Teachers College Press: Education catalog

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Teaching 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 captivating text takes the reader on an emancipatory journey toward a brighter educational future replete with hope and multiple, redemptive possibilities.”

—Angela Valenzuela, University of Texas at Austin

”Bill Ayers invites you to imagine teaching in ways that make a difference; ways that bring smiles and successful learning to students and joyous fulfillment to teachers.”

—Carl Grant, University of Wisconsin–Madison

“A timely read that lifted my spirits for the work to be done. Thanks. . . . I needed this book.”

—Deborah Meier, teacher, principal, writer, advocate

“Accept the invitation to imagine, embrace the contradiction that is education for democracy, and find yourself building what we were never schooled to build.”

—Kevin Kumashiro, University of San Francisco

“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

What would we like our schools to become? How might we get there? Bill Ayers invites us to dream of schools in which each child “is of infinite and incalculable value.” This beautifully written little book blends personal anecdotes 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 stretch toward some-thing new and dramatically better—schools that are more joyful and more just, more balanced and more guided by the power of love.

Apr 2016/112 pp./PB, $24.95/5768-0 illustrationsThe Teaching for Social Justice Series

Book Features:• Promotes meaningful

discussions in teacher education courses.

• Addresses 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.

• Offers 21 “gestures” toward the kind of schools all children and youth deserve.

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To TeachThe Journey, in Comics William Ayers and Ryan Alexander-TannerForeword by Jonathan Kozol

144 pp./PB, $21.95/5062-9 (T)

To TeachThe Journey of a Teacher, Third EditionWilliam AyersForeword by Sonia Nieto Afterword by Mike Rose

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

ALSO BY WILLIAM AYERS

FEATURED FOR SPRING

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3FEATURED FOR SPRING

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. Robin has trained educators around the world and has taught at all levels, from kindegarten to college.

Foreword by Charlotte Danielson

“Invite! Excite! Ignite! is a true celebration of teach-ing and learning, organized around 13 important principles that surround this essential work. It will be a valued supplement to any introduction to teaching course as well as an appreciated gift from coach or mentor to a new or developing teacher.”

—From the Foreword by Charlotte Danielson, founder, Danielson Group

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 educa-tional 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 chap-ter includes a description of the guiding principle, a companion vignette, classroom examples, teach-ing and learning tips, and discussion questions. While designed for new and pre-service teachers, coaches, mentors, and seasoned veterans will also find new perspectives and ideas for their own practice and for mentoring newcomers to the profession.

Key Features:• A conversational tone, including stories

that entertain yet make a key point.• Tips for incorporating new information

from neuro research on how we learn.• Proven techniques for differentiating instruction

to meet the talents and needs of students.• Examples of strategies in each chapter

with do-it-yourself activities to try. • Helpful insights appropriate for school

leaders as well as teachers.

Chapters:Introduction: Who’s Doing the Talking?

1. Know The Takeaway 2. Less is More3. Trust the Learner4. Collaboration Begins with Pairs 5. Challenge Them to Think 6. Time Matters7. Literacy Matters8. Different Brains, Different Learners 9. Coaching, Not Correcting 10. Instruction Is Assessment, Assessment Is

Instruction 11. Invite, Excite, Ignite Learning 12. Believe 13. Why We Do It

Apr 2016/160 pp./PB, $31.95/5752-9

“Fogarty’s modern view of learn-ing demands a ‘mind-shift.’ It is about the human drive to learn, to understand, to confront and resolve problems, and to make meaning. This book helps teach-ers build trust in, gain knowledge about, and become protectors of this human yearning. Filled with practical strategies and resources, this book can lead the way.”

—Arthur L. Costa, professor emeritus, California State University, Sacramento

“Robin Fogarty gets it right from the very beginning: A teacher’s role is not to serve up information but to facilitate learning. Invite! Excite! Ignite! is a deeply informed exploration of what that can look like at its best.”

—David Perkins, Harvard Graduate School of Education

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4 FEATURED FOR SPRING

Praise for Previous Editions!

“Offers a healing vision for the future of education in pluralistic nations.”

—Rethinking Schools

“An indispensable resource for anyone struggling to understand the role that Whites play in multicultural education.”

—Teaching Tolerance

“This work clearly deserves the enthusiastic praise it receives from major multicultural thinkers such as James Banks, Sonia Nieto, and Christine Sleeter.”

—Journal of Moral Education

“A wake-up call for those suffering from apathy and a confirmation for those who want to continue to serve as change agents in American society.”

—Journal of Negro Education

“An excellent guide for anyone who wants to have a better understanding of how to lead and live in an increasingly multicultural, multiracial world.”

—The Diversity Factor

Jun 2016/224 pp. (tent.) PB, $28.95/5731-4Multicultural Education Series

We 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.

Foreword by Sonia Nieto

“This Third Edition deepens the critically conscious framework it provides to support the development of especially White, middle-class teachers becoming highly effective, culturally relevant, and responsive educators to all students. It also conveys the need for teacher education to recruit and retain highly race-conscious teachers of color.”

—Christine Clark, founding Vice President for Diversity & Inclusion, University of Nevada, Las Vegas

For author Gary Howard, the issues and passions that sparked the writing of the First Edition of this now classic work are as intense today as they were then. In the Third Edition, Howard reviews the progress we have made in the interim (for example, the first Black president in the White House), as well as the lack of progress (the gut-ting 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 social justice in education with new and updated mate-rial. Aligned with our nation’s ever more diverse student population, it speaks to what good teach-ers know, what they do, and how they embrace culturally responsive teaching. This essential text is widely used in teacher preparation courses and for in-service professional development.

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.

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5FEATURED FOR SPRING

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 practical ideas for improving teaching and learning. Dennis Shirley and Elizabeth MacDonald have created “Mindful Teacher” seminars that enable teachers to focus their craft so that students can learn with dignity and purpose. This updated second edition includes completely new sections on the promise of teacher leadership, the strengths and perils of technology, and schools in the midst of change. The Mindful Teacher is an indispensable and timely resource for all educators who seek to transform schools into places of learning and joy.

Book Features:• Nitty-gritty descriptions of teachers

leading grassroots change.• Practical recommendations on ways to retain

the best of previous practices while creatively blending them with new innovations.

• Useful ways of using principles of mindful teaching for thinking through the affordances, as well as the distractions, that accompany new technologies.

• 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 mindfulness studies with educators’ life-long quests for substantial and sustainable improvements in the educations we provide our students.

Praise for the First Edition!“MacDonald and Shirley offer the reader a rich description and examination of one professional development program—one that takes teachers’ dissatisfactions to heart; provides a framework for contemplative and deliberative exploration; and recognizes the transformative capacity and inher-ent limitations of any human, educational, and institutional endeavor. . . . It is a work for both the newcomer and those experienced with contem-plative educational orientations.”

—TC Record

Jun 2016/168 pp. (tent.) PB, $25.95/5684-3the series on school reform

“This updated and expanded sec-ond edition of The Mindful Teacher presents a truly inspiring vision of educational change. It is essential reading for all who agree that it is time to spark a quiet revolution of learning in which teachers and their students can truly flourish.”

—Michael Schratz, president, International Congress of School Effectiveness and Improvement

“When reforms in some education systems result in alienated teach-ing rather than improved learning, it takes a book like The Mindful Teacher to remind all that educa-tion has deeper meaning and substance than merely achieving performance indicators. This book has a very important message for all educators!”

—Pak Tee Ng, National Institute of Education, Singapore

NewEdition

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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.

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 under-standing 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 communi-ties and teacher preparation courses. New Ways to Engage Parents is essential reading for all educa-tors who care deeply about engaging a wide range of parents in today’s schools.

Book Features:• A clear view of 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.

ALSO BY PATRICIA A. EDWARDS

Change Is Gonna ComeTransforming Literacy Education for African American Students Patricia A. Edwards, Gwendolyn Thompson McMillon, and Jennifer D. Turner

224 pp./PB, $26.95/5084-1/HC, $59/5085-8

Bridging Literacy and EquityThe Essential Guide to Social Equity TeachingAlthier M. Lazar, Patricia A. Edwards, and Gwendolyn Thompson McMillon 160 pp./PB, $31.95/5347-7/HC, $68/5348-4

May 2016/176 pp./PB, $26.95/5671-3

“Patricia Edwards helps us think critically about outmoded practices that often distance diverse parents from schools and shows us how to replace them with up-to-date strategies for engaging contemporary families.”

—Judy Carson, Connecticut State Department of Education

“With lots of practical suggestions and resources, this book will help readers immediately update, expand, and enhance their parent engagement efforts.”

—Laurie Elish-Piper, Northern Illinois University

“Loaded with practical advice that can help educators engage with families in respectful and culturally sensitive ways. With strategies ranging from teacher notes to class-room blogs, every teacher should find a wealth of ideas for building home–school partnerships. “

—Deborah Wells Rowe, Peabody College, Vanderbilt University

“Professor Edwards presents scores of practical ideas and resources, including details on effective open house nights, new technologies for two-way communications between teachers and parents, designs for student-led parent–teacher conferences, and more.”

—Joyce L. Epstein, Johns Hopkins University

New

FEATURED FOR SPRING


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TEACHER EDUCATION

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 education at The University of Tennessee, Knoxville, and is known for his work in multimodal literacies.

“Teach on Purpose! examines both the art and the science of teaching, arguing for distributive practices that link healing and hope to profound opportunities based in responsive classroom engagements. Thus, ‘teaching on purpose’ is really about teaching with purpose, while helping stu-dents meet and exceed academic standards.”

—David Kirkland, New York University“Teach on Purpose! will energize you and remind you why you joined the teaching profession in the first place.”

—Renee Boss, teacher and education blogger“Soon-to-be-teachers, new teachers, veteran teachers, embittered teachers, emboldened teachers, and even those who prepare and work with those teachers will benefit from this book.”

—Bandon Abdon, Advanced Placement Program, The College Board

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 scien-tifically 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, sci-ence, social studies, and language arts to dem-onstrate key principles that can be used in any classroom to be a true professional educator.

Teach on Purpose! will show secondary teach-ers 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.

Jul 2016/168 pp. (tent.)/PB, $29.95/5788-8

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 professionals 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 pro-spective 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 par-ent of color—with what Lois Weiner, a seasoned teacher educator, has learned from research and decades of experience 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.

Feb 2016/112 pp./PB, $25.95/5689-8

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ccssLook for this icon to findCommon Core resources

NewEdition


8 TEACHER EDUCATION

Data 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 professional development programs.”

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

“The authors lay out a compelling call to action to ensure that every teacher in this country has the skills, knowledge, and disposition in knowing how to use data to inform effective teaching.”

—Aimee Rogstad Guidera, Data Quality Campaign

Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. The book offers a clear path for change while also addressing the inherent com-plexities associated with change. Data Literacy for Educators provides concrete strategies for schools of education, professional developers, and school districts.

Book Features:• Defines data literacy for teaching and outlines

the knowledge and skills it comprises.• Uses examples and case studies

that tie theory to practice. • Provides a roadmap for integrating data

literacy into teacher preparation programs. • Covers emerging trends, such as

virtual and hybrid courses and massive open online courses.

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

ALSO BY ELLEN B. MANDINACHData-Driven School ImprovementLinking Data and LearningEdited by Ellen B. Mandinach and Margaret Honey304 pp./PB, $54.95/4856-5

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 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 community-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 number 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 knowl-edge, skills, and predispositions 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 com-munities 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 Ines Berta-Ávila, Julio Cammarota, José Cintrón, Barbara Flores, Carmen I. Mercado, Melissa Rivera, Louie F. Rodríguez

Mar 2016/208 pp./PB, $27.95/5683-6Copublished with NLERAP (National Latino/a Education Research and Policy Project)

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9TEACHER EDUCATION

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.

“Accreditation standards for teacher education programs are promoting the use of video records in teacher education. It is unlikely that there are many people who have as much experience with video records at this level as these authors.”

—Karen Wixson, University of North Carolina at Greensboro

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 expe-rience 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 lessons, 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 discus-sion 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.

June 2016/176 pp. (tent.)/PB, $37.95/5767-3

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 decades, the authors’ research has influenced practitioners and researchers 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 render-ing of well-informed best practices not only for responding to children we label as shy, but informa-tion that can be applied to all children. This is rec-ommended 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 inter-nalizing problems, difficulties with peer rela-tionships, 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 teach-ers 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.

Apr 2016/144 pp./PB, $34.95/5769-7/HC, $74/5770-3

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10 T E A C H I N G E N G L I S H L E A R N E R S T E A C H I N G S O C I A L S T U D I E S

Preparing to Teach Social Studies for Social Justice(Becoming a Renegade)Ruchi Agarwal-Rangnath is adjunct professor at California State University–San Francisco and vice

president of the National Association of Multicultural Education, California Chapter. Alison G. Dover is assistant professor, Department of Educational Inquiry and Curriculum Studies, Northeastern Illinois University. Nick Henning is associate professor in the Department of Secondary Education at California State University–Fullerton.

Foreword by Rick Ayers

“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 aspir-ing 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. Part I 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). Part II analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. Part III 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.

ccss Apr 2016/160 pp./PB, $27.95/5766-6

ALSO BY RUCHI AGARWAL-RANGNATHSocial Studies, Literacy, and Social Justice in the Common Core ClassroomA Guide for Teachers

ccss 168 pp./PB, $31.95/5408-5 large format

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 increasing 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 suc-cesses, 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 educa-tors 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.

Jun 2016/160 pp. (tent.)/PB, $35.95/5786-4 HC, $84/5787-1Language and Literacy Series

ALSO BY LORI A. HELMANLiteracy Instruction in Multilingual ClassroomsEngaging English Language Learners in Elementary School144 pp./PB, $28.95/5336-1 large format

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11EDUCATIONAL LEADERSHIP & POLICYT E A C H I N G S O C I A L S T U D I E S

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. This book is useful for all of us concerned about access and equity in education.”

—William G. Tierney, University of Southern California

“This book represents a moral and ethical call to any of us who believe in an educational pipeline for liberty, humanity, possibility, and justice for all—everyday!”

—H. Richard Milner IV, University of Pittsburgh

This timely book demonstrates why there needs to be a more thoughtful and collaborative effort on the part of K–12 schools, as well as institu-tions 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 support, mentoring, and resources needed to transform the college opportunities and life chances for under-represented urban youth. Featuring first-hand accounts from student participants, Expanding College Access documents how the model provided college access to some of the most selective and prestigious universities across the nation. Because this partnership situates college access within a social justice framework, it is one of the more unique programs in the country.Contributors: Irene Atkins, Bree Blades, Jon Carroll, Whitney Gouche, Tr’Vel Lyons, Justyn K. Patterson, Jerry Morrison, Michelle Smith, Ashley V. Williams

May 2016/192 pp./PB, $34.95/5764-2 HC, $78/5765-9

ALSO BY TYRONE C. HOWARD

Black Male(d)Peril and Promise in the Education of African American Males

208 pp./PB, $29.95/5490-0/HC, $72/5491-7

Why Race and Culture Matter in SchoolsClosing the Achievement Gap in America’s Classrooms

208 pp./PB, $30.95/5071-1/HC, $62/5072-8

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.

Foreword by Karen GJ Lewis

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 underregulated charters.

• Reveals charter school “churn” that often follows the closing of a mismanaged charter.

• Provides a cogent counternarrative to the claim that charters are necessary for America to compete globally.

Audience: Teacher educators, school administrators, policymakers, teacher unions, and researchers; courses in history of education, social foundations of education, policy and politics of education, contemporary issues in education.

Jun 2016/224 pp. (tent.)/PB, $35.95/5725-3

ALSO BY MERCEDES K. SCHNEIDERCommon Core DilemmaWho Owns Our Schools ccss 264 pp./PB, $29.95/5649-2/HC, $68/5650-8

NewavailableMay

New


12 EDUCATIONAL LEADERSHIP & POLICY

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 concentrations of bilin-gual learners, it can be especially challenging for teachers to maintain commitments to equity-minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population.

They identify specific tensions that emerged, concerning:• The degree of academic struggle that

is generative for student learning, and the point at which such struggle becomes counterproductive.

• The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences.

• The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching.

• The influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standards.

• The performance pressures placed on teachers in today’s educational policy context.

This timely book illustrates what can happen when a school’s teachers embrace equity peda-gogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students.

ccss Jul 2016/224 pp. (tent.)/PB, $39.95/5784-5 HC, $84/5785-3Multicultural Education Series

Liberating Leadership CapacityPathways to Educational WisdomLinda Lambert is professor emeritus at California State University, East Bay; an international consultant; president of Lambert

Leadership Development; and a novelist. Diane P. Zimmerman, a former superintendent of schools, is a writer and consultant focusing on building human capacity. Mary E. Gardner is a former school district superintendent and an educational leader, lecturer, and consultant.

Foreword by Andy Hargreaves

“There are many very good ideas in this book, and there is also great wisdom. It is a book that can not only set you and your school free but also set you off in a determined direction to foster a more inclusive and inspiring place for your students and fellow educators alike.”

—From the Foreword by Andy Hargreaves, Boston College

“This 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

”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 consultantDuring 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 leader-ship 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.

Apr 2016/168 pp./PB, $31.95/5751-2

ALSO BY LINDA LAMBERTThe Constructivist LeaderSecond EditionLinda Lambert, Deborah Walker, Diane P. Zimmerman, Joanne E. Cooper, Morgan Dale Lambert, Mary E. Gardner, and Margaret Szabo304 pp./PB, $29.95/4253-2

New

availableJuly

New


13FOUNDATIONS OF EDUCATION

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 professor 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.

Afterword by Michael Dumas

“Fascinating, innovative, and rigorously researched, this groundbreaking book will change how we think of the field of curriculum.”

—Sonia Nieto, professor emerita, University of Massachusetts

Within curriculum studies, a “master narra-tive” has developed into a canon that is pre-dominantly 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 founda-tions 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 around curriculum, typically dominated by university voices.

Jun 2016/192 pp./PB, $35.95/5678-2/HC, $76/5679-9Multicultural Education Series

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 stu-dents and teachers.

Drawing from research across various educa-tion sites, the author illustrates how educators recognize the label’s potential to redress issues of equity, but warns that it can also stigmatize the students so labeled. Brown explores how the labeling and subsequent practices by teach-ers 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 teach-ing, and includes tools to help readers acquire more complex, critical understandings of risk in educational practice.

After the “At-Risk” Label not only challenges the education community to reorient itself to a more equitable discourse, it provides a 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 institution.

• 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.

Jun 2016/216 pp. (tent.)/PB, $42.95/5701-7Disability, Culture, and Equity Series

New

New


14 FOUNDATIONS OF EDUCATION

School Integration MattersResearch-Based Strategies to Advance EquityEdited by Erica Frankenberg, associate professor of education and demography and co-director of the Center

for Education and Civil Rights at Pennsylvania State University; Liliana M. Garces, 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; and Megan Hopkins, assistant professor of education at the University of Illinois at Chicago.

”This is the book that reignites the civil rights move-ment for the 21st century, written and edited by a powerful new generation of civil rights scholars.”

—Patricia Gándara, 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 educa-tional system and examine opportunities to sup-port integration efforts across the educational pipeline (pre-K to higher education).

Contributors: Martha Cecilia Bottia, Courtney D. Cogburn, Erica Frankenberg, Liliana M. Garces, Rachel Garver, Cynthia Gordon da Cruz, Mariela Gutierrez, Megan Hopkins, Michael Hilton, Daniel Kiel, Richard Lambert, Savannah Larimore, Rebecca Lowenhaupt, Roslyn Arlin Mickelson, P. Zitlali Morales, Lindsay Pérez Huber, Aria Razfar, Jeanne L. Reid, Matthew Patrick Shaw, Philip Tegeler, Hoang Tran, Tina Trujillo, Brenda Pulido Villanueva

Mar 2016/256 pp./PB, $37.95/5755-0/HC, $80/5756-7

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 faculty 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 something tangible to fight for.”

—Sally Lee, executive director, Teachers Unite

“The testimonies in this book remind us that schools can, in fact, be transformational communities. This is a work of head and heart, a call to reimagine schools as sites of critique and collaboration, pur-pose 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 sus-tained inquiry and critical engagement in school and with the larger world. Restoring Dignity in Public Schools demonstrates how urban public schools can create thriving, authentic centers of learning. Drawing from rich narratives of human rights education (HRE) in action, the author shows how school leaders can create an envi-ronment 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 pro-duce schooling that encourages young people to critically interact with the world around them and imagine different alternatives for the future. This timely book provides a viable alternative to the currently favored strategies of increased testing, privatization, and disciplinary control.

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.

Feb 2016/192 pp./PB, $36.95/5742-0

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15FOUNDATIONS OF EDUCATION

Human Rights and SchoolingAn Ethical Framework for Teaching for Social JusticeAudrey Osler is professor of education at the University of South East Norway and at the University of Leeds, UK, where she was founding director of the interdisciplinary Centre for Citizenship and Human Rights Education (CCHRE).

Most of the struggles for equitable schooling, including multicultural curricula and culturally responsive teaching, have largely taken place on a local or national stage, with little awareness of how international human rights standards might support these struggles. Human Rights and Schooling explores the potential 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 mar-ginalized. The author, Audrey Osler, examines the theory, research, and practice linking human rights to education in order to broaden the con-cept of citizenship and social studies education.

Bringing scholarship and practice together, the text uses concrete examples to illustrate the links between principles and ideals and actual efforts to realize social justice in and through education. Osler anchors her examina-tion of human rights in the U.N Convention on the Rights of the Child, as well as the U.N. Declaration on Human Rights Education and Training.

Book Features:• Supports teachers in their everyday

struggles for social justice.• Contributes to theory and practice

in human rights education.• Advocates for greater international solidarity

and cooperation in multicultural education. • Explores how the concept of child rights

can strengthen education for democracy.

May 2016/192 pp./PB, $39.95/5676-8 HC, $88/5677-5Multicultural Education Series

The 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 privatiza-tion policies are being adopted and why so many countries are engaging in this type of edu-cation reform. The authors explore the contexts, key personnel, and policy initiatives that explain the worldwide advance of the private sector in education, and identify six different paths toward education privatization—as a drastic state sector reform (e.g., Chile, the U.K.), as an incremental reform (e.g., the U.S.A.), in social-democratic welfare states, historical public-private partnerships (e.g., Netherlands, Spain), de facto privatization in low-income countries, and privatization via disaster.

Book Features:• The first comprehensive, in-depth

investigation of the political economy of education privatization at a global scale.

• An analysis of the different strategies, discourses, and agents that have contributed to advancing (and resisting) education privatization trends.

• An examination of the role of private corporations, policy entrepreneurs, philanthropic organizations, think-tanks, and teacher unions.

Jun 2016/224 pp. (tent.)/PB, $41.95/5759-8International Perspectives on Education Reform

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16 EARLY CHILDHOOD EDUCATION

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 president of the National Association for the Education of Young Children (NAEYC) and professor emerita at the University of Illinois, Urbana-Champaign.

Now in its Third Edition, Young Investigators pro-vides an introduction to the project approach with step-by-step guidance for conducting meaningful investigations with young children. The authors have expanded their bestseller to include two new chapters—How Projects Can Connect Children with Nature and Project Investigations as STEM—and to provide 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 experiences 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 implementing 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.

ccss May 2016/176 pp./PB, $32.95/5690-4 large format, photosEarly Childhood Education Series

ALSO BY JUDY HARRIS HELM

Becoming Young ThinkersDeep Project Work in the Classroom

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

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 is my go-to source with families, professionals, and students. The newest edition expands upon an already exceptional book with the most recent policy and evidence-based practice recommendations. I can’t keep enough copies in my library. “

—Susan Fowler, director, Illinois Early Intervention Clearinghouse

“Sometimes, knowing what to ask for is half the battle, and this book is chock-full of ‘insider information’ to guide families and professionals.”

—Building Blocks: A Special Needs Magazine (of first edition)

This new edition has been completely revised to reflect recent research and respond to feedback that the author accumulated from users of the first edition, including practicing professionals and university instructors. With a focus on how families and professionals can collaborate effectively so that infants and toddlers (0–3) learn, grow, and thrive, chapters address: child learning and development, family functioning 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, intervention implementation, service coordination, and transition—are also discussed. This hands-on resource uses stories of families in early intervention 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.

May 2016/224 pp./PB, $33.95/5773-4Early Childhood Education Series

NewEditionNew

Edition


17

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 experiences when they transition from home to school, from classroom to class-room, and from school to school raise issues of continuity that permeate every aspect of early childhood education. This book uses practitio-ner stories to investigate beliefs about continu-ity and discontinuity and how these beliefs are enacted in contexts for young children from birth to age 8. The authors examine a range of continuities and discontinuities, including the experiences children, teachers, and families have with programs; the interactions between families and schools; and the ways in which pro-grams and schools relate to one another. They also raise questions about primary caregiving, cultural responsiveness, assessment practices, and congruity between institutions. Discussions of each story include the authors’ interpreta-tions, 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.

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

Reading, Writing, and TalkInclusive Teaching Strategies for Diverse Learners, K–2Mariana Souto-Manning is an associate professor and coordinator of Early Childhood Education Program,

Teachers College, Columbia University; Jessica Martell is an 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

“Offers us a great opportunity to explore pedagogi-cal strategies that are diverse and inclusive.”

—From the Foreword by Gloria Ladson-Billings, University of Wisconsin–Madison

“Readers will discover a treasure of teacher and student collaborative experiences to engage diverse learners.”

—Yetta and Ken Goodman, University of Arizona

“The authors offer rich vignettes and pragmatic guidance for learning about, responding to, and respectfully building community among children. We readers are in their debt.”

—Anne Haas Dyson, University of IllinoisThis 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 supported and valued. Chapters focus on oral language, reading, and writing development and include diverse possibilities 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 culturally relevant language and literacy teaching, this important book will help K–2 teachers (re)think and (re)conceptualize their own practices.

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

ALSO BY MARIANA SOUTO-MANNING

Multicultural Teaching in the Early Childhood ClassroomApproaches, Strategies, and Tools, Preschool–2nd Grade

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

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E A R LY C H I L D H O O D E D U C AT I O N E A R LY L I T E R A C Y


18 EARLY LITERACY

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.

Foreword by P. David Pearson

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 infor-mational 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.

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

Revitalizing Read AloudsInteractive Talk About Books with Young Children, PreK–2 Lisa Hammett Price, professor, Department of Communication Disorders, Special Education, and Disability Services, Indiana University of

Pennsylvania, and Barbara A. Bradley, associate professor in the Department of Curriculum and Teaching, University of Kansas.

Foreword by Sharon Walpole

“This book is a great read, filled with raise-the-bar opportunities for teaching and learning with litera-ture, information text, poetry, and ebooks. If you choose to teach like this, children won’t say they didn’t learn anything in school today.”

—From the Foreword by Sharon Walpole, University of Delaware

”Offers exceptionally comprehensive and clear guidance about developing young children’s oral language and thinking through conversations dur-ing 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.

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

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

ccss Apr 2016/168 pp./PB, $29.95/5763-5The Common Core State Standards in Literacy Series

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19LANGUAGE AND LITERACY

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 director of Aquinas Center in South Philadelphia and a nonprofit management consultant.

Foreword by María E. Fránquiz

”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 “This book is a powerful illustration of intentional ethical engagement to support sustainable com-munity-based inquiries toward social and political transformation.”

—Tarajean Yazzie-Mintz, American Indian College Fund

“The authors have written a powerful and human-izing portrait of a longitudinal, culturally sustaining, and ethically collaborative engagement for educa-tional justice and immigrant rights.”

—Ernest Morrell, Teachers College, Columbia University

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 com-munities. Sharing rich examples, the authors examine how these diverse groups use language and literacy practices to advocate for greater opportunities. This unique partnership dem-onstrates 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 reimag-ining university/community collaborations and the practice of ethical partnering.

Apr 2016/176 pp./PB, $32.95/5721-5/HC, $72/5722-2Language and Literacy Series

ALSO BY GERALD CAMPANOImmigrant Students and LiteracyReading, Writing, and Remembering160 pp./PB, $27.95/4732-2

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, administrators, and consultants 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 per-spectives of teachers, National Writing Project consultants, and administrators. Her up-close analysis illuminates how rigid accountability structures shift power away from the teachers and administrators who know the students best. 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.

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

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20 LANGUAGE AND LITERACY

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 practi-cal 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 dis-abilities 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.

Jun 2016/144 pp./PB, $29.95/5778-9 HC, $68/5779-6

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 language and conceptual framework for multimodal meaning making.”

—From the Foreword by Jennifer Rowsell, Brock University

“What this book does in the world will surely open up classrooms to playful ways of being with materials and one another, and to divergent ways of doing what has been called literacy teaching and learning.”

—Stephanie Jones, The University of GeorgiaGo Be a Writer! provides an introduction to post-structural and posthumanist theories in order to imagine new possibilities for expanding literacy education. The authors put these theories to work in the context of an elementary school classroom, examining literacy-based activities that occur as students participate with materi-als 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.

Apr 2016/256 pp./PB, $56.95/5774-1/HC, $118/5775-8Language and Literacy Series

ALSO BY CANDACE R. KUBYCritical Literacy in the Early Childhood ClassroomUnpacking Histories, Unlearning Privilege160 pp./PB, $32.95/5469-6/HC, $70/5470-2 illustrations

NewNew



21BESTSELLERS!


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

“This book presents a powerful and passionately delivered argument for citizenship education and convincingly demonstrates that recent educational reform tends to be hostile to this goal.” —Canada Education

“In this book, Westheimer issues a welcome invitation to connect our conception of the ideal school to its impact on our broader society.” —Alfie Kohn, bestselling author

“An invaluable roadmap for anyone who asks the big questions, no matter what they think of his answers.” —Jonathan Zimmerman, New York University

“The book is compelling, very accessible, full of inspiring examples, and sometimes even funny. It’s a book that every teacher should have.” —Andy Hargreaves, Boston 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

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 edu-cators 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 edi-tion 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 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, UCLAIn this comprehensive look at modern education reform, two of the most respected voices in education and a team of young education scholars use hard-hitting information and a touch of comic relief to separate fact from fiction.

2014/272 pp./PB, $29.95/5524-2 (T)


22 BESTSELLERS!

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 writers if you do.”—From the Foreword by Steve Graham, Arizona State UniversityUsing 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.

ccss 2015/192 pp./PB, $31.95/5633-1 photos/illustrationsThe Common Core State Standards in Literacy Series

Copublished with NWP and TESOL

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 University

The Third Edition provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. With field-tested classroom activities, this edition shows teachers how to 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

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 illustrate 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

Copublished with NWP (National Writing Project)


23BESTSELLERS!

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

“As a White teacher engaged in this work, I’ve watched these tools help educators support one another as they make mistakes, reflect, and grow together.”

—Lynn Eckerman, Independence Charter School, Philadelphia Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead.

2015/192 pp./PB, $34.95/5599-0/HC, $78/5600-3Practitioner Inquiry Series

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 collection of writings grounded in the lived experiences of outstanding teachers.” —Luis Moll, University of ArizonaWhy We Teach Now dares to challenge current notions of what it means to be a “highly qualified teacher” á la No Child Left Behind, and demonstrates the depth of commitment and care teachers bring to their work with students, families, and communities. This sequel to Nieto’s popular book, Why We Teach, features powerful stories of classroom teachers from across the country as they give witness to

their hopes and struggles to teach our nation’s children.

2015/288 pp./PB, $29.95/5587-7/HC, $68/5624-9

ALSO BY SONIA NIETO

Why We Teach“Highly recommended.” —Choice

2005/256 pp./PB, $26.95/4593-9 (T)

The Culturally Inclusive EducatorPreparing for a Multicultural WorldDena R. Samuels

“This book provides the research and the tools for transforming ourselves and our practice; it is up to us to do the work.”—Gary R. Howard, Equity and School Change Consulting

“At last—an empathetic and inspiring book that says the way to educate all students more successfully is to awaken teachers’ higher awareness.”

—Peggy McIntosh, National SEED Project on Inclusive Curriculum Based on the author’s national research and consulting work, this

book provides guidance on overcoming personal and institutional challenges to cultural inclusiveness (stereotype threats, microaggressions, colorblindness/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


24 BESTSELLERS!

Designing GroupworkStrategies for the Heterogeneous Classroom, Third Edition Elizabeth G. Cohen and Rachel A. LotanForewords by Linda Darling-Hammond and John I. Goodlad

“The new edition updates a classic text for those who want both theory and practice.”

—Larry Cuban, professor emeritus, Stanford University“Designing Groupwork has earned its place in the library of anyone seeking to create high-achieving, equitable classrooms.” —Horace As teachers today work in ever more challenging contexts,

groupwork remains a particularly effective pedagogical strategy. The new edition of this popular book incorporates current research findings with new material on what makes for a groupworthy task, and shows how groupwork contributes to growth and development in the language of instruction. Responding to new curriculum standards and assessments across all grade levels and subject areas, this edition shows teachers how to organize their classroom so that all students participate actively.

2014/256 pp. /PB, $26.95/5566-2

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 FundThe research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today’s profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies, including a

district-wide approach in Cleveland aimed at social and emotional learning strategies. Contributors include Robert Balfanz, Jamilia J. Blake, Dewey Cornell, Jeremy D. Finn,

Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, and Ivory A. Toldson.

2015/288 pp./PB, $36.95/5613-3/HC, $76/5614-0Disability, Culture, and Equity Series

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 CaterpillarThis critically acclaimed, full-color resource will help educators create the highest quality learning opportunities for a new generation of children. The Second Edition features substantial

changes, including new chapters by pioneers of the work that happens in the atelier. The authors provide examples of projects and address practical aspects of the atelier, including organizing the environment and using materials.

Contributors: Pauline Baker, Barbara Burrington, Susan Harris MacKay, Carlina Rinaldi, Lori Geismar Ryan, and Vea Vecchi.

2015/224 pp./PB, $35.95/5632-4 large format, color photos and illustrationsEarly Childhood Education Series


25RECENTLY PUBLISHED


Facilitating for LearningTools for Teacher Groups of All KindsDavid Allen and Tina Blythe Foreword by Ron Ritchhart

Organized to be an exploration of the role of facilitating and a handbook of strategies, this resource

is for use in a range of contexts, including faculty and department meetings, professional learning communities, grade-level teams, and inquiry groups. It is a perfect companion to the authors’ bestseller, The Facilitator’s Book of Questions.

2015/144 pp./PB, $27.95/5738-3

COMPANION VOLUMES: Looking Together at Student Work: Third Edition96 pp./PB, $24.95/5646-1

The Facilitator’s Book of QuestionsTools for Looking Together at Student and Teacher Work160 pp./PB, $26.95/4468-0

The New Meaning of Educational ChangeFifth EditionMichael FullanThe book that revolutionized the theory and practice of educational change is now in its Fifth Edition!

“Few people can match Michael Fullan’s depth and breadth of experience with real change in education. Updating his classic text could not come at a better time given the rolling wave of rethinking Industrial Age education around the world.”—Peter Senge, Society for Organizational Learning

2016/312 pp./PB, $36.95/5680-5/HC, $78/5744-4Copublished with Routledge and Ontario Principals’

Council. See tcpress.com for availability outside the U.S.A.

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 UniversityBestselling 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 governors to sign commitments before the standards were even completed.

ccss 2015/264 pp./PB, $29.95/5649-2 HC, $68/5650-8

Be the ChangeReinventing School for Student SuccessLinda Darling-Hammond, Nicky Ramos-Beban, Rebecca Padnos Altamirano, and Maria E. HylerBe 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.

2016/264 pp./PB, $34.95/5743-7 large format

ALSO BY LINDA DARLING-HAMMOND: Teaching in the Flat WorldLearning from High-Performing Systems120 pp./PB, $24.95/5647-8/HC, $54/5648-5

2015 Choice Outstanding Academic Title

Race to the BottomCorporate School Reform and the Future of Public Education Michael V. McGillMcGill traces the emergence of corporate reform and describes how its tenets

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

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

Cracks in the SchoolyardConfronting Latino Educational InequalityEdited by Gilberto Q. Conchas, with Brianna M. Hinga Foreword by Amanda Datnow

This book features achieve-ment cases that depict Latinos as active actors—not

hopeless victims—in the quest for social and eco-nomic mobility. These counternarratives will help educators and policymakers fill the cracks in the schoolyard that often create disparity and failure for youth and young adults.

2016/224 pp./PB, $39.95/5703-1/HC, $80/5704-8


26 RECENTLY PUBLISHED

2015 AESA Critics’ Choice Award

Being BadMy Baby Brother and the School-to-Prison PipelineCrystal T. Laura Foreword by William Ayers Afterword by Erica R. Meiners

“This easy-to-read personal narrative provides a connection to the larger body of literature regarding the school-to-prison pipeline, and the myriad factors contributing to this phenomenon that would be well-received by undergraduate education students, as well as community members, families, and teachers.” —TC RecordThe 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

Identity Work in the ClassroomSuccessful Learning in Urban SchoolsCheryl Jones-Walker Foreword by Theresa Perry

This book proposes “identity work” as an alternative to top-down reform measures. Based on an in-depth study of

two classrooms in urban K–8 schools, the author argues that efforts to improve urban schools should recognize the importance of relational change that focuses on deepening personal inter-actions between students and teachers, teachers and other teachers, and schools and parents.

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

Smarter Teacher LeadershipNeuroscience and the Power of Purposeful CollaborationMarcus Conyers and Donna Wilson Foreword by Mary Helen Immordino-Yang

Shares a fresh vision for school leadership that con-

nects current knowledge from mind, brain, and adult learning research to the process of teacher development and leadership. Providing clear steps and real-life examples, the authors demonstrate a broad array of leadership pathways to help teach-ers collaborate with colleagues and advocate with administrators and parents.

2016/144 pp./PB, $28.95/5730-7

ALSO BY CONYERS AND WILSON: Five Big Ideas for Effective TeachingConnecting Mind, Brain, and Education Research to Classroom Practice

ccss 2013/208 pp./PB, $29.95/5425-2

Biography-Driven Culturally Responsive TeachingSecond EditionSocorro Herrera Foreword by Geneva Gay

For the new edition, teaching strategies and

tools have been updated to reflect new brain research and to keep pace with our nation’s ever-changing demographics and shift in expectations for K–12 students. The structure and format of this bestseller has also been revised to help educators find information quickly.

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

ALSO BY SOCORRO HERRERA: Accelerating Literacy for Diverse LearnersStrategies for the Common Core Classroom, K–8

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

Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms

2011/208 pp./PB, $29.95/5217-3 large format, photos

SchooledOrdinary, Extraordinary Teaching in an Age of ChangeAnne Lutz Fernandez and Catherine Lutz Foreword by Ann Lieberman

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.

2015/160 pp./PB, $29.95/5736-9/HC, $74/5737-6

DisCrit—Disability Studies and Critical Race Theory in EducationDavid J. Connor, Beth A. Ferri, and Subini A. Annamma, Editors

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).

2016/288 pp./PB, $44.95/5667-6/HC, $92/5668-3Disability, Culture, and Equity Series



Trauma-Sensitive SchoolsLearning Communities Transforming Children’s Lives, K–5Susan E. Craig Foreword by Jane Ellen Stevens

Growing evidence supports the important relationship between trauma and aca-

demic failure. In response, the trauma-sensitive schools movement presents a new vision for promoting children’s success. This book intro-duces this promising approach and provides K–5 education professionals with clear explanations of current research and dozens of practical, creative ideas.

2016/160 pp./PB, $28.95/5745-1

Improving Teacher Evaluation SystemsMaking the Most of Multiple MeasuresJason A. Grissom and Peter Youngs, Editors

This volume by expert researchers and practitioners will be invaluable to school and district administrators,

policymakers, researchers, and teacher educa-tion institutions grappling with issues of teacher accountability and school leadership.

Contributors include Casey D. Cobb, Sean P. Corcoran, Morgaen L. Donaldson, Dan Goldhaber, Ellen Goldring, Gary T. Henry, Susanna Loeb, Robert C. Pianta

2016/208 pp./PB, $37.95/5739-0/HC, $76/5740-6

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 illustrate ideas.”

—Mathematics Teaching in the Middle Schoolccss 2015/128 pp./PB, $26.95/5660-7 large format Copublished with NCTM

ALSO BY MARIAN SMALL: Uncomplicating Algebra to Meet Common Core Standards in Math, K–8

ccss 2014/176 pp./PB, $27.95/5517-4 large format

Uncomplicating Fractions to Meet Common Core Standards in Math, K–7

ccss 2013/144 pp./PB, $26.95/5485-6 large format

Imagination and the Engaged LearnerCognitive Tools for the ClassroomKieran Egan and Gillian JudsonThis practical handbook shows that the imagination—one of the great workhorses of learning—can make all

learning and all teaching more effective. The authors demonstrate how and why imagination can be used across the curriculum and grade levels and provide techniques that any teacher can learn and easily apply in any classroom.

2016/160 pp./PB, $37.95/5712-3/HC, $78/5714-7

Transforming Teacher Education for Social JusticeEva Zygmunt and Patricia Clark Foreword by Peter Murrell

The authors propose a new model of culturally respon-sive teacher preparation that capitalizes on the strengths

of programs evidencing important outcomes. Chapters address: situated learning embedded in communities; strategies for interweaving theory, content, pedagogy, and classroom practice; student engagement and motivation; and critical service learning.

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

Teaching Outside the Box but Inside the StandardsMaking Room for DialogueEdited by Bob Fecho, Michelle Falter, and Xiaoli Hong Foreword by Meenoo Rami

Drawing on a theoretical framework and rationale for engaged dialogical practice,

the authors present and analyze key classroom events that illustrate the productive and restric-tive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for complementing and expanding the Common Core State Standards.

ccss 2016/144 pp./PB, $31.95/5748-2Language and Literacy Series

Copublished with NWP (National Writing Project)


28 RECENTLY PUBLISHED

Pose, Wobble, FlowA Culturally Proactive Approach to Literacy InstructionAntero Garcia and Cindy O’Donnell-Allen Foreword by Linda Christensen

Presents a framework for disrupting the pervasive myth that there is one set of

surefire, culturally neutral “best” practices. Each chapter highlights a particular pose, describes how to work through common wobbles, incorporates teacher voices, and provides questions for further discussion.

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

Copublished with NWP

RTI 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 teach-ers mesh the requirements of

any RTI program with high standards, whether they be CCSS, state, or local.”

—Susan B. Neuman, New York University Focusing on what research tells us about how children learn, this guide can serve as the core of language arts instruction with all students, includ-ing individuals with mild to moderate disabilities. Offers an adaptable framework and practical tips for integrating CCSS into local RTI systems.

ccss 2016/160 pp./PB, $29.95/5716-1The Common Core State Standards in Literacy Series

Literacy Leadership in Changing Schools10 Keys to Successful Professional DevelopmentShelley B. Wepner, Diane W. Gómez, Katie Egan Cunningham, Kristin N. Rainville and Courtney KellyProvides concrete approaches that leaders and coaches can

use to help K–6 teachers improve their instruction with culturally and linguistically diverse students. Offering vignettes, strategies, and guidelines, the book addresses typical issues leaders and teach-ers face, such as high-stakes testing, failure rates, teacher and principal evaluations, family engage-ment, and shrinking resources.


ALSO BY SHELLEY B. WEPNER: The Administration and Supervision of Reading ProgramsFifth Edition

ccss 256 pp./PB, $34.95/5480-1 large format, photos

The Fluency FactorAuthentic Instruction and Assessment for Reading Success in the Common Core ClassroomTimothy Rasinski and James K. Nageldinger Foreword by Patricia M. Cunningham

Reading fluency has been identified in the Common Core State Standards as a foundational competency for reading proficiency. This resource provides teachers and literacy inter-ventionists with approaches to fluency instruction that are effective, engaging, and easy to implement. This important new book updates and adds to Timothy Rasinski’s classic text, The Fluent Reader.

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

Uncommonly Good IdeasTeaching Writing in the Common Core EraSandra Murphy and Mary Ann Smith

”This book is slender, readable, and well worth the ride.”—Arthur Applebee,

University at Albany Authors zero in on several “big ideas” that lead to and support effective practices in writing instruction, such as integrating reading, writ-ing, speaking, and listening; teaching writing as a process; extending the range of students’ writing; spiraling and scaffolding a writing curriculum; and collaborating.


Copublished with NWP

Research-Based Practices for Teaching Common Core LiteracyP. David Pearson and Elfrieda H. Hiebert, Editors

This one-of-a-kind resource brings together literacy lumi-naries, each addressing their specialty, to offer an acces-

sible 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 format

Copublished with ILA



Teaching in ThemesAn Approach to Schoolwide Learning, Creating Community, and Differentiating InstructionDeborah Meier, Matthew Knoester, and Katherine Clunis D’Andrea, Editors

Will help schools incorporate 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 create artwork, music, science presentations, and hands-on learning experiences that support differ-entiated instruction across the curriculum.

2015/192 pp./PB, $34.95/5699-7/HC, $78/5700-0 photos Practitioner Inquiry Series

Civic Education in the Elementary GradesPromoting Student Engagement in an Era of AccountabilityDana Mitra and Stephanie C. Serriere Foreword by Meira Levinson

This book shows how civic engagement encourages young people to examine their environment, to notice and question injus-tices, and to take action to make a difference in their communities and school. Focusing on the intersection of student voice and critical inquiry, the authors provide classroom activities and les-sons for practice.

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

STEM Learning with Young ChildrenInquiry Teaching with Ramps and PathwaysShelly Counsell, Lawrence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenberg, Beth Van Meeteren, Yoshizawa, and Betty Zan

This teacher’s guide provides the background infor-mation, STEM concepts, and strategies needed to successfully implement an early STEM curricu-lum (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.

ccss 2016/216 pp./PB, $33.95/5749-9Early Childhood Education Series

Teaching KindergartenLearner-Centered Classrooms for the 21st CenturyJulie Diamond, Betsy Grob, and Fretta Reitzes, Editors Foreword by Vivian Gussin Paley / Prologue by Ruth Charney

Illustrates how a 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.

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

Courageous Leadership in Early Childhood EducationTaking a Stand for Social Justice Susi Long, Mariana Souto-Manning, and Vivian Maria Vasquez, Editors Foreword by Sonia Nieto

The book includes strategies and resources that administrators can use to build confidence, knowledge, and skills as they invest in more equitable and just preschools and schools.

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

The New Early Childhood ProfessionalA Step-by-Step Guide to Overcoming GoliathValora Washington, Brenda Gadson, and Kathryn L. Amel Foreword by Roger and Bonnie Neugebauer

Presents some of the heroic experiences and strategic approaches used by early childhood educators to deal with change, including concrete steps, resources, tools, and questions for reflection.

2015/176 pp./PB, $27.95/5663-8Early 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

2015/192 pp./PB, $27.95/5670-6

30 CLASSICS&BESTSELLERS!

Thinking About Education Series Jonas F. Soltis, Editor

THE ETHICS OF TEACHINGKenneth A. Strike and Jonas F. Soltis

176 pp. /PB, $24.95/4981-4

CURRICULUM AND AIMSDecker F. Walker and Jonas F. Soltis, assisted by Frances Schoonmaker144 pp./PB, $24.95/4984-5

APPROACHES TO TEACHINGGary D Fenstermacher and Jonas F. Soltis, with contributions from Matthew N. Sanger

128 pp. /PB, $24.95 /4982-1

PERSPECTIVES ON LEARNINGD. C. Phillips and Jonas F. Soltis

144 pp./PB, $24.95/4983-8

SCHOOL AND SOCIETYWalter Feinberg and Jonas F. Soltis

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

5thEditions

2015 Winner! 2014 AACTE Outstanding Book Award

PROFESSIONAL CAPITALTransforming Teaching in Every School Andy Hargreaves and Michael Fullan

2012/240 pp./PB, $32.95/5332-3/HC, $66/5333-0

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

IS EVERYONE REALLY EQUAL?An Introduction to Key Concepts in Social Justice EducationÖzlem Sensoy & Robin DiAngelo

2011/240 pp./PB, $32.95/5269-2 HC, $66/5270-8

2012 Winner!

THE FLAT WORLD AND EDUCATIONHow America’s Commitment to Equity Will Determine Our FutureLinda Darling-Hammond

2010/408 pp./PB, $26.95/4962-3/(T)

Multicultural Education Series

GETTING TEACHER EVALUATION RIGHTWhat Really Matters for Effectiveness and ImprovementLinda Darling-Hammond

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

REACHING AND TEACHING STUDENTS IN POVERTYStrategies for Erasing the Opportunity GapPaul C. Gorski

2013/216 pp./PB, $34.95/5457-3/HC, $74/5458-0

THE PEDAGOGY OF CONFIDENCEInspiring High Intellectual Performance in Urban SchoolsYvette Jackson Foreword by Reuven Feuerstein

2011/208 pp./PB, $28.95/5223-4/HC, $62/5224-1

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

ccss 2013/168 pp./PB, $29.95/5403-0

large format, illustrations

THE POWER OF PROTOCOLSAn Educator’s Guide to Better Practice Third EditionJoseph P. McDonald, Nancy Mohr, Alan Dichter, and Elizabeth C. McDonald

2013/144 pp./PB, $26.95/5459-7

INTERVIEWING AS QUALITATIVE RESEARCHA Guide for Researchers in Education and the Social Sciences, Fourth Edition Irving Seidman

2013/192 pp./PB, $26.95/5404-7

Spring/Summer 2016 TC Press ISBN prefix is 978-0-8077

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