University, and former president of the Literacy Research Association and the International Reading Association. H

Just as populations change, ideas about how to encourage and work with parents also need to evolve. This practical resource by

bestselling author Patricia Edwards provides school leaders and classroom teachers with new and creative ways in which to welcome, encourage, and involve parents. Enacting these types of practices requires a special kind of commitment from teachers and school leaders, which often coincides with a particular kind of mindset about families and one’s responsibility to engage them. Educators often develop this mindset as they deepen their understanding of families, literacy/language, culture/race/class, and themselves. Edwards pulls these understandings together and presents them in a straightforward, concise, and easy-to-use guide that is perfect for professional learning communities and teacher preparation courses. New Ways to Engage Parents is essential reading for all educators who care deeply about engag-ing a wide range of parents in today’s schools.

Book Features:• A stark look at the changing community

demographics and what that means for teachers and administrators.

• Strategies for communicating with parents, including the use of technology.

• The best times to make contact with parents.

• Examples of how to bring parents together for meaningful activities.

• The importance of understanding parental constraints and the need to meet them halfway.

• Approaches for overcoming “school ghosts,” as well as negative histories and perceptions in the community.

Audience: Teachers, teacher educators, school administrators, reading specialists, literacy coaches, Title I teachers, and professional devel-opers; courses in school, family, and community partnerships, elementary and secondary teaching methods, teacher study groups, administrative credential or certification.

2016/176 pp./PB, $26.95/5671-3

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Invite! Excite! Ignite!13 Principles for Teaching, Learning, and Leading, K–12Robin J. Fogarty is president of Robin Fogarty & Associates, a Chicago-based educational publishing/consulting company.

Foreword by Charlotte Danielson

”Invite! Excite! Ignite! is a true celebration of teaching and learning. It will be a valued supple-ment to any introduction to teaching course, as well as an appreciated gift from coach or men-tor to a new or develop-ing teacher.”—From the Foreword

by Charlotte Danielson, Danielson Group

“Filled with practical strategies and resources, this book can lead the way.”

—Arthur L. Costa, California State University, Sacramento

“Robin Fogarty gets it right from the very begin-ning: a teacher’s role is not to serve up information but to facilitate learning.”

—David Perkins, Harvard Graduate School of Education

Teacher-to-teacher collaboration is more than a survival tactic; it is the social interaction that propels professional learning. In her new book, master teacher and educational consultant Robin Fogarty offers 13 guiding principles for new teachers and school leaders. These seminal ideas, along with the stories that accompany them, will invite, excite, and ignite teachers from kindergarten to college. Each chapter includes a description of the guiding principle, a companion vignette, classroom examples, teaching and learning tips, and dis-cussion questions. While designed for new and pre-service teachers, coaches, mentors, and seasoned veterans will also find new perspec-tives and ideas for their own practice and for mentoring newcomers to the profession.

Key Features:• A conversational tone, including stories

that entertain yet make a key point.• Tips for incorporating new information

from neuro research on how we learn.• Proven techniques for differentiating

instruction to meet the talents and needs of students.

• Examples of strategies in each chapter with do-it-yourself activities to try.

• Helpful insights appropriate for school leaders as well as teachers.

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

2016/160 pp./PB, $31.95/5752-9

Teaching Disciplinary LiteracyUsing Video Records of Practice to Improve Secondary Teacher PreparationCharles W. Peters is professor of educational practice and coordinator of the Arts with Certification (MAC) Program at the School of Education, University of Michigan. Deanna Birdyshaw is professor in the Department of Educational Studies at the School of Education, University of Michigan. Amy Bacevich is clinical faculty lecturer at Northern Kentucky University.

This practical guide will help pre- and inservice secondary teachers and their instructors and coaches to use videos as a resource to improve

teaching. Derived from the authors’ research and experience in a teacher preparation program using video records of practice as a core element for reflection and growth, the book focuses on five disciplinary literacy strategies to help teachers identify and develop high-leverage teaching practices across a range of subject areas. The text includes sample les-sons, protocols for leading discussions based on videos, and methods for making informed decisions about how to select video-related work. Throughout, the authors provide records of student clinical teaching practice, sample assignment guidelines, and transcripts from video discussion groups. Teacher educators can use this comprehensive resource to develop or revise a curriculum to make it more practice-oriented.

Book Features:• Comprehensive, hands-on information for

using video records of practice to improve teacher preparation.

• Procedures and protocols for analyzing the quality of critical core practices captured on video.

• Strategies designed to promote higher-order thinking related to the teaching of key disciplinary content.

• A theoretical foundation that supports the need for teacher education curriculum reform.

Audience: Teacher educators, practicum advisers and students, clinical supervisors and directors, researchers, 6–12 administrators, and professional learning communities; courses in secondary teaching methods, student teaching.

2016/176 pp. (tent.)/PB, $37.95/5767-3

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

“Happily, this new book from Deborah and her colleagues at the Mission Hill School adds to the literature on cre-ative and collaborative teaching and on building trusting and powerful learning communities.”

—Linda Darling-Hammond, professor of education emeritus, Stanford University

“A fascinating story about Boston’s Mission Hill School and its goals, curriculum, classroom lessons, and assessments that will knock the socks off those who believe in only one kind of a ‘good’ school.”

—Larry Cuban, professor emeritus, Stanford University

“This book gives a behind-the-scenes look at Mission Hill, a remarkably successful public school where thematic learning builds powerful intellectual bridges within classrooms and across the school.”

—Ron Berger, chief academic officer, Expeditionary Learning

Teaching in Themes will help schools incorpo-rate a whole-school, theme-based curriculum that engages students across grades K–8. Readers see how teachers and students design emergent inquiries within the themes and cre-ate artwork, music, science presentations, and hands-on learning experiences that support differentiated instruction across the curriculum.

Book Features:• Examples of whole-school projects that

create a deep sense of immersion in a curricular theme.

• Details of how teachers developed rich curriculum tailored to their unique students.

• The insights of legendary educator Deborah Meier on how whole-school thematic units encourage collaboration among teachers.

• An afterword by teachers (and filmmakers) about the thinking behind their work featured in the widely viewed film series

“A Year at Mission Hill.”Audience: Pre- and inservice teachers (K–8), school administrators, coaches, curriculum developers, and professional developers; courses in early childhood, elementary, and middle school education, urban education, literacy and language arts, science methods, differentiated instruction.

2015/192 pp./PB, $34.95/5699-7 HC, $78/5700-0 photos

Practitioner Inquiry Series

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Civic Education in the Elementary GradesPromoting Student Engagement in an Era of AccountabilityDana Mitra is associate professor of educa-tion in the department of education policy studies at The Pennsylvania State University. Stephanie C. Serriere is associate profes-sor of social studies education at Indiana University–Purdue University Columbus (IUPUC).

Foreword by Meira Levinson

“Offers a suggestive range of evidence that high-quality civic en-gagement initiatives can enhance students’ aca-demic, social, and emo-tional engagement. It reveals the nitty-gritty of how experienced teachers can enable children to engage more deeply with math-ematical problem-solving, peer

collaboration, literacy and social studies learning, and development of empathy and mutual trust.”

—Meira Levinson, Harvard Graduate School of Education

As former elementary school teachers, the authors focus on what is possible in schools rather than a romantic vision of what schools could be.

Based on a 5-year study of an elementary school, this book shows how civic engagement can be purposive and critical—a way to encourage young people to examine their environment, to notice and question injustices, and to take action to make a difference in their communities and school. Focusing on the intersection of student voice and critical inquiry, the book describes how to embed civic engagement into curriculum, school decision-making processes, and whole-school activities. Chapters provide an overview of what research has demonstrated about civic engagement at the classroom, school, and community levels, including detailed descriptions of activities and lessons for practice. Classroom teachers, school principals, community members, and teacher educators can use this resource to foster a deeper, richer understanding of what is entailed in civic life.

Book Features:• A portrait of a “typical” public school that

wants to do more than teach to the test. • An examination of the conditions that

enable young people to participate in democratic practices.

• Concrete examples of student voice and critical inquiry in classroom contexts.

• Practices and activities that encourage children to get along with others, exchange perspectives, and work across differences.

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

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

Identity Work in the ClassroomSuccessful Learning in Urban SchoolsCheryl Jones-Walker is an associate pro-fessor of educational studies on leave from Swarthmore College and currently a visiting associate professor at the University of San Francisco in the teacher education department.

Foreword by Theresa Perry

“Essential reading for teacher-educators, teachers, and commu-nity organizers, and it represents the best of contemporary critical school ethnography.”

—Theresa Perry, Simmons College

“A powerful exemplar. If you are concerned about policies that shape urban education and the

children they impact, read this book.”—H. Richard Milner IV,

University of Pittsburgh “Indispensable reading for teachers, educational

leaders, and policymakers alike.”—Marc Lamont Hill, Morehouse College

Identity Work in the Classroom provides classroom examples to demonstrate how identity-making is integral to the teaching and learning process. The author argues that efforts to improve urban schools should recognize the importance of relational change that focuses on deepening personal interac-tions between students and teachers, teachers and other teachers, and schools and parents. Based on an in-depth study of two classrooms in urban K–8 schools, the book illuminates the importance of allowing teachers the freedom to make pedagogical adjustments based on their knowledge of students’ needs, backgrounds, and interests.

Book Features:• Provides examples of identity work

and its potential for creating individual, institutional, and large scale systemic improvement.

• Identifies how skilled educators make pedagogical decisions that increase student engagement and learning outcomes.

• Examines the challenges of working within a context of increasing mandates and rigid accountability structures.

• Advocates for design improvement strategies that rely on the capacities of students, teachers, and community members.

• Shows how qualitative work that elucidates the experience of students and teachers can inform education policy.

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

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

Transforming Teacher Education for Social JusticeEva Zygmunt, associate professor, and Patricia Clark, professor, Department of Elementary Education, Ball State University, Muncie, Indiana

Foreword by Peter Murrell

“The most striking piece of this book is the de-scriptions and stories of how the community serves as mentors to the university faculty and students. The authors take readers with them through the many au-thentic activities led by the community mentors. We are left both with the desire to spend time with these remarkable

community members ourselves and the desire to develop similar community-based programs.”

—Jana Noel, California State University, Sacramento

“Finally, a work that provides us with a model of what comprehensive and sustained community engagement looks like in teacher preparation. This is mandatory reading for teacher educators who are serious about preparing teachers for diverse schools and communities.”

—Tyrone Howard, UCLATransforming Teacher Education for Social Justice offers teacher educators a new way to think about the development of culturally responsive educators. The authors identify the core components needed to restructure and reorient programs of teacher education to adequately prepare new teachers for the racially, culturally, and linguistically diverse communities they will serve upon graduation. They propose a new model of teacher preparation that capitalizes on the strengths of programs evidencing im-portant outcomes. Chapters address the notion of situated learning embedded in communities; the need for extensive clinical experience in authentic teaching situations; strategies for interweaving theory, content, pedagogy, and classroom practice; the importance of student engagement and motivation; and the implementation of critical service learning. Key policy implications of this model are also discussed within the current landscape of teacher education reform.

Book Features:• A specific approach for realizing the

promise of culturally responsive teaching.• A flexible model for a community-engaged

teacher preparation.• Compelling data on student learning

outcomes based on university/school/community collaboration as evidence of eliminating the achievement gap.

Audience: Teacher educators (K–12), school principals, instructional leaders, and professional developers; courses in educational foundations, special education, curriculum and instruction, leadership and policy, multicultural education, urban education.

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

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Teacher PracticeSEE ALSO: Teaching 2030, p. 56

2015 Society of Professors of Education Book Award

WHY WE TEACH NOWSonia Nieto, Editor

“Sonia Nieto has done it again, this time providing us with a hopeful book featuring a col-lection of writings grounded in the lived experiences of outstanding teachers.”

—Luis Moll, University of Arizona

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

2015/288 pp./PB, $29.95/5587-7 HC, $68/5624-9

WHY WE TEACHEdited by Sonia Nieto

“Highly recommended.” —Choice“These pieces reveal the passion and hope that

keep people in the classroom.”—Rethinking Schools

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

WHAT KEEPS TEACHERS GOING?Sonia Nieto

“An eloquent gem of a book.” —TC Record“Casts life jackets to teachers who may be

foundering.” —Daily Hampshire Gazette2003/176 pp./PB, $25.95/4311-9/HC, $50/4312-6

ALSO BY SONIA NIETO: The Light in Their Eyes: Creating Multicultural Learning Communities, 65

MAKING SPACE FOR ACTIVE LEARNINGThe Art and Practice of TeachingEdited by Anne C. Martin and Ellen Schwartz Foreword by Helen FeatherstoneThis powerful collection will inspire new and veteran teach-

ers to “make space” for children’s interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors intro-duce the Prospect Center’s Descriptive Review of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their practice and gain new perspectives from other participants. Book features include specific examples that teachers can draw on to improve practice.

2014/216 pp./PB, $33.95/5539-6Practitioner Inquiry Series

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

FIVE BIG IDEAS FOR EFFECTIVE TEACHINGConnecting Mind, Brain, and Education Research to Classroom PracticeDonna Wilson and Marcus Conyers

“Well-written and researched. I would recommend it to any professor, teacher, or

administrator trying to improve instruction.”—Teaching History

“When it comes to the research based practices that have the biggest impact on students, this book serves as a powerful primer.”

—P21 Blogazine: The Partnership for 21st Century Skills

Includes a wealth of vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and connections between current research on how people learn and effective classroom practice.

ccss 2013/208 pp./PB, $29.95/5425-2

NEW BY THESE AUTHORS: Smarter Teacher Leadership, 42

2013 ForeWord Magazine Book of the Year Honorable Mention in Education

REACHING AND TEACHING STUDENTS IN POVERTYStrategies for Erasing the Opportunity GapPaul C. Gorski

“A must-read for educators in schools of all kinds. This accessible, highly relevant book empowers teachers

with tools they can use today. —Rethinking Schools

“A good overview of the topic, delivers clear, well-researched information, and helps all edu-cators expand their knowledge of poverty and social class.” —ChoiceThe author deconstructs popular myths, misconceptions, and educational practices that undercut the achievement of low-income students. Most importantly, Gorski provides instructional strategies based on more than 20 years of research on what works (and what doesn’t work). The text also includes activities such as a Poverty and Class Awareness Quiz.

2013/216 pp./PB, $34.95/5457-3/ HC, $74/5458-0 Multicultural Education Series

EFFECTIVE QUESTIONING STRATEGIES IN THE CLASSROOMA Step-by-Step Approach to Engaged Thinking and Learning, K–8Esther FuscoForeword by Lawrence F. LoweryK–8 teachers across all disci-

plines can use this book to create a challenging learning climate. It features: Guidance for using and developing effective questions • Reflections from teachers • Scripts of teacher questions and student responses • Suggested activities • Evaluation checklists and forms

ccss 2012/160 pp./PB, $29.95/5329-3

HOLLER IF YOU HEAR METhe Education of a Teacher and His Students Second EditionGregory MichieForewords by Luis J. Rodriguez and Sandra Cisneros

This is the updated 10th Anniversary Edition of

Michie’s moving memoir of teaching on Chicago’s South Side. 2009/256 pp./PB, $24.95/4958-6 (T)Teaching for Social Justice Series


WE DON’T NEED ANOTHER HEROStruggle, Hope, and Possibility in the Age of High-Stakes SchoolingGregory Michie Foreword by Sonia Nieto

“An accessible, deeply-engaging, and at times humorous text that illustrates the realities of teach-

ing and learning in today’s urban schools.”—TC Record

Challenging the dominant narratives of failing urban schools and bad teachers, this book gives much-needed hope to new and seasoned teach-ers alike. 2012/168 pp./PB, $24.95/5350-7

2006 Outstanding Book Award— AERA Narrative and Research SIG

SEE YOU WHEN WE GET THERETeaching for Change in Urban Schools Gregory MichieForeword by Gloria Ladson-Billings

“This outstanding work should be read by every pre-service, new, and veteran teacher.”

—Multicultural Review

2005/224 pp./PB, $25.95/4519-9The Teaching for Social Justice Series


TEACHING WITH VISIONCulturally Responsive Teaching in Standards-Based ClassroomsEdited by Christine E. Sleeter and Catherine CornblethForeword by Bill Bigelow and Linda Christensen

“A must read for all new teachers and prospective teachers. . . . Essential.”

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

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2011 ForeWord Magazine Silver Book of the Year Award in Education

THE PEDAGOGY OF CONFIDENCEInspiring High Intellectual Performance in Urban SchoolsYvette Jackson / Foreword by Reuven Feuerstein

“What Dr. Jackson proposes here is truly a remedy to ensure that students, no matter where they come from, and no matter where they go to school, have the ability to attain their innate intellectual potential.” —Education Update

“This book will become the ‘Rosetta Stone’ of urban education.”—Joseph S. Renzulli, The University of Connecticut

2011/208 pp./PB, $28.95/5223-4/HC, $62/5224-1


TO TEACHThe Journey, in Comics William Ayers and Ryan Alexander-TannerForeword by Jonathan Kozol

“This fascinating and, yes, educational book will certainly be of interest to teachers, but it will also teach, inspire, and entertain anyone else who picks it up.” —Publishers Weekly

“A delightful book that will make readers smile.” —Phi Delta Kappan

“An inspiring, heartwarming book that serves as a reminder of what teaching should, and can, be.” —Harvard Educational ReviewTo help bring this popular story to a new generation of teachers, the classic text is now available as a graphic novel. Featuring the evocative and wry drawings of Ryan Alexander-Tanner, the comics version brings the celebrated teacher’s memoir to life!

2010/144 pp./PB, $21.95/5062-9 (T)

TO TEACHThe Journey of a Teacher, Third EditionWilliam AyersForeword by Sonia Nieto / Afterword by Mike Rose For almost two decades, To Teach has inspired teach-ers across the country to become the teachers they long to be. This new edition is essential reading amidst today’s public policy debates and school reform initia-tives that stress the importance of “good teaching.”

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

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

TEACHING THE TABOOCourage and Imagination in the Classroom, Second Edition Rick Ayers and William AyersForeword by Carol D. Lee

“For those frustrated by the thrust of educational ‘reform’. . .this book provides what can be described as both a chal-lenge and a set of alternatives.”

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

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

RESILIENCE BEGINS WITH BELIEFSBuilding on Student Strengths for Success in School Sara Truebridge Foreword by Bonnie Benard

“This book should be added to every teacher’s wish list.”

—Michigan Reading JournalThis practical resource presents a wealth of information, strate-gies, and tools to help educators transfer current resilience theory and research into practice. The text includes format suggestions for preservice and professional devel-opment programs, reflection ideas for facilitators and participants, and a resilience-in-practice checklist.

2013/160 pp./PB, $29.95/5483-2 HC, $70/5484-9

2001 Gustavus Myers Outstanding Book Award

BECAUSE OF THE KIDSFacing Racial and Cultural Differences in SchoolsJennifer E. Obidah and Karen Manheim TeelForeword by Jeannie Oakes

“I enthusiastically recommend this book.”

—Anthropology & Education Quarterly

“Will instruct teachers who want to understand students of African and Caribbean descent.”

—Multicultural Education ReviewOf particular interest is an interview with the authors by Lisa Delpit and Dr. Delpit’s analysis of their experience. 2001/144 pp./PB, $25.95/4012-5Practitioner Inquiry Series

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

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

SPECTACULAR THINGS HAPPEN ALONG THE WAYLessons from an Urban ClassroomBrian D. Schultz Foreword

by Carl A. Grant“Engaging and important.”

—The Huffington Post“A compelling narrative of multicultural

uplift that prospective teachers will embrace.”

—Educational Studies“The real story in this book is how a

teacher evolves in his thinking about his students and their curriculum, and for this rare gift readers will be grateful.” —Education Review

“Inspirational.”—Multicultural Review2008/192 pp./PB, $26.95/4857-2 HC, $45/4858-9

Teaching for Social Justice Series

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

“The book’s inspiring essays explore a vision of education and schooling that is grounded in 40 years of experience addressing the challenges of teachers, children and schools.”

—Young Children

2009/216 pp./PB, $32.95/5051-3 9 photos, including color insertPractitioner Inquiry Series

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Professional Development

RAISING RACE QUESTIONSWhiteness and Inquiry in EducationAli Michael / Foreword by Shaun R. Harper

“Provides much-needed guidance and inspiration for educators who want racial equity in schools.”

—From the Foreword by Shaun R. Harper, University of Pennsylvania

Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with

challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a pro-cess for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead.2015/216 pp./PB, $34.95/5599-0/HC, $78/5600-3Practitioner Inquiry Series

THE POWER OF PROTOCOLSAn Educator’s Guide to Better Practice Third EditionJoseph P. McDonald, Nancy Mohr, Alan Dichter, and Elizabeth C. McDonald

“This book will enlarge your thinking about how protocols can help you with change management and issues of equity.”

—Bena Kallick, The Institute for Habits of Mind“This is one of a handful of books that I keep right on my desk.”

—Kathryn Boudett, Harvard Graduate School of Education

This new edition features substantial updates that take into account recent developments in the field of facilitative leadership. The authors have also added 11 totally new protocols, including the “Peer Review Protocol” and “Looking at Student Work with Equity in Mind.” This essential teaching and professional development tool includes step-by-step descriptions of how educators can use protocols to study together, work on problems of practice, teach well, and explore students’ work.

2013/144 pp./PB, $26.95/5459-7 the series on school reform

LOOKING TOGETHER AT STUDENT WORKThird EditionTina Blythe, David Allen, and Barbara Schieffelin Powell Foreword for the Third Edition by Joseph P. McDonaldThis bestseller provides teachers and administrators with strategies for examining and discussing stu-dent work, such as essays, math problems, projects, artwork, and more. New for the Third Edition: The

Microlab Protocol, a relatively quick and easy way to introduce groups to protocol-guided conversation; a new case focused on understand-ing the Common Core; and more detailed notes and strategies for facilitators.2015/96 pp./PB, $24.95/5646-1the series on school reform

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

THE FACILITATOR’S BOOK OF QUESTIONSTools for Looking Together at Student and Teacher WorkDavid Allen and Tina BlytheForeword by Gene Thompson-GroveThis book is an essential tool for facilitators of groups using protocols, or structured conversations, to col-laboratively review student and teacher work. 2004/160 pp./PB, $26.95/4468-0

Copublished with Learning Forward and NSDC

WORTH STRIKING FORWhy Education Policy Is Every Teacher’s Concern (Lessons from Chicago)Isabel Nuñez, Gregory Michie,

and Pamela Konkol Foreword by Pedro Noguera

”This book, written by teachers who have been at the forefront of the bat-tle to stop market-based reform, is yet another step in the effort to reclaim the reform agenda.”

—From the Foreword by Pedro Noguera, NYU

Written by activist educators, Worth Striking For examines the drastic changes in the landscape of public education in recent decades and focuses on what teachers need to know about the debates and complex issues of reform. Using the 2012 Chicago teachers strike as a framing device, the authors dem-onstrate how each of the policy areas addressed is critically impor-tant to teachers’ lives and work. 2015/160 pp./PB, $32.95/5626-3 HC, $70/5627-0The Teaching for Social Justice Series

EFFECTIVE CLASSROOM MANAGEMENTThe EssentialsTracey GarrettEach chapter concentrates on a key area (phys-ical design, rules and routines,

relationships, engaging instruction, and discipline) and focuses on the importance of that particular area in relation to a teacher’s overall classroom management plan. This guide includes classroom examples, case studies, and study questions. There is also an app, Classroom Management Essentials, available on the iTunes store.

2014/128 pp./PB, $29.95/5574-7

AN EMPTY SEAT IN CLASSTeaching and Learning After the Death of a StudentRick Ayers

“Will be an invalu-able resource for teachers and will

hopefully spur additional research on the practical and pedagogical issues that arise as a result of a student’s death.” —Reflective TeachingAn Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. The book features Rick Ayers’s personal experience, short pieces by other educators, and contributions from counselors, therapists, and school principals.

2015/144 pp./PB, $29.95/5612-6


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

“There are few favors you can do your students greater than putting into practice the precepts of this book. Give it a try. I will!”

—Robert J. Sternberg, Cornell University

Based on cutting-edge psychologi-cal research on creativity, this book debunks common misconceptions about creativity and describes how learning environments can support both creativity and the Common Core. It offers classroom examples, ideas, and lesson plans for teaching English language arts and math-ematics, and includes assessments for creativity and Common Core learning.

ccss 2015/144 pp./PB, $34.95/ 5615-7/HC, $86/5616-4

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THE NEW INCLUSIONDifferentiated Strategies to Engage ALL StudentsKathy Perez Foreword by Lim Chye TinEmbracing all

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

ccss 2013/176 pp./PB, $29.95/ 5482-5 large format, illustrations

TALKING DIVERSITY WITH TEACHERS AND TEACHER EDUCATORSExercises and Critical Conversations Across the Curriculum

Bárbara C. Cruz, Cheryl R. Ellerbrock, Anete Vásquez, and Elaine V. Howes, Editors Foreword by Geneva Gay This book provides strategies to help pre- and inservice teach-ers develop the dispositions and knowledge they need to teach all students well. The authors pres-ent chapters on language arts, social studies, mathematics, sci-ence, ESOL, foreign language, and teaching exceptional students in the inclusive environment. Each content-area chapter includes a vignette illustrating a difficult con-versation dealing with diversity and presents research-based exercises, pedagogic strategies, and action-oriented interventions—many of which the authors created and used in their own classrooms.

2014/240 pp./PB, $34.95/5537-2 illustrations

WRITING AND TEACHING TO CHANGE THE WORLDConnecting with Our Most Vulnerable Students Stephanie Jones, Editor Foreword by Ann LiebermanPerfect for use in teacher prepa-ration courses and professional learning groups, this engaging book illuminates writing as a power-ful tool for thinking deeply about how and why teachers respond to students in particular ways. The text includes prompts and sug-gested writing exercises perfect for teacher-writer groups, guiding questions to support the instruc-tional practices of K–12 teachers, and an essay about the Oral Inquiry Process by Bob Fecho.



DILEMMAS IN EDUCATIONAL LEADERSHIPThe Facilitator’s Book of Cases Donna J. ReidIn this book, educational consultant and group coach Donna Reid exam-ines the experiences of teacher leaders, principals, consultants, and parents as they negotiate the dif-ficulties of reluctant team members, hostile colleagues, maintaining group interest, sharing responsibil-ity, using technology, and cultural competency. Each case includes questions for reflection that can be used by individuals or in small groups to improve facilitation skills.

2014/120 pp. /PB, $29.95/5549-5

WHAT SHOULD I DO?Confronting Dilemmas of Teaching in Urban SchoolsAnna Ershler RichertThis practical guide uses narratives of practice from novice teachers to help readers experience a variety of dilemmas they are likely to encoun-ter in the classroom. By engaging with and analyzing the cases, read-ers come to see that the “problems” of teaching are actually “dilemmas” that have no clear-cut right or wrong solution.

2012/144 pp./PB, $31.95/5325-5the series on school reform

BUILDING SCHOOL-BASED TEACHER LEARNING COMMUNITIESProfessional Strategies to Improve Student AchievementMilbrey W. McLaughlin and Joan E. Talbert

“A rich account of a powerful strategy for improving teachers’ practice and, subsequently, students’ learning.”

—TC Record2006/160 pp./PB, $26.95/4679-0the series on school reform

EFFECTIVE TEACHER LEADERSHIPUsing Research to Inform and ReformEdited by Melinda M. Mangin and Sara Ray StoelingaForeword by Mark A. SmylieThis authoritative collection pres-ents both qualitative and quantita-tive evidence on the enactment, design, conditions, constraints, and successes of nonsupervi-sory, school-based instructional leadership.

Contributors: Eric Camburn, Kate Cress, William A. Firestone, Richard R. Halverson, Steven M. Kimball, Brian Lord, Rebecca Lowenhaupt, Christopher M. Manno, Barbara Miller, Jonathan A. Supovitz, James E. Taylor, Christopher N. Thomas2008/224 pp./HC, $43/4840-4

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

COMPANION GUIDES:The Military Family’s Parent Guide, p. 16The School Administrator’s Guide, p. 55 The Pupil Personnel Guide, p. 70Four-book set: $84.95/5419-1


• 2007 Foreword Magazine Book of the Year Honorable Menton in Education

• 2006 Association of American Publishers PSP Award for Excellence

FOREVER AFTERNew York City Teachers on 9/11Edited by Teachers College Press with Maureen Grolnick, Consulting EditorForeword by Maxine GreeneMoving, first-hand accounts reveal the amazing wisdom and cour-age of public school teachers and school leaders who cared for and protected the children in schools near the World Trade Center and around the City. 2006/272 pp./PB, $25.95/4715-5 (T) 15 photos and illustrations

Teacher Research

THE FIRST YEAR OF TEACHINGClassroom Research to Increase Student LearningEdited by Jabari Mahiri and Sarah Warshauer FreedmanThis compelling look at first-year teachers’ practice in urban schools demonstrates how a program of systematic classroom research by teachers themselves enables them to effectively target instruction and improve their own practice. The text offers an array of classroom scenarios that will spark discus-sions in teacher preparation classes and professional development workshops.

2014/224 pp./PB, $39.95/5547-1/HC, $78/5564-8

Practitioner Inquiry SeriesCopublished with NWP (National Writing Project)

FROM ANOTHER ANGLEChildren’s Strengths and School Standards The Prospect Center’s Descriptive

Review of the ChildEdited by Margaret Himley, with Patricia F. Carini

“Provides the teacher with fresh insights into sensitive teaching as well as understanding children as thinkers and learners.” —Young Children2000/240 pp./PB, $26.95/3931-0Practitioner Inquiry Series

INQUIRY AS STANCEPractitioner Research for the Next GenerationMarilyn Cochran-Smith and Susan L. LytleIn this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change.

2009/416 pp./PB, $29.95/4970-8 Practitioner Inquiry Series

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

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

“Certain to be useful in a variety of teacher education courses and a valuable resource for both pre- and inservice teachers.”

—Sandra J. Odell, Editor, Journal of Teacher Education

2010/224 pp./PB, $39.95/5055-1

More Books in Teacher Education

Achinstein: MENTORS IN THE MAKINGDeveloping New Leaders for New TeachersEdited by Betty Achinstein and Steven Z. Athanases2006/208 pp./PB, $32.95/4635-6 the series on school reform

Ayers: TO BECOME A TEACHERMaking a Difference in Children’s LivesEdited by William Ayers1995/264 pp./PB, $24.95/3455-1

Baker-Doyle: THE NETWORKED TEACHERHow New Teachers Build Social Networks for Professional SupportKira J. Baker-Doyle2011/120 pp./PB, $27.95/5251-7the series on school reform

Baum: MULTIPLE INTELLIGENCES IN THE ELEMENTARY CLASSROOMA Teacher’s ToolkitSusan Baum, Julie Viens, and Barbara Slatin2005/160 pp./PB, $27.95/4610-3 large formatthe series on school reform

Blackburn: ACTING OUT!Combating Homophobia Through Teacher ActivismEdited by Mollie V. Blackburn, Caroline T. Clark, Lauren M. Kenney, and Jill M. Smith2009/208 pp./PB, $28.95/5031-5 HC, $58/5032-2Practitioner Inquiry Series

Cahnmann-Taylor: TEACHERS ACT UP! Creating Multicultural Learning Communities Through Theatre Melisa Cahnmann-Taylor and Mariana Souto-Manning

2010/192 pp./PB, $28.95/5073-5

Cochran-Smith: INSIDE/OUTSIDETeacher Research and KnowledgeMarilyn Cochran-Smith and Susan L. Lytle1992/328 pp./PB, $27.95/3235-9Language and Literacy Series

Cochran-Smith: WALKING THE ROADRace, Diversity, and Social Justice in Teacher EducationMarilyn Cochran-Smith2004/224 pp./PB, $28.95/4433-8 HC, $54/4434-5Multicultural Education Series

Cohen: EDUCATING MINDS AND HEARTSSocial Emotional Learning and the Passage into AdolescenceEdited by Jonathan Cohen1999/216 pp./PB, $28.95/3838-2The Series on Social Emotional LearningCopublished with ASCD (Association for Supervision and Curriculum Development)

Darling-Hammond: LEARNING TO TEACH FOR SOCIAL JUSTICEEdited by Linda Darling-Hammond, Jennifer French, and Silvia Paloma Garcia-Lopez2002/240 pp./PB, $27.95/4208-2Multicultural Education Series

Duckworth: “TELL ME MORE”Listening to Learners ExplainEdited by Eleanor Duckworth2001/216 pp./PB, $25.95/4040-8 HC, $44/4041-5

Falk: TEACHING THE WAY CHILDREN LEARN Beverly Falk2008/208 pp./PB, $28.95/4928-9the series on school reformCopublished with NEA (National Education Association)

Fletcher: PARTNERSHIPS FOR NEW TEACHER LEARNINGA Guide for Universities and School DistrictsStephen Fletcher, Anne Watkins, and Tomasita Villarreal-Carman2011/112 pp./PB, $24.95/5183-1

Frank: ETHNOGRAPHIC INTERVIEWING FOR TEACHER PREPARATION AND STAFF DEVELOPMENTA Field GuideCarolyn Frank2011/120 pp./PB, $28.95/5256-2 photos

Greeley: “WHY FLY THAT WAY?”Linking Community and Academic AchievementKathy Greeley2000/160 pp./PB, $23.95/3980-8

Jackson: LIFE IN CLASSROOMSPhilip W. Jackson1990/208 pp./PB, $25.95/3034-8

Jones: A PIG DON’T GET FATTER THE MORE YOU WEIGH ITClassroom Assessments that Work Edited by Phyllis Jones, Judy F. Carr, and Rosemarie L. Ataya2007/160 pp./PB, $28.95/4754-4 HC, $56/4755-1

Kelly: ASSESSING TEACHER QUALITYUnderstanding Teacher Effects on Instruction and AchievementEdited by Sean Kelly2011/240 pp./PB, $34.95/5279-1 HC, $68/5280-7

Ladson-Billings: BEYOND THE BIG HOUSEAfrican American Educators on Teacher EducationGloria Ladson-Billings2005/176 pp./PB, $25.95/4581-6Multicultural Education Series

McDonald: GOING ONLINE WITH PROTOCOLSNew Tools for Teaching and Learning Joseph P. McDonald, Janet Mannheimer Zydney, Alan Dichter, and Elizabeth C. McDonald2012/144 pp./PB, $27.95/5357-6

Sanger: THE MORAL WORK OF TEACHING AND TEACHER EDUCATIONPreparing and Supporting PractitionersEdited by Matthew N. Sanger and Richard D. Osguthorpe

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

Skinner: GROW YOUR OWN TEACHERSGrassroots Change for Teacher EducationEdited by Elizabeth A. Skinner, Maria Teresa Garretón, and Brian D. Schultz2011/208 pp./PB, $32.95/5193-0The Teaching for Social Justice Series

Schultz: LISTENINGA Framework for Teaching Across DifferencesKatherine Schultz2003/216 pp./PB, $28.95/4377-5

Stoelinga: EXAMINING EFFECTIVE TEACHER LEADERSHIPA Case Study ApproachSara Ray Stoelinga and Melinda M. Mangin2010/208 pp./PB, $32.95/5035-3 HC, $62/5036-0

Strong: EFFECTIVE TEACHER INDUCTION AND MENTORINGAssessing the EvidenceMichael Strong Foreword by Richard M. Ingersoll2009/168 pp./PB, $28.95/4933-3/HC, $56/4934-0

Strong: THE HIGHLY QUALIFIED TEACHERWhat Is Teacher Quality and How Do We Measure It?Michael Strong2011/168 pp./PB, $29.95/5225-8 HC, $60/5226-5

Weinbaum: TEACHING AS INQUIRYAsking Hard Questions to Improve Practice and Student AchievementAlexandra T. Weinbaum, David Allen, Tina Blythe, Katherine G. Simon, Steve Seidel and Catherine S. Rubin2004/192 pp./PB, $27.95/4457-4Practitioner Inquiry SeriesCopublished with NSDC (National Staff Development Council)

Zins: BUILDING ACADEMIC SUCCESS ON SOCIAL AND EMOTIONAL LEARNINGWhat Does the Research Say?Edited by Joseph E. Zins, Roger P. Weissberg, Margaret C. Wang, and Herbert J. Walberg2004/256 pp./PB, $32.95/4439-0 HC, $58/4440-6 (T)The Series on Social Emotional Learning

Zmuda: THE COMPETENT CLASSROOMAligning High School Curriculum, Standards, and Assessment— A Creative Teaching GuideAllison Zmuda and Mary Tomaino2001/144 pp./PB, $24.95/4022-4the series on school reform

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Administration, Leadership, and PolicyThe New Meaning of Educational ChangeFifth EditionMichael Fullan consults with governments and school systems in several countries around the world. To learn more, visit his website at www.michaelfullan.ca.

“Few people can match Michael Fullan’s depth and breadth of experi-ence with real change in education. This update of his classic text could not come at a better time.”—Peter Senge, Society

for Organizational Learning

“In this Fifth Edition, Michael Fullan shares

the wisdom that he has accumulated over more than 3 decades. It should be required reading for all educators.”

—Richard DuFour, educational author and consultant

“With this new edition, Fullan offers practitioners, policymakers, and researchers secure guidelines for the next decade.”

—David Hopkins, University of London”Through both his research and his authentic work

in schools, Michael Fullan has come to shape the way educators understand and take on the challenge of change. “

—Stephanie Hirsh, executive director, Learning Forward

The book that revolutionized the theory and practice of educational change is now in its Fifth Edition! This comprehensive textbook on all aspects of the management of educational change is a powerful resource for everyone in-volved in school reform. Based on practical and fundamental work with education systems in several countries, the updated edition includes decisionmakers at all levels and introduces many new and powerful ideas for formulating strategies and implementing solutions that will improve educational systems. This perennial bestseller shows us how to:• Develop collaborative cultures at the school

level, while avoiding superficial versions of professional learning communities.

• Foster district-wide success in all schools, illustrating how state and national systems can achieve total system transformation based on identifying and fostering meaning for educators at every level.

• Integrate individual and systemic success, a rare feat in today’s school reform efforts.

Audience: Researchers, policymakers, school administrators, and teacher educators; courses in educational administration and leadership, educa-tional policy, the principalship, school reform, and sociology of education.

2016/312 pp./PB, $36.95/5680-5 HC, $78/5744-4

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

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

“A stirring example for all of those interested in equity and hope for our public schools.”

—Sonia Nieto, professor emerita, University of Massachusetts, Amherst

“A powerful tale about how educators, parents, and representatives of one of America’s most powerful universities

came together to create a school that is now a beacon of pride and hope. Their struggle to overcome the obstacles they encountered along the way will inspire others who seek to find ways to use education as a means to break the cycle of poverty and to expand opportunity and justice.”

—Pedro A. Noguera, Graduate School of Education and Information Sciences, UCLA

“Demonstrates that will and skill, aligned with vision and values, results in learning environments in which students thrive.”

—Douglas Fisher, San Diego State UniversityBe the Change tells the remarkable story of an innovative public high school in East Palo Alto modeled after successful small schools in New York City. Guided by the expertise of renowned educator Linda Darling-Hammond, it offers authentic and engaging instruction that has allowed students who start off far behind to graduate and go on to college in record numbers.

Book Features:• A model for school success that includes

advisories, inquiry learning, and capstone projects.

• Valuable tools, including guidelines and policies, curriculum designs, student guidebooks, and performance rubrics.

• Real-world stories of how obstacles were overcome and new Common Core State Standards were incorporated.

Audience: Policymakers, school administrators, teacher union leaders, and professional learning communities; courses in educational leadership and policy, curriculum and assessment, urban education, diversity and multicultural education, school/university partnerships.


School ChoiceThe 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.

Proponents of market-driven education reform view vouchers and charters as superior to local-board-run, community-based public

schools. However, the author of this timely volume argues that there is no clear research supporting this view. In fact, she claims there is increasing evidence of charter mismanage-ment—with public funding all-too-often being squandered while public schools are being closed or consolidated.

Tracing the origins of vouchers and charters in the United States, this book examines the push to “globally compete” with education systems in countries such as China and Finland. It documents issues important to the school choice debate, including the impoverishment of public schools to support privatized schools, the abandonment of long-held principles of public education, questionable disciplinary practices, and community disruption.

School Choice: The End of Public Education? is essential reading for anyone seeking a deeper understanding of the past and future of public education in America.

Book Features:• Provides a comprehensive historical

account of the origins of vouchers and charters.

• Includes accounts of intriguing historical experiences.

• Examines the defunding of neighborhood public schools in favor of often-under-regulated charters.

• Reveals charter school “churn” that often follows the closing of a mismanaged charter.

• Provides a cogent counternarrative to the claim that charters are necessary for America to compete globally.

Audience: Teacher educators, school admin-istrators, policymakers, teacher unions, and researchers; courses in history of education, social foundations of education, policy and politics of education, contemporary issues in education.

2016/224 pp. (tent.)/PB, $35.95/5725-3

OF RELATED INTEREST

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

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Improving Teacher Evaluation SystemsMaking the Most of Multiple MeasuresEdited by Jason A. Grissom, associate professor, Peabody College of Education and Human Development, Vanderbilt University; and Peter Youngs, associate professor, Curry School of Education at the University of Virginia.

“Grissom and Youngs collect our best research-based knowledge on the topic in a smart, accessi-ble volume that sets the standard in the field.”

—John Tyler, Brown University

”An insightful guide to new teacher evalu-ation systems. The contributions from individual authors

couple what we know about measurement quality in these systems with a valuable first look at on-the-ground implementation.”

—Heather Hill, Harvard Graduate School of Education

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

—Robert E. Floden, Michigan State University

This is the first book to gather and address what we have learned about the impacts and challenges of data-intensive teacher evaluation systems—a defining characteristic of the current education policy landscape.

Book Features:• Contributions by scholars working

at the cutting edge of research and pioneering leaders directly involved in the implementation of teacher evaluation systems.

• Examination of the challenges and impact multiple measures-based evaluations are having on teaching and learning.

• Empirical research on the reliability and validity of evaluation measures, including classroom observation instruments, value-added measures, student surveys, and teacher portfolios.

Contributors include: Ryan Balch, Marisa Cannata, Casey D. Cobb, Julie Cohen, Sean P. Corcoran, Morgaen L. Donaldson, Tim Drake, Dan Goldhaber, Ellen Goldring, Bridget K. Hamre, Gary T. Henry, Nathan D. Jones, Venessa A. Keesler, Susanna Loeb, Robert C. Pianta, Min Sun, Andrea WhittakerAudience: Teacher educators, policymakers, administrators, teacher mentors, principal licensure programs, and researchers; courses in educational policy, school reform, teacher quality, human resource in education, teacher evaluation, instructional supervision.

2016/208 pp./PB, $37.95/5739-0 HC, $76/5740-6

Liberating Leadership CapacityPathways to Educational WisdomLinda Lambert is professor emeritus at California State University, East Bay, an international consul-tant, 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.

”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)

“The authors have designed a model that

is at once sustainable, distributive, ecological, and transformational.”

—Dean Fink, author and consultant“This is an invaluable resource for anyone seeking

to understand how to address the many challenges facing our nation’s schools.”

—Pedro A. Noguera, UCLA Graduate School of Education & Information Studies

During the past quarter century, conceptions of leadership have evolved in concert with break-through discoveries in science and generative learning. Liberating Leadership Capacity captures these new ideas through the integration of the authors’ earlier works in constructivist leadership and leadership capacity. What emerges is a pathway through which educators can become the primary designers of their own learning and that of their students, thus creating sustainable systems of high leadership capacity. This vision of leadership reframes professional learning designs and knowledge creation, describing how these ideas are richly manifested in local, national, and international programs. The context is democratic com-munities; the learning is constructivist; the leadership is shared. The result is wise schools, organizations, and societies. Liberating Leadership Capacity speaks to all adult learners who are engaged in educational improvement. Audience: K–12 superintendents, principals, teach-ers, policymakers, education professors, legislators, researchers and activists; courses in educational administration and leadership, public administra-tion and management, teacher leadership, school culture, school reform.

2016/168 pp./PB, $31.95/5751-2

Trauma-Sensitive SchoolsLearning Communities Transforming Children’s Lives, K–5Susan E. Craig is an independent consultant to school systems nationwide. Visit her blog at www.meltdownstomastery.wordpress.com

Foreword by Jane Ellen Stevens

“Couldn’t have come at a better time. . .this re-search is essential knowledge if educators want to create a school system where all children can feel safe enough to learn and succeed academically.”—From the Foreword

by Jane Ellen Stevens, ACEs Connection Network

“Kudos! This book will help administrators and educators truly make schoolwide trauma sensitiv-ity a regular part of the way their schools are run. A major contribution to education reform.”

—Susan Cole, director, Trauma and Learning Policy Initiative, Massachusetts Advocates for Children, and Harvard Law School

“Dr. Craig’s message is clear that promoting self-reflection, self-regulation, and integration gives traumatized children the chance at learning that they’re not getting in traditional approaches.”

—Julie Beem, executive director, Attachment and Trauma Network, Inc.

Growing evidence supports the important relationship between trauma and academic failure. In response, the trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K–5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them:• View poor academic and social progress

through a trauma-sensitive lens.• Create a school climate that fosters safety

and resiliency in vulnerable children. • Establish relationships with children that

support their efforts to self-regulate.• Design instruction that reflects the social

nature of the brain.• Work with the brain’s neuroplasticity to

increase children’s executive functioning.• Reduce teacher attrition in high-risk

schools by decreasing secondary traumatic stress.

• Influence educational reforms by aligning them with current research on the prevalence of childhood trauma and its effects on learning.

Audience: Teachers (K–5), paraprofessionals, administrators, teacher educators, professional developers; courses on early childhood and elementary education, school psychology and social work, special education, child development, trauma and learning, classroom management.

2016/160 pp./PB, $28.95/5745-1

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Teaching for Equity in Complex TimesNegotiating National Standards in a High-Performing Bilingual School Jamy Stillman is an associate professor of educational equity and cultural diversity at the University of Colorado, Boulder. Lauren Anderson is an associate professor of education at Connecticut College, with John Beltramo, Kathryn Struthers and Joyce Gomez-Najarro

In schools serving high concentra-tions 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 in-tegrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual edu-cation and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population.

They identify specific tensions that emerged, concerning:• The degree of academic struggle that is

generative for student learning, and the point at which such struggle becomes counterproductive.

• The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences.

• The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching.

• The influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standards.

• The performance pressures placed on teachers in today’s educational policy context.

This timely book illustrates what can happen when a school’s teachers embrace equity pedagogy while navigating policy-related pres-sures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students. Audience: Teacher educators, teachers, school administrators, and researchers; courses in multicultural education, urban education, bilingual education, English language learners, education policy, school reform, education foundations.

ccss 2016/224 pp. (tent.)/PB, $39.95/5784-5 HC, $84/5785-3Multicultural Education Series

Policy

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

50 MYTHS AND LIES THAT THREATEN AMERICA’S PUBLIC SCHOOLSThe Real Crisis in EducationDavid C. Berliner and Gene V Glass

“This valuable new book takes a stark look at some

of the worst ideas being promoted by school reformers around the country as ways to improve public education.”

—The Washington Post“Anyone involved in making decisions about

today’s schools should read this book.” —Linda Darling-Hammond,

Stanford University“A timely and hard-hitting book. The teachers of our children will be grateful.”

—Jonathan Kozol, educator and author“A flat-out masterpiece.”

—W. James Popham, UCLA“If you care about the future of public education,

you mustn’t ignore this book.” —Andy Hargreaves, Boston College

In this comprehensive look at modern edu-cation reform, two of the most respected voices in education and a team of young education scholars use hard-hitting informa-tion and a touch of comic relief to separate fact from fiction.

2014/272 pp./PB, $29.95/5524-2 (T)

CLOSING THE SCHOOL DISCIPLINE GAPEquitable Remedies for Excessive ExclusionDaniel J. Losen, Editor

“This volume is a call to action for policymakers, educators, parents, and students.”

—Marian Wright Edelman, Children’s Defense Fund

The research presented in this volume dem-onstrates that disciplinary policies and prac-tices that schools control directly exacerbate today’s profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies, including a district-wide approach in Cleveland aimed at social and emotional learning strategies.

Contributors include Robert Balfanz, Jamilia J. Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, and Ivory A. Toldson.2015/288 pp./PB, $36.95/5613-3 HC, $76/5614-0Disability, Culture, and Equity Series

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

“Mercedes Schneider is the right person to take a close look at the controversies around the Common Core.”

—Diane Ravitch, New York University

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

NEW BY MERCEDES SCHNEIDER: School Choice, 50

POLITICAL EDUCATIONSetting the Course for State and Federal Policy, Second EditionChristopher T. Cross Foreword by Brian Sandoval and Jeremy Anderson

“As Political Education so clearly documents, we need to engage in a dialogue that is about our

expectations and our commitment to education as a national priority.”

—From the Foreword by Brian Sandoval and Jeremy Anderson, Education Commission of the States

Political insider Christopher Cross updates his critically acclaimed bestseller to present a highly readable history of federal education policy, from WWII to the Obama administration. This fascinating chronicle highlights the key players who helped shape federal policy because, as Cross writes in his introduction, “policy devel-opment is woven of personalities, events, and timing.”

2014/224 pp./PB, $37.95/5586-0

A SMARTER CHARTERFinding What Works for Charter Schools and Public EducationRichard D. Kahlenberg and Halley Potter

“A remarkable new book . . .Wise and energetic advocates such as Kahlenberg and Potter can take the charter movement in new

and useful directions.”—The Washington Post

Moving beyond the debate over whether or not charter schools should exist, A Smarter Charter wrestles with the question of what kind of charter schools we should encourage. The book begins by tracing the evolution of charter schools and then examines two key reforms currently seen in a small but growing number of charter schools that have the potential to improve performance and reshape the stereo-typical image of what it means to be a charter school.

2014/240 pp./PB, $30.95/5579-2 HC, $72/5580-8

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RACE TO THE BOTTOMCorporate 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 super-intendent, including his tenure in Scarsdale during the 2001 distric-twide 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

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

2014/128 pp. /PB, $34.95/5553-2

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

BAD TEACHER!How Blaming Teachers Distorts the Bigger PictureKevin K. Kumashiro Leading educa-tor and author Kevin Kumashiro

takes aim at the current debate on educational reform, paying par-ticular attention to the ways that scapegoating public school teach-ers, teacher unions, and teacher educators masks the real, sys-temic problems. He convincingly demonstrates how current trends, like market-based reforms and fast-track teacher certification pro-grams, are creating overwhelming obstacles to achieving an equitable education for all children.

2012/120 pp./PB, $24.95/5321-7 (T)

The Teaching for Social Justice Series


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

“Kuhn’s Fear and Learning is humor-ous and candid when explaining how schools succumbed to bubble-in mal-practice. He is as quotable as Ravitch, and as skilled in rallying and inspiring teachers. He also is charitable in a way that creates common ground.”

—Education Week“This important book should be

heeded.” —John Merrow, PBS NewsHour

“Demonstrates what is really important.”

—Randi Weingarten, president, AFT

When the author’s “Alamo Letter” first appeared in the Washington Post, it galvanized the educational community in a call to action that was impossible to ignore. This powerful book requires us to question whether the current education crisis will be judged by history as a legitimate national emergency or an agenda-driven panic.


New Edition of the 2013 Winner! FINNISH LESSONS 2.0What Can the World Learn from Educational Change in Finland?, Second EditionPasi Sahlberg Forewords by Diane Ravitch and Andy Hargreaves / Afterword by Sir Ken Robinson

“Finnish Lessons 2.0 reminds us that a nation can consciously build an admirable school system if it pays close attention to the needs of children, if it selects and prepares its educators well, and if it builds educational

communities that are not only physically attractive but conducive to the joys of teaching and learning.”

—From the Foreword by Diane Ravitch, New York University“Whether or not you have read Finnish Lessons, you should read and ponder

this new edition right away.”—Howard Gardner, Harvard University

The first edition of Finnish Lessons won the prestigious Grawemeyer Award in Education and has been translated into 16 languages. Now, with Finnish Lessons 2.0, Pasi Sahlberg has thoroughly updated his groundbreaking account of how Finland built a world-class education system during the past four decades. This second edition details the complexity of meaningful change by examining Finland’s educational performance in light of the most recent international assessment data and domestic changes.

2015/264 pp./PB, $24.95/5585-3

2015 Winner! 2014 AACTE Outstanding Book Award

PROFESSIONAL CAPITALTransforming Teaching in Every School Andy Hargreaves and Michael Fullan

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

“Engaging, challenging and stimulating. Particularly encouraging is the fact the authors not only identify core problems in education but also, based upon their own international experiences of being directly engaged in

effective educational reform, suggest practical solutions.”—School Administrator

“This provocative, thoughtful, and challenging book is an excellent place to start a much-needed conversation.” —Education UpdateProfessional Capital has been endorsed by leaders from NEA, AFT, and AASA, among others.

2012/240 pp./PB, $32.95/5332-3/HC, $66/5333-0Copublished with Routledge and the Ontario Principals’ Council.

See tcpress.com for availability outside the U.S.A.

NEW BY MICHAEL FULLAN: The New Meaning of Educational Change, 5th Edition, 50

2012 Winner!

THE FLAT WORLD AND EDUCATIONHow America’s Commitment to Equity Will Determine Our Future

Linda Darling-Hammond“Contains a valuable lode of practical and research-based advice about how to improve our schools.” —The Washington Post

“Darling-Hammond identifies the policies and the prac-tices that could turn the tide from educational mediocrity

to educational excellence for all if we only had the will.” —The School Administrator

“This book is a must for graduate education students, educators, [and] policymakers. . . . Essential.” —Choice

2010/408 pp./PB, $26.95/4962-3/(T)Multicultural Education Series

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

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

CHARTER SCHOOLS AND THE CORPORATE MAKEOVER OF PUBLIC EDUCATIONWhat’s at Stake?Michael Fabricant and Michelle FineForeword by Deborah Meier

“This book provides an easily acces-sible, non-academic explanation of the role [charter schools] play beyond the rhetoric.”

—Christian Science Monitor“Fabricant and Fine have fearlessly

peered behind the Wait ing for Superman hype. Everyone interested in the future of American education needs to read this insightful analysis.”

—Juan Gonzalez, columnist and co-host of Democracy Now!

2012/168 pp./PB, $27.95/5285-2

2005 Outstanding Academic Title, Choice Magazine • 2005 AESA Critics’ Choice Award

CLASS AND SCHOOLSUsing Social, Economic, and Educational Reform to Close the Black–White Achievement Gap Richard RothsteinForeword by Arthur E. Levine

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

—American Journal of Education

2004/224 pp./PB, $26.95/4556-4Co-published by the Economic Policy Institute and Teachers College Press

THE ASSAULT ON PUBLIC EDUCATIONConfronting the Politics of Corporate School ReformEdited by William H. WatkinsForeword by Michael W. AppleAddresses some of the most urgent issues facing public education.

Contributors: Kristen L. Buras, Jack Gerson, Alfie Kohn, Pauline Lipman, Catherine A. Lugg, Malila N. Robinson, Kennneth Saltman, William H. Watkins, and Ann G. Winfield



AMERICANS BY HEARTUndocumented Latino Students and the Promise of Higher EducationWilliam PérezThis important book brings to light the hard work and perseverance of undocumented Latino students and their families; their commitment to education and civic participation; and their deep sense of uncertainty and marginality. The author pres-ents a new framework for educa-tional policies and examines the larger issues of immigration reform and higher education access.

2011/208 pp./PB, $34.95/5283-8 HC, $72/5284-5


A NEW AGENDA FOR RESEARCH IN EDUCATIONAL LEADERSHIPEdited by William A. Firestone and Carolyn RiehlContributors: Albert Bennett, Mary Erina Driscoll, Carol R. Fendt, Gail C. Furman, Ellen B. Goldring, Pamela Konkol, Kenneth A. Leithwood, Barbara Scott Nelson, Nona A. Prestine, Pedro Reyes, Carolyn M. Shields, Dorothy Shipps, Mark A. Smylie, James P. Spillane, Mary Kay Stein, Lonnie Wagstaff2005/256 pp./HC, $54/4630-1Critical Issues in Educational Leadership Series

GIVING OUR CHILDREN A FIGHTING CHANCEPoverty, Literacy, and the Development of Information CapitalSusan B. Neuman and Donna C. Celano

“Deeply illuminating without being overwhelming, useful for policymakers and educators alike.”

—Democracy and Education“An excellent text for introductory courses on sociology of education and qualitative methods . . .offers as lucid a definition of some complex concepts as I’ve read anywhere.”

—Educational Theory and PolicyThis is a compelling, eye-opening portrait of two communities in Philadelphia with drastically different economic resources. 2012/176 pp./PB, $31.95/5358-3 HC, $64/5359-0 photos

Leadership

HOW TO INNOVATEThe Essential Guide for Fearless School LeadersMary Moss Brown and Alisa Berger Foreword by Tony Wagner

“Reimagining school and creating more schools like the iSchool must be our highest national priority. . . . I urge you to read this book.”

—From the Foreword by Tony Wagner, Harvard Graduate School of Education

How to Innovate demonstrates a radically different approach to school transformation. Using a framework built around four critical levers for school change—curriculum, culture, time, and human capital—the NYC iSchool model merges the teaching of big ideas and valuable skills with the realities of accountability, academic preparation, and adolescent develop-ment. The book includes more than 20 activities that will help educators begin the process of school transformation.


COGNITIVE CAPITALInvesting in Teacher QualityArthur L. Costa, Robert J. Garmston, and Diane P. Zimmerman Foreword by Michael Fullan

“Costa, Garmston and Zimmerman have crafted a timely and well focused book from their own professional and life experiences.”

—Teachers College RecordBuilding on the authors’ celebrated work in Cognitive Coaching, this important book provides teachers, schools, and policy leaders with the rationale and new direction for enhancing the development of the intel-lectual capacity of educators, their performance, and their ultimate effects on student learning. Rather than spending time becoming better inspectors and enforcers, Cognitive Capital calls for skillful leaders to engage educators’ thought processes in order to promote practices that have lasting impacts on their students.

2014/144 pp./PB, $29.95/5497-9

LEADING FOR POWERFUL LEARNINGA Guide for Instructional LeadersAngela Breidenstein, Kevin Fahey, Carl Glickman, and Frances Hensley

“This short, easy-to-read book overflows with good ideas and helpful tools.” —School Administrator

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

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

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

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LEADING TECHNOLOGY-RICH SCHOOLSAward-Winning Models for SuccessBarbara B. Levin and Lynne Schrum / Foreword by Dennis Sparks This book shows how award-winning secondary schools and districts are successfully using technology and making systemic changes to increase student engagement, improve achievement, and re-invigorate the teaching and learning process.

2012/240 pp./PB, $35.95/5334-7 HC, $70/5335-4 photos



BLACK SCHOOL WHITE SCHOOLRacism and Educational (Mis)LeadershipJeffrey S. BrooksForeword by Lisa D. Delpit Afterword by William AyersThis book will help schools and leadership programs to take the next step in addressing longstand-ing and deeply entrenched inequity and inequality in schools. 2012/176 pp./PB, $28.95/5312-5

FINDING YOUR LEADERSHIP FOCUSWhat Matters Most for Student ResultsDouglas B. Reeves Foreword by Michael FullanIn his new book, international key-noter Douglas Reeves identifies a specific set of leadership practices that are more strongly associated with improvements in student achievement. Drawing on recent research findings, Reeves provides explicit guidelines for how school leaders can improve their most critical leadership decisions. This is essential reading for new and veteran principals, teacher leaders, and PLC book study groups.

2011/168 pp./PB, $26.95/5170-1

THE 3 DIMENSIONS OF IMPROVING STUDENT PERFORMANCEFinding the Right Solutions to the Right ProblemsRobert Rueda Foreword by P. David PearsonUsing literacy and other program examples from urban schools, Rob-ert Rueda offers a multidimensional, more systematic model to help every school leader address local achievement gaps and low student performance. He shares a problem-solving framework and then targets the development of solutions and successful outcome loops that are customized to problematic areas. 2011/144 pp./PB, $26.95/5240-1

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

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

Copublished with Military Child Education Coalition

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

DISTRIBUTED LEADERSHIP IN PRACTICEEdited by James P. Spillane and John B. Diamond

“A fresh and needed perspective on the day-to-day practice of school leadership.” —Education Review Contributors: Patricia Burch, Amy F. Coldren, John B. Diamond, Tim Hallett, Richard R. Halverson, Jennifer Zoltners Sherer, James P. Spillane2007/208 pp./PB, $33.95/4806-0 HC, $64/4807-7Critical Issues in Educational Leadership Series

CULTIVATING LEADERSHIP IN SCHOOLSConnecting People, Purpose, and PracticeSecond EditionGordon A. Donaldson, Jr.Foreword by Michael G. Fullan

“Sharing a journey with Donaldson might be just the right prescription for a school community that wants to be successful in supporting each other, attending to the needs of students and finding ways to renew a commitment to what matters.”

—The School Administrator2006/216 pp./PB, $31.95/4710-0

HOW LEADERS LEARNCultivating Capacities for School ImprovementGordon A. Donaldson, Jr.

“A gem of a book.”—Michael Fullan,

University of Toronto2008/192 pp./PB, $30.95/4854-1

PROMOTING RACIAL LITERACY IN SCHOOLSDifferences That Make a DifferenceHoward C. Stevenson

“Once more, Howard Stevenson has provided a blueprint of critical importance to policymakers, practitioners, teachers, and parents!”

—Margaret Beale Spencer, University of ChicagoMost schools fail to act on racial microaggressions because the stress of negotiating such conflicts is

extremely high due to fears of incompetence, public exposure, and accusation. Instead of facing these conflicts head on, schools perpetu-ate a set of avoidance or coping strategies. This much-needed book uncovers how racial stress undermines student achievement, and pro-vides educators and social service support staff with workable strate-gies to improve their racial literacy skills.

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2014 Delta Kappa Gamma Educators Award Honorable Mention

GETTING TEACHER EVALUATION RIGHTWhat Really Matters for Effectiveness and ImprovementLinda Darling-Hammond

“Darling-Hammond knows that we must ‘get teacher evaluation right’ and her book is as clear a guide for doing that as we will ever see.”

—Ronald Thorpe, National Board for Professional Teaching Standards

In this book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports col-laborative 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


THE SCHOOL LEADERS OUR CHILDREN DESERVESeven Keys to Equity, Social Justice, and School ReformGeorge Theoharis

“Theoharis does a beautiful job at marrying research with practical application that can be utilized by school administrators.”

—Journal of Educational Administration“Presents a hopeful, humanistic, and democratic approach to

school reform that many will no doubt wish to replicate.”—American School Board Journal

2009/192 pp./PB, $28.95/4951-7/HC, $56/4952-4

THE ETHICS OF SCHOOL ADMINISTRATIONThird Edition Kenneth A. Strike, Emil J. Haller, and Jonas F. Soltis

”A wonderful book to help guide school leaders through the many ethical issues that are a routine part of leading a school district.”

—The School Administrator “This text has much to recommend [it] to educators in general and school administrators in particular.”

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

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School Change

TEACHING IN THE FLAT WORLDLearning from High-Performing SystemsLinda 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, includ-ing 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 prepa-ration through induction, profes-sional development, evaluation, and career advancement into leadership roles. 2015/120 pp./PB, $24.95/5647-8 HC, $54/5648-5


LEADING EDUCATIONAL CHANGEGlobal Issues, Challenges, and Lessons on Whole-System ReformHelen Janc Malone, Editor Foreword by Michael FullanEach “think piece” draws on the latest knowledge from research, policy, and practice to provide important insights for creating sys-temic, meaningful reform. Together with the online companion Instructor’s Guide, this is a perfect text for educational leadership and policy courses.

Contributors include Gabriel Cámara, Amanda Datnow, Andy Hargreaves, Alma Harris, Jonathan D. Jansen, Ann Lieberman, Pak Tee Ng, Pasi Sahlberg, Andreas Schleicher, Dennis Shirley, James P. Spillane, and Yong Zhao.


COLLEGE AND CAREER READY IN THE 21ST CENTURYMaking High School MatterJames R. Stone III and Morgan V. LewisIn this volume, two educational leaders argue that we need to change the focus of our current high school reform efforts from

“college for all” to “careers for all.” This book provides a framework for a career and technical educa-tion that can stem dropout rates, including research-based strate-gies that schools can implement to improve students’ math and literacy skills.

2012/224 pp./PB, $34.95/5323-1 HC, $68/5324-8

THE COLOR OF SUCCESSRace and High-Achieving Urban YouthGilberto Q. ConchasForeword by Pedro Noguera

“This small book is packed with obser-vations that deserve serious attention in the public arena.”

—Multicultural Review Based on the experiences of Black, Latino, and Vietnamese urban high school students. 2006/168 pp./PB, $27.95/4660-8

TURNING POINTS 2000Educating Adolescents in the 21st Century: A Report of Carnegie Corporation of New York Anthony W. Jackson and Gayle A. DavisForeword by David A. Hamburg

“A must-read for each and every adult in every middle school.”

—American Secondary Education2000/288 pp./PB, $24.95/3996-9Copublished with NASSP (Nat’l. Assoc. of Secondary School Principals) and NMSA (Nat’l. Middle Schools Assoc.)

TEACHING 2030What We Must Do for Our Students and Our Public Schools—Now and in the FutureBarnett Berry and The TeacherSolutions 2030 TeamAn important and lively examination of what we need to do to transform teaching into the profession students deserve. Powerful new ideas—e.g., students who learn in and out of cyberspace and teacherpreneurs who radically spread their expertise to colleagues—frame a hopeful future for all classrooms filled with qualified, caring, and effective teachers. This book project was generously supported by MetLife Foundation.

2011/272 pp. /PB, $27.95/5154-1 HC, $58/5155-8 (T)

Copublished with NEA (National Education Association)

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

“Promises much and delivers more. Fullan continues to provide the lead-ership needed to accelerate school improvement efforts around the globe.”

—Thomas J. Sergiovanni, Trinity University

2008/80 pp./PB, $21.95/4833-6 (T)Copublished with the Ontario Principals’ Council, and published in association with AASA. See www.tcpress.com for availability outside the U.S.

WHAT’S WORTH FIGHTING FOR IN YOUR SCHOOL?Michael Fullan & Andy Hargreaves1996/128 pp./PB, $20.95/3554-1(For sale by TC Press in the US, its territories & dependencies only)

WHAT’S WORTH FIGHTING FOR OUT THERE?Andy Hargreaves & Michael FullanForeword by Linda Darling-Hammond1998/144 pp./PB, $17.95/3752-1 (For sale by TC Press in the US, and its territories and dependencies only)

NEW BY MICHAEL FULLAN: The New Meaning of Educational Change, 5th Edition, 50

Urban Education

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

“This book will completely trans-

form the way we think about how to address the needs of homeless youth in our schools. Bravo, Dr. Aviles de Bradley!”

—Marvin Lynn, Indiana University South Bend

Through interviews with youth, readers are challenged to see implementation of the McKinney–Vento Act (1987) not as charity but as an issue of legislated social justice and to work towards edu-cational equity for students experi-encing homelessness.2015/144 pp./PB, $31.95/5639-3


BIG-CITY SCHOOL REFORMSLessons from New York, Toronto, and London Michael Fullan and Alan BoyleExamining three major cities—New York, Toronto, and London—this book weaves case studies with careful analysis and recommenda-tions to hone in on which policies and strategies work best to raise the bar for all students and reduce the gap for the disadvantaged. This is an eminently practical book that focuses on big problems and big solutions.

2014/192 pp./PB, $28.95/5518-1 HC, $66/5519-8

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

FAILING AT SCHOOLLessons for Redesigning Urban High Schools Camille A. FarringtonFailing at School starts with the premise that urban American high schools generate widespread student failure because they were designed to stratify achievement and let only the top performers advance to higher levels of edu-cation. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of edu-cational systems and structures would best support their learning.


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Expanding College Access for Urban YouthWhat Schools and Colleges Can DoEdited by Tyrone C. Howard is a professor of education in the Graduate School of Education and Information Studies’ Urban Schooling Division, UCLA. Jonli Tunstall is director of the UCLA VIP Scholars Program. Terry Flennaugh is an assistant professor and coordinator of Urban Education Initiatives for the College of Education at Michigan State University.

“Empirical. Well-written. Thoughtful. Provocative. The book is useful for all of us concerned about access and equity in education.”

—William G. Tierney, University of Southern California

This timely book demonstrates why there needs to be a more thoughtful and collabora-tive effort on the part of K–12 schools, as well as institutions of higher education, to provide better college access to students from low-income communities. Building on a 10-year case study of a successful school-university partnership, the authors examine the supports, mentoring, and resources needed to transform the college opportunities and life chances for under-represented urban youth. Featuring first-hand accounts from student participants, the book documents how the model provided college access to some of the most selective and prestigious universities across the nation. Because this partnership situates college ac-cess within a social justice framework, it is one of the more unique programs in the country.

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• Includes viewpoints of university personnel and parents about the impact of the program on students.

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Amanda Datnow, University of California, San Diego

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place on a local or national stage, with little awareness of how international human rights standards might support these struggles. Human Rights and Schooling explores the po-tential of human rights frameworks to support grassroots struggles for justice and examines the impact that human rights and child rights education can make in the lives of students, including the most marginalized. The author, Audrey Osler, examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education.

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FoundationsofEducationOF RELATED INTEREST

We Can’t Teach What We Don’t Know, 3rd. Ed., 65; Teaching with Conscience in an Imperfect World, 40; Schooled—Ordinary, Extraordinary Teaching..., 41

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School Integration MattersResearch-Based Strategies to Advance EquityEdited by Erica Frankenberg is associate professor of education and demography and co-director of the Center for Education and Civil Rights at Pennsylvania State University. Liliana M. Garces is assistant professor of higher education, co-director of the Center for Education and Civil Rights, and research associate for the Center of the Study of Higher Education at Pennsylvania State University. Megan Hopkins is assistant professor of education at the University of Illinois at Chicago.

”This is the book that re-ignites the civil rights movement for the 21st century, written and ed-ited by a powerful new generation of civil rights scholars.”—Patricia Gandara,

co-director, The Civil Rights Project, UCLA

“This is visionary scholarship at its best

and it moves far beyond the policy vacuum and the black-white paradigm to suggest workable solutions for a multiracial future. Educators and policymakers need this book.”

—Gary Orfield, co-director, The Civil Rights Project, UCLA

More than 60 years after the Brown v. Board of Education decision declared segregated schooling inherently unequal, this timely book sheds light on how and why U.S. schools are experiencing increasing segregation along racial, socioeconomic, and linguistic lines. It offers policy and programmatic alternatives for advancing equity and describes the implications for students and more broadly for the nation. 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 educa-tional pipeline (pre-k to higher education).

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Restoring Dignity in Public SchoolsHuman Rights Education in ActionMaria Hantzopoulos is associate professor of education at Vassar College, where she is the coordinator of the Adolescent Education Certification Program and a participating fac-ulty member in the programs in International Studies, Urban Studies, and Women’s Studies.

”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 some-thing tangible to fight for.”—Sally Lee, executive

director, Teachers Unite

“The testimonies in this book remind us that schools can, in fact, be transformational com-munities. 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

For many students in urban public schools, the routines of standards-based instruction and frequent testing remove the possibilities for sustained inquiry and critical engagement in school and with the larger world. Restoring Dignity in Public Schools demonstrates how urban public schools can create thriving, au-thentic 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 cur-rently favored strategies of increased testing, privatization, and disciplinary control.

Book Features:• A counternarrative to the mainstream

discourses of “failing” public schools in the United States.

• Policies and practices of human rights education in action, including the experiences of students and teachers.

• A framework for school leaders to create a climate of dignity for marginalized students.

• Ethnographic research conducted at Humanities Preparatory Academy, a public high school in New York City.

Audience: Policymakers, administrators, curricu-lum developers, teacher educators, and research-ers; courses in educational policy, school reform, urban education, human rights education, peace education, secondary education, public policy, anthropology of education, critical pedagogy, social studies education, research methods.

2016/192 pp./PB, $36.95/5742-0

After the “At-Risk” Label Reorienting Educational Policy and PracticeKeffrelyn 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.

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. She 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 education practice.

After the “At-Risk” Label not only challenges the education community to reorient itself to a more equitable discourse, it provides a frame-work for changing the structural conditions of schooling to better serve all students.

Book Features:• Offers a critical appraisal of how schools,

policy, and teachers may be complicit in exacerbating conditions that lead to risk.

• Shows how race and class biases might be manifested in the “at risk” identification process.

• Outlines a framework for making sense of, and acting in response to, risk that attends to both the individual and the institutional.

• Provides a set of key questions, terms, and a list of extended activities in each chapter.

Audience: Teacher educators, teachers, school administrators, policymakers, and researchers; courses in special education, politics of education, social foundations of education, urban education, multicultural education, social justice, cultural studies.

2016/216 pp. (tent.)/PB, $42.95/5701-7Disability, Culture, and Equity Series

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Educational Studies

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

“In this book, Westheimer issues a welcome invitation to con-nect our conception of the ideal school to its impact on our broader society.” —Alfie Kohn, bestselling author

“An invaluable roadmap for anyone who asks the big questions, no matter what they think of his answers.”

—Jonathan Zimmerman, New York University “Dazzling and clear, entirely accessible, and grounded in real experiences.”

—William Ayers, school reform activist“The book is compelling, very accessible, full of inspiring examples, and some-times even funny. It’s a book that every teacher should have.”

—Andy Hargreaves, Boston CollegeWhat Kind of Citizen? asks readers to imagine the kind of society they would like to live in—and then shows the ways in which schools can be used to make that vision a reality. 2015/128 pp./PB, $24.95/5635-5

OUR SCHOOLSearching for Community in the Era of Choice Sam Chaltain / Foreword by Sir Ken Robinson

“One of the strengths of this thoughtful, highly readable book is that Chaltain, himself a former teacher, takes the concerns of teachers, parents, and students seriously as he spends an entire school year observing them in action.”

—The Washington Monthly“Our School is so important for anyone who genuinely cares about schools, com-munities, and their children.”

—From the Foreword by Sir Ken Robinson, world-renowned author and educator

“Parents, educators, and policymakers should read this book.” —Parker J. Palmer, bestselling author

Will the wider array of school options help parents and educators identify better strategies for helping all children learn? Or will the high stakes of the marketplace end up privatizing this most public of institutions? In Our School, education activist Sam Chaltain puts a human face on the modern landscape of teaching and learning to help us answer these questions.

2014/208 pp./PB, $27.95/5531-0/HC, $62/5559-4

THE BOOK OF LEARNING AND FORGETTINGFrank Smith

“Recommended for all levels.” —Choice“We recommend you read this thought-provoking book, and help us repair the damage.”

—The Quarterly of the National Writing Project

1998/144 pp./PB, $26.95/3750-7

2005 AESA Critics’ Choice Award • 2003 Gold Book of the Year Award in Education, ForeWord Magazine

CITY SCHOOLS AND THE AMERICAN DREAMReclaiming the Promise of Public EducationPedro Noguera

“This book will prove useful to anyone interested in and perplexed by how to reform urban public schools in this country.”

—Harvard Educational Review “This well-researched and well-written book should be on every American educa-tor’s reading list.” —VOYA

“A gem of a book.” —Journal of Educational Change2003/208 pp./PB, $26.95/4381-2 (T)Multicultural Education Series

Thinking About Education SeriesJonas F. Soltis, Editor

Speaking directly to today’s teacher, these fifth editions feature realistic case studies, dialogues, and open-ended questions that will stimulate thinking and encourage lively classroom discussions.

THE ETHICS OF TEACHING, 5TH EDITIONKenneth A. Strike and Jonas F. SoltisThis text has been expanded to include the most important ethical issues in contempo-rary schooling. Topics include: punishment and due process • intellectual freedom • equal treatment of students • multicultural-ism • religious differences • democracy • teacher burnout • and more.

2009/176 pp. / PB, $24.95/4981-4

CURRICULUM AND AIMS, 5TH EDITIONDecker F. Walker and Jonas F. Soltis, assisted by Frances SchoonmakerThis revised edition provides a broad perspective on the basic curriculum questions educators face regarding the purposes, content, design, and structure of educational programs. The new edition features a new case study on Education and Equity: Closing the Achievement Gap.2009 / 144 pp./PB, $24.95/4984-5

APPROACHES TO TEACHING, 5TH EDITIONGary D Fenstermacher and Jonas F. Soltis, with contributions from Matthew N. SangerThis new edition continues using the format of the three approaches—The Executive, The Facilitator, and The Liberationist—and adds four new case studies: “Scripted Teaching,” “Accountability and Merit,”

“What Is the Value of Caring Relationships?” and “School Funding.” 2009 / 128 pp. / PB, $24.95 / 4982-1

PERSPECTIVES ON LEARNING, 5TH EDITIOND. C. Phillips and Jonas F. SoltisThis widely adopted text uses case studies that engage readers in debates about what really happens in classrooms. The new edition features: a discussion of common sense and learning theories • a new chapter on Transfer of Learning • consideration of recent develop-ments in brain science.

2009/144 pp./PB, $24.95/4983-8

SCHOOL AND SOCIETY, 5TH EDITIONWalter Feinberg and Jonas F. SoltisThe new edition tackles such crucial questions as: Do schools socialize students to become productive workers? • Does schooling reproduce social class and pass on ethnic and gender biases? • Can a teacher avoid passing on dominant social and cultural values? • What besides subjects do students really learn in schools?

2009/160 pp./PB, $24.95/4985-2

“Does a masterful job of bringing together the basic issues and teaching methods that should frame social and philosophical foundations curricula.”—Educational Theory

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2010 Choice Outstanding Academic Title • 2009 Notable Education Book, American School Board Journal

THE CHALLENGE TO CARE IN SCHOOLSAn Alternative Approach to EducationSecond EditionNel Noddings Foreword by Jonas Soltis Rather then forcing one side to yield to the other, this book advo-cates an alternative, “responsive system” that will allow the best ideas to flourish to the benefit of all . . .especially the children.

2005/224 pp./PB, $28.95/4609-7Advances in Contemporary Educational

Thought Series


THE LONG HAULAn AutobiographyMyles Horton with Judith Kohl and Herbert Kohl

“Were I to choose America’s most influential and inspiring educator, it would be Myles Horton of Highlander.”

—Studs Terkel“Horton’s . . . story is an entire American Studies sequence in political courage.” —The New York TimesIn his own direct, modest, plain-spoken style, Myles Horton tells the story of the Highlander Folk School. 1998/256 pp./PB, $25.95/3700-2 (T)(For sale by TC Press in the U.S. and Canada only)

WOUNDED BY SCHOOLRecapturing the Joy in Learning and Standing Up to Old School CultureKirsten OlsonForewords by Sara Lawrence-Lightfoot and Parker J. Palmer

“This important book is filled with resources and specific ideas for reclaiming joy in learning. . . . Highly recommended.” —ChoiceDrawing on deeply emotional stories, Olson shows that current institutional structures do not produce the kinds of minds and thinking that society really needs. Instead, the system tends to shame, disable, and bore many learners. 2009/240 pp./PB, $26.95/4955-5 HC, $56/4956-2 (T)

CONSTRUCTIVISMTheory, Perspectives, and PracticeSecond EditionEdited by Catherine Twomey FosnotClosing the gap between theory and practice, well-known scholars make constructivism accessible by showing its application in everyday classrooms.

Contributors: Paul Cobb, Susan Cowey, Rheta DeVries, Eleanor Duckworth, Dewey I. Dykstra, Jr., George Forman, Catherine Twomey Fosnot, Catherine A. Franklin, June S. Gould, Maxine Greene, Candace Julyan, Randall Stewart Perry, D. Kim Reid, Deborah Schifter, Jan Weatherly Valle, Ernst von Glasersfeld, Betty Zan

2005/320 pp./eBook, $23.61/9780807772591

Social JusticeSEE ALSO: Holler If You Hear Me, 45; Spectacular Things Happen Along the Way, 46; Unequal Fortunes, 67


BEING BADMy Baby Brother and the School-to-Prison PipelineCrystal T. Laura Foreword by William Ayers Afterword by Erica R. Meiners

“This book brings to life the experience of those most directly and collaterally impacted by the politics of schooling and its relationship to our growing prison nation.”

—Garrett Albert Duncan, Washington University in St. Louis

In a harrowing journey, the author follows her brother, Chris, who has been designated a “bad kid” by his school, a “person of interest” by the police, and a “gangster” by society. This book explores such timely issues as the under-education of Black males, scapegoats in our culture, and the media’s role in constructing Black masculinity. 2014/144 pp./PB, $29.95/5596-9 HC, $64/5597-6 Teaching for Social Justice Series

DIVERSITY AND EDUCATIONA Critical Multicultural ApproachMichael Vavrus Foreword by Wayne Au

“Through an artful weaving of historical and contemporary critical analyses, Vavrus leads us, chapter by chapter, down the rabbit holes of contentious diversity debates.”

—TC Record “A must-read for anyone concerned about why so many

policies claiming to ‘help’ diverse students fail and what alternatives exist.”—Christine Sleeter, California

State University, Monterey BayMichael Vavrus helps readers better understand why issues of diversity and difference are so highly contested in the United States and across the globe. Diversity and Education is designed to help educators move beyond the

“how can they believe that?” knee-jerk reaction toward a more informed, strategic understanding of belief systems and political affiliations.

2015/208 pp./PB, $37.95/5605-8 HC, $82/5606-5 Multicultural Education Series

TEACHING AND LEARNING ON THE VERGEDemocratic Education in ActionShanti Elliott

“Shanti Elliott offers an engaging whirlwind of examples and ideas in examining civic action among and with youth in a multicultural democracy.”

—Meira Levinson, Harvard Graduate School of Education This guide demonstrates how educators in all disciplines can integrate civic engagement, multicultural literacy, and leadership into their classrooms and programs. It is

based on 20 years of teaching experience and research in schools across the country, including Rudy Lozano Leadership Academy in Chicago, June Jordan School for Equity in San Francisco, and Urban Academy in New York. 2015/240 pp./PB, $39.95/5641-6/HC, $84/5642-3 Multicultural Education Series

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LGBTQ YOUTH AND EDUCATIONPolicies and PracticesCris Mayo

“Lively, engaging, crackles with wit, and carries readers through

weighty matters with clarity.”—Educational Theory

This essential volume brings together in one resource the major issues that schools must address to improve the educational outcomes for gender and sexual minority students—as well as all students. The text includes teaching strate-gies, innovative projects, curricular revisions, and policy initiatives that have had positive effects on LGBTQ learning, aspirations, and school climate.

2013/160 pp./PB, $29.95/5488-7/HC, $76/5489-4



DIVING INBill Ayers and the Art of Teaching into the ContradictionIsabel Nuñez, Crystal T. Laura, and Rick Ayers, Editors The contributors

use themes suggested by Ayers’s work to open up new perspectives and discourses on key issues in education, such as participatory democracy, social justice, liberation, and education as a human right.

Contributors: Alexandra Allweiss, Patrick Camangian, Bernardine Dohrn, Hubert M. Dyasi, Michelle Fine, Carl A. Grant, Ming Fang He, Rashid Khalidi, Alice Kim, Joyce E. King, Fred Klonsky, Craig Kridel, Gloria Ladson-Billings, Lisa Yun Lee, Avi D. Lessing, Karla Manning, Erica R. Meiners, W. J. T. Mitchell, Sonia Nieto, Bree Picower, Therese Quinn, William H. Schubert, David Stovall, William H. Watkins, Joel Westheimer

2014/224 pp./PB, $31.95/5577-8 HC, $77/5578-5

PEDAGOGY OF THE POORBuilding the Movement to End PovertyWillie Baptist and Jan RehmannThis unique book combines the oral history of a renowned antipov-erty organizer with an accessible introduction to relevant social theories, case studies, in-class student debates, and pedagogical reflections. It will be of interest to activists committed to eradicating poverty and educators looking for ways to teach about social justice. 2011/208 pp./PB, $30.95/5228-9The Teaching for Social Justice Series


CLASS RULESExposing Inequality in American High SchoolsPeter W. Cookson Jr.

“Recommended [for] gradu-ate, research, and professional collections.” —ChoiceDrawing on stories of schools and individual students, this book shows that where a student goes to high school is a major influence on his or her social-class trajectory. This penetrating, original examina-tion offers a compelling vision of an equitable system of schools based on the full democratic rights of students.

2013/160 pp./PB, $30.95/5452-8/HC, $69/5453-5


RACE FRAMEWORKSA Multidimensional Theory of Racism and EducationZeus Leonardo

“Race Frameworks is a pick for educa-tion and sociology holdings alike, and provides an in-depth introduction to the primary frameworks for research-ing and teaching about race and rac-ism in education.”

—The Midwest Book ReviewThis is a comprehensive intro-duction to the main frameworks for thinking about, conducting research on, and teaching about race and racism in education.

2013/216 pp./PB, $34.95/5462-7/HC, $74/5463-4


EDUCATING CITIZENS FOR GLOBAL AWARENESS Edited by Nel NoddingsProminent educators join Nel Noddings to address the issue of global citizenship, what it means, and how it should shape curriculum and teaching in K–12 classrooms.

Contributors: Nancy Carlsson-Paige, David Fairman, Gloria Ladson-Billings, Linda Lantieri, Peggy McIntosh, Robert J. Nash, Nel Noddings, Stacie Nicole Smith, Stephen J. Thornton2005/176 pp./PB, $29.95/4534-2Published in association with the Boston Research Center for the 21st Century

Perspectives on Research

See also Language and Literacy/Research, 30; Teacher Research, 48; and Practitioner Inquiry Series, tcpress.com/browse.html

INTERVIEWING AS QUALITATIVE RESEARCHA Guide for Researchers in Education and the Social SciencesFourth Edition Irving Seidman

Now in its fourth edition, this popular book pro-vides clear, step-by-step guidance for new and experienced interviewers

to develop, shape, and reflect on interviewing as a qualitative research process. Using con-crete examples of interviewing techniques to illustrate the issues under discussion, this classic text offers principles and methods that can be adapted to a range of interviewing approaches. Expanded features include: New sections on Long-Distance Interviewing and the pros and cons of Computer-Assisted Qualitative Data Analysis Software • A new chapter that discusses the interplay between ethical issues in interviewing and how inter-viewers carry out their work as researchers.

2013/192 pp./PB, $26.95/5404-7

DOING CASE STUDY RESEARCHA Practical Guide for Beginning Researchers, Second Edition Dawson R. Hancock and Bob Algozzine

“A highly accessible introduc-tory text and a very quick read. . . . Hancock and Algozzine are peda-gogically savvy when introducing readers to case study research.”

—Journal of College Student Development

The second edition features many new examples, new material on evaluating case studies, and the use of nonstandard forms of research dissemination, such as blogs and editorials.

2011/128 pp./PB, $28.95/5268-5


IS EVERYONE REALLY EQUAL?An Introduction to Key Concepts in Social Justice EducationÖzlem Sensoy and Robin DiAngelo

—Bill Bigelow, Rethinking Schools magazine“Sensoy and DiAngelo’s book is to social justice what the Chicago Manual of Style is to the art of writing.”

—Racial Justice Book Group, Interfaith Council for Peace and Justice

This practical handbook offers detailed and engaging explanations of key concepts in social justice education, including critical think-ing, socialization, group identity, prejudice, discrimination, oppression, power, privilege, and White supremacy. Includes discussion questions and extension activities.


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Philosophical Studies

2015 American Association for Adult and Continuing Education Cyril O’Houle Award for Outstanding Literature in Adult Education

FIRST FREIREEarly Writings in Social Justice Education Carlos Alberto Torres Foreword by Moacir GadottiCarlos Alberto Torres, an interna-tionally renowned critical theorist of education, explores the forma-tive thinking of Paulo Freire. Torres analyzes Freire’s works, from the 1960s and 1970s, before he gained worldwide recognition for his Pedagogy of the Oppressed. This book identifies how Freire’s ideas produced frameworks for educating global citizens, building community and mutual respect, creating social responsibility, instilling an appre-ciation for diversity, promoting mul-tiple literacies, and social justice education.

2014/208 pp./PB, $43.95/5533-4/HC, $92/5534-1


2015 AACTE Outstanding Book Award 2014 Delta Kappa Gamma Educators Award Honorable Mention 2014 Teaching Tolerance Staff pick 2013 AESA Critics’ Choice Award 2013 Reading List, U.K. Times Higher Education Suggested

EDUCATION AND DEMOCRACY IN THE 21ST CENTURYNel Noddings

“How I wish Noddings were making our edu-cational policies

so our nation could thrive!”—David C. Berliner,

Arizona State UniversityEminent educational philosopher Nel Noddings argues that we must find ways to preserve our commit-ment to democratic values while adapting to the societal changes that have occurred since Dewey wrote Democracy and Education almost a century ago.

Chapters examine the liberal arts curriculum, vocational education, restructuring secondary school, extracurricular activities, national and global citizenship, critical thinking, and moral education.

2013/192 pp./PB, $30.95/5396-5 HC, $66/5397-2

EDUCATING MORAL PEOPLE A Caring Alternative to Character EducationNel NoddingsIn this collection of essential essays, Nel Noddings describes the simi-larities and differences between character education and care ethics and examines how moral education might be infused throughout the curriculum. 2002/192 pp./PB, $28.95/4168-9

ETHICAL VISIONS OF EDUCATIONPhilosophies in PracticeDavid T. Hansen, EditorThis pathbreaking book provides readers with a collection of insights drawn from a diverse array of think-ers—John Dewey, Jane Addams, and others—that proves there is nothing quite as practical as a good educational philosophy. 2006/224 pp./PB, $26.95/4758-2 HC, $52/4759-9Developed in Association with the Boston Research Center for the 21st Century

AESA Critics’ Choice as an Outstanding Educational Study

THE DIALECTIC OF FREEDOMMaxine Greene

“Greene triumphs in her search for a critical aesthetic to inform education.”

—Harvard Educational Review“It is a book that deserves to be read by all who teach.”

—Journal of Aesthetic Education“This beautifully written book shows us a tough progressive at work.” —Teacher Magazine1988/168 pp./PB, $23.95/2897-0John Dewey Lecture Series

LANDSCAPES OF LEARNINGMaxine Greene1978/255 pp./PB, $26.95/2534-4

“REAL WORLD” ETHICSFrameworks for Educators and Human Service ProfessionalsSecond EditionRobert J. NashForeword by Jonas F. Soltis The Second Edition of Robert Nash’s bestseller expands on his earlier work with the addition of an extensive “question-and-answer” epilogue where Nash responds to questions about the first edition. 2002/240 pp./PB, $27.95/4256-3Professional Ethics in Education Series

Historical Studies

RACE AND THE ORIGINS OF PROGRESSIVE EDUCATION, 1880–1929Thomas D. Fallace

”In this bold and brilliant study, Thomas Fallace

uses our present-day racial lens to critique our historic dogmas about progressive education. We might not like what we see, but we should not look away.”

—Jonathan Zimmerman, New York University

This penetrating historical study traces the rise and fall of the theory of recapitulation and its enduring influence on American education. Building on cutting-edge scholar-ship, this is the first major study to trace the racial worldviews of key progressive thinkers, such as Colonel Francis W. Parker, John Dewey, Charles Judd, William Bagley, and many others.2015/216 pp./PB, $42.95/5651-5

2013 NAME Multicultural Media Award • USC Museum of Education’s Witten Award for Distinguished Documentary Film in Education

40 YEARS LATERNow Can We Talk? DVD and Discussion GuideLee Anne Bell and Markie HancockThis 45-minute DVD and Discussion Guide offers a powerful way to engage students, teachers, and community groups in honest dialogue about the ongoing prob-lems of racism and what we can do to address them. The film tells the story of the first African Americans to integrate the White high school in Batesville, Mississippi, in 1967–69. A provocative and moving con-versation emerges from separate discussions with African American alumni, White alumni, and a third dialogue that brings the two groups face-to-face. 2013/24 page booklet + 45-min. DVD/5454-2 Individual price: $19.95 Institutional price: $45

More Books in Foundations of Education

Alridge: THE EDUCATIONAL THOUGHT OF W.E.B. DU BOISAn Intellectual HistoryDerrick P. Alridge2008/208 pp./PB, $30.95/4836-7

Ayers: ON THE SIDE OF THE CHILDSummerhill RevisitedWilliam Ayers2003/160 pp./PB, $24.95/4399-7Between Teacher and Text Series

Ayers: TEACHING FOR SOCIAL JUSTICEA Democracy and Education ReaderEdited by William Ayers, Jean Ann Hunt, and Therese QuinnIntroduction by Maxine GreenePublished in conjunction with The New Press1998/320 pp./PB, $21.95/1-56584-420-3All orders for this book must be placed with W. W. Norton & Company: (800) 233-4830

Bankston: PUBLIC EDUCATION—AMERICA’S CIVIL RELIGIONA Social HistoryCarl L. Bankston III and Stephen J. Caldas

2009/216 pp./PB, $35.95/4947-0

Biklen: A PRACTICAL GUIDE TO THE QUALITATIVE DISSERTATIONSari Knopp Biklen and Ronnie Casella2006/160 pp./PB, $24.95/4760-5

Boyd: THE EMILE OF JEAN JACQUES ROUSSEAUSelectionsEdited and translated by William Boyd1962/198 pp./PB, $14/1107-1/CE No. 10Not for sale by TC Press in the UK, British Common wealth, Union of South Africa, Irish Republic, Burma, Egypt, Iraq, Israel, Jordan, or British TrusteeshipsClassics in Education Series

Boostrom: THINKINGThe Foundation of Critical and Creative Learning in the ClassroomRobert Boostrom2005/192 pp./HC, $44/4569-4Advances in Contemporary Educational Thought Series

Bullough: UNCERTAIN LIVESChildren of Promise, Teachers of HopeRobert V. Bullough, Jr.

2001/144 pp./PB, $25.95/4045-3

Buras: PEDAGOGY, POLICY, AND THE PRIVATIZED CITYStories of Dispossession and Defiance from New OrleansKristen L. Buras, Jim Randels, and Kalamu ya Salaam

2009/208 pp./PB, $29.95/5089-6

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Carini: STARTING STRONGA Different Look at Children, Schools, and StandardsPatricia F. Carini 2001/240 pp./PB, $30.95/4132-0Practitioner Inquiry Series

Cremin: THE REPUBLIC AND THE SCHOOLHorace Mann on the Education of Free MenEdited by Lawrence A. Cremin1957/112 pp./PB, $19/1206-1 Classics in Education Series

Cusick: A PASSION FOR LEARNINGThe Education of Seven Eminent Americans Philip A. Cusick2005/192 pp./PB, $26.95/4566-3

Doll: A POST-MODERN PERSPECTIVE ON CURRICULUMWilliam E. Doll, Jr.1993/232 pp./PB, $23.95/3447-6Advances in Contemporary Educational Thought Series

Dworkin: DEWEY ON EDUCATIONSelectionsIntroduction and notes by Martin S. Dworkin1959/134 pp./PB, $29.95/1263-4 Classics in Education Series

Eisner: COGNITION AND CURRICULUM RECONSIDEREDSecond EditionElliot W. Eisner1994/120 pp./PB, $22.95/3310-3Not for sale by TC Press in the UK, Ireland, Europe, and Japan

Fraser: PREPARING AMERICA’S TEACHERSA HistoryJames W. Fraser2007/304 pp./PB, $36.95/4734-6Reflective History Series

Glickman: THOSE WHO DAREDFive Visionaries Who Changed American EducationEdited by Carl Glickman Conclusion by George Wood2008/160 pp./PB, $23.95/4916-6 HC, $44/4917-3

Hargreaves: TEACHING IN THE KNOWLEDGE SOCIETYEducation in the Age of InsecurityAndy Hargreaves2003/240 pp./PB, $28.95/4359-1 Available from TC Press in the U.S. and Canada only

Horvat: THE BEGINNER’S GUIDE TO DOING QUALITATIVE RESEARCHHow to Get Into the Field, Collect Data, and Write Up Your ProjectErin Horvat with Mary Lou Heron, Emily Tancredi-Brice Agbenyega, and Bradley W. Bergey

2013/176 pp./PB, $34.95/5416-0

Katz: JUSTICE AND CARINGThe Search for Common Ground in EducationMichael S. Katz, Nel Noddings, and Kenneth A. Strike1999/208 pp./PB, $28.95/3818-4Professional Ethics in Education Series

Kumashiro: THE SEDUCTION OF COMMON SENSEHow the Right Has Framed the Debate on America’s SchoolsKevin K. Kumashiro2008/128 pp./PB, $23.95/4868-8 (T) Teaching for Social Justice Series

Lake: DEAR MAXINELetters from the Unfinished Conversation with Maxine GreeneEdited by Robert Lake2010/208 pp./PB, $28.95/5137-4 HC, $55/5138-1

Larkin: DEEP KNOWLEDGELearning to Teach Science for Understanding and EquityDouglas B. Larkin

2013/176 pp./PB, $29.95/5421-4 HC, $62/5422-1

Teaching for Social Justice Series

Lewis: NEW YORK CITY PUBLIC SCHOOLS FROM BROWNSVILLE TO BLOOMBERGCommunity Control and Its LegacyHeather B. Lewis

2013/216 pp./PB, $47.95/5451-1

McClellan: MORAL EDUCATION IN AMERICASchools and the Shaping of Character From Colonial Times to the PresentB. Edward McClellan1999/160 pp./PB, $26.95/3820-7Reflective History Series

Nash: LIBERATING SCHOLARLY WRITINGThe Power of Personal Narrative Robert J. NashForeword by Carol S. Witherell2005/192 pp./PB, $23.95/4525-0

Oakes: LEARNING POWEROrganizing for Education and JusticeJeannie Oakes and John Rogers with Martin Lipton2006/216 pp./PB, $25.95/4702-5 25 photos John Dewey Lecture Series

Payne: TEACH FREEDOMEducation for Liberation in the African-American TraditionEdited by Charles M. Payne and Carol Sills Strickland2008/288 pp./PB, $33.95/4872-5 Teaching for Social Justice Series

Polakow: WHO CARES FOR OUR CHILDREN?The Child Care Crisis in the Other AmericaValerie Polakow2007/240 pp./PB, $24.95/ cc4774-2

Randolph: THE WRONG KIND OF DIFFERENTChallenging the Meaning of Diversity in American ClassroomsAntonia Randolph

2013/144 pp./PB, $34.95/5384-2 HC, $76/5385-9

Rury: THE AFRICAN AMERICAN STRUGGLE FOR SECONDARY SCHOOLING, 1940–1980Closing the Graduation GapJohn L. Rury and Shirley A. Hill

2011/272 pp./PB, $37.95/5277-7 HC, $78/5278-4

Schank: TEACHING MINDSHow Cognitive Science Can Save Our SchoolsRoger Schank

2011/240 pp./PB, $27.95/5266-1 (T)

Strike: SMALL SCHOOLS AND STRONG COMMUNITIESA Third Way of School Reform Kenneth A. Strike2010/208 pp./PB, $29.95/5058-2

VanSledright: IN SEARCH OF AMERICA’S PASTLearning to Read History in Elementary School Bruce VanSledright2002/208 pp./PB, $29.95/4192-2 HC, $54/4193-0

Weis: SPEED BUMPS A Student-Friendly Guide to Qualitative ResearchLois Weis and Michelle Fine2000/144 pp./PB, $21.95/3966-2

Westheimer: PLEDGING ALLEGIANCEThe Politics of Patriotism in America’s SchoolsJoel Westheimer, Editor2007/240 pp./PB, $24.95/4750-6 HC, $50/4751-3Teaching for Social Justice Series

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| Culture, Society, and Education

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Culture, Society, and EducationWe Can’t Teach What We Don’t KnowWhite Teachers, Multiracial SchoolsThird EditionGary R. Howard is president and founder of the REACH Center for Multicultural Education in Seattle, Washington.

For author Gary Howard, the issues and passions that sparked the writing of the first edition of this now classic work are as in-tense today as they were then. In the Third Edition, Howard re-views the progress we have made in the inter-im (for example, the first Black president in the White House), as

well as the lack of progress (the gutting of the 1965 Voting Rights Act, the epidemic of Black youth killed by police, and the persistence of race-based educational disparities). Making a case for the “fierce urgency of now,” this new edition deepens the discussion of race and so-cial justice in education with new and updated material. Aligned with our nation’s ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. This essential text is widely used in teacher preparation courses and for in-service profes-sional development.

New for the Third Edition:• A revised Introduction that places the book

in the context of the 50th anniversary of the 1963 march on Washington.

• An updated analysis of White social dominance, bringing in Critical Race Theory and reflecting on the racist reaction to the election of our first Black President.

• More detail to the White Identity Orientations model, bringing in the personal life experiences of several contemporary White racial-justice activists.

• A new section, “The Whiteness of School Reform,” demonstrating how White social dominance drives much of the corporate school reform movement.

• A richer discussion of Culturally Responsive Teaching, drawing lessons from the author’s transformative work with school districts throughout the country.

• An expanded Reflection and Discussion Guide by educators who have used the book in professional development sessions.

Audience: K–12 teachers, staff developers, policymakers, community activists, school board members, and parents; courses in multicultural education, educational foundations, teacher education, cultural studies, and sociology of education.

2016/224 pp. (tent.)/PB, $28.95/5731-4Multicultural Education Series

Reclaiming the Multicultural Roots of U.S. CurriculumCommunities of Color and Official Knowledge in EducationWayne Au is an associate professor in the School of Educational Studies, University of Washington Bothell, and editor of Rethinking Schools. Anthony L. Brown is associate profes-sor of curriculum and instruction and African and African diaspora studies at the University of Texas at Austin. Dolores Calderón is assistant professor of education, culture, and society and ethnic studies at the University of Utah.

Within curriculum studies, a “master narrative” has developed into a canon that is predominantly White, male, and associated with

institutions of higher education. This canon has systematically neglected communities of color, all of which were engaged in their own critical conversations about the type of education that would best benefit their children. Building upon earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the “founding” period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States.

Book Features:• Challenges the historical foundations of

curriculum studies in the United States during the turn of and early decades of the 20th century.

• Illuminates the curriculum conversations, struggles, and contentions of communities of color.

• Highlights curriculum historically as a site at the intersection of colonization, White supremacy, and Americanization in the United States.

• Brings marginalized voices from the community into the conversation of curriculum, typically dominated by university voices.

Audience: Teacher educators, scholars, school administrators, school board members, and community activists; courses in educational foundations, curriculum theory, multicultural education, ethnic studies, U.S. history.


Multicultural Educationsee also: Engaging the “Race Question”, page 68; Raising Race Questions, page 47; Why We Teach Now, page 45

THE LIGHT IN THEIR EYESCreating Multicultural Learning Communities10th Anniversary EditionSonia Nieto

“For educators in a multicultural program, and for veteran and novice teachers, Nieto’s book would be invaluable.”

—Childhood Education In this 10th Anniversary Edition of her popular text, Sonia Nieto reviews where we have been and where we should be going in our pursuit of creating multicultural learning communities in our schools. With a new Introductory Chapter and a new Epilogue, Nieto addresses some of the changes we have experienced during the past decade. This edition focuses on the signifi-cant role of teachers in transforming students’ lives and includes updates on former students whose journal entries were included in the first edition.

2010/272 pp./PB, $29.95/5054-4Multicultural Education Series

UP AGAINST WHITENESSRace, School, and Immigrant YouthStacey J. LeeForeword by Lois Weis

“A must read for those who have the goal of helping all children to reach their full potential.”

—Multicultural ReviewThis book explores the way a group of first- and second-generation Hmong students created their identities as “new Americans” in response to their school experiences. 2005/168 pp./PB, $26.95/4574-8

2001 Outstanding Academic Title, Choice Magazine

LEARNING AND NOT LEARNING ENGLISHLatino Students in American SchoolsGuadalupe Valdés

“The strengths of this book are not to be missed .”

—Modern Language JournalThe critically acclaimed author

of Con Respeto examines both the policy and the instructional dilemmas that surround the English language education of immigrant children in this country.2001/192 pp./PB, $29.95/4105-4Multicultural Education Series

OF RELATED INTERESTIdentity Work in the Classroom, 44; Teaching for Equity in Complex Times, 52; Expanding College Access for Urban Youth, 58; Human Rights and Schooling, 58; School Integration Matters, 59; Restoring Dignity in Public Schools, 59; DisCrit, 71

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THE CULTURALLY INCLUSIVE EDUCATORPreparing for a Multicultural WorldDena R. Samuels

“This book provides the research and the tools for transform-ing ourselves and our practice; it is up to us to do the work.”

—Gary R. Howard, Equity and School Change Consulting Based on the author’s national research and consult-ing work, this book provides guidance on overcoming personal and institutional challenges to cultural inclu-

siveness (stereotype threats, microaggressions, colorblindness/identity-blindness, implicit bias, among others). Samuels begins with the challenges facing the higher education community and then offers 8 transformative steps that any educator teaching any subject can utilize to increase their effectiveness.

2014/176 pp./PB, $37.95/5592-1/HC, $80/5593-8

CULTURALLY RESPONSIVE TEACHINGTheory, Research, and Practice, Second EditionGeneva Gay

“An essential read. . . serves as an anchor text in helping us understand culturally responsive teaching, issues surround-ing it, and the urgency with which its incorporation needs to take place.” —Language Arts

“Recommended.” —ChoiceCombining insights from multicultural education theory

and research with real-life classroom stories, this foundational book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences.

2010/320 pp./PB, $32.95/5078-0 Multicultural Education Series

WHY RACE AND CULTURE MATTER IN SCHOOLSClosing the Achievement Gap in America’s Classrooms Tyrone C. Howard

“Gives educators at all levels an excellent primer of the achievement gap, its causes, and remedies.”

—International Journal of Multicultural EducationWhile race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. This

accessible book presents empirical data from schools that have improved achievement outcomes for racially and culturally diverse students and focuses on ways in which educators can partner with parents and com-munities. It is important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children.


NEW BY TYRONE HOWARD: Expanding College Access for Urban Youth, 58

CON RESPETOBridging the Distances Between Culturally Diverse Families and Schools—An Ethnographic Portrait Guadalupe

Valdés“This excellent ethnogra phy . . .

raises issues deser ving serious consideration.”

—MultiCultural ReviewThis book presents a study of ten Mexican immigrant families, describing how such families go about the business of surviving and learning to succeed in a new world. 1996/256 pp./PB, $28.95 /3526-8


YOUTH HELD AT THE BORDERImmigration, Education, and the Politics of InclusionLisa (Leigh) Patel / Foreword by Michelle Fine

”Patel has written the kind of book that education needs.”

—Harvard Education ReviewUsing a combination of engaging narrative and rigorous analysis, this book explores how immigrant youth are included in, and excluded from, various sectors of American society, including education. With an intimate storytelling style, the author invites readers to rethink assumptions about immigrant youth and what their often liminal positions reveal about the politics of inclusion in America.

2013/144 pp./PB, $28.95/5389-7 HC, $67/5390-3

2002 AERA “Outstanding Book in Curriculum Studies” • 2001 AESA Critics’ Choice Award

THE WHITE ARCHITECTS OF BLACK EDUCATIONIdeology and Power in America, 1865-1954William H. Watkins

“Brash and unrelenting.”—Educational Researcher

This provocative volume explores the men and ideas that helped shape educational and societal apartheid from the Civil War to the new millennium. 2001/224 pp./PB, $29.95/4042-2/HC, $50/4043-9The Teaching for Social Justice Series

Cultural Studies

BEING BADMy Baby Brother and the School-to-Prison PipelineCrystal T. LauraIn a harrowing journey from sys-tems of education to systems of criminal justice, the author com-bines rigorous research, personal narrative, and compelling storytell-ing to examine the educational experiences of young Black males. SEE PAGE 61 FOR FULL DESCRIPTION

SHOPTALKLessons in Teaching from an African American Hair Salon Yolanda J. MajorsExamines the development of literacy, identity, and thinking skills that takes place through cross-generation conversation in an African American hair salon and how it can inform teaching in today’s diverse classrooms.


UNRAVELING THE “MODEL MINORITY” STEREOTYPEListening to Asian American Youth, Second EditionStacey J. LeeForeword by Christine SleeterLee provides a comprehensive update of social science research to reveal the ways in which the larger structures of race and class play out in the lives of Asian American high school students, especially regarding presumptions that the educational experiences of Koreans, Chinese, and Hmong youth are all largely the same.

2009/176 pp./PB, $27.95/4973-9

BLACK YOUTH RISINGActivism and Radical Healing in Urban AmericaShawn A. Ginwright

“Brilliant, shocking, tender, full of poetic fury.”

—Susan L. Taylor, Editor-in-chief Emerita, Essence Magazine

In this pathbreaking account, Shawn Ginwright details the pow-erful positive impact that commu-nity-based organizations can have in rebuilding the lives of urban black youth.2009/192 pp./PB, $27.95/5021-6 HC, $62/5022-3

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BLACK MALE(D)Peril and Promise in the Education of African American MalesTyrone C. Howard Foreword

by Pedro NogueraHoward examines the chronic underperformance of African American males in U.S. schools, and calls for a paradigm shift in how we think about, teach, and study Black males. He discusses the potential and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify use-ful practices that can significantly improve their schooling experi-ences and life chances. He also identifies community-based pro-grams that are helping Black males succeed.

2014/208 pp./PB, $29.95/5490-0 HC, $72/5491-7


NEW BY TYRONE HOWARD: Expanding College Access for Urban Youth, 58

2007 AERA Division B Outstanding Book in Curriculum Studies • 2006 AESA Critics’ Choice Award

“TO REMAIN AN INDIAN”Lessons in Democracy from a Century of Native American EducationK. Tsianina Lomawaima and Teresa L. McCarty

“It offers a balm against despair [and] provides an inspiring theoretical frame for those who continue to fight for indigenous control.” —Tribal College Journal Features the voices and experi-ences of individuals that official his-tory has silenced and pushed aside.2006/240 pp./PB, $33.95/4716-2 17 photosMulticultural Education Series

JOCKS AND BURNOUTSSocial Categories and Identity in the High SchoolPenelope Eckert

“This insightful and original piece of research adds greatly to our under-standing of stratification among adolescents.”

—Contemporary Sociology1989/208 pp/PB, $25.95/2963-2

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Banks: EDUCATING CITIZENS IN A MULTICULTURAL SOCIETYSecond EditionJames A. Banks2007/216 pp./PB, $32.95/4812-1 Multicultural Education Series

Banks: IMPROVING MULTICULTURAL EDUCATIONLessons from the Intergroup Education MovementCherry A. McGee Banks2005/208 pp./PB, $32.95/4507-6 HC, $67/4508-3Multicultural Education Series

Banks: MULTICULTURAL EDUCATION, TRANSFORMATIVE KNOWLEDGE, AND ACTIONHistorical and Contemporary PerspectivesEdited by James A. Banks1996/384 pp./PB, $31.95/3531-2Multicultural Education Series

Bolgatz: TALKING RACE IN THE CLASSROOMJane Bolgatz2005/168 pp./PB, $25.95/4547-2

Carger: OF BORDERS AND DREAMSA Mexican-American Experience of Urban EducationChris Liska Carger1996/176 pp./PB, $25.95/3522-0

Conchas: STREETSMART SCHOOLSMARTUrban Poverty and the Education of Adolescent BoysGilberto Q. Conchas and James Diego Vigil

2012/216 pp./PB, $34.95/5318-7 HC, $76/5319-4


Cornbleth: DIVERSITY AND THE NEW TEACHERLearning from Experience in Urban SchoolsCatherine Cornbleth2008/192 pp./PB, $31.95/4896-1Multicultural Education Series

García: TEACHING AND LEARNING IN TWO LANGUAGESBilingualism and Schooling in the United StatesEugene E. García2005/216 pp./PB, $33.95/4536-6 HC, $64/4537-3Multicultural Education Series

Horsford: LEARNING IN A BURNING HOUSEEducational Inequality, Ideology, and (Dis)IntegrationSonya Douglass Horsford2011/144 pp./PB, $28.95/5176-3/HC, $60/5177-0

Irvine: GROWING UP AFRICAN AMERICAN IN CATHOLIC SCHOOLSEdited by Jacqueline Jordan Irvine and Michèle Foster1996/208 pp./HC, $39/3530-5

Koppelman: THE GREAT DIVERSITY DEBATEEmbracing Pluralism in School and SocietyKent Koppelman

2011/208 pp./PB, $32.95/5221-0 HC, $68/5222-7

Lee: CULTURE, LITERACY, AND LEARNINGTaking Bloom in the Midst of the WhirlwindCarol D. Lee2007/264 pp./PB, $33.95/4748-3 HC, $67/4749-0Multicultural Education Series

Levine: UNEQUAL FORTUNESSnapshots from the South Bronx Arthur Levine and Laura Scheiber2010/192 pp./PB, $27.95/5075-9 (T) photos

Stanton-Salazar: MANUFACTURING HOPE AND DESPAIRThe School and Kin Support Networks of U.S.-Mexican YouthRicardo D. Stanton-Salazar2001/352 pp./PB, $28.95/4108-5Sociology of Education Series

Tse: “WHY DON’T THEY LEARN ENGLISH?”Separating Fact from Fallacy in the U.S. Language DebateLucy Tse2001/120 pp./PB, $24.95/4096-5 HC, $42/4097-2Language and Literacy Series

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Higher&AdultEducationsee also: The Culturally Inclusive Educator, page 66

ENGAGING THE “RACE QUESTION”Accountability and Equity in U.S. Higher EducationAlicia C. Dowd and Estela Mara Bensimon

“The introspective journeys this book will inspire should be experienced by faculty and staff at higher education institutions across the country.”

—Tia Brown McNair, Association of American Colleges and Universities

This book clarifies the “muddled conversation” that colleges and universities are having about equity. The authors illustrate how practitioner inquiry can be used to address the “race ques-tion” with wisdom and calls on college leaders and educators to change the policies and prac-tices that perpetuate institutional and structural racism—and provides a blueprint for doing so.

2015/224 pp./PB, $42.95/5609-6 HC, $86/5611-9


THE UNIVERSITY NEXT DOORWhat Is a Comprehensive University, Who Does It Educate, and Can It Survive?Mark Schneider and KC Deane, Editors

“A valuable resource for all stakeholders who seek to affect positive change in policy and

practice at public comprehensive universities.”—Daniel J. Hurley, American Association

of State Colleges and UniversitiesThis volume assembles a team of experts to examine both the history of the comprehensive university and what lies ahead. The book grap-ples with such questions as: How do these insti-tutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labor market? What partnerships can bolster student success?

Contributors: Lloyd Armstrong, John Dorrer, William Doyle •Alisa Hicklin Fryar, Michael B. Horn, Alison Kadlec, Mario Martinez, Awilda Rodriguez, Jeffrey J. Selingo, Michelle R. Weise, Michelle Lu Yin

2015/256 pp./PB, $36.95/5602-7 HC, $84/5603-4

FACULTY WORK AND THE PUBLIC GOODPhilanthropy, Engagement, and Academic ProfessionalismGenevieve G. Shaker, Editor

“Provides unique insights into this underappreciated but significant dimension of academic work and culture.”

—Jack H. Schuster, Claremont Graduate University

By examining faculty members’ many contribu-tions, not only to students but to society-at-large, this book offers an alternate perspective on America’s colleges and universities that will help preserve and expand professorial contribu-tions to the public good.

Contributors: Ann E. Austin, J. Herman Blake, Dwight F. Burlingame, Denise Mott DeZolt, Sean Gehrke, Audrey J. Jaeger, Adrianna Kezar, Jia G. Liang, Elizabeth Lynn, Michael Moody, Emily L. Moore, Thomas F. Nelson Laird, Jason F. Perkins, William M. Plater, Gary Rhoades, R. Eugene Rice, John Saltmarsh, Lorilee R. Sandmann, Paul S. Shaker, Marty Sulek, William G. Tierney, Richard C. Turner

2015/304 pp./PB, $31.95/5617-1 HC, $79/5618-8

COLLEGE-READYPreparing Black and Latino/a Youth for Higher Education—A Culturally Relevant ApproachMichelle G. Knight and Joanne E. MarcianoForeword by Ronald S. Rochon

“An essential resource for practitioners, researchers, and scholars seeking to galvanize an urgent social justice agenda in education.”

—Journal of Adolescent and Adult Literacy“I am mightily impressed. This is one of the few stud-

ies to jointly address educational issues of African American and Latina/o youth.”

—Luis C. Moll, University of Arizona

This book will support teachers, counselors, and administrators in creating a culturally relevant, school-wide, college-going culture to improve educational experiences and outcomes for Black and Latina/o youth. The text includes

“Teacher Responses” that connect to the author’s experience working with youth, and “Reading in Action” sections for professional development with individuals, small groups of educators, and whole school communities.

2013/168 pp./PB, $29.95/5412-2 HC, $65/5413-9

WHAT IS COLLEGE FOR?The Public Purpose of Higher EducationEdited by Ellen Condliffe Lagemann and Harry Lewis

“In the face of much handwringing over higher edu-cation in America today, this eclectic set of essays offers an engaging call to sustain core values.”

—Karen Arenson, former New York Times reporter and editor

At a time when higher education attendance has never felt more mandatory for career success and economic growth, the distinguished contrib-utors to this provocative collection ask readers to consider the civic mission of higher education as equally vital to the nation’s well-being.

Contributors: Paul Attewell, Elaine Tuttle Hansen, David E. Lavin, Catharine R. Stimpson, William M. Sullivan, and Douglas Taylor.

2011/176 pp./PB, $32.95/5275-3 HC, $69/5276-0

More Books in Higher and Adult Education

Drago-Severson: BECOMING ADULT LEARNERSPrinciples and Practices for Effective DevelopmentEleanor Drago-Severson2004/240 pp./PB, $32.95/4484-0

Soares: SAT WARSThe Case for Test-Optional College AdmissionsEdited by Joseph A. Soares

2011/240 pp./PB, $30.95/5262-3/HC, $66/5263-0

Teranishi: ASIANS IN THE IVORY TOWERDilemmas of Racial Inequality in American Higher EducationRobert T. Teranishi2010/216 pp./PB, $34.95/5130-5Multicultural Education Series

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Comparative andInternational EducationThe Privatization of EducationA Political Economy of Global Education ReformAntoni 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 privatiza-tion—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.

Audience: Students, scholars, policymakers, prac-titioners, NGOs, think tanks, and teacher unions; courses in comparative and international educa-tion, education policy, politics and education, education and development, public administration, global governance of education.

2016/224 pp. (tent.)/PB, $41.95/5759-8International Perspectives on Education Reform

FINNISH LESSONS 2.0What Can the World Learn from Educational Change in Finland?, Second EditionPasi Sahlberg Forewords by Diane Ravitch and Andy Hargreaves / Afterword by Sir Ken Robinson Pasi Sahlberg has thoroughly updated his groundbreaking account, which won the presti-gious Grawemeyer Award in Education and has been translated into 16 languages.


TEACHING IN THE FLAT WORLDLearning from High-Performing SystemsLinda Darling-Hammond and Robert RothmanThe authors examine the current state of the teaching profession in the United States, includ-ing recent reforms and their odds for improving teaching.


INSTITUTIONALIZING HEALTH AND EDUCATION FOR ALLGlobal Goals, Innovations, and Scaling UpColette Chabbott, with Mushtaque ChowdhuryForeword by Francisco O. Ramirez

“This is that rare book, one that is grounded in decades of policy experiences in the international development field yet is also theoretically motivated.”

—From the Foreword by Francisco O. Ramirez, Stanford University School of EducationChabbott’s careful analyses

are particularly timely as the international com-munity defines new global goals for the post-2015 era.

2015/264 pp./PB, $39.95/5608-9International Perspectives on Education Reform Series

EAST MEETS WEST IN TEACHER PREPARATIONCrossing Chinese and American Borders Wen Ma, Editor / Foreword by Allan LukeDrawing on their lived experiences, contribu-tors discuss how they view the similarities and differences between educational systems in the United States and China, what strategies they use to navigate through complex sociocultural boundaries, and what possibilities exist for the American and Chinese educational communities to learn from each other.

Contributors: Wen Ma, Ming Ming Chiu, Ye He, Ran Hu, Xiufeng Liu, Miguel A. Padilla, Chang Pu, Ko-Yin Sung, Chuang Wang, Wanying Wang, Guili Zhang, Meilan Zhang, Binyao Zheng

2014/208 pp./PB, $36.95/5521-1 HC, $76/5522-8

2012 Jackie Kirk Outstanding Book Award Honorable Mention

EDUCATING CHILDREN IN CONFLICT ZONESResearch, Policy, and Practice for Systemic Change— A Tribute to Jackie KirkEdited by Karen Mundy and Sarah Dryden-PetersonThe text includes case studies from Afghanistan, Sierra Leone, Rwanda, and Uganda. Contributors: Lesley Bartlett, Stephanie Bengtsson, Lyndsay Bird, Peter Buckland, Dana Burde, Lynn Davies, Dorian Gay, Elisabeth King, Jackie Kirk, Claudia Mitchell, Mario Novelli, Susan Shepler, Morten Sigsgaard, Victoria Turrent, Charlotte Wilson, Rebecca Winthrop


More Books in Comparative and International Education

Akiba: IMPROVING TEACHER QUALITYThe U.S. Teaching Force in Global ContextMotoko Akiba and Gerald LeTendre

2009/176 pp./PB, $39.95/4988-3

DeCoker: JAPANESE EDUCATION IN AN ERA OF GLOBALIZATIONCulture, Politics, and EquityEdited by Gary DeCoker and Christopher Bjork

2013/224 pp./PB, $49.95/5423-8

Gordon: CHALLENGES TO JAPANESE EDUCATIONEconomics, Reform, and Human RightsEdited by June A. Gordon, Hidenori Fujita, Takehiko Kariya, and Gerald LeTendre


Copublished with, and available in Japan from, Seori-shobo

Ridge: EDUCATION AND THE REVERSE GENDER DIVIDE IN THE GULF STATESEmbracing the Global, Ignoring the Local Natasha Ridge


OF RELATED INTEREST

Teaching Transnational Youth, 27

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AN EMPTY SEAT IN CLASSTeaching and Learning After the Death of a StudentRick Ayers An Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. Through accumulated wisdom, educators are given the means and the resources to find their own path to healing their students, their com-munities, and themselves.SEE PAGE 47 FOR FULL DESCRIPTION

BEING BADMy Baby Brother and the School-to-Prison PipelineCrystal T. LauraIn a poignant and harrowing journey from sys-tems of education to systems of criminal justice, the author combines rigorous research, personal narrative, and compelling storytelling to exam-ine the educational experiences of young Black males. SEE PAGE 61 FOR FULL DESCRIPTION

FULL OF OURSELVESA Wellness Program to Advance Girl Power, Health, and LeadershipCatherine Steiner-Adair and Lisa Sjostrom

“A valuable addition to the repertoire of any school system, church-based program, or community organization seeking to strengthen girls to become independent, healthy adolescents.”

—Contemporary PsychologySEE PAGE 15 FOR FULL DESCRIPTION

HEALING THE SOUL WOUNDCounseling with American Indians and Other Native PeoplesEduardo DuranForeword by Allen E. Ivey

“Duran’s personal and engaging style captivates the reader as he or she catches a glimpse of what

training with this master must be like.” —PsycCritiques Eduardo Duran—a psychologist working in Indian country—draws on his own clinical expe-rience to provide guidance to counselors working with Native Peoples. Duran presents a culture-specific approach for dealing with common problems, such as substance abuse, intergen-erational trauma, and the effects of oppression. This groundbreaking book outlines very different ways of serving American Indian clients, trans-lating Western metaphor into Indigenous ideas that will make sense to Native People.

2006/160 pp./PB, $35.95/4689-9Multicultural Foundations of Psychology and Counseling

THE PUPIL PERSONNEL GUIDE FOR SUPPORTING STUDENTS FROM MILITARY FAMILIESRon Avi Astor, Linda Jacobson, and Rami BenbenishtyChildren from military families face many challenges and special circumstances that

civilian children and families don’t experience. These can include gaps in learning due to fre-quent moves, being separated from a parent who has been deployed, and a sense of isolation in the midst of a civilian community. This guide provides pre- and inservice school counselors, psychologists, and social workers with the nec-essary tools to create one-on-one and school-wide practices to support military students.

2012/144 pp./PB, $26.95/5371-2 photosCopublished with Military Child Education Coalition

COMPANION GUIDES:The Military Family’s Parent Guide for Supporting Your Child in School, p. 16The Teacher’s Guide for Supporting Students from Military Families, p. 48 The School Administrator’s Guide for Supporting Students from Military Families, p. 55 Four-book set: $84.95/5419-1


PERSONALITY THEORIESJourneys Into Self (An Experiential Workbook), Second EditionWillard B. FrickThe author has revised this popular experiential work-book by adding Carl Jung and Karen Horney to his cast of major personality theorists—

Freud, Adler, Erikson, Bandura, Allport, Maslow, and Rogers. Through exercises, projects, and group activities, students are given the means to relate abstract theories and concepts to their own personality development and experience. Many exercises deal with private aspects of students’ lives and are designed to be completed individually out of the classroom and reviewed by the instructor. 1991/144 pp./PB, $24.95/3088-1

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Constantine: CLINICAL PRACTICE WITH PEOPLE OF COLORA Guide to Becoming Culturally CompetentMadonna G. Constantine, Editor2007/272 pp./PB, $35.95/4753-7Multicultural Foundations of Psychology and Counseling Series

Dwairy: COUNSELING AND PSYCHOTHERAPY WITH ARABS AND MUSLIMSA Culturally Sensitive ApproachMarwan Dwairy2006/192 pp./PB, $40.95/4700-1Multicultural Foundations of Psychology and Counseling

Smith: PSYCHOLOGY, POVERTY, AND THE END OF SOCIAL EXCLUSIONPutting Our Practice to Work Laura Smith

2010/192 pp./PB, $34.95/5124-4Multicultural Foundations of Psychology and Counseling

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Psychology, Counseling, andDevelopment

OF RELATED INTEREST

Trauma-Sensitive Schools, 51 Quiet at School, 42

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SpecialEducation/ GıftedEducation

OF RELATED INTEREST

The Early Intervention Guidebook for Families and Professionals, 4Teaching for Promise, 26RTI in the Common Core Classroom, 22

DisCrit—Disability Studies and Critical Race Theory in EducationEdited by David J. Connor, professor and chair, department of special education, Hunter College, CUNY; Beth A. Ferri, professor and coordinator, doctoral program in special education, Syracuse University, NY; and Subini A. Annamma, assistant professor in special education, University of Kansas.

”With a stunning set of authors, this book pro-vokes outrage and possi-bility at the rich intersection of critical race, class, and disability studies. It is a must-read for preservice, and long-term educators”—Michelle Fine, The

Graduate Center, City University of New York

“A stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.”

—Wanda J. Blanchett, Rutgers University, Graduate School of Education

“A must-read for those who witness the realities of urban school systems and are brave enough to do something about it.”

—David Stovall, University of Illinois at Chicago

In this groundbreaking volume, scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude).

Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paulo Tan, Sally Tomlinson, Carol Vincent. Audience: Researchers, scholars, teacher educators, and policymakers; courses in special education, disability studies, education policy, curriculum studies, race and education, politics of education, urban education, multicultural education.

2016/288 pp./PB, $44.95/5667-6 HC, $92/5668-3

Disability, Culture, and Equity Series

Creativity and the Autistic StudentSupporting Strengths to Develop Skills and Deepen KnowledgeCarrie C. Snow is an independent scholar with 15 years of experience in the field of special education, including tutoring, mentoring, class-room teaching, educational research, student teaching supervision, and teacher education.

”What a beautiful book! This is not just an at-tempt to highlight the creative abilities of those on the spectrum, it is a call to explore how those who see the world differ-ently are helping us all better understand cre-ativity itself. Snow does a lovely job of illustrat-ing how art, expression, and imagination can be tools for communication,

human connection, and so much more.”—Paula K. Kluth, consultant,

advocate, and author“Why should it be so hard to imagine that people who think differently might be creative? Carrie Snow’s Creativity and the Autistic Student is a must-read for anyone interested in developing the untapped potential of neurodiverse learners.”

—Ralph James Savarese, Grinnell College“Be prepared to rethink your assumptions and discover how to take a strengths-based approach to supporting creativity in the everyday learning and lives of autistic students.”

—Ronald A. Beghetto, editor, Journal of Creative Behavior

Using creativity as a lens to explore the meaningful learning experiences of autistic youth, Carrie Snow evaluates and challenges common conceptions about autism and offers a strengths-based demonstration of the many ways that autistic people express creativity and imagination. She then identifies key qualities of education that are commonly cited by autistic people to be significant to the development of fulfilling lives, healthy identities, promising careers and vocations, and creativity in general. This important resource shows how educators can support autistic K–12 students in public, private, and inclusive as well as specialized schools. Creativity and the Autistic Student advances the idea that autistic people offer valuable skills and abilities that can strengthen communities, within school and beyond.Audience: Elementary and secondary school teachers and administrators, teacher educators, professional developers, and researchers; courses in special education, disability studies, curriculum and teaching, inclusive education, arts and educa-tion, psychology, and sociology.

2015/144 pp./PB, $36.95/5727-7 HC, $78/5728-4 illustrations

How to Prevent Special Education LitigationEight Legal Lesson PlansRegina Umpstead, Central Michigan University; Janet R. Decker, Indiana University’s School of Education; Kevin P. Brady, University of Arkansas; David Schimmel, University of Massachusetts Amherst; and Matthew Militello, East Carolina University.

“This book provides a workable framework for school administrators to give their staff the knowledge needed to make legally correct de-cisions and avoid costly litigation.”

—Allan Osborne, former principal, Snug Harbor Community School, Quincy, MA

“Knowledge of current is-sues in special education is crucially important for special education professionals. The eight lessons in this textbook provide an excellent foundation for teaching special education law.”

—Mitchell Yell, University of South CarolinaThis resource provides eight easy-to-implement lesson plans on special education law that require no legal knowledge and can be facili-tated by school principals, special education directors, teachers, or university instructors. In short one-hour sessions, participants learn by engaging in practical activities instead of only passively reading about the law.

All of the lessons utilize actual situations that have led to expensive litigation and each includes the following sections:

• Introduction for Facilitators • Materials Needed • Hook • Background, Purpose, and Objectives of the

Lesson • Activity; Questions for Conversation • Test Your Knowledge • Additional Resources

This one-of-a-kind book will help schools and districts reduce the time and energy devoted to dealing with violations of the law, resolving parental complaints, correcting errors by school employees, and more.Audience: School principals, special education directors, K–12 teachers, teacher educators, school counselors, and university professors; courses in special education, educational leadership and policy, curriculum and instruction, school law, teacher education.

2015/128 pp./PB, $36.95/5707-9 large format, illustrations

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Word Study in the Inclusive Secondary Classroom Supporting Struggling Readers and Students with Disabilities Melinda Leko is an assistant professor in the Department of Special Education at the University of Kansas.

Word study integrates decoding/phonics, spelling, and vocabulary instruction to help struggling readers identify unfamiliar words in order to improve reading comprehension. This book provides secondary teachers with practical strategies to embed word study instruction in content area classes and support the needs of adolescent readers, particularly those with disabilities. The text includes many useful teaching resources, such as sample lesson plans, reproducible teaching tools, web resource lists, and tips about technology-based learning tools. This comprehensive, hands-on volume will also appeal to teachers who are new to word study, especially those who have students with disabilities in their classrooms.

Book Features:• Outlines how word study techniques can

help teachers address students’ reading challenges.

• Focuses on the inclusion of adolescents with disabilities in content area courses.

• Offers techniques for understanding content-dense, multisyllabic words that are commonly found in disciplinary texts.

• Includes many user-friendly features, such as classroom examples, discussion questions, teaching tips, and resource lists.

Audience: Secondary general and special educa-tion teachers, teacher educators, literacy coaches, curriculum designers, and professional developers; courses in literacy/reading methods, disciplinary literacy, special education, student teaching seminars.

2016/144 pp. (tent.)/PB, $29.95/5778-9 HC, $68/5779-6

see also: Changing Minds and Brains— The Legacy of Reuven Feuerstein, page 38; Reading Upside Down, page 31

(UN)LEARNING DISABILITYRecognizing and Changing Restrictive Views of Student Ability AnnMarie D. Baines Foreword by Ray McDermott Following the lives of adolescents at home and at school, the author makes visible the disabling language, contextual arrangements, and uncon-scious social practices that restrict learning regardless of special education services. She also showcases how young people resist dis-ablement to transform their worlds and pursue pathways most important to them. Educators and scholars can use this important resource to recognize and change disabling practices that are often taken for granted as a natural part of schooling.

2014/192 pp./PB, $34.95/5536-5 HC, $70/5576-1


WHY ARE SO MANY MINORITY STUDENTS IN SPECIAL EDUCATION?Understanding Race and Disability in Schools, Second EditionBeth Harry and Janette KlingnerForewords by Lisa D. Delpit and Alfredo Artiles

Now in a second edition, this powerful book presents research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. The authors examine the experiences of the children, their families, and their teachers, along with the school climate that influences decisions about referrals to special education. The expanded second edition addresses key developments in the placement process, with a particular focus on Response to Intervention. The book concludes with recommendations for improving educational practice, teacher training, and policy renewal.

2014/256 pp./PB, $34.95/5506-8

CASE STUDIES OF MINORITY STUDENT PLACEMENT IN SPECIAL EDUCATIONBeth Harry, Janette Klingner, and Elizabeth Cramer, with Keith M. Sturges and Robert F. Moore

“The best casebook on special education that I have seen.”

—Velma L. Cobb, National Urban League

2007/144 pp./PB, $24.95/4761-2

PLAY AND IMAGINATION IN CHILDREN WITH AUTISMSecond EditionPamela J. Wolfberg

“With solid, thorough research, this book is a serious read, ideal for parents and educators searching for an inclusive, positive approach to helping children with autism expand their play repertoire and inter-act with peers.” —Building Blocks

2009/216 pp./PB, $28.95/4941-8Copublished with AAPC (Autism Asperger Publishing

Company)

THE NATURE AND NURTURE OF GIFTEDNESSA New Framework for Understanding Gifted Education David Yun Dai

“I would recommend this text to education admin-istrators who are considering reform of their gifted education programs.”

—Contemporary Psychology2010/312 pp./HC, $63/5087-2Education and Psychology of the Gifted Series

RETHINKING GIFTED EDUCATIONEdited by James H. Borland

“Readers are left prepared for thoughtful revision of gifted education policies wherever they exist. Highly recommended.” —ChoiceContributors include: Laurence J. Coleman, Tracy L. Cross, John F. Feldhusen, David Henry Feldman, Donna Y. Ford, Mara Sapon-Shevin, Joyce VanTassel-Baska2003/304 pp./HC, $48/4304-1Education and Psychology of the Gifted Series

A PARENTS’ GUIDE TO SPECIAL EDUCATION IN NEW YORK CITY AND THE METROPOLITAN AREALaurie DuBos and Jana Fromer

2006/208 pp./PB, $24.95/4685-1 (T)

More Books in Special and Gifted Education

Bruce: ACTION RESEARCH IN SPECIAL EDUCATIONAn Inquiry Approach for Effective Teaching and LearningSusan M. Bruce and Gerald J. Pine2010/160 pp./PB, $30.95/5091-9/HC, $62/5092-6

Donnellan: PROGRESS WITHOUT PUNISHMENTEffective Approaches for Learners with Behavior ProblemsAnne M. Donnellan, Nanette Negri-Shoultz, Lynette Fassbender, and Gary LaVigna1988/184 pp./PB, $25.95/2911-3Special Education Series

Howe: THE ETHICS OF SPECIAL EDUCATIONKenneth R. Howe and Ofelia Miramontes1992/176 pp./PB, $21.95/3179-6Professional Ethics in Education Series

Kozleski: ABILITY, EQUITY, AND CULTURESustaining Inclusive Urban Education ReformElizabeth B. Kozleski and Kathleen King Thorius, Editors

2014/272 pp./PB, $33.95/5492-4 HC, $76/5493-1


Lawrence-Brown: CONDITION CRITICALKey Principles for Equitable and Inclusive EducationDiana Lawrence-Brown and Mara Sapon-Shevin

2014/256 pp./PB, $39.95/5476-4 HC, $84/5477-1


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uthor / Title / Series Indexes

73

Author IndexAAchinstein; Mentors in the Making,

49Agarwal-Rangnath; Preparing to

Teach Social Studies for Social Justice, 34; Social Studies, Literacy, and Social Justice in the Common Core Classroom, 38

Akiba; Improving Teacher Quality, 69

Alexander; A Critical Inquiry Framework for K–12 Teachers, 39

Alexander-Tanner; To Teach, in Comics, 46

Alfaro; The Path to Get There, 38Algozzine; Doing Case Study

Research, 62Allen, D.; Facilitating for Learning,

41; Facilitator’s Book of Questions, 47; Looking Together at Student Work, 47; Teaching as Inquiry, 49

Allen, J.; A Critical Inquiry Framework for K–12 Teachers, 39; Creating Welcoming Schools, 15; Family Dialogue Journals, 28; Literacy in the Welcoming Classroom, 33

Allington; No Quick Fix, 33; Summer Reading, 28

Almy; Ways of Studying Children, 10

Alridge; Educational Thought of W.E.B. Du Bois, 63

Altamirano; Be the Change, 50Althouse; Colors of Learning, 10Alvarez; Latino Children Learning

English, 19Alvermann; Bring It to Class, 32Amel; New Early Childhood

Professional, 2Anderson; Teaching for Equity in

Complex Times, 52Angelis; Best Practices from

High-Performing High Schools, 57; Best Practices from High-Performing Middle Schools, 57

Annamma; DisCrit, 71Anyon; Ghetto Schooling, 57Applebee; Writing Instruction That

Works, 30Appleman; Critical Encounters in

Secondary English, 27Arrastía; Starting Up, 57Astor; The Military Family’s Parent

Guide for Supporting Your Child in School, 16; The Pupil Personnel Guide for Supporting Students from Military Families, 70; The School Administrator’s Guide for Supporting Students from Military Families, 55; The Teacher’s Guide for Supporting Students from Military Families, 48

Ataya; Pig Don’t Get Fatter the More You Weigh It, 49

Athanases; Mentors in the Making, 49

August; Teaching Vocabulary to English Language Learners, 18

Ault; Assessment of Practices in Early Elementary Classrooms (APEEC), 8

Au; Reclaiming the Multicultural Roots of U.S. Curriculum, 65

Aviles de Bradley; From Charity to Equity, 56

Ayers, R.; Diving In, 62; Empty Seat in Class, 47; Teaching the Taboo, 46

Ayers, W.; Good Preschool Teacher, 6; On the Side of the Child, 63; Teaching for Social Justice, 63; Teaching the Taboo, 46; Teaching with Conscience in an Imperfect World, 40; To Become a Teacher, 49; To Teach, 3rd Edition, 46; To Teach, in Comics, 46

BBacevich; Teaching Disciplinary

Literacy, 43Baer; Teaching for Creativity in the

Common Core Classroom, 47Bain; Learning Edge, 14Baines; (Un)Learning Disability, 72Baker; Distance Learning in Higher

Education, 14Baker-Doyle; Networked Teacher,

49Balaban; Everyday Goodbyes, 10;

Observing and Recording the Behavior of Young Children, 2

Ballenger; Puzzling Moments, Teachable Moments, 49; Teaching Other People’s Children, 19

Banks, C.; Improving Multicultural Education, 67

Banks, J.; Educating Citizens in a Multicultural Society, 67; Multicultural Education, Transformative Knowledge, and Action, 67

Bankston; Public Education—America’s Civil Religion, 63

Baptist; Pedagogy of the Poor, 62Barton; Teaching Science for Social

Justice, 39Bastos; Transforming City Schools

Through Art, 37Bates; Complete Guide to Tutoring

Struggling Readers—Mapping Interventions to Purpose and CCSS, 31

Baum; Multiple Intelligences in the Elementary Classroom, 49

Beane; Curriculum Integration, 39Beaty; Family Dialogue Journals,

28Beghetto; Teaching for Creativity

in the Common Core Classroom, 47

Bell; 40 Years Later, 63Bellanca; Classrooms Without

Borders, 14; The Focus Factor, 39Benbenishty; Military Family’s

Parent Guide for Supporting Your Child in School, 16; The Pupil Personnel Guide for Supporting Students from Military Families, 70; The School Administrator’s Guide for Supporting Students from Military Families, 55; The Teacher’s Guide for Supporting Students from Military Families, 48

Beneke; Power of Projects, 8; Windows on Learning, 8

Bensimon; Engaging the “Race Question”, 68

Bentley; Everyday Artists, 10Berg; Teaching Your Child to Love

Learning, 10Bergen; Educating and Caring for

Very Young Children, 10; Young Children in Action, 10

Berger; How to Innovate, 54Berliner; 50 Myths and Lies That

Threaten America’s Public Schools, 52

Berne; The One-on-One Reading and Writing Conference, 28

Berry; Teaching 2030, 56Bers; Blocks to Robots, 9Bess; View from the Little Chair in

the Corner, 10Beyer; Thinking-Based Learning,

39Biklen; Practical Guide to the

Qualitative Dissertation, 63Birdyshaw; Teaching Disciplinary

Literacy, 43Bjork; Japanese Education in an

Era of Globalization, 69Blackburn; Acting Out!, 49;

Interrupting Hate, 33Bloom; Business Administration

Scale for Family Child Care (BAS), 7; Escala de Evaluación de la Administración de Negocios, 7; Program Administration Scale, 7

Blythe; Facilitating for Learning, 41; Facilitator’s Book of Questions, 47; Looking Together at Student Work, 47; Teaching as Inquiry, 49

Boehm; Classroom Observer, 10Bohács; Think-Aloud and Talk-

Aloud Approach to Building Language, 9

Bolgatz; Talking Race in the Classroom, 67

Bonazzo; Healthy Learners, 4Boostrom; Thinking, 63Boris-Schacter; Balanced

Leadership, 57Borko; Mathematics Professional

Development, 35Borland; Rethinking Gifted

Education, 72Borsheim-Black; Inspiring

Dialogue, 27Boston; Improving Instruction

in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36

Botzakis; Teach On Purpose!, 34Bouie; After-School Success, 57Boyd; Emile of Jean Jacques

Rousseau, 63Boyle; Big-City School Reforms, 56Bradley; On Formative and Design

Experiments, 30; Revitalizing Read Alouds, 25

Brady; How to Prevent Special Education Litigation, 71

Braun; An Introduction to Standards-Based Reflective Practice..., 49

Breidenstein; Leading for Powerful Learning, 54

Brewer; Dumb Ideas Won’t Create Smart Kids, 53

Brock; Engaging Students in Disciplinary Literacy, K–6, 29

Brooks, Jacqueline; Big Science for Growing Minds, 9

Brooks, Jeffrey; Black School White School, 55; What Every Principal Needs to Know to Create Equitable and Excellent Schools, 54

Broomhead; (Re)Imagining Content-Area Literacy Instruction, 29

Brown, A.; Reclaiming the Multicultural Roots of U.S. Curriculum, 65

Brown, K.; After the “At-Risk” Label, 59

Brozo; RTI and the Adolescent Reader, 33; Wham! Teaching with Graphic Novels Across the Curriculum, 29

Bruce; Action Research in Special Education, 72

Bruno; Managing Legal Risks in Early Childhood Programs, 7

Bullough; Uncertain Lives, 63Buras; Pedagogy, Policy, and the

Privatized City, 63Burkett; Teaching Science for

Social Justice, 39Burns; Teach On Purpose!, 34Buxton; Diversity and Equity in

Science Education, 39

CCabana; Mathematics for Equity,

35Cadwell; Bringing Learning to Life,

10; Bringing Reggio Emilia Home, 10; In the Spirit of the Studio, 9

Cahill; Continuity in Children’s Worlds, 5

Cahnmann-Taylor; Teachers Act Up!, 49

Caine; Natural Learning for a Connected World, 39

Caldas; Public Education—America’s Civil Religion, 63

Calderón; Reclaiming the Multicultural Roots of U.S. Curriculum, 65

Campano; Immigrant Students and Literacy, 19; Partnering with Immigrant Communities, 23

Campos; Jump Start Health!, 16Capin; RTI in the Common Core

Classroom, 22Capitelli; Latino Children Learning

English, 19Carger; Of Borders and Dreams, 67Carini; From Another Angle, 48;

Jenny’s Story, 46; Starting Strong, 64

Carlson; Understanding Education Indicators, 57

Carlsson-Paige; War Play Dilemma, 7

Carr; Leading for Inclusion, 57; Pig Don’t Get Fatter the More You Weigh It, 49

Carrasquillo; The Bilingual Advantage, 18

Caruso; Supervision in Early Childhood Education, 7

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Casanova; ¡Sí Se Puede!, 57Casella; Practical Guide to the

Qualitative Dissertation, 63Caughlan; Inspiring Dialogue, 27Celano; Giving Our Children a

Fighting Chance, 54Chabbott; Institutionalizing Health

and Education for All, 69Chaltain; Our School, 60Chao; Families, Schools, and the

Adolescent, 16Chapman; Computer Clubhouse,

14Charity Hudley; We Do Language,

33Chavez; Reading and Representing

Across the Content Areas, 29Clark, C.; Acting Out!, 49Clark, P.; Transforming Teacher

Education for Social Justice, 44Clark, S.; Young Meaning Makers,

23Clarke; Educating Literacy

Teachers Online, 33; Reading Turn-Around, 31

Cleverley; Visions of Childhood, 10Clifford; Early Childhood

Environment Rating Scale (ECERS-3), 12; Early Childhood Environment Rating Scale (ECERS–R), 12; Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 13; Escala de Calificación del Ambiente de la Infancia Temprana, 12; Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 13; Family Child Care Environment Rating Scale (FCCERS–R), 13; Infant/Toddler Environment Rating Scale, 13

Cobb; Improving Access to Mathematics, 39

Cochran-Smith; Inquiry as Stance, 48; Inside/Outside, 49; Walking the Road, 49

Cohen, D.; Observing and Recording the Behavior of Young Children, 2

Cohen, E.; Designing Groupwork, 38

Cohen, J.; Educating Minds and Hearts, 49

Coldren; Diagnosis and Design for School Improvement, 57

Collins, A.; Rethinking Education in the Age of Technology, 14

Collins, K.; Teaching for Promise, 26

Commins; Restructuring Schools for Linguistic Diversity, 19

Compton-Lilly; Bedtime Stories and Book Reports, 33; Reading Families, 28; Reading Time, 33; Re-reading Families, 33

Conchas; Color of Success, 56; Cracks in the Schoolyard, 58; Streetsmart Schoolsmart, 67

Connor; DisCrit, 71Constantine; Clinical Practice with

People of Color, 70Contreras; Achieving Equity for

Latino Students, 57

Conyers; Five Big Ideas for Effective Teaching, 45; Smarter Teacher Leadership, 42

Cookson; Class Rules, 62Cooper; Constructivist Leader, 57;

Playing to Get Smart, 11Copeland; Connecting Emergent

Curriculum and Standards in the Early Childhood Classroom, 9; Managing Legal Risks in Early Childhood Programs, 7

Coplan; Quiet at School, 42Corbett; Effort and Excellence in

Urban Classrooms, 57Cornbleth; Diversity and the New

Teacher, 67; Teaching with Vision, 45

Cosier; Transforming City Schools Through Art, 37

Costa; Cognitive Capital, 54; The Power of the Social Brain, 39; Thinking-Based Learning, 39

Counsell; STEM Learning with Young Children, 4

Craig; Trauma-Sensitive Schools, 51

Cramer; Case Studies of Minority Student Placement in Special Education, 72

Cremin; Republic and the School, 64

Crosnoe; Healthy Learners, 4Cross; Political Education, 52Cruz; Talking Diversity with

Teachers and Teacher Educators, 48

Cryer; Early Childhood Environment Rating Scale (ECERS-3), 12; Early Childhood Environment Rating Scale (ECERS–R), 12; Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 13; Escala de Calificación del Ambiente de la Infancia Temprana, 12; Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 13; Family Child Care Environment Rating Scale (FCCERS–R), 13; Infant/Toddler Environment Rating Scale, 13; Video Observations for the ECERS-R, 12; Video Observations for the FCCERS-R, 13; Video Observations for the ITERS-R, 13

Cuban; How Can I Fix It?, 57; Hugging the Middle, 57; Teachers and Machines, 14

Cuffaro; Experimenting with the World, 10

Cunningham; Literacy Leadership in Changing Schools, 22

Cusick; Passion for Learning, 64

DDai; Nature and Nurture of

Giftedness, 72D’Andrea; Teaching in Themes, 43D’Angelo; Literacy and History in

Action, 25Darling-Hammond; Be the Change,

50; Flat World and Education, 53; Getting Teacher Evaluation Right, 55; Learning to Teach for Social Justice, 49; Professional Development Schools, 57; Teaching in the Flat World, 56

Darvin; Teaching the Tough Issues, 29

Davis, G.; Turning Points 2000, 56Davis, J.; Why Our High Schools

Need the Arts, 39; Why Our Schools Need the Arts, 37

Davis, S.; Raising Children Who Soar, 16

Dean; Family Dialogue Journals, 28

Deane; University Next Door, 68DeBoer; History of Ideas in

Science Education, 39Decker; How to Prevent Special

Education Litigation, 71DeCoker; Japanese Education in

an Era of Globalization, 69DeCosta; Real World Writing for

Secondary Students, 33Dede; Digital Teaching Platforms,

14DeFord; Partners in Learning, 33Degener; The One-on-One

Reading and Writing Conference, 28

De La Paz; Reading, Thinking, and Writing About History, 35

Derman-Sparks; Leading Anti-Bias Early Childhood Programs, 6; What If All the Kids Are White?, 6

DeVries; Developing Constructivist Early Childhood Curriculum, 9; Moral Classrooms, Moral Children, 9

Diamond; Distributed Leadership in Practice, 55; Teaching Kindergarten, 3

DiAngelo; Is Everyone Really Equal?, 62

Dichter; Going Online with Protocols, 49; Power of Protocols, 47

Dimitriadis; On Qualitative Inquiry, 30

Dole; Reading Across Multiple Texts in the Common Core Classroom, K–5, 31

Doll; Post-Modern Perspective on Curriculum, 64

Donahue; Art-Centered Learning Across the Curriculum, 37; Artful Teaching, 37

Donaldson, B.; Reading Across Multiple Texts in the Common Core Classroom, K–5, 31

Donaldson, G.; Cultivating Leadership in Schools, 55; How Leaders Learn, 55

Donaldson, R.; Reading Across Multiple Texts in the Common Core Classroom, K–5, 31

Donnellan; Progress Without Punishment, 72

Douglas, K.; Engaging Learners through Artmaking, 37

Douglas, W.; The Activist Learner, 35

Dover; Preparing to Teach Social Studies for Social Justice, 34

Dowd; Engaging the “Race Question”, 68

Drago-Severson; Becoming Adult Learners, 68

Draper; (Re)Imagining Content-Area Literacy Instruction, 29

Dryden-Peterson; Educating Children in Conflict Zones, 69

DuBos; Parent’s Guide to Special Education in New York City and the Metropolitan Area, 16

Duckworth; “Tell Me More”, 49; “The Having of Wonderful Ideas”, 38

Dueñas; Critical Media Pedagogy, 32

Duran; Healing the Soul Wound, 70

Dwairy; Counseling and Psychotherapy with Arabs and Muslims, 70

Dworkin; Dewey on Education, 64Dyson; Children, Language, and

Literacy, 32; On the Case, 30; ReWRITING the Basics, 29; The Brothers and Sisters Learn to Write, 33

EEarly; Real World Writing for

Secondary Students, 33Eckert; Jocks and Burnouts, 67Edmiaston; Developing

Constructivist Early Childhood Curriculum, 9

Edwards; Bridging Literacy and Equity, 28; Change Is Gonna Come, 33; New Ways to Engage Parents, 42

Efland; History of Art Education, 37

Egan; Imagination and the Engaged Learner, 34; Whole School Projects, 38

Eisner; Cognition and Curriculum Reconsidered, 64

Ellerbrock; Talking Diversity with Teachers and Teacher Educators, 48

Elliott, K.; DIY Media in the Classroom, 33

Elliott, S.; Teaching and Learning on the Verge, 61

Engel; Playing for Keeps, 39Enriquez; Reading Turn-Around, 31Eppler-Wolff; Raising Children

Who Soar, 16Epstein; Teaching Civic Literacy

Projects, 27Ermer; Teaching Science for Social

Justice, 39Escalada; STEM Learning with

Young Children, 4Ewald; Literacy and Justice

Through Photography, 33

FFabricant; Charter Schools and the

Corporate Makeover of Public Education, 54

Fahey; Leading for Powerful Learning, 54

Falik; Beyond Smarter, 39; Changing Minds and Brains, 38; Think-Aloud and Talk-Aloud Approach to Building Language, 9

Falk; Defending Childhood, 7; Teaching the Way Children Learn, 49

Fallace; Race and the Origins of Progressive Education, 63

Falter; Teaching Outside the Box but Inside the Standards, 26

Farrington; Failing at School, 56

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Fassbender; Progress Without Punishment, 72

Fauske; Leading for Inclusion, 57Fawcett; Supervision in Early

Childhood Education, 7Fecho; “Is This English?”, 33;

Teaching for the Students, 33; Teaching Outside the Box but Inside the Standards, 26

Feinberg; School and Society, 60Fels; Successful High School

Writing Center, 28Felton; Reading, Thinking, and

Writing About History, 35Felton-Collins; Piaget Handbook

for Teachers and Parents, 11Fennimore; Standing Up for

Something Every Day, 6Fenstermacher; Approaches to

Teaching, 60Ferri; DisCrit, 71Feuerstein, Refael; Changing

Minds and Brains, 38; Think-Aloud and Talk-Aloud Approach to Building Language, 9

Feuerstein, Reuven; Beyond Smarter, 39; Changing Minds and Brains, 38; Think-Aloud and Talk-Aloud Approach to Building Language, 9; What Learning Looks Like, 38

Finders; Just Girls, 33Fine; Charter Schools and the

Corporate Makeover of Public Education, 54; Speed Bumps, 64

Firestone; New Agenda for Research in Educational Leadership, 54

Fischman; Dumb Ideas Won’t Create Smart Kids, 53

Fisher, D.; The Path to Get There, 38

Fisher, M.; Writing in Rhythm, 32Fisher, P.; Complete Guide to

Tutoring Struggling Readers—Mapping Interventions to Purpose and CCSS, 31

Flennaugh, Expanding College Access for Urban Youth, 58

Fletcher; Partnerships for New Teacher Learning, 49

Flicker; Guiding Children’s Behavior, 10

Fogarty; Invite! Excite! Ignite!, 43Fontdevila; Privatization of

Education, 69Fosnot; Constructivism, 61Foster; Growing Up African

American in Catholic Schools, 67Frank; Ethnographic Interviewing

for Teacher Preparation and Staff Development, 49

Frankenberg; School Integration Matters, 59

Fraser; Preparing America’s Teachers, 64

Frede; Young English-Language Learners, 9

Frederick; Inclusive Literacy Teaching, 17

Freedman; The First Year of Teaching, 48

French; Learning to Teach for Social Justice, 49

Frey; The Path to Get There, 38Frick; Personality Theories, 70Friedrich; How Teachers Become

Leaders, 46

Fromer; Parent’s Guide to Special Education in New York City and the Metropolitan Area, 16

Froschl; Suppporting Boys’ Learning, 11

Fry; The Activist Learner, 35Fucigna; Experience and Art, 11Fujita; Challenges to Japanese

Education, 69Fullan; Big-City School Reforms,

56; New Meaning of Educational Change, 50; Professional Capital, 53; What’s Worth Fighting For in the Principalship?, 56; What’s Worth Fighting For in Your School?, 56

Fusco; Effective Questioning Strategies in the Classroom, 45

GGable; States of Child Care, 10Gadson; New Early Childhood

Professional, 2Galas; Literacy and History in

Action, 25Gallas; Languages of Learning, 33; “Sometimes I Can Be Anything”, 10

Gándara; Forbidden Language, 57Gandini; In the Spirit of the Studio,

9Garces; School Integration

Matters, 59Garcia, A.; Pose, Wobble, Flow, 24García, Erminda; Understanding

the Language Development and Early Education of Hispanic Children, 33

García, Eugene; Teaching and Learning in Two Languages, 67; Understanding the Language Development and Early Education of Hispanic Children, 33; Young English-Language Learners, 9

Garcia, J.; An Introduction to Standards-Based Reflective Practice..., 49

Garcia-Lopez; Learning to Teach for Social Justice, 49

García, O.; Educating Emergent Bilinguals, 18

Garcia, R.; Bridging the English Learner Achievement Gap, 19

Garcia, V.; Critical Media Pedagogy, 32

Gardner, Mary; Liberating Leadership Capacity, 51

Gardner, Morgan; Constructivist Leader, 57

Garmston; Cognitive Capital, 54Garretón; Grow Your Own

Teachers, 49Garrett; Effective Classroom

Management, 47Gates; Gates-Peardon-LaClair

Reading Exercises, 39Gay; Culturally Responsive

Teaching, 66Geiken; STEM Learning with

Young Children, 4Genishi; Children, Language, and

Literacy, 32; Ways of Studying Children, 10

Ghiso; Partnering with Immigrant Communities, 23

Gillam; Young Meaning Makers, 23

Ginwright; Black Youth Rising, 66Glass; 50 Myths and Lies That

Threaten America’s Public Schools, 52

Glickman; Leading for Powerful Learning, 54; Those Who Dared, 64

Goatley; Engaging Students in Disciplinary Literacy, K–6, 29

Goffin; Early Childhood Education for a New Era, 7; Ready or Not, 10

Goldman; Manhattan Family Guide to Private Schools and Selective Public Schools, 15

Gomez; Early Childhood Governance, 7

Gómez; Literacy Leadership in Changing Schools, 22

Gordon, J.; Challenges to Japanese Education, 69

Gorski; Reaching and Teaching Students in Poverty, 45

Goswami; On Teacher Inquiry, 30Graves; Teaching Individual Words,

27; Teaching Vocabulary to English Language Learners, 18; Vocabulary Book, 27

Greeley; “Why Fly That Way?”, 49Greene, M.; Dialectic of Freedom,

63; Landscapes of Learning, 63; Variations on a Blue Guitar, 37

Greene, S.; Bedtime Stories and Book Reports, 33; Race, Community, and Urban Schools, 16

Greska; Literacy and History in Action, 25

Grissom; Improving Teacher Evaluation Systems, 51

Grob; Teaching Kindergarten, 3Grolnick; Forever After, 48Gropper; Observing and Recording

the Behavior of Young Children, 2; Supporting Boys’ Learning, 11

Gullo; Understanding Assessment and Evaluation in Early Childhood Education, 8

Gummer; Data Literacy for Educators, 14

Gurvitz; Complete Guide to Tutoring Struggling Readers—Mapping Interventions to Purpose and CCSS, 31

Gutiérrez; Power of Scriptwriting!, 33

Gutmann; FirstSchool, 6Guzzetti; DIY Media in the

Classroom, 33

HHaas; Dumb Ideas Won’t Create

Smart Kids, 53Haertel; Evaluating Educational

Technology, 14Hagood; Bring It to Class, 32Haigh; We Are All Explorers, 10Hall; Seen and Heard, 10Haller; Ethics of School

Administration, 55Halverson; Rethinking Education in

the Age of Technology, 14Hancock; Doing Case Study

Research, 62

Handsfield; Literacy Theory as Practice, 23

Hansen; Ethical Visions of Education, 63

Hantzopoulos; Restoring Dignity in Public Schools, 59

Harby; Test Lessons in Primary Reading, 39

Hargreaves; Professional Capital, 53; Teaching in the Knowledge Society, 64; What’s Worth Fighting For in Your School?, 56

Harms; Early Childhood Environment Rating Scale (ECERS-3), 12; Early Childhood Environment Rating Scale (ECERS–R), 12; Escala de Calificación del Ambiente de Cuidado Infantil en Familia, 13; Escala de Calificación del Ambiente de la Infancia Temprana, 12; Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 13; Family Child Care Environment Rating Scale (FCCERS–R), 13; Infant/Toddler Environment Rating Scale, 13; Video Observations for the ECERS-R, 12; Video Observations for the FCCERS-R, 13; Video Observations for the ITERS-R, 13

Harris; Reasoning with Democratic Values, 39

Harry; Case Studies of Minority Student Placement in Special Education, 72; Why Are So Many Minority Students in Special Education?, 72

Hatch; Managing to Change, 57Hathaway; The Learner-Directed

Classroom, 37Heath; On Ethnography, 30Heintz; Inspiring Dialogue, 27Helm; Becoming Young Thinkers,

8; Power of Projects, 8; Teaching Your Child to Love Learning, 10; Windows on Learning, 8; Young Investigators, 2

Helman; Inclusive Literacy Teaching, 17; Literacy Instruction in Multilingual Classrooms, 18

Hemmeter; Assessment of Practices in Early Elementary Classrooms (APEEC), 8

Hemphill; NYC’s Best Public Elementary Schools, 16; NYC’s Best Public High Schools, 16; NYC’s Best Public Middle Schools, 16

Henderson; Learning from Young Children in the Classroom, 11

Henning; Preparing to Teach Social Studies for Social Justice, 34

Henningsen; Implementing Standards-Based Mathematics Instruction, 36; Improving Instruction in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36

Heron-Hruby; Bring It to Class, 32

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Herrera; Accelerating Literacy for Diverse Learners, 18; Biography-Driven Culturally Responsive Teaching, 17; Crossing the Vocabulary Bridge, 27

Herrington; Teaching the New Writing, 30

Herz; Looking at Art in the Classroom, 39

Hess; Common Core Meets Education Reform, 57; Private Enterprise and Public Education, 57

Hetland; Studio Thinking 2, 37Hicks; Assessing Students’ Digital

Writing, 30Hiebert; Research-Based Practices

for Teaching Common Core Literacy, 27

Hildebrandt; Developing Constructivist Early Childhood Curriculum, 9

Hillen; Improving Instruction in Rational Numbers and Proportionality, 36

Hill, L.; In the Spirit of the Studio, 9Hill, M.; Beats, Rhymes, and

Classroom Life, 27; Schooling Hip-Hop, 38

Hill, N.; Families, Schools, and the Adolescent, 16

Hill, S.; African American Struggle for Secondary Schooling, 1940–1980, 64

Himley; From Another Angle, 48; Jenny’s Story, 46

Hinga; Cracks in the Schoolyard, 58

Hodgson; Teaching the New Writing, 30

Hoffman, J.; Guiding Children’s Behavior, 10

Hoffman, M.; Starting Up, 57Holmes; Crossing the Vocabulary

Bridge, 27Hong; Teaching Outside the Box

but Inside the Standards, 26Hopkins, D.; Collaborative

Leadership in Action, 57Hopkins, M.; Forbidden Language,

57; School Integration Matters, 59

Horn; Private Enterprise and Public Education, 57

Horsford; Learning in a Burning House, 67

Horton; Long Haul, 61Horvat; The Beginner’s Guide to

Doing Qualitative Research, 64Housman; Young Children

Reinvent Arithmetic, 9Howard, G.; We Can’t Teach What

We Don’t Know, 65Howard, T.; Black Male(d), 67;

Expanding College Access for Urban Youth, 58; Why Race and Culture Matter in Schools, 66

Howe; Ethics of Special Education, 72

Howes; Culture and Child Development in Early Childhood Programs, 10; Matter of Trust, 10; Talking Diversity with Teachers and Teacher Educators, 48

Hughes; Improving Instruction in Algebra, 36

Hunt; Teaching for Social Justice, 63

Hutzel; Transforming City Schools Through Art, 37

Hyde; Literacy and Justice Through Photography, 33

Hyler; Be the Change, 50Hynes-Berry; Don’t Leave the

Story in the Book, 10Hyson; Early Years Matter, 8;

Emotional Development of Young Children, 11; Enthusiastic and Engaged Learners, 6

IIrvine; Growing Up African

American in Catholic Schools, 67Isenberg; Major Trends and Issues

in Early Childhood Education, 11

JJackson, A.; Turning Points 2000,

56Jackson, P.; Life in Classrooms, 49Jackson, Y.; Pedagogy of

Confidence, 46Jacobs; Mathematics Professional

Development, 35Jacobsen; Grading Education, 57Jacobson; Military Family’s Parent

Guide for Supporting Your Child in School, 16; The Pupil Personnel Guide for Supporting Students from Military Families, 70; The School Administrator’s Guide for Supporting Students from Military Families, 55; The Teacher’s Guide for Supporting Students from Military Families, 48

Jalongo; Major Trends and Issues in Early Childhood Education, 11

Jaquith; Engaging Learners through Artmaking, 37; The Learner-Directed Classroom, 37

Jenkins; Reading in a Participatory Culture, 32

Jensen, A.; (Re)Imagining Content-Area Literacy Instruction, 29

Jensen, B.; Regarding Educación, 57

Jerome; Urban Teaching, 40Jiménez-Castellanos; Bicultural

Parent Engagement, 15Johnson, D.; Reading, Writing, and

Literacy 2.0, 31Johnson, M.; Colors of Learning, 10Jones, A.; Becoming a Strong

Instructional Leader, 57Jones, C.; Young Meaning Makers,

23Jones, E.; Playing to Get Smart, 11;

Play’s the Thing, 5Jones, J.; Family Dialogue Journals,

28Jones, P.; Leading for Inclusion, 57;

Pig Don’t Get Fatter the More You Weigh It, 49

Jones, S.; Reading Turn-Around, 31; Writing and Teaching to Change the World, 48

Jones-Walker; Identity Work in the Classroom, 44

Joseph; YCCRA—2nd Grade, 9Jozwiak; Continuity in Children’s

Worlds, 5

Judson; Imagination and the Engaged Learner, 34

Juzwik; Inspiring Dialogue, 27

KKafai; Computer Clubhouse, 14Kagan; Early Care and Education

Teaching Workforce at the Fulcrum, 11; Early Childhood Governance, 7; Early Childhood Systems, 11

Kahlenberg; Smarter Charter, 52Kallick; Thinking-Based Learning,

39Kamberelis; On Qualitative Inquiry,

30Kamii; YCCRA—2nd Grade,

9; Young Children Reinvent Arithmetic, 9

Kariya; Challenges to Japanese Education, 69

Katz, L.; Young Investigators, 2Katz, M.; Justice and Caring, 64Kauerz; Early Care and Education

Teaching Workforce at the Fulcrum, 11; Early Childhood Systems, 11

Kaufman; Teaching for Creativity in the Common Core Classroom, 47

Kavimandan; Accelerating Literacy for Diverse Learners, 18; Crossing the Vocabulary Bridge, 27

Keilty; Early Intervention Guidebook for Families and Professionals, 4

Kelley; Reading in a Participatory Culture, 32

Kelly, C.; Literacy Leadership in Changing Schools, 22

Kelly, S.; Assessing Teacher Quality, 49

Kemple; Let’s Be Friends, 11Kendall; Diversity in the

Classroom, 11Kennedy; Experience and Art, 11Kenney; Acting Out!, 49; Getting

From Arithmetic to Algebra, 39Kinloch; Crossing Boundaries, 33;

Harlem on Our Minds, 33; Urban Literacies, 33

Kirkland; A Search Past Silence, 28Kleifgen; Educating Emergent

Bilinguals, 18Klingner; Case Studies of Minority

Student Placement in Special Education, 72; Why Are So Many Minority Students in Special Education?, 72

Knight; College-Ready, 68Knoester; Democratic Education

in Practice, 57; Teaching in Themes, 43

Koellner; Mathematics Professional Development, 35

Kohl; Long Haul, 61Koplow; Bears, Bears Everywhere!,

9; Creating Schools that Heal, 7; Unsmiling Faces, 7

Koppelman; Great Diversity Debate, 67

Kozleski; Ability, Equity, and Culture, 72

Kuby; Critical Literacy in the Early Childhood Classroom, 32; Go Be a Writer!, 25

Kuh; Thinking Critically About Environments for Young Children, 8

Kuhn; Fear and Learning in America, 53

Kumashiro; Bad Teacher!, 53; Seduction of Common Sense, 64

LLaClair; Gates-Peardon-LaClair

Reading Exercises, 39Ladson-Billings; Beyond the Big

House, 49Lagemann; What Is College For?,

68Lake; Dear Maxine, 64Lally; For Our Babies, 7Lamb; Sex Ed for Caring Schools,

39Lambert, L.; Constructivist Leader,

57; Liberating Leadership Capacity, 51

Lambert, M.; Constructivist Leader, 57

Langer, J.; Envisioning Knowledge, 33; Envisioning Literature, 27

Langer, S.; Balanced Leadership, 57Larkin; Deep Knowledge, 64Laura; Being Bad, 61; Diving In, 62LaVigna; Progress Without

Punishment, 72Lawrence-Brown; Condition

Critical, 72Lazar; Bridging Literacy and Equity,

28; Practicing What We Teach, 33

Leal; Politics of Latino Education, 57

Lee, C.; Culture, Literacy, and Learning, 67

Lee, K.; The Bilingual Advantage, 18

LeeKeenan; Leading Anti-Bias Early Childhood Programs, 6

Lee, O.; Diversity and Equity in Science Education, 39

Lee, S.; Unraveling the “Model Minority” Stereotype, 66; Up Against Whiteness, 65

Lee, Y.; Inclusion in the Early Childhood Classroom, 8

Lehman; Children’s Literature and Learning, 33

Lehu; Dr. Ruth’s Guide to Teens and Sex Today, 16

Leko; Word Study in the Inclusive Secondary Classroom, 72

Lengel; Education 3.0, 57Lent; Keep Them Reading, 33;

Literacy for Real, 33Leonardo; Race Frameworks, 62LeTendre; Challenges to Japanese

Education, 69; Improving Teacher Quality, 69

Levin, B.; Leading Technology-Rich Schools, 55

Levin, D.; War Play Dilemma, 7Levine, A.; Unequal Fortunes, 67Levine, E.; One Kid at a Time, 57Lewin-Benham; Eight Essential

Techniques for Teaching with Intention, 5; Infants and Toddlers at Work, 10; Possible Schools, 11; Powerful Children, 10; Twelve Best Practices for ECE, 5; What Learning Looks Like, 38

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77

Lewis, C.; College and Career Ready in the 21st Century, 56; On Teacher Inquiry, 30

Lewis, Harry; What Is College For?, 68

Lewis, Heather; New York City Public Schools from Brownsville to Bloomberg, 64

Lickey; Starting With Their Strengths, 11

Lieberman; How Teachers Become Leaders, 46

Lin; Eyes on Math, 36; More Good Questions, 36

Lindfors; Children’s Inquiry, 33; Children’s Language, 29

Lobman; Unscripted Learning, 39Lockwood; Reasoning with

Democratic Values, 39Loewen; Teaching What Really

Happened, 35Lomawaima; To Remain an Indian,

67Long; Courageous Leadership in

Early Childhood Education, 3Lopez; Critical Media Pedagogy,

32Lord, Lisa; Literacy and Justice

Through Photography, 33Lord, Lois; Experience and Art, 11Losen; Closing the School

Discipline Gap, 52Lotan; Designing Groupwork, 38Louie; Mathematics for Equity, 35Lovejoy; Other People’s English, 32Lundquist; Unscripted Learning,

39Lutz; Schooled, 41Lutz Fernandez; Schooled, 41Lyons; Partners in Learning, 33Lytle; Inside/Outside, 49

MMa; East Meets West in Teacher

Preparation, 69Ma’ayan; Reading Girls, 33MacDonald; Mindful Teacher, 40Mack; Engaging Writers with

Multigenre Research Projects, 24Madison; Newsworthy, 24Maguire-Fong; Teaching and

Learning with Infants and Toddlers, 5

Mahiri; First Year of Teaching, 48Majors; Shoptalk, 28Mallinson; We Do Language, 33Malone; Leading Educational

Change, 56Mancilla-Martinez; Teaching

Vocabulary to English Language Learners, 18

Mandinach; Data Literacy for Educators, 14

Mangin; Effective Teacher Leadership, 48; Examining Effective Teacher Leadership, 49

Marciano; College-Ready, 68Marsh; (Mis)Understanding

Families, 16; Other Kinds of Families, 16

Marshall; Art-Centered Learning Across the Curriculum, 37

Martell; Reading, Writing, and Talk, 3

Martin, A.; Making Space for Active Learning, 45

Martin, D.; Reading Like a Historian, 35

Marx; Health Is Academic, 16Mathews; Family Dialogue

Journals, 28Matuchniak; Helping English

Learners to Write, 18Maxwell; Assessment of Practices

in Early Elementary Classrooms (APEEC), 8

Mayo; LGBTQ Youth and Education, 62

McAdams; What School Boards Can Do, 57

McCall; McCall-Crabbs Standard Test Lessons in Reading, 39; Test Lessons in Primary Reading, 39

McCann; Literacy and History in Action, 25; Transforming Talk into Text, 30

McCarty; To Remain an Indian, 67McClellan; Moral Education in

America, 64McCreight; Family Dialogue

Journals, 28McDonald, E.; Going Online with

Protocols, 49; Power of Protocols, 47

McDonald, J.; Going Online with Protocols, 49; Power of Protocols, 47

McGill; Race to the Bottom, 53McGill-Franzen; Summer Reading,

28McKnight; Inequality for All, 57McLaughlin; Building School-

Based Teacher Learning Communities, 48

McMillan; Formative Classroom Assessment, 57

McMillon; Bridging Literacy and Equity, 28; Change Is Gonna Come, 33

McShane; Common Core Meets Education Reform, 57

Means; Evaluating Educational Technology, 14

Meier, Daniel; Learning from Young Children in the Classroom, 11; Teaching Children to Write, 11; Young Child’s Memory for Words, 11

Meier, Deborah; Playing for Keeps, 39; Teaching in Themes, 43

Meier, K.; Politics of Latino Education, 57

Meyer, C.; Wham! Teaching with Graphic Novels Across the Curriculum, 29

Meyer, E.; Gender, Bullying, and Harassment, 57

Michael, A.; Raising Race Questions, 47

Michie; Holler If You Hear Me, 45; See You When We Get There, 45; We Don’t Need Another Hero, 45; Worth Striking For, 47

Militello; How to Prevent Special Education Litigation, 71

Mills; On Ethnography, 30Miramontes; Ethics of Special

Education, 72; Restructuring Schools for Linguistic Diversity, 19

Mitchell; Colors of Learning, 10Mitra; Civic Education in the

Elementary Grades, 44Mohr; Power of Protocols, 47

Monte-Sano; Reading Like a Historian, 35; Reading, Thinking, and Writing About History, 35

Moore; Case Studies of Minority Student Placement in Special Education, 72

Moorman; Wham! Teaching with Graphic Novels Across the Curriculum, 29

Moran; Teaching the New Writing, 30

Morrell; Critical Media Pedagogy, 32

Moss Brown; How to Innovate, 54Motha; Race, Empire, and English

Language Teaching, 18Mulcahey; Story in the Picture, 11Mundy; Educating Children in

Conflict Zones, 69Murphy; Uncommonly Good Ideas,

30

NNadeau; Restructuring Schools for

Linguistic Diversity, 19Nadelstern; 10 Lessons from NYC

Schools, 57Nageldinger; Fluency Factor, 22Nash; Liberating Scholarly Writing,

30; “Real World” Ethics, 63Nasir; Improving Access to

Mathematics, 39; Mathematics for Equity, 35

Nathenson-Mejía; Literacy Essentials for English Language Learners, 19

Negri-Shoultz; Progress Without Punishment, 72

Neuman; All About Words, 29; Changing the Odds for Children at Risk, 57; Giving Our Children a Fighting Chance, 54; Young Meaning Makers, 23

Nieto; Light in Their Eyes, 65; What Keeps Teachers Going?, 45; Why We Teach, 45; Why We Teach Now, 45

Nimmo; Leading Anti-Bias Early Childhood Programs, 6

Noddings; Challenge to Care in Schools, 61; Educating Citizens for Global Awareness, 62; Educating Moral People, 63; Education and Democracy in the 21st Century, 63; Justice and Caring, 64; When School Reform Goes Wrong, 57

Noguera; City Schools and the American Dream, 60

Nokes; (Re)Imagining Content-Area Literacy Instruction, 29

Northrop; Health Is Academic, 16Nuñez; Diving In, 62; Worth

Striking For, 47

OOakes; Learning Power, 64Obidah; Because of the Kids, 46Ochoa; Bicultural Parent

Engagement, 15Ochshorn; Squandering America’s

Future, 6O’Donnell-Allen; Pose, Wobble,

Flow, 24O’Leary; The Power of the Social

Brain, 39

Olivos; Bicultural Parent Engagement, 15

Olson, C.; Helping English Learners to Write, 18

Olson, K.; Wounded by School, 61Ortmeier-Hooper; The ELL Writer,

19Osborne; Teaching Science for

Social Justice, 39Osguthorpe; The Moral Work of

Teaching and Teacher Education, 49

Osler; Human Rights and Schooling, 58

PPahl; Artifactual Literacies, 33Pandey; Language Building Blocks,

9Parker; Teaching Democracy, 39Parks; Exploring Mathematics

Through Play in the EC Classroom, 8

Patel; Youth Held at the Border, 66Patrikakou; School-Family

Partnerships for Children’s Success, 16

Payne; Teach Freedom, 64Peardon; Gates-Peardon-LaClair

Reading Exercises, 39Pearson; Research-Based Practices

for Teaching Common Core Literacy, 27

Peppler; Computer Clubhouse, 14Perez, D.; Accelerating Literacy

for Diverse Learners, 18; New Inclusion, 48

Pérez, W.; Americans by Heart, 54Perrone; Teacher with a Heart, 16Petchauer; Schooling Hip-Hop, 38Peters; Teaching Disciplinary

Literacy, 43Peterson; Piaget Handbook for

Teachers and Parents, 11Phillips; Perspectives on Learning,

60; Visions of Childhood, 10Piety; Assessing the Educational

Data Movement, 14Pine; Action Research in Special

Education, 72Pinnell; Partners in Learning, 33Pipkin; Keep Them Reading, 33Planty; Understanding Education

Indicators, 57Plaut; Right to Literacy in

Secondary Schools, 29Polakow; Who Cares for Our

Children?, 64Ponton; Distance Learning in

Higher Education, 14Potter; Smarter Charter, 52Powell; Looking Together at

Student Work, 47Powers; Starting With Their

Strengths, 11Price; Revitalizing Read Alouds, 25

QQuatroche; Administration and

Supervision of Reading Programs, 28

Quinn; Teaching for Social Justice, 63

Quint; Schooling Homeless Children, 57

78

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RRainville; Literacy Leadership in

Changing Schools, 22Ramos-Beban; Be the Change, 50Ramsey; Teaching and Learning in

a Diverse World, 5; What If All the Kids Are White?, 6

Randels; Pedagogy, Policy, and the Privatized City, 63

Randolph; The Wrong Kind of Different, 64

Raphael; Engaging Students in Disciplinary Literacy, K–6, 29

Rasinski; Fluency Factor, 22Reagan; Thinking-Based Learning,

39Rebell; NCLB at the Crossroads, 57Recchia; Inclusion in the Early

Childhood Classroom, 8Redding; School-Family

Partnerships for Children’s Success, 16

Reeves; Finding Your Leadership Focus, 55

Rehmann; Pedagogy of the Poor, 62

Reid; Dilemmas in Educational Leadership, 48; Educating and Caring for Very Young Children, 10; Young Children in Action, 10

Reinking; On Formative and Design Experiments, 30

Reitzes; Teaching Kindergarten, 3Reutzel; Young Meaning Makers,

23Reyes; Words Were All We Had,

19Reynolds, G.; Play’s the Thing, 5Reynolds, L., 33Richards; Digital Teaching

Platforms, 14Richert; What Should I Do?, 48Ridge; Education and the Reverse

Gender Divide in the Gulf States, 69

Riehl; New Agenda for Research in Educational Leadership, 54

Riley-Ayers; Literacy Leadership in Early Childhood, 11

Risko; Be That Teacher!, 33Ritchie; FirstSchool, 6; Matter of

Trust, 10Roberts; RTI in the Common Core

Classroom, 22Rodgers, A.; Effective Literacy

Coach, 31Rodgers, E.; Effective Literacy

Coach, 31Rodríguez; The Bilingual

Advantage, 18Rogers; Inclusive Literacy Teaching,

17Rothman; Teaching in the Flat

World, 56Rothstein; Class and Schools, 54;

Grading Education, 57Rovai; Distance Learning in Higher

Education, 14Rowsell; Artifactual Literacies, 33Rubin; Teaching as Inquiry, 49Rucker; Go Be a Writer!, 25Rudasill; Quiet at School, 42Rudkin; Seen and Heard, 10Rueda; 3 Dimensions of Improving

Student Performance, 55

Rury; African American Struggle for Secondary Schooling, 1940–1980, 64

Rutherford; On Teacher Inquiry, 30

SSahlberg; Finnish Lessons 2.0, 53Salaam; Pedagogy, Policy, and the

Privatized City, 63Sales; Developing Constructivist

Early Childhood Curriculum, 9Samuels; Culturally Inclusive

Educator, 66Sander; STEM Learning with

Young Children, 4Sanger; Approaches to Teaching,

60; The Moral Work of Teaching and Teacher Education, 49

Sapon-Shevin; Condition Critical, 72

Sawyer; Regarding Educación, 57Scarcella; Helping English Learners

to Write, 18Schaafsma; On Narrative Inquiry,

30Schank; Teaching Minds, 64Scheiber; Unequal Fortunes, 67Scheinfeld; We Are All Explorers,

10Schimmel; How to Prevent Special

Education Litigation, 71Schmidt, P.; Practicing What We

Teach, 33Schmidt, W.; Inequality for All, 57Schneider; Common Core

Dilemma, 52; School Choice, 50; University Next Door, 68

Schoonmaker; Curriculum and Aims, 60

Schrum; Leading Technology-Rich Schools, 55

Schultz; Spectacular Things Happen Along the Way, 46

Schultz, B.; Grow Your Own Teachers, 49

Schultz, K.; Listening, 49Schuster; Assessment of Practices

in Early Elementary Classrooms (APEEC), 8

Schwall; In the Spirit of the Studio, 9

Schwartz, E.; Making Space for Active Learning, 45

Schwartz, J.; Getting From Arithmetic to Algebra, 39

Schwartz, S.; Connecting Emergent Curriculum and Standards in the Early Childhood Classroom, 9

Schwedler; Family Dialogue Journals, 28

Scranton; Teaching Your Child to Love Learning, 10

Seidel; Teaching as Inquiry, 49Seidman; Interviewing as

Qualitative Research, 62Seligson; Bringing Yourself to

Work, 57Sensoy; Is Everyone Really Equal?,

62Serafini; Reading the Visual, 32Serriere; Civic Education in the

Elementary Grades, 44Shaker; Faculty Work and the

Public Good, 68Shannon; Reading Wide Awake, 31Sheridan; Studio Thinking 2, 37

Shirley; Mindful Teacher, 40Shreve; Mathematics for Equity, 35Siebert; (Re)Imagining Content-

Area Literacy Instruction, 29Silver; Implementing Standards-

Based Mathematics Instruction, 36; Improving Instruction in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36

Simmons, A.; Family Dialogue Journals, 28

Simmons, J.; Breaking Through, 57Simon; Teaching as Inquiry, 49Sipe; Storytime, 33Siraj-Blatchford; ECERS-E, 13Sjostrom; Full of Ourselves, 15Skerrett; Teaching Transnational

Youth, 27Skinner; Grow Your Own Teachers,

49Slatin; Multiple Intelligences in the

Elementary Classroom, 49Sleeter; Teaching with Vision, 45;

Un-Standardizing Curriculum, 38Small; Building Proportional

Reasoning Across Grades and Math Strands, K–8, 36; Eyes on Math, 36; Good Questions, 36; More Good Questions, 36; Uncomplicating Algebra to Meet Common Core Standards in Math, K–8, 36; Uncomplicating Fractions to Meet Common Core Standards in Math, K–7, 36

Smith, F.; Book of Learning and Forgetting, 60; Reading Without Nonsense, 31

Smith, J.; Acting Out!, 49Smith, L.; Psychology, Poverty, and

the End of Social Exclusion, 70Smith, Margaret; Implementing

Standards-Based Mathematics Instruction, 36; Improving Instruction in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36

Smith, Mary; Uncommonly Good Ideas, 30

Smith, N.; Experience and Art, 11; Observation Drawing with Children, 37

Snow; Creativity and the Autistic Student, 71

Soares; SAT Wars, 68Soltis; Approaches to Teaching,

60; Creating the Ethical School, 57; Curriculum and Aims, 60; Ethics of School Administration, 55; Ethics of Teaching, 60; Perspectives on Learning, 60; School and Society, 60

Soter; Young Adult Literature and the New Literary Theories, 33

Souto-Manning; Courageous Leadership in Early Childhood Education, 3; Multicultural Teaching in the Early Childhood Classroom, 6; Reading, Writing, and Talk, 3; Teachers Act Up!, 49

Spalding; An Introduction to Standards-Based Reflective Practice..., 49

Spillane; Diagnosis and Design for School Improvement, 57; Distributed Leadership in Practice, 55

Sprung; Supporting Boys’ Learning, 11

Squire; Video Games and Learning, 14

Stahl; Bringing Yourself to Work, 57

Stanton-Salazar; Manufacturing Hope and Despair, 67

Steiner-Adair; Full of Ourselves, 15Steinheimer; Windows on

Learning, 8Stein; Implementing Standards-

Based Mathematics Instruction, 36; Improving Instruction in Algebra, 36; Improving Instruction in Geometry and Measurement, 36; Improving Instruction in Rational Numbers and Proportionality, 36

Stern; Observing and Recording the Behavior of Young Children, 2

Stevenson; Promoting Racial Literacy in Schools, 55

Stillman; Teaching for Equity in Complex Times, 52

Stirling; Classrooms Without Borders, 14

Stoelinga; Effective Teacher Leadership, 48; Examining Effective Teacher Leadership, 49

Stone; College and Career Ready in the 21st Century, 56

Street; On Ethnography, 30Strickland, C.; Teach Freedom, 64Strickland, D.; Administration and

Supervision of Reading Programs, 28 ; Literacy Leadership in Early Childhood, 11

Strieb; Inviting Families into the Classroom, 16

Strike; Ethics of School Administration, 55; Ethics of Teaching, 60; Justice and Caring, 64; Small Schools and Strong Communities, 64

Strong; Effective Teacher Induction and Mentoring, 49; The Highly Qualified Teacher, 49

Struck; Inclusive Literacy Teaching, 17

Stuart; Artful Teaching, 37Sturges; Case Studies of Minority

Student Placement in Special Education, 72

Swackhamer; Mathematics Professional Development, 35

Swartz; Thinking-Based Learning, 39

Sylva; ECERS-E, 13Szabo; Constructivist Leader, 57

TTaggart; ECERS-E, 13Talan; Business Administration

Scale for Family Child Care (BAS), 7; Escala de Evaluación de la Administración de Negocios, 7; Program Administration Scale, 7

Talbert; Building School-Based Teacher Learning Communities, 48

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Tarrant; Early Care and Education Teaching Workforce at the Fulcrum, 11

Taylor; Playing for Keeps, 39TC Press; Forever After, 48Teel; Because of the Kids, 46Teranishi; Asians in the Ivory

Tower, 68Theilheimer; Continuity in

Children’s Worlds, 5Theoharis; School Leaders Our

Children Deserve, 55; What Every Principal Needs to Know to Create Equitable and Excellent Schools, 54

Thorius; Ability, Equity, and Culture, 72

Thormann; Complete Step-by-Step Guide to Designing and Teaching Online Courses, 14

Thornton; Teaching Social Studies that Matters, 39

Tokuhama-Espinosa; New Science of Teaching and Learning, 39

Tomaino; Competent Classroom, 49

Tomlinson; The Early Years Matter, 8

Torelli; Educating and Caring for Very Young Children, 10; Young Children in Action, 10

Torres; First Freire, 63Trost-Shahata; Engaging Students

in Disciplinary Literacy, K–6, 29Truebridge; Resilience Begins with

Beliefs, 46Tse; “Why Don’t They Learn

English?”, 67Tunstall, Expanding College Access

for Urban Youth, 58Turner; Change Is Gonna Come, 33Turner-Vorbeck; (Mis)

Understanding Families, 16; Other Kinds of Families, 16

UUhlenberg; STEM Learning with

Young Children, 4Umpstead; How to Prevent Special

Education Litigation, 71Urbanski; Untangling Urban

Middle School Reform, 26Uribe; Literacy Essentials for

English Language Learners, 19

VValdés; Con Respeto, 66; Latino

Children Learning English, 19; Learning and Not Learning English, 65

Valenzuela; Growing Critically Conscious Teachers, 41

Van Meeteren; STEM Learning with Young Children, 4

VanSledright; In Search of America’s Past, 64

Vasquez, V.; Courageous Leadership in Early Childhood Education, 3

Vaughn; RTI in the Common Core Classroom, 22

Vavrus; Diversity and Education, 61Vázquez, A.; Talking Diversity with

Teachers and Teacher Educators, 48

Veenema; Studio Thinking 2, 37

Verger; Privatization of Education, 69

Viens; Multiple Intelligences in the Elementary Classroom, 49

Vigil; Streetsmart Schoolsmart, 67Villareal-Carman; Partnerships for

New Teacher Learning, 49Vinovskis; From A Nation at Risk

to No Child Left Behind, 57Vinz; On Narrative Inquiry, 30

WWade; Social Studies for Social

Justice, 35Waff; On Teacher Inquiry, 30Walberg; Building Academic

Success on Social and Emotional Learning, 49; School-Family Partnerships for Children’s Success, 16

Walker-Dalhouse; Be That Teacher!, 33

Walker, Deborah; Constructivist Leader, 57

Walker, Decker; Curriculum and Aims, 60

Walker, E.; Building Mathematics Learning Communities, 39

Walker, M.; RTI in the Common Core Classroom, 22

Walmsley; No Quick Fix, 33Wang; Building Academic

Success on Social and Emotional Learning, 49

Warschauer; Learning in the Cloud, 14

Washington; New Early Childhood Professional, 2; Ready or Not, 10

Watanabe; “Heterogenius” Classrooms, 39

Watkins, A.; Partnerships for New Teacher Learning, 49

Watkins, W.; Assault on Public Education, 54; White Architects of Black Education, 66

Watts-Taffe; Educating Literacy Teachers Online, 33

Weber; Engaging Students in Disciplinary Literacy, K–6, 29

Weinbaum; Teaching as Inquiry, 49

Weinberg; Classroom Observer, 10Weiner; Urban Teaching, 40Weis; Speed Bumps, 64Weissberg; Building Academic

Success on Social and Emotional Learning, 49; School-Family Partnerships for Children’s Success, 16

Welch; Partnering with Immigrant Communities, 23

Wells; Successful High School Writing Center, 28

Welsch; DIY Media in the Classroom, 33

Wepner; Administration and Supervision of Reading Programs, 28; Collaborative Leadership in Action, 57; Literacy Leadership in Changing Schools, 22

Wessels; Accelerating Literacy for Diverse Learners, 18

Westheimer, J.; Pledging Allegiance, 64; What Kind of Citizen?, 60

Westheimer, R.; Dr. Ruth’s Guide to Teens and Sex Today, 16

Weston; Learning Edge, 14Wien; Emergent Curriculum in the

Primary Classroom, 10Wilcox; Best Practices from

High-Performing High Schools, 57; Best Practices from High-Performing Middle Schools, 57

Wilder; Grading Education, 57Wilhelm; Teaching for Love and

Wisdom, 33; “You Gotta BE the Book,” 33; The Activist Learner, 35

Williams; Effort and Excellence in Urban Classrooms, 57

Wilson, A.; Reading and Representing Across the Content Areas, 29

Wilson, B.; Effort and Excellence in Urban Classrooms, 57

Wilson, C.; Telling a Different Story, 6

Wilson, D.; Five Big Ideas for Effective Teaching, 45; Smarter Teacher Leadership, 42

Wineburg; Reading Like a Historian, 35

Winn; Girl Time, 33Winner; Studio Thinking 2, 37Wohlwend; Playing Their Way into

Literacies, 33Wolfberg; Play and Imagination in

Children with Autism, 72Wolff; NCLB at the Crossroads, 57Wolter; Reading Upside Down, 31Woodbury; Mathematics for

Equity, 35Wooley; Health Is Academic, 16Wright; All About Words, 29Wu; Healthy Learners, 4

YYoshizawa; STEM Learning with

Young Children, 4Young; Other People’s English, 32Young-Rivera; Other People’s

English, 32Youngs; Improving Teacher

Evaluation Systems, 51

ZZan; Moral Classrooms, Moral

Children, 9; STEM Learning with Young Children, 4

Zancajo; Privatization of Education, 69

Zimmerman, D.; Cognitive Capital, 54; Constructivist Leader, 57; Liberating Leadership Capacity, 51

Zimmerman, I.; Complete Step-by-Step Guide to Designing and Teaching Online Courses, 14

Zins; Building Academic Success on Social and Emotional Learning, 49

Zmuda; Competent Classroom, 49Zubay; Creating the Ethical School,

57Zydney; Going Online with

Protocols, 49Zygmunt; Transforming Teacher

Education for Social Justice, 44

Title Index#3 Dimensions of Improving

Student Performance, 5510 Lessons from New York City

Schools, 5740 Years Later, 6350 Myths and Lies That Threaten

America’s Public Schools, 52

AAbility, Equity, and Culture, 72Accelerating Literacy for Diverse

Learners, 18Achieving Equity for Latino

Students, 57Acting Out!, 49Action Research in Special

Education, 72Activist Learner, 35Administration and Supervision of

Reading Programs, 28African American Struggle for

Secondary Schooling, 1940–1980, 64

After-School Success, 57After the “At-Risk” Label, 59All About Words, 29Americans by Heart, 54Approaches to Teaching, 60Art-Centered Learning Across the

Curriculum, 37Artful Teaching, 37Artifactual Literacies, 33Asians in the Ivory Tower, 68Assault on Public Education, 54Assessing Students’ Digital

Writing, 30Assessing Teacher Quality, 49Assessing the Educational Data

Movement, 14Assessment of Practices in

Early Elementary Classrooms (APEEC), 8

BBad Teacher!, 53Balanced Leadership, 57Bears, Bears Everywhere!, 9Beats, Rhymes, and Classroom

Life, 27Because of the Kids, 46Becoming Adult Learners, 68Becoming a Strong Instructional

Leader, 57Becoming Young Thinkers, 8Bedtime Stories and Book Reports,

33Beginner’s Guide to Doing

Qualitative Research, 64Being Bad, 61Best Practices from High-

Performing High Schools, 57Best Practices from High-

Performing Middle Schools, 57Be That Teacher!, 32Be the Change, 50Beyond Smarter, 39Beyond the Big House, 49Bicultural Parent Engagement, 15Big-City School Reforms, 56Big Science for Growing Minds, 9Bilingual Advantage, 18Biography-Driven Culturally

Responsive Teaching, 17

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Black Male(d), 67Black School White School, 55Black Youth Rising, 66Blocks to Robots, 9Book of Learning and Forgetting,

60Breaking Through, 57Bridging Literacy and Equity, 28Bridging the English Learner

Achievement Gap, 19Bringing Learning to Life, 10Bringing Reggio Emilia Home, 10Bringing Yourself to Work, 57Bring It to Class, 32Brothers and Sisters Learn to

Write, 33Building Academic Success on

Social and Emotional Learning, 49

Building Mathematics Learning Communities, 39

Building Proportional Reasoning Across Grades and Math Strands, K–8, 36

Building Racial and Cultural Competence in the Classroom, 67

Building School-Based Teacher Learning Communities, 48

Business Administration Scale for Family Child Care (BAS), 7

CCall to Creativity, 33Case Studies of Minority Student

Placement in Special Education, 72

Challenges to Japanese Education, 69

Challenge to Care in Schools, 61Change Is Gonna Come, 33Changing Minds and Brains, 38Changing the Odds for Children at

Risk, 57Charter Schools and the Corporate

Makeover of Public Education, 54

Children, Language, and Literacy, 32

Children’s Inquiry, 33Children’s Language, 29Children’s Literature and Learning,

33City Schools and the American

Dream, 60Civic Education in the Elementary

Grades, 44Class and Schools, 54Classroom Observer, 10Class Rules, 62Clinical Practice with People of

Color, 70Closing the School Discipline Gap,

52Cognition and Curriculum

Reconsidered, 64Cognitive Capital, 54Collaborative Leadership in Action,

57College and Career Ready in the

21st Century, 56College-Ready, 68Color of Success, 56Colors of Learning, 10Common Core Dilemma, 52Common Core Meets Education

Reform, 57Competent Classroom, 49

Complete Guide to Tutoring Struggling Readers—Mapping Interventions to Purpose and CCSS, 31

Complete Step-by-Step Guide to Designing and Teaching Online Courses, 14

Computer Clubhouse, 14Condition Critical, 72Connecting Emergent Curriculum

and Standards in the Early Childhood Classroom, 9

Con Respeto, 66Constructivism, 61Constructivist Leader, 57Continuity in Children’s Worlds, 5Counseling and Psychotherapy

with Arabs and Muslims, 70Courageous Leadership in Early

Childhood Education, 3Cracks in the Schoolyard, 58Creating Schools that Heal, 7Creating the Ethical School, 57Creating Welcoming Schools, 15Creativity and the Autistic Student,

71Critical Encounters in Secondary

English, 27Critical Inquiry Framework for K–12

Teachers, 39Critical Literacy in the Early

Childhood Classroom, 32Critical Media Pedagogy, 32Crossing Boundaries, 33Crossing the Vocabulary Bridge, 27Cultivating Leadership in Schools,

55Culturally Inclusive Educator, 66Culturally Responsive Teaching, 66Culture and Child Development in

Early Childhood Programs, 10Culture, Literacy, and Learning, 67Curriculum and Aims, 60Curriculum Integration, 39

DData Literacy for Educators, 14Dear Maxine, 64Deep Knowledge, 64Defending Childhood, 7Democratic Education in Practice,

57Designing Groupwork, 38Developing Constructivist Early

Childhood Curriculum, 9Dewey on Education, 64Diagnosis and Design for School

Improvement, 57Dialectic of Freedom, 63Digital Teaching Platforms, 14Dilemmas in Educational

Leadership, 48DisCrit, 71Distance Learning in Higher

Education, 14Distributed Leadership in Practice,

55Diversity and Education, 61Diversity and Equity in Science

Education, 39Diversity and the New Teacher, 67Diversity in the Classroom, 11Diving In, 62DIY Media in the Classroom, 33Doing Case Study Research, 62Don’t Leave the Story in the Book,

10Dr. Ruth’s Guide to Teens and Sex

Today, 16Dumb Ideas Won’t Create Smart

Kids, 53

EEarly Care and Education Teaching

Workforce at the Fulcrum, 11Early Childhood Education

for a New Era, 7Early Childhood Environment

Rating Scale (ECERS-3), 12Early Childhood Environment

Rating Scale (ECERS–R), 12Early Childhood Governance, 7Early Childhood Systems, 11Early Intervention Guidebook for

Families and Professionals, 4Early Years Matter, 8East Meets West in Teacher

Preparation, 69ECERS-E, 13Educating and Caring for Very

Young Children, 10Educating Children in Conflict

Zones, 69Educating Citizens for Global

Awareness, 62Educating Citizens in a

Multicultural Society, 67Educating Emergent Bilinguals, 18Educating Literacy Teachers

Online, 33Educating Minds and Hearts, 49Educating Moral People, 63Education 3.0, 57Educational Thought of W.E.B. Du

Bois, 63Education and Democracy in the

21st Century, 63Education and the Reverse Gender

Divide in the Gulf States, 69Effective Classroom Management,

47Effective Literacy Coach, 31Effective Questioning Strategies in

the Classroom, 45Effective Teacher Induction and

Mentoring, 49Effective Teacher Leadership, 48Effort and Excellence in Urban

Classrooms, 57Eight Essential Techniques for

Teaching with Intention, 5ELL Writer, 19Emergent Curriculum in the

Primary Classroom, 10Emile of Jean Jacques Rousseau,

63Emotional Development of Young

Children, 11Empty Seat in Class, 47Engaging Learners through

Artmaking, 37Engaging Students in Disciplinary

Literacy, K–6, 29Engaging the “Race Question”, 68Engaging Writers with Multigenre

Research Projects, 24Enthusiastic and Engaged Learners,

6Envisioning Knowledge, 33Envisioning Literature, 27Escala de Calificación del

Ambiente de Cuidado Infantil en Familia, 13

Escala de Calificación del Ambiente de la Infancia Temprana, 12

Escala de Calificación del Ambiente para Bebés y Niños Pequeños, 13

Escala de Evaluación de la Administración de Negocios, 7

Ethical Visions of Education, 63

Ethics of School Administration, 55

Ethics of Special Education, 72Ethics of Teaching, 60Ethnographic Interviewing for

Teacher Preparation and Staff Development, 49

Evaluating Educational Technology, 14

Everyday Artists, 10Everyday Goodbyes, 10Examining Effective Teacher

Leadership, 49Expanding College Access for

Urban Youth, 58Experience and Art, 11Experimenting with the World, 10Exploring Mathematics Through

Play in the Early Childhood Classroom, 8

Eyes on Math, 36

FFacilitating for Learning, 41Facilitator’s Book of Questions, 47Faculty Work and the Public Good,

68Failing at School, 56Families, Schools, and the

Adolescent, 16Family Child Care Environment

Rating Scale (FCCERS–R), 13Family Dialogue Journals, 28Fear and Learning in America, 53Finding Your Leadership Focus, 55Finnish Lessons 2.0, 53First Freire, 63FirstSchool, 6First Year of Teaching, 48Five Big Ideas for Effective

Teaching, 45Flat World and Education, 53Fluency Factor, 22Focus Factor, 39Forbidden Language, 57Forever After, 48Formative Classroom Assessment,

57For Our Babies, 7From A Nation at Risk to No Child

Left Behind, 57From Another Angle, 48From Charity to Equity, 56Full of Ourselves, 15

GGates-Peardon-LaClair Reading

Exercises, 39Gender, Bullying, and Harassment,

57Getting From Arithmetic to

Algebra, 39Getting Teacher Evaluation Right,

52Ghetto Schooling, 57Girl Time, 33Giving Our Children a Fighting

Chance, 54Go Be a Writer!, 25Going Online with Protocols, 49Good Preschool Teacher, 6Good Questions, 36Grading Education, 57Great Diversity Debate, 67Growing Critically Conscious

Teachers, 41Growing Up African American in

Catholic Schools, 67Grow Your Own Teachers, 49Guiding Children’s Behavior, 10

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HHarlem on Our Minds, 33Healing the Soul Wound, 70Health Is Academic, 16Healthy Learners, 4Helping English Learners to Write,

18“Heterogenius” Classrooms, 39Highly Qualified Teacher, 49History of Art Education, 37History of Ideas in Science

Education, 39Holler If You Hear Me, 45How Can I Fix It?, 57How Leaders Learn, 55How Teachers Become Leaders,

46How to Innovate, 54How to Prevent Special Education

Litigation, 71Hugging the Middle, 57Human Rights and Schooling, 58

IIdentity Work in the Classroom,

44Imagination and the Engaged

Learner, 34Immigrant Students and Literacy,

19Implementing Standards-Based

Mathematics Instruction, 36Improving Access to Mathematics,

39Improving Instruction in Algebra,

36Improving Instruction in Geometry

and Measurement, 36Improving Multicultural Education,

67Improving Teacher Evaluation

Systems, 51Improving Teacher Quality, 69Inclusion in the Early Childhood

Classroom, 8Inclusive Literacy Teaching, 17Inequality for All, 57Infants and Toddlers at Work, 10Infant/Toddler Environment

Rating Scale, 13Inquiry as Stance, 48In Search of America’s Past, 64Inside/Outside, 49Inspiring Dialogue, 27Institutionalizing Health and

Education for All, 69Interrupting Hate, 33Interviewing as Qualitative

Research, 62In the Spirit of the Studio, 9Introduction to Standards-Based

Reflective Practice..., 49Invite! Excite! Ignite!, 43Inviting Families into the

Classroom, 16Is Everyone Really Equal?, 62

“Is This English?”, 33

JJapanese Education in an Era of

Globalization, 69Jenny’s Story, 46Jocks and Burnouts, 67Jump Start Health!, 16Just Girls, 33

KKeeping the Struggle Alive, 39Keep Them Reading, 33

LLandscapes of Learning, 63Language Building Blocks, 9Languages of Learning, 33Latino Children Learning English,

19Leading Anti-Bias Early Childhood

Programs, 6Leading Educational Change, 56Leading for Inclusion, 57Leading Technology-Rich Schools,

55Learner-Directed Classroom, 37Learning and Not Learning English,

65Learning Edge, 14Learning from Young Children in

the Classroom, 11Learning in a Burning House, 67Learning in the Cloud, 14Learning Power, 64Learning to Teach for Social

Justice, 49Let’s Be Friends, 11LGBTQ Youth and Education, 62Liberating Leadership Capacity, 51Liberating Scholarly Writing, 30Life in Classrooms, 49Light in Their Eyes, 65Listening, 49Literacy and History in Action, 25Literacy and Justice Through

Photography, 33Literacy Essentials for English

Language Learners, 19Literacy for Real, 33Literacy Instruction in Multilingual

Classrooms, 18Literacy in the Welcoming

Classroom, 33Literacy Leadership in Changing

Schools, 22Literacy Leadership in Early

Childhood, 11Literacy Theory as Practice, 23Long Haul, 61Looking at Art in the Classroom,

39Looking Together at Student Work,

47

MMajor Trends and Issues in Early

Childhood Education, 11Making Space for Active Learning,

45Managing Legal Risks in Early

Childhood Programs, 7Managing to Change, 57Manhattan Family Guide to Private

Schools and Selective Public Schools, 15

Manufacturing Hope and Despair, 67

Mathematics for Equity, 35Mathematics Professional

Development, 35Matter of Trust, 10McCall-Crabbs Standard Test

Lessons in Reading, 39Mentors in the Making, 49Military Family’s Parent Guide for

Supporting Your Child in School, 16

Mindful Teacher, 40(Mis)Understanding Families, 16Moral Classrooms, Moral Children,

9Moral Education in America, 64

Moral Work of Teaching and Teacher Education, 49

More Good Questions, 36Multicultural Education,

Transformative Knowledge, and Action, 67

Multicultural Teaching in the Early Childhood Classroom, 6

NNatural Learning for a Connected

World, 39Nature and Nurture of Giftedness,

72NCLB at the Crossroads, 57Networked Teacher, 49New Agenda for Research in

Educational Leadership, 54New Early Childhood Professional,

2New Inclusion, 48New Meaning of Educational

Change, 50New Science of Teaching and

Learning, 39Newsworthy, 24New Ways to Engage Parents, 42New York City Public Schools from

Brownsville to Bloomberg, 64New York City’s Best Public

Elementary Schools, 16New York City’s Best Public High

Schools, 16No Quick Fix, 33

OObservation Drawing with

Children, 37Observing and Recording the

Behavior of Young Children, 2Of Borders and Dreams, 67One-on-One Reading and Writing

Conference, 28On Formative and Design

Experiments, 30On Narrative Inquiry, 30On Qualitative Inquiry, 30On Teacher Inquiry, 30On the Case, 30On the Side of the Child, 63Other Kinds of Families, 16Other People’s English, 32Our School, 60

PParent’s Guide to Special

Education in New York City and the Metropolitan Area, 16

Partnering with Immigrant Communities, 23

Partnerships for New Teacher Learning, 49

Partners in Learning, 33Passion for Learning, 64Path to Get There, 38Pedagogy of Confidence, 46Pedagogy of the Poor, 62Pedagogy, Policy, and the

Privatized City, 63Personality Theories, 70Perspectives on Learning, 60Piaget Handbook for Teachers and

Parents, 11Pig Don’t Get Fatter the More You

Weigh It, 49Play and Imagination in Children

with Autism, 72Playing for Keeps, 39Playing Their Way into Literacies,

33

Playing to Get Smart, 11Play’s the Thing, 5Pledging Allegiance, 64Political Education, 52Politics of Latino Education, 57Pose, Wobble, Flow, 24Possible Schools, 11Post-Modern Perspective on

Curriculum, 64Powerful Children, 10Power of Projects, 8Power of Protocols, 47Power of Scriptwriting!, 33Power of the Social Brain, 39Practical Guide to the Qualitative

Dissertation, 63Practicing What We Teach, 33Preparing America’s Teachers, 64Preparing to Teach Social Studies

for Social Justice, 34Private Enterprise and Public

Education, 57Privatization of Education, 69Professional Capital, 53Professional Development Schools,

57Program Administration Scale, 7Progress Without Punishment, 72Promoting Racial Literacy in

Schools, 55Psychology, Poverty, and the End

of Social Exclusion, 70Public Education—America’s Civil

Religion, 63Pupil Personnel Guide for

Supporting Students from Military Families, 70

Puzzling Moments, Teachable Moments, 49

QQuiet at School, 42

RRace and the Origins of

Progressive Education, 63Race, Community, and Urban

Schools, 16Race, Empire, and English

Language Teaching, 18Race Frameworks, 62Race to the Bottom, 53Raising Children Who Soar, 16Raising Race Questions, 47Reaching and Teaching Students in

Poverty, 45Reading Across Multiple Texts in

the Common Core Classroom, K–5, 31

Reading and Representing Across the Content Areas, 29

Reading Families, 28Reading Girls, 33Reading in a Participatory Culture,

32Reading Like a Historian, 35Reading the Visual, 32Reading, Thinking, and Writing

About History, 35Reading Time, 33Reading Turn-Around, 31Reading Upside Down, 31Reading Wide Awake, 31Reading Without Nonsense, 31Reading, Writing, and Literacy

2.0, 31Reading, Writing, and Talk, 3Ready or Not, 10

“Real World” Ethics, 63

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Real World Writing for Secondary Students, 33

Reasoning with Democratic Values, 39

Reclaiming the Multicultural Roots of U.S. Curriculum, 65

Regarding Educación, 57(Re)Imagining Content-Area

Literacy Instruction, 27Republic and the School, 64Re-reading Families, 33Research-Based Practices for

Teaching Common Core Literacy, 27

Resilience Begins with Beliefs, 46Restoring Dignity in Public Schools,

59Restructuring Schools for

Linguistic Diversity, 19Rethinking Gifted Education, 72Revitalizing Read Alouds, 25ReWRITING the Basics, 29Right to Literacy in Secondary

Schools, 29RTI and the Adolescent Reader, 33RTI in the Common Core

Classroom, 22

SSAT Wars, 68School Administrator’s Guide

for Supporting Students from Military Families, 55

School-Age Care Environment Rating Scale (SACERS), 12

School and Society, 60School Choice, 50Schooled, 41School-Family Partnerships for

Children’s Success, 16Schooling Hip-Hop, 38Schooling Homeless Children, 57School Integration Matters, 59School Leaders Our Children

Deserve, 55Search Past Silence, 28Seduction of Common Sense, 64Seen and Heard, 10See You When We Get There, 45Sex Ed for Caring Schools, 39Shoptalk, 28¡Sí Se Puede!, 57Small Schools and Strong

Communities, 64Smarter Charter, 52Smarter Teacher Leadership, 42Social Studies for Social Justice, 35Social Studies, Literacy, and Social

Justice in the Common Core Classroom, 38

“Sometimes I Can Be Anything”, 10Spectacular Things Happen Along

the Way, 46Speed Bumps, 64Squandering America’s Future, 6Standing Up for Something Every

Day, 6Starting Strong, 64Starting Up, 57Starting With Their Strengths, 11States of Child Care, 10STEM Learning with Young

Children, 4Story in the Picture, 11Storytime, 33Streetsmart Schoolsmart, 67Studio Thinking 2, 37Successful High School Writing

Center, 28

Summer Reading, 28Supervision in Early Childhood

Education, 7Supporting Boys’ Learning, 11

TTalking Diversity with Teachers

and Teacher Educators, 48Talking Race in the Classroom, 67Teachers Act Up!, 49Teachers and Machines, 14Teacher’s Guide for Supporting

Students from Military Families, 48

Teacher with a Heart, 16Teach Freedom, 64Teaching 2030, 56Teaching and Learning in a Diverse

World, 5Teaching and Learning in Two

Languages, 67Teaching and Learning on the

Verge, 61Teaching and Learning with Infants

and Toddlers, 5Teaching as Inquiry, 49Teaching Children to Write, 11Teaching Civic Literacy Projects, 27Teaching Democracy, 39Teaching Disciplinary Literacy, 43Teaching for Creativity in the

Common Core Classroom, 47Teaching for Equity in Complex

Times, 52Teaching for Promise, 26Teaching for Social Justice, 63Teaching Individual Words, 27Teaching in the Flat World, 56Teaching in Themes, 43Teaching Kindergarten, 3Teaching Literacy for Love and

Wisdom, 33Teaching Minds, 64Teaching Other People’s Children,

19Teaching Outside the Box but

Inside the Standards, 26Teaching Science for Social Justice,

39Teaching Social Studies That

Matters, 39Teaching the New Writing, 30Teaching the Taboo, 46Teaching the Tough Issues, 29Teaching the Way Children Learn,

49Teaching Transnational Youth, 27Teaching Vocabulary to English

Language Learners, 18Teaching What Really Happened,

35Teaching with Conscience in an

Imperfect World, 40Teaching with Vision, 45Teaching Your Child to Love

Learning, 10Teach On Purpose!, 34Telling a Different Story, 6

“Tell Me More”, 49Test Lessons in Primary Reading,

39“The Having of Wonderful Ideas”,

38Think-Aloud and Talk-Aloud

Approach to Building Language, 9

Thinking, 63Thinking-Based Learning, 39

Thinking Critically About Environments for Young Children, 8

Those Who Dared, 64To Become a Teacher, 49To Remain an Indian, 67To Teach, 3rd Edition, 46To Teach, in Comics, 46Transforming City Schools

Through Art, 37Transforming Talk into Text, 30Transforming Teacher Education

for Social Justice, 44Trauma-Sensitive Schools, 51Turning Points 2000, 56Twelve Best Practices for ECE, 5

UUncertain Lives, 63Uncommonly Good Ideas, 30Uncomplicating Algebra to Meet

Common Core Standards in Math, K–8, 36

Uncomplicating Fractions to Meet Common Core Standards in Math, K–7, 36

Understanding Assessment and Evaluation in Early Childhood Education, 8

Understanding Education Indicators, 57

Understanding the Language Development and Early Education of Hispanic Children, 33

Unequal Fortunes, 67University Next Door, 68(Un)Learning Disability, 72Unraveling the “Model Minority”

Stereotype, 66Unscripted Learning, 39Unsmiling Faces, 7Un-Standardizing Curriculum, 38Untangling Urban Middle School

Reform, 26Up Against Whiteness, 65Urban Literacies, 33Urban Teaching, 40

VVariations on a Blue Guitar, 37Video Games and Learning, 14Video Observations for the

ECERS-R, 12Video Observations for the

FCCERS-R, 13Video Observations for the

ITERS-R, 13View from the Little Chair in the

Corner, 10Visions of Childhood, 10Vocabulary Book, 27

WWalking the Road, 49War Play Dilemma, 7Ways of Studying Children, 10We Are All Explorers, 10We Can’t Teach What We Don’t

Know, 65We Do Language, 33We Don’t Need Another Hero, 45Wham! Teaching with Graphic

Novels Across the Curriculum, 29

What Every Principal Needs to Know to Create Equitable and Excellent Schools, 54

What If All the Kids Are White?, 6What Is College For?, 68What Keeps Teachers Going?, 45What Kind of Citizen?, 60What Learning Looks Like, 38What School Boards Can Do, 57What Should I Do?, 48What’s Worth Fighting For in the

Principalship?, 56What’s Worth Fighting For in Your

School?, 56What’s Worth Fighting For Out

There?, 56When School Reform Goes Wrong,

57White Architects of Black

Education, 66Who Cares for Our Children?, 64Whole School Projects, 38Why Are So Many Minority

Students in Special Education?, 72

“Why Don’t They Learn English?”, 67

“Why Fly That Way?”, 49Why Our High Schools Need the

Arts, 39Why Our Schools Need the Arts,

37Why Race and Culture Matter in

Schools, 66Why We Teach, 45Why We Teach Now, 45Windows on Learning, 8Word Study in the Inclusive

Secondary Classroom, 72Words Were All We Had, 19Worth Striking For, 47Wounded by School, 61Writing and Teaching to Change

the World, 48Writing in Rhythm, 32Writing Instruction That Works,

30Wrong Kind of Different, 64

Y“You Gotta BE the Book”, 33Young Adult Literature and the

New Literary Theories, 33Young Children Continue to

Reinvent Arithmetic—2nd Grade, 9

Young Children Continue to Reinvent Arithmetic—3rd Grade, 9

Young Children in Action, 10Young Children Reinvent

Arithmetic, 9Young Child’s Memory for Words,

11Young English-Language Learners,

9Young Investigators, 2Young Meaning Makers, 23Youth Held at the Border, 66

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Series IndexFor listings and descriptions of all books in these series, please visit www.tcpress.com/browse.html

The Common Core State Standards in Literacy SeriesSusan B. Neuman and D. Ray Reutzel, EditorsSeries Board: Diane August, Linda Gambrell, Steve Graham, Laura Justice, Dr. Margaret McKeown, Tim Shanahan

Disability, Culture, and Equity SeriesAlfredo J. Artiles and Elizabeth B. Kozleski, Editors

Early Childhood Education SeriesSharon Ryan, EditorAdvisory Board: Mindy Blaise, Stephanie Feeney, Beatrice Fennimore, Doris Pronin Fromberg, Celia Genishi, Stacie G. Goffin, Susan Grieshaber, Dominic F. Gullo, Amita Gupta, Alice Sterling Honig, Elizabeth Jones, Carrie Lobman, Jackie Marsh, Rachel Thielheimer, Gail Yuen

International Perspectives on Education ReformGita Steiner-Khamsi, Editor

Language and Literacy SeriesCelia Genishi and Donna E. Alvermann, Editors • Dorothy S. Strickland, Founding EditorAdvisory Board: Richard Allington, Kathryn Au, Bernice Cullinan, Colette Daiute, Anne Haas Dyson, Carole Edelsky, Susan Lytle, Django Paris, Timothy Shanahan, and Mary Juzwik

Multicultural Education SeriesJames A. Banks, Editor

Practitioner Inquiry SeriesMarilyn Cochran-Smith and Susan L. Lytle, EditorsAdvisory Board: JoBeth Allen, Judy Buchanan, Curt Dudley-Marling, Robert Fecho, Susan Florio-Ruane, Sarah Freedman, Dixie Goswami, Joyce E. King, Sarah Michaels, Luis Moll, Sharon Ravitch, Marty Rutherford, Lynne Strieb, Dianne Waff, Ken Zeichner

the series on school reform(incorporating books formerly in the Professional Development and Practice Series)Ann Lieberman and Joseph McDonald, EditorsEditorial Board: Priscilla Ellington, Michelle Fine, Carl Glickman, Andy Hargreaves, Marilyn Hohman, Lynne Miller, Gary Sykes

The Teaching for Social Justice SeriesWilliam Ayers, Series Editor Therese Quinn, Associate EditorEditorial Board: Barbara Bowman, Lisa Delpit, Michelle Fine, Maxine Greene, Caroline Heller, Annette Henry, Rashid Khalidi, Kevin Kumashiro, Gloria Ladson-Billings, Erica Meiners, Isabel Nuñez, Charles Payne, Mark Perry, Luis Rodriguez, Jonathan Silin, William Watkins

Technology, Education—Connections (The TEC Series)Marcia C. Linn, Series Editor Advisory Board: Robert Bjork, Chris Dede, Joseph Krajcik, Carol Lee, Jim Minstrell, Jonathan Osborne (Stanford), Mitch Resnick, Constance Steinkuehler

Thinking About Education SeriesJonas F. Soltis, Editor

Advances in Contemporary Educational Thought Series†Jonas F. Soltis, Editor

Athene Series†

Between Teacher and Text Series†Herbert Kohl and Rick Ayers, Editors

Classics in Education Series†Lawrence A. Cremin, Editor

Counseling and Development Series†Allen Ivey, Editor

Critical Issues in Curriculum Series†John Willinksy, Editor

Critical Issues in Educational Leadership Series†Joseph Murphy, Editor

Education and Psychology of the Gifted Series†James Borland, EditorSeries Board: Nicholas Colangelo, David H. Feldman, Donna Y. Ford, Lannie Kanevsky, Ann Robinson, Wendy C. Roedell, Bruce M. Shore, Linda K. Silverman, Abraham J. Tannenbaum

John Dewey Lecture Series†

NCRLL Collection: Approaches to Language and Literacy Research†JoBeth Allen and Donna E. Alvermann, EditorsAll royalties on books in this series go to the NCRLL

The Practitioner’s Bookshelf†Celia Genishi and Donna E. Alvermann, Editors • Dorothy S. Strickland, Founding Editor

Multicultural Foundations of Psychology and Counseling Series†Allen E. Ivey and Derald Wing Sue, Editors

Politics of Identity and Education Series†Madeleine R. Grumet and Peter M. Taubman, Editors

Professional Development and Practice Series†See the series on school reform

Professional Ethics in Education Series†Kenneth A. Strike, Editor

Reflective History Series†Barbara Finklestein and William J. Reese, Editors

The Series on Social Emotional Learning†Jonathan Cohen, Editor

Sociology of Education Series†Aaron M. Pallas, Editor

Special Education Series†Peter Knoblock, Editor

Teacher to Teacher Publications†Ann Cook, Series Editor

Ways of Knowing in Science and Mathematics Series†Richard Duschl, Editor

Yearbook in Early Childhood Education Series†Bernard Spodek and Olivia Saracho, Editors

†please note: TCPress no longer publishes titles in these series

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