Teachers College Press, Language & Literacy

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This is the Spring 2015 seasonal catalog for Teachers College Press, Teachers College, Columbia University.

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  • Language& LiteracyTe

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    rs College

    Press

    Visit Our e-Bookstore! at www.tcpress.com

    Find Common Core Resources for great K12 teaching!

    Professors! Request exam copies online at www.tcpress.com

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    Mar 2015/192 pp./PB, $31.95/5633-1 photos/illustrationsThe Common Core State Standards in Literacy SeriesCopublished with NWP (National Writing Project)and TESOL International Association

    This book is a tour de force. Its up-to-the-minute in offering what teachers and administrators need, and what parents want.

    Judith A. Langer, director, Center on English Learning and Achievement, University at Albany

    These authors are at the very forefront of scientifically testing and validating instructional practices for improving the writing and reading of adolescents who are English learners. Why is their research so good? It is informed by years of experience in the classroom and working with hundreds of teachers across California. What a powerful combination. My advice: Ingest, consider, and employ the strategies described here. Your students will become better writers if you do.

    From the Foreword by Steve Graham, Arizona State University

    Helping English Learners to WriteMeeting Common Core Standards, Grades 612 Carol Booth Olson is an associate professor in the School of Education at the University of California, Irvine, and director of the UCI site of the National Writing Project; Robin C. Scarcella is a professor in the School of Humanities at the University of California, Irvine, and director of the Program in Academic English; Tina Matuchniak is the director of research for the UCI Writing Project and a lecturer at California State University, Long Beach.

    Foreword by Steve Graham

    Using a rich array of research-based practices, this book will help secondary teachers improve the academic writing of English learners. It provides specific teaching strategies, activities, and extended lessons to develop EL students narrative, informational, and argumentative writing, 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 to help students become confident and competent academic writers.

    Showcasing the work of exemplary school teachers who have devoted time and expertise to creating rich learning environments for the secondary classroom, Helping English Learners to Write includes artifacts and written work produced by students with varying levels of language proficiency as models of what students can accomplish. Each chapter begins with a brief overview and ends with a short summary of the key points.

    Readers can use this book to: Help ELs meet the writing demands of

    the Common Core State Standards. Plan and set goals for instruction. Supplement existing English language

    arts or English language development curricula with teacher-tested strategies, activities, and lessons.

    Develop a community of learners. Create safe classroom spaces in which

    students are encouraged to participate, even with less-than-perfect English.

    Design and implement culturally responsive instruction, building on students strengths.

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    Research-Based Practices for Teaching Common Core LiteracyEdited by P. David Pearson, a professor and former dean at the Graduate School of Education at the University of California, Berkeley. Elfrieda H. Hiebert is president and CEO of TextProject, Inc. and a research associate at the University of California, Santa Cruz.

    Foreword by Nell K. Duke

    This one-of-a-kind resource will be invaluable to every teacher educator, every curriculum director, and every literacy coach, whether or not they must meet Common Core State Standards.

    Bringing together perspectives from literacy luminaries, each addressing their specialty, Research-Based Practices for Teaching Common Core Literacy offers an accessible fund of rich practices in literacy instruc-tion. The book serves two purposes: First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core State Standards and other rigorous cur-riculum guidelines. The contributors point out strengths of the Common Core as well as issues and oversights of which educators should be aware. Closing chapters situate the Common Core within a continuum of educa-tional policy and legislation.

    Contributors: Richard L. Allington, Monica T. Billen, Jay S. Blanchard, Robert Calfee, Gina N. Cervetti, Michael F. Graves, John T. Guthrie, Elfrieda H. Hiebert, James V. Hoffman, Rosalind Horowitz, Michael L. Kamil, Barbara Kapinus, Richard Long, Leigh Ann Martin, Kimberly McCuiston, James Nageldinger, David Paige, P. David Pearson, Timothy Rasinski, S. Jay Samuels, Barbara M. Taylor, Joanna P. Williams, Kathleen Wilson

    May 2015/288 pp./PB, $33.95/5644-7 HC, $74/5645-4large formatCopublished with ILA (International Literacy Association)

    This book gets 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. I read a lot, and I cant think of the last time I read anything about the CCSS as engaging and thought-provoking as this.

    Nell K. Duke, University of Michigan

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    Assessing Students Digital WritingProtocols for Looking Closely

    Troy Hicks is an associate professor of English at Central Michigan University and director of the Chippewa River Writing Project. Follow him on Twitter: @hickstro. With Jeremy Hyler, Julie Johnson, Bonnie Kaplan, Erin Klein, Christina Puntel, Stephanie West-Puckett, and Jack Zangerle Foreword by Richard Beach Prologue by Christina Cantrill, National Writing Project

    In this book, Troy Hicksa leader in the teaching of digital writingcollaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students digital writing.

    This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students digital writing.

    Beginning with a digital writing sample, each teacher offers an analysis of a students work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportuni-ties for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing.

    The text also includes an introduction and conclusion that provides context for the inquiry groups work and recommendations for assess-ment of digital writing.

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

    Uncommonly Good IdeasTeaching Writing in the Common Core EraSandra Murphy is professor emerita at the University of California, Davis. Mary Ann Smith directed the Bay Area and California Writing Projects and served as Director of Government Relations and Public Affairs for the National Writing Project.

    You will love the way this book gives you permission to take time to do the intellectual work you went into this profession for. I know I did.

    Carol Jago, UCLA In this book I find the intelligence and insights that help me think about what it looks like to teach writing through the Common Core State Standards while maintaining my own integrity as a teacher.

    Jim Burke, best-selling author and high school teacher 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 listening; teaching writing as a process; extend-ing the range of students writing; spiraling and scaffolding a writing curriculum; and collaborating. These big ideas are the cornerstones of best researched-based practices as well as the CCSS for writing.

    The first chapter offers a complete lesson designed around teaching narrative writing and illustrating tried and true practices for teaching writing as a process. The remaining chapters explore a broad range of teaching approaches that help students tackle different kinds of narrative, informational, and argumentative writing and understand complexities like audience and purpose. Each chapter focuses on at least one of the uncommonly good ideas and illustrates how to create curricula around it.

    Uncommonly Good Ideas includes model lessons and assignments, mentor texts, teaching strategies, student writing, and practical guid-ance for moving the ideas from the page into the classroom.

    Apr 2015/168 pp./PB, $27.95/5643-0 ccssLanguage and Literacy SeriesCopublished with NWP (National Writing Project)

    Book Features: An adaptation of the

    Collaborative Assessment Conference protocol.

    Detailed descriptions of students digital writing, including the assessment process and implications for instruction.

    Links to the samples of student digital writing available online.

    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, SUNY

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    Family Dialogue JournalsSchoolHome Partnerships That Support Student Learning JoBeth Allen, Jennifer Beaty, Angela Dean, Joseph Jones, Stephanie Smith Mathews, Jen McCreight, Elyse Schwedler, and Amber M. Simmons, all from the Red Clay Writing Project, the University of GeorgiaForeword by Luis Moll

    A beautiful, socially conscious book offering so much wisdom for cur-riculum, classroom norms, and creating learning-focused contexts.

    Stephanie Jones, University of GeorgiaThis honest, clearly written, and accessible book shows how to use Family Dialogue Journals (FDJs) to increase and deepen learning across grade levels.

    Written by K12 teachers who have been implementing and study-ing 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. Learn from firsthand accounts how students write weekly about one big idea they have studied, ask a family member a related question, and then solicit their writing in the journal. Through these journal entries, they share their family knowledge with classmates while actively engaging with the curriculum. In turn, teachers extend the academic discussion by writing to each family and incorporating their funds of knowledge into classroom lessonswriting about everything from the use of thermometers to life in Michoacn, Mexico. Family participation in the FDJs is remarkably high across ages, ethnicities, and economic realities.

    Feb 2015/160 pp./PB, $34.95/5628-7/HC, $66/5629-4Practitioner Inquiry Series

    Copublished with NWP (National Writing Project)

    There is definitely much to learn in these pages.

    From the Foreword by Luis Moll, University of Arizona

    This is an incredibly read-able book that is highly useful for teachers, teacher educators, and university researchers interested in this powerful practice.

    Kathy Schultz, dean and professor, Mills College

    The book not only challenges the status quo but offers a rational alternative that would benefit every struggling reader. I hope Reading Upside Down initiates a widespread movement to undo so much of what we have done in the name of helping children who struggle with learning to read.

    Richard L. Allington, University of Tennesse

    Reading Upside DownIdentifying and Addressing Opportunity Gaps in Literacy Instruction Deborah L. Wolter is an elementary teacher consultant in Ann Arbor Michigan public schools. Visit her website at readingupsidedown.wordpress.comForeword by Richard L. Allington

    Drawing on the authors rich experiences working one-on-one with challenged readers, this book presents case studies illustrating the complexities of student learning experiences and the unique circum-stances that shaped their acquisition of literacy. Wolter explores eight key factors that contribute to reading challenges in developing read-ers, including school readiness, the use of prescribed phonics-based programs, physical hurdles, unfamiliarity with English, and special education labeling. With a focus on the differences that educators can make for individual students, the text suggests ways to identify and address early opportunity gaps that can impact students throughout their entire educational career.

    Reading Upside Down will help educators to: Shift from identifying deficit-based achievement gaps among

    students to addressing opportunity gaps in literacy instruction. Move beyond student labels, categories, or placements to provide

    true opportunities for children to explore and develop literacy. Take a strength-based view that students are in multiple

    places of exploration of language and literacies and all children can succeed in becoming readers.

    Develop a strong sense of ownership and expertise in order to foster inclusion and assure authentic and engaged reading within their classrooms.

    Jun 2015/160 pp./PB, $36.95/5665-2/HC, $76/5666-9

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    ShoptalkLessons in Teaching from an African American Hair Salon

    Yolanda J. Majors is a visiting associate professor and associate director of adolescent literacy and learning at the University of Minnesota, Twin Cities, associate professor of curriculum and instruction at the University of Illinois, Chicago, and professional developer for culturally responsive instruction.Foreword by Carol D. Lee

    Shoptalk examines the development of literacy, identity, and think-ing skills that takes place through cross-generation conversation in an African American hair salon and how it can inform teaching in todays diverse classrooms.

    By shining a spotlight on verbal discussions between the salons patrons and workers, the author provides a critical reassessment of the achievement gap discourse and focuses on the intellectual toolkits available to African Americans as members of thriving communities. While this book offers a detailed analysis of the informal teaching and language practice that occurs within the salon, it also moves beyond that set...

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