Teachers College Press, Education

ww

w.t

cp

re

ss.c

om

/ 8

00

.575

.65

66

EducationSpring/Summer 2015

Visit our e-Bookstore!

www.tcpress.com

Professors: Request exam copies online at

www.tcpress.com

Tea

ch

ers

Co

lleg

e Pr

ess

ORDER ONLINE IN THE U.S. WWW.TCPRESS.COM IN CANADA WWW.UTPRESS.UTORONTO.CA

2 WINNE R S!

Cov

er p

hoto

cou

rtes

y of

Nic

olas

Ray

mon

d, fr

om fr

eest

ock.

ca, u

nder

a c

reat

ive

com

mon

s at

trib

utio

n lic

ense

.

Also 2014 AACTE Outstanding Book Award Winner

Professional CapitalTransforming Teaching in Every School Andy Hargreaves and Michael Fullan

“This book gives educators viable solutions and varied examples from around the world.” —Principal

“Engaging, challenging and stimulating. Particularly encouraging is the fact the authors not only identify core problems in education but also, based upon their own international experiences of being directly engaged in effective educa-tional reform, suggest practical solutions.”

—School Administrator

2012/240 pp./PB, $31.95/5332-3/HC, $66/5333-0A joint publication with the Ontario Principals’ Council.

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

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

“The story of Finland’s extraordinary educational reforms is one that should inform policymakers and educators around the world. This updated edition presents lessons in a vivid and inspiring style.”

—Linda Darling-Hammond, Stanford University“Whether or not you have read Finnish Lessons, you should read and ponder

this new edition right away.” —Howard Gardner, Harvard UniversityThis second edition details the complexity of meaningful change by exam-ining Finland’s educational performance in light of the most recent inter-national assessment data and domestic changes.

2015/264 pp./PB, $24.95/5585-3

The Flat World and EducationHow America’s Commitment to Equity Will Determine Our FutureLinda Darling-Hammond

“Contains a valuable lode of practical and research-based advice about how to improve our schools.”

—The Washington Post“Darling-Hammond identifies the policies and the practices that could turn the

tide from educational mediocrity to educational excellence for all if we only had the will.”

—The School Administrator“This book is a must for graduate education students, educators, [and]

policymakers. . . . Essential.” —Choice

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

AUDIOBOOK AVAILABLE AT DOWNPOUR.COM

2015winner

New Edition

2012winner

E-BOOKS 20% off all ebooks at www.tcpress.com

NEW EDITION OF THE 2013 AWARD WINNER

Teachers College Press &

FE ATU RE D FOR SPRING 3

ORDER BY PHONE IN THE U.S. 800.575.6566 IN CANADA 800.565.9523ORDER ONLINE IN THE U.S. WWW.TCPRESS.COM IN CANADA WWW.UTPRESS.UTORONTO.CA

Teaching in the Flat WorldLearning from High-Performing SystemsLinda Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University; Robert Rothman is senior fellow for the Alliance for Excellent Education in Washington, DC. With contributions by Pasi Sahlberg, Barry Pervin, Carol Campbell, and Tan Lay Choo.

Teaching in the Flat World will help school systems improve their teacher workforce by drawing important lessons from nations with high-performing educational systems, as well as from successful state experiments in the United States. The authors examine common features and differences in the approaches of high-performing systems that made education a top priority and developed high-leverage strategies to meet their goals. Their varied solutions offer valuable ideas for how to create a strong teacher and school administrator corps from recruitment and preparation through induction, professional development, evaluation, and career advancement into leadership roles.

Chapters focusing on systems in Finland, Ontario, and Singapore are co-authored by local scholars with extensive knowledge of the history and current status of policy and prac-tice in their nation. A final chapter highlights attributes that are absolutely necessary for any education system to flourish. The book will be useful to policymakers, practitioners, and researchers interested in strengthening the quality of teaching.

RECENTLY PUBLISHED BY LINDA DARLING-HAMMOND:

2014 Delta Kappa Gamma Educators Award Honorable Mention

Getting Teacher Evaluation RightWhat Really Matters for Effectiveness and Improvement

“Darling-Hammond knows that we must ‘get teacher evaluation right’ and her book is as clear a guide for doing that as we will ever see.”

—Ronald Thorpe, National Board for Professional Teaching Standards

“This is a top recommendation for any teacher’s education library.”

—The Midwest Book Review192 pp./PB, $26.95/5446-7/HC, $68/5447-4

Apr 2015/120 pp./PB, $24.95/5647-8 HC, $54/5648-5

“Anyone with a chance to influence America’s educational policies—from school board members and teachers’ associations to governors and legislators should read, discuss, and act on ideas presented in this book. Not to do so is irresponsible.”

—David C. Berliner, Regents’ Professor Emeritus, Arizona State University

“Darling-Hammond and her co-authors propose a systemic and comprehensive approach to put flesh on the American dream of a high-quality, excellent education for students of all backgrounds. School systems, colleges of education, and policymakers can all learn from these approaches.”

—Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst

Cov

er p

hoto

cou

rtes

y of

Nic

olas

Ray

mon

d, fr

om fr

eest

ock.

ca, u

nder

a c

reat

ive

com

mon

s at

trib

utio

n lic

ense

.

New

FEATURED FOR SPRING4


Apr 2015/96 pp./PB, $24.95/5646-1the series on school reform

ALSO OF INTEREST:

The Facilitator’s Book of QuestionsTools for Looking Together at Student and Teacher WorkDavid Allen and Tina Blythe

Foreword by Gene Thompson-Grove160 pp./PB, $25.95/4468-0

Dilemmas in Educational LeadershipThe Facilitator’s Book of Cases Donna J. Reid

2014/120 pp. PB, $29.95/5549-5

Looking Together at Student WorkThird EditionTina Blythe develops and facilitates online professional development courses for Harvard Project Zero and is a consultant for schools, districts, and organizations; David Allen, assistant professor, College of Staten Island, City University of New York, and; Barbara Schieffelin Powell, educational consultant in curriculum development, teacher education, and evaluation.

Forewords by Joseph P. McDonald, David N. Perkins, and Kathleen Cushman

“This is a book that is at once brief, elegant, and useful. . . . These authors know as well as anyone on Earth that the practice of collectively accountable teaching is messy, but they also appreciate the fact that people in the midst of it nonetheless need some kind of map.”

—From the Foreword to the third edition by Joseph P. McDonald, New York University

“School leaders looking for systemic strategies to improve student achievement would be well-served by Looking Together at Student Work.”

—The School Administrator

This updated third edition provides teachers and administrators with strategies and resources for examining and discussing student work, such as essays, math problems, projects, artwork, and more. The authors describe two ways of looking together at student work—The Tuning Protocol and The Collaborative Assessment Conference—includ-ing how to choose work to present and examples of groups using each protocol. This new edition also offers suggestions for address-ing some of the key challenges that emerge when groups first begin to share and discuss student work, as well as guidance for using protocols once groups have progressed beyond the initial stages.

New for the Third Edition: •TheadditionofTheMicrolabProtocol,a

relatively quick and easy way to introduce groups to protocol-guided conversation.

• Facilitationstrategiesandmoredetailednotes for presenters about how to select work and prepare for their roles.

•Updatedexamplesandanewcasefocusedon a school’s use of protocols to develop teachers’ understanding and application of the Common Core State Standards.

•Currentresearchontheeffectivenessofpractices that involve the collaborative examination of student work.

NewEdition

FEATURED FOR SPRING 5

ORDER ONLINE IN THE U.S. WWW.TCPRESS.COM IN CANADA WWW.UTPRESS.UTORONTO.CA ORDER BY PHONE IN THE U.S. 800.575.6566 IN CANADA 800.565.9523

Worth Striking ForWhy Education Policy is Every Teacher’s Concern (Lessons from Chicago)Isabel Nuñez, associate professor, Center for Policy Studies and Social Justice (CPSSJ), Concordia University Chicago, and associate editor for Multicultural Perspectives; Gregory Michie, public school teacher in Chicago, senior research associate at the CPSSJ, and; Pamela Konkol, associate professor of educational foundations and social policy and director of the CPSSJ.

Foreword by Pedro Noguera

Written by activist educators, Worth Striking For speaks to teachers and teachers-to-be about the drastic changes in the landscape of public education and focuses on what they need to know about the debates and complex issues of reform affecting their lives and professions.

The book identifies the most significant shifts in education policy, including how policy has helped or hindered the broader educational purposes of schools. Using the 2012 Chicago teachers strike as a framing device, the authors demonstrate how each of the policy areas addressed is critically important to teachers’ lives and work. Each chapter describes one of the Chicago teachers’ demands, and then explores a related policy arena through the lens of an associated philosophical purpose of education. The text features individually authored vignettes that juxtapose the authors’ personal experiences with the issues, bringing policy and policy activism to life.

This hopeful book will inspire and empower teachers to take action in their schools, communities, districts, and states.

Book Features:•Anaccessibleintroductiontoeducation

policy for classroom teachers.•Groundedintheday-to-dayhuman

experience of the teachers and students affected by education policy.

•Anengagingstylethatpresentsresearchand argument in a way that invites reflection and conversation, perfect for courses.

•Aclearexplanationofpolicyissuesand their relevance to teachers, helping them feel confident to have a voice in the broader conversation about education.

Feb 2015/160 pp./PB, $32.95/5626-3 HC, $70/5627-0The Teaching for Social Justice Series

”This book, written by teachers who have been at the forefront of the battle to stop market-based reform, is yet another step in the effort to reclaim the reform agenda.”

—From the Foreword by Pedro Noguera, New York University

“The analyses and narratives of these Chicago activist-scholars are a much-needed guide for the rest of us. Spread the word!”

—Gary Anderson, New York University

“A must read for anyone who believes the future of education and our youth are worth fighting for.”

—Stephanie Rivera, future teacher and graduate student, Rutgers University

New



Building Proportional Reasoning Across Grades and Math Strands, K–8Marian Small is the former dean of education at the University of New Brunswick, and longtime professor of mathematics education. Visit her website at www.onetwoinfinity.ca for in-person and online professional development.

“Once again, Marian Small has created an outstanding resource for anyone working with elementary or middle grades mathematics students.”

—Linda Sheffield, Regents Professor Emerita, Northern Kentucky University

Although proportional reasoning is not formally introduced as a topic in the Common Core and other mathematics curricula until 6th grade, introducing its fundamental ideas in the early grades helps students develop essential skills in ratios, percentages, and other proportional representations when they reach the upper grades. The author takes this com-plex subject and crafts examples and questions that help teachers see the larger purpose in teaching concepts, such as unitizing, and how that understanding is essential for more com-plex ideas, such as ratios. Teachers and vertical teams can see how the concepts can build year after year. This new resource by well-known professional developer Marian Small suggests questions that are both interesting for students and useful for providing diagnostic informa-tion to teachers. Chapters are organized by grade level (K–8) around the Common Core State Standards for Mathe matics to help teach-ers use the resource more easily.

Book Features:•Connectionsbetweenproportional

reasoning and the NCTM strands.• Backgroundinformationforteachers

on the mathematics of the standard related to proportionality.

• Suggestionsforappropriatemultiplerepresentations, including manipulatives, for specific mathematical ideas.

•Guidanceforexplainingideastostudents.•Alertstofrequentmisconceptions

or situations to avoid.

Apr 2015/128 pp./PB, $26.95/5660-7 large formatAvailable in Canada exclusively from Nelson Education Ltd.

ALSO BY MARIAN SMALL:

Uncomplicating Algebra to Meet Common Core Standards in Math, K–8

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

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


Eyes on MathA Visual Approach to Teaching Math ConceptsIllustrations by Amy Lin

240 pp./PB, $30.95/5391-0 ccss large format, color illustrations

Good QuestionsGreat Ways to Differentiate Mathematics Instruction, Second Edition Foreword by Diane Heacox


More Good QuestionsGreat Ways to Differentiate Secondary Mathematics Instruction Marian Small and Amy Lin

224 pp./PB, $32.95/5088-9

These books are available in Canada exclusively from Nelson Education Ltd.

ccss

New



Apr 2015/128 pp./PB, $24.95/5635-5

ALSO BY JOEL WESTHEIMER:

Pledging AllegianceThe Politics of Patriotism in America’s SchoolsJoel Westheimer, EditorForeword by Howard Zinn240 pp./PB, $24.95/4750-6/HC, $50/4751-3

What Kind of Citizen?Educating Our Children for the Common Good Joel Westheimer is professor and university research chair in democracy and education at the University of Ottawa and education columnist for CBC Radio.

How can schools teach the skills required for a strong democracy to flourish? What Kind of Citizen? asks readers to imagine the kind of society they would like to live in—and then shows the ways in which schools can be used to make that vision a reality. Westheimer draws on groundbreaking research on school programs and policies to sharply critique the current direction of school reform. He points to the many varied and powerful ways to teach children and young adults to engage critically, to think about social issues, and to participate in authentic debate that acknowledges that intelligent adults can have different opinions.

Book Features:•Acomprehensivelookatwhyschools

should be at the forefront of public engagement and how educators and policymakers can make that happen.

•Accessibleandengagingdiscussionsbased on consultations with hundreds of school teachers and civic leaders.

• Empiricalresearchfromoneofthemostinfluential frameworks for citizenship and democratic education, “Three Kinds of Citizens,” that emerged from collaboration between the author and Dr. Joseph Kahne.

New

“If you are tired of reading books about education reforms that promise quick fixes and improved efficiency in education, this book by Joel Westheimer is for you.”

—Pasi Sahlberg, Harvard Graduate School of Education

“Westheimer issues a welcome invitation to connect our conception of the ideal school to its impact on our broader society.”

—Alfie Kohn, educator and bestselling author

“Joel Westheimer has written a necessary and brilliant book. “

—Henry Giroux, McMaster Univeristy

“Joel Westheimer argues persuasively that the current emphasis on standardization in the schools not only diminishes teacher professionalism, but conflicts with citizenship education.”

—Diane Ravitch, New York University

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

—Andy Hargreaves, Boston College

“Will provide an invaluable roadmap for anyone who asks the big questions, no matter what they think of his answers.”

—Jonathan Zimmerman, New York University

“In this persuasive book, Joel Westheimer reminds us that, in our zeal for higher test scores, we seem to have forgotten the highest aim of education—to produce better people, more thoughtful citizens.”

—Nel Noddings, Stanford University

Advance Praise for What Kind of Citizen?



Common Core DilemmaWho Owns Our Schools? Mercedes K. Schneider is a secondary school teacher at St. Bernard Parish, Louisiana, an education blogger, and holds advanced degrees in education and statistics. Visit her blog at deutsch29.wordpress.com

Foreword by Carol Corbett Burris

In her new book, bestselling author Mercedes Schneider provides little-known details about the history of the Common Core State Standards. She lifts the veil on how the Common Core was developed, who was pres-ent in the back room, the push to copyright it so that test-makers could profit, and the urgency for governors to sign commitments before the standards were even completed.

CCSS is publicized as being a state-led, teacher-developed approach guaranteed to ensure that all students are college- and career-ready.Bytheendofthiseye-openingbook,readers will come to understand the CCSS and its attendant assessments as something very different.

Common Core Dilemma will appeal to readers across the political spectrum who want to better understand the role of corporations, nonprofits, big donors with strings attached, and the federal government in exercising control in our schools. It is essential reading for courses on education and government, and education and special interests.

Chapters:Introduction: Let’s Talk “Core”1. GraduallyLeavingEducationBehind:

NoChildLeftBehindandItsPredecessors2. Achieve and Its “Common Core of

Standards” Master Plan—Part One3. Achieve and Its “Common Core of

Standards” Master Plan—Part Two4. Playing in the Achieve Sandbox:

Education Trust and Fordham Institute5. The “State-Led” Lock-In: The Common

Core Memorandum of Understanding6. The Invisible Architects and Visible PR

Machine: Student Achievement Partners7. America, “Stay the Course” (Don’t Remove

That Noose): The Common Core Surveys8. NGAandCCSSO:

Legal Owners of Common Core9. BillGatesLikestheIdea10. Arne Wants In:

Common Core and Race to the Top11. Those “Powerful Market Forces”:

Pearson WinsConclusion: So What Have We Learned Here?

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

“Mercedes Schneider is the right person to take a close look at the controversies around the Common Core. She is not only a high school teacher but also holds a Ph.D. in research methods and statistics. No one digs deeper than she to understand the politics, money, and personalities behind big issues.”

—Diane Ravitch, New York University

“Schneider makes the case that it is time to ‘turn the page’ on this ill-begotten, educational experiment. And as readers turn the pages of the fascinating and meticulously prepared account, they will be compelled to agree.”

—From the Foreword by Carol Corbett Burris, South Side High School, Rockville Centre, New York

ccss

New



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

Foreword by Nell K. Duke

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

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

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

May 2015/288 pp./PB, $33.95/5644-7 HC, $74/5645-4 large format

“This book gets way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the Standards. I read a lot, and I can’t think of the last time I read anything about the CCSS as engaging and thought-provoking as this.”

—Nell K. Duke, University of Michigan

ccss

New



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

“This book is a tour de force. It’s up-to-the-minute in offering what teachers and administrators need, and what parents want.”

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

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

—From the Foreword by Steve Graham, Arizona State University

Helping English Learners to WriteMeeting Common Core Standards, Grades 6–12 Carol Booth Olson is an associate professor in the School of Education at the University of California, Irvine, and director of the UCI site of the National Writing Project; Robin C. Scarcella is a professor in the School of Humanities at the University of California, Irvine, and director of the Program in Academic English; Tina Matuchniak is the director of research for the UCI Writing Project and a lecturer at California State University, Long Beach.

Foreword by Steve Graham

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

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

Readers can use this book to:•HelpELsmeetthewritingdemandsof

the Common Core State Standards.• Planandsetgoalsforinstruction.• SupplementexistingEnglishlanguage

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

•Developacommunityoflearners.•Createsafeclassroomspacesinwhich

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

•Designandimplementculturallyresponsiveinstruction, building on students’ strengths.

ccss

New



Race to the BottomCorporate School Reform and the Future of Public Education Michael V. McGill is director of the Program for District Leadership and Reform at Bank Street Graduate School of Education, founder of the Global Learning Alliance, and former superintendent of schools in the Scarsdale Union Free School District.

How did the country that invented the modern public school end up embracing policies that weaken it? What alternatives are there to current corporate reform policies? How can we give America’s children an education that will truly prepare them and our nation for the challenges of tomorrow?

In Race to the Bottom, McGillsuccessfullytraces the emergence of corporate reform and describes how its tenets run counter to what he believes are the key elements of a high-qualityeducation.McGilldrawsfromawealthof experience as a school superintendent for over 40 years, including his tenure in Scarsdale during the 2001 districtwide boycott of New York State standardized tests. Showing how strong leaders working with teachers and the community have been able to strengthen schools, the author offers a model of school reform that will prepare students for the 21st century.

Book Features:• Providesafrontlinesuperintendent’s

view of how current state and federal reform policies play out in the field.

•Reflectstheperspectiveofaschooland a district that were among the first in the nation to resist the abuses of high-stakes testing.

•Describesthecharacteristicsofexcellentschools and excellent education from the perspective of the leader of one of the nation’s highest-performance public districts.

•Offersconcreterecommendationsforamore enlightened education reform.

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

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

“An acute analysis of the failure of corporate school reform, a sobering tale of its damages, and an urgent call for changing course, all from a veteran education leader of the nation’s best schools.”

—Yong Zhao, internationally known scholar, author, and speaker

New

12


FOUNDATIONS OF EDUCATION

Teaching and Learning on the VergeDemocratic Education in ActionShanti Elliott directs the Civic Engagement program at the Francis W. Parker School in Chicago. She also co-leads the Teachers’ Inquiry Project and teaches in the School of Education and Social Policy at Northwestern University.

Our changing world demands that all students become agile thinkers who can grow sturdy interpersonal and civic relationships. This book proposes that teachers who think of learning as “playing with power” tap the creative and subversive energies of young people, making aca-demic work far more consequential than a piece of paper with a grade on it. Young people must learn to play democracy just as they might play a violin or a sport: not as a game of “let’s pretend,” but fully participating in the language, spaces, and possibilities of public life.

Basedon20yearsofteachingexperienceandresearch in schools across the country, Teaching and Learning on the Verge demonstrates how educators in all disciplines can integrate civic engagement, multicultural literacy, and leadership into their classrooms and programs. Featuring voices from literature and philosophy in dialogue with the living stage of classrooms, streets, and community spaces, this book offers an imagina-tive and practical guide to democratic education. Teaching and Learning on the Verge will help educators to:• Applymodelsforbreakingdown

walls between school and society.• Providestudentswithexperiences

that deepen their understanding of identity, justice, and relationships.

• Makelearningmeaningfultostudentsby bridging communities, generations, and other social divides.

• Resistanarrowfocusonachievementandmake space for students as independent thinkers and leaders of social change.

• Makeschoolsstrongerbychallengingthe processes that people in power use to thwart movements for equality.

Jun 2015/224 pp./PB, $39.95/5641-6/HC, $84/5642-3Multicultural Education Series

Race and the Origins of Progressive Education, 1880–1929Thomas D. Fallace is an associate professor of social studies education at William Paterson University of New Jersey.

“In this bold and brilliant study, Thomas Fallace uses our present-day racial lens to critique our historic dogmas about progressive education. We might not like what we see, but we should not look away.”

—Jonathan Zimmerman, New York University“In this meticulously researched and compelling book, Thomas Fallace reveals how popular 20th century programs of progressive education were developed according to antiquated scientific models of human race.”

—Zoë Burkholder, Montclair State UniversityInherently ethnocentric and racist, the theory of recapitulation was pervasive in the social sciences at the turn of the 20th century when early pro-gressive educators uncritically adopted its basic tenets. The theory pointed to the West as the developmental endpoint of history and depicted people of color as ontologically less developed thantheirwhitecounterparts.Buildingoncut-ting-edge scholarship, this is the first major study to trace the racial worldviews of key progressive thinkers, such as Colonel Francis W. Parker, John Dewey,CharlesJudd,WilliamBagley,andmanyothers.

Chapter Summaries:• “Roots” traces the intellectual

context from which the new, child-centered education emerged.

• “Recapitulation” explains how racially segregated schools were justified and a differentiated curriculum was rationalized.

• “Reform” explores some of the most successful early progressive educational reforms, as well as the contents of children’s literature and popular textbooks.

• “Racism” documents the constancy of the idea of racial hierarchy among progressive educators, such as Edward Thorndike, G.StanleyHall,andWilliamBagley.

• “Relativity” documents how scholars suchasW.E.B.DuBois,CarterWoodson,HoraceKallen,andRandolphBourneoutlined a new inclusive ideology of cultural pluralism, but overlooked the cultural relativismofanthropologistFranzBoas.

• “Refashioning” examines the enduring effects of recapitulation on education, such as child-centered teaching and the deficit approach to students of color.

Apr 2015/216 pp./PB, $42.95/5651-5

New

NewavailableJune

13


TEACHER EDUCATION

Teaching the Tough IssuesProblem Solving from Multiple Perspectives in Middle and High School Humanities Classes Jacqueline Darvin is associate professor of secondary literacy, program director for adolescent

literacy education, and deputy chair of the Secondary Education and Youth Services (SEYS) Department at Queens College–City University of New York.

Foreword by Douglas Fisher

“Darvin has provided us all with a powerful tool for guiding students as they explore their identity, unafraid to explore what it means to be human.”

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

Teaching the Tough Issues introduces a ground-breaking teaching method intended to help English, social studies, and humanities teachers address difficult or controversial topics in their secondary classrooms.

Becausetheseissuesarerarelyaddressedin teacher preparation programs, few teachers feel confident facilitating conversations around culturally and politically sensitive issues in ways that honor their diverse students’ voices and lead to critical, transformative thinking. The author describes a four-step method to help teachers structure discussions and written assignments while concurrently assisting them in addressing Common Core State Standards. Designed to aid students in both developing their own viewpoints on contentious issues and in actively critiquing those of their teachers and peers, these practices will enhance any humanities curriculum.

Book Features:• Offersguidanceforexploringdifficultand/

or controversial aspects of course content.• Providesanexcellentmeansofdifferentiating

instruction and promoting critical literacy. • Helpsteacherstofosterpositivebehavior

and decision-making with their students.• Enablesstudentstoimprovetheir

reading, writing, speaking, listening, and observation skills.

• AssiststeachersinattainingtheCCSSand other curricular mandates in their secondary humanities classrooms.

Apr 2015/160 pp./PB, $34.95/5653-9 ccss HC, $76/5654-6

Mathematics Professional DevelopmentImproving Teaching Using the Problem-Solving Cycle and Leadership Preparation ModelsHilda Borko is a professor of education at Stanford University and past-president of the American

Educational Research Association (2003–2004). Jennifer Jacobs is a research faculty associate with the Institute of Cognitive Science at the University of Colorado at Boulder. Karen Koellner is a professor of mathematics education at Hunter College, City University of New York. Lyn E. Swackhamer is a research associate at RMC Research Corporation in Denver, Colorado. Forewords by Jennie Whitcomb and Paul Cobb

“This will surely be a valuable resource for educational leaders and professional development specialists seeking research-based ways to assist teachers to engage effectively in ambitious mathematics instruction.”

—Edward A. Silver, University of Michigan This resource will help school leaders and other professional development providers conduct ongoing, structured learning opportunities for mathematics teachers (K–12). The authors present models for professional development and the preparation of PD leaders designed and field-tested as part of two research projects supported by the National Science Foundation. The Problem-Solving Cycle model and the Mathematics Leadership Preparation model focus on topics of primary interest to mathemat-ics teachers—mathematics content, classroom instruction, and student learning. They are intentionally designed so that they can be tailored to meet the needs and interests of participating teachers and schools. Through engaging vignettes, the authors describe the models, summarize key research findings, and share lessons learned. The book also includes detailed examples of work-shop activities for both teachers and PD leaders.

Book Features:• Supportsteachers’learningandteachingof

math in line with current reform principles. • Developsmathteachers’capacity

to foster students’ learning of the CCSSM content and practices.

• Preparesteacherleaderstofacilitateprofessional development.

• Illustratestheuseofvideoaspartof professional development.

• Includesexamplesofworkshopactivitiesfor teachers and teacher leaders.

Apr 2015/160 pp./PB, $32.95/5655-3 ccssthe series on school reform

New New

14


SCHOOL LEADERSHIP & POLICY

From Charity to EquityRace, Homelessness, and Urban Schools Ann Aviles de Bradley is assistant professor of educational foundations in the Department of Educational Inquiry and Curriculum Studies at Northeastern Illinois University.Foreword by Marvin Lynn

“Dr. Aviles de Bradley succinctly captures a con-versation many in the United States are afraid to engage in: the relationship between race and homelessness. Her research contributes to the larger project of justice in education by challenging con-ventional notions of educational policy formation and implementation with dexterity and care.

—David Stovall, University of Illinois at Chicago

“A groundbreaking interdisciplinary work by an emerging scholar. This book will completely trans-form the way we think about how to address the needs of homeless youth in our schools. Bravo, Dr. Aviles de Bradley!”

—Marvin Lynn, dean, School of Education, IndianaUniversitySouthBend

Students experiencing homelessness often face overwhelming obstacles that limit both their access to education and their prospects for suc-cess in life.

The McKinney–Vento Act (1987) was created to ensure that schools provide services that support students in unstable housing situations, but, unfortunately, effective implementation of important provisions continues to be elusive. In addition, adults charged with McKinney–Vento implementation in schools voice frustration with overload and lack of support or consistent resources.

Through interviews with youth experiencing homelessness,AvilesdeBradleyintroducesread-ers to their remarkable resilience under fire and their determination to thrive despite the systemic inequities they encounter daily. The book also explores how poor people of color experience and interface with social institutions—namely, schools—and uncovers important connections between homelessness and racism using a Critical Race Theory framework. Readers are challenged to see McKinney–Vento implementation not as charity but as an issue of legislated social justice.

Book Features:• Showshowhomelessnessinteractswith

and impacts teaching and learning.• Bringstolifethepersonalstoriesand

struggles of homeless youth.• Examinesschoolpracticesin

light of existing federal law.

Jun 2015/160 pp./PB, $31.95/5639-3

Squandering America’s FutureWhy ECE Policy Matters for Equality, Our Economy, and Our Children Susan Ochshorn is the founder of the consulting firm ECE PolicyWorks. A former journalist, Ochshorn blogs at the Huffington Post and ECE Policy Matters.

Foreword by David Kirp

“A must-read for all who care about kids.”—Nancy Carlsson-Paige, professor emerita,

Lesley University “This book needs to be read widely, and right away.”

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

“Susan Ochshorn shows us how a few dedicated people, schools, agencies, and institutions have made a difference in children’s lives.”

—Samuel J. Meisels,BuffettEarlyChildhoodInstitute, University of Nebraska

“Indispensable for policy makers, educators, and all who care about our future.”

—Riane Eisler, social scientist, attorney, author“This unconventional book is sharp eyed, warm, and

lively—a delightful read on a dead-serious topic.”—Janet Grolnick,GraduateCenter,

City University of New YorkDiane Ravitch called Susan Ochshorn “a tireless advocate for children,” and her writing “brilliant.” In Squandering America’s Future, Ochshorn offers a pioneering guide to the big issues in contem-porary early childhood policy. Written in a lively, personal style, the book drives home the impor-tance of the earliest years for developing human capital—the nation’s future. Her “policy tales” highlight the abject failure of the United States to support parents and early educators, the nation’s real wealth producers and will inspire a new gen-eration of leadership. With her 360-degree view, Ochshorn boldly and clearly shows how early care and education is an issue of social justice that also impacts America’s ability to compete on the world stage.

Book Features:• Anaccessibleintroductiontothebigissues

in contemporary ECE policy for students of early childhood education and public policy

• Astraightforwardlookattheeffectsof push-down academics on children’s healthy development, including the critical ability to play.

• Historical,social,andculturalobstacles to achieving equity for young children and their families.

• Profilesofinnovativeinitiativesandpeoplethatare making a difference across the United States.

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

New New

15


EARLY CHILDHOOD EDUCATION

In the Spirit of the StudioLearning from the Atelier of Reggio Emilia, Second Edition Edited by Lella Gandini, Reggio Children U.S. liaison for dissemination of the Reggio Emilia Approach; Lynn Hill, educational consultant; Louise Cadwell, co-founder, Cadwell Collaborative: Sustainability

Education and School Design, and; Charles Schwall, pedagogical curator at the St. Michael School of Clayton in St. Louis.Foreword by Steven Seidel

“This book will help to promote a vibrant and creative approach to learning that will enrich American children’s educational experience.”

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

“This book’s great illustrations and enthusiasm for learning make it difficult to put it back on the shelf!” —SchoolArtsThis critically acclaimed, lavishly illustrated book will help educators create the highest quality learning opportunities for a new generation of children. The Second Edition features substantial and important changes, including the addition of new chapters by pioneers of the work that hap-pens in the atelier who draw on several decades of experience.

The atelier or studio is a key element of the renowned preschools and infant-toddler centers of Reggio Emilia, Italy. This beautiful, full-color resource explores how the experiences of children interacting with rich materials in the atelier affect an entire school’s approach to the construction and expression of thought and learning. The authors provide examples of projects and address practical aspects of the atelier, including organiz-ing the environment and using materials. No other book presents a more thorough examina-tion of the philosophy, practice, and essential influence of the Reggio-inspired studio.

Book Features:• Acomprehensiveapproachthat

addresses learning, collaboration, relationships, and community.

• Thewritingandpracticeofinfluentialeducators from Reggio Emilia, including a new chapter by Vea Vecchi.

• Awindowintomanyateliers/studioswithinthe United States that have created settings and experiences to suit their unique contexts.

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

Mar 2015/224 pp./PB, $35.95/5632-4 large format, color photos and illustrations

Early Childhood Education Series

Teaching and Learning in a Diverse WorldMulticultural Education for Young Children, Fourth Edition Patricia G. Ramsey is professor of psychology and education at Mount Holyoke College.Foreword by Sonia Nieto

”At a time when our country seems increasingly polarized over the value and meaning of justice for all, these insights and suggestions are as needed as ever.”

—Louise Derman-Sparks, international consultant

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

—Takiema Bunche Smith, director, Early Education Leadership Institute, SCO/FirstStepNYC

How can we create truly multicultural class-rooms? In this new edition of her popular text, renowned early childhood educator Patricia Ramsey draws on a wide range of research and practice from different communities around the world to further explore the complexities of raising and teaching young children in a world fraught with societal divisions and inequities. Using examples and stories, this volume offers concrete suggestions to encourage teachers to reflect on their own histories and experiences and to challenge and rethink their assumptions and attitudes toward children and teaching. This new, up-to-date edition describes research-based classroom practices to engage children in exploring the complexities of race, economic inequities, immigration, environmental issues and sustainability, gender and sexual orientation and identities, and abilities and disabilities. It also addresses the challenges of teaching in the context of globalization, pervasive social media, and increasing standards and accountability.

Book Features:• Addressessocialandeconomic

inequities and how they affect staff relationships, interactions with parents, and children’s classroom experiences.

• Offersstrategiestohelpteachersinitiate conversations with colleagues, parents, and children.

• Includesquestionsthatpromptteachersto recognize the influence of overt and covert societal forces on their motivations and views of children.

• Freesupplementalresources,includinga comprehensive list of suggested books for children, which can be downloaded at www.tcpress.com.

Mar 2015/224 pp./PB, $31.95/5625-6Early Childhood Education Series

NewEditionNew

Edition

16


EARLY CHILDHOOD EDUCATION

Early Childhood GovernanceChoices and Consequences Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood and Family Policy, codirector of the National Center for Children and Families at Teachers College, Columbia University, and professor adjunct at Yale University’s Child Study Center. Rebecca E. Gomez holds the Rauch Postdoctoral Fellowship at the National Center for Children and Families, Teachers College, Columbia University.

Responding to the current national concern for enhanced commitments to early education, this book examines what states are currently doing, what has proven effective, and what the existing body of knowledge offers educators, policymak-ers, and others seeking successful approaches to governance. Featuring chapters by prominent, thoughtful scholars and practitioners, this is the first volume to specifically focus on early childhood governance. Reflective and prospec-tive, this seminal contribution is designed to be immediately germane to the burgeoning field of ECE. Readers will find the latest thinking, the most recent experiences, and an honest review of the governance issues facing ECE today and into the future—all in one resource.

Book Features:• Aconsolidatedtreatmentofearlychildhood

governance theory and practice.• Asystemicapproach,contextualizing

governance as an essential component and driver of ECE system development.

• Insightsfromthosewhohavebeen implementing innovative approaches to governance.

• Guidanceforpromotingequity,quality,and coherence in early education.

Contributors: Missy Cochenour, Harriet Dichter, Stacie G. Goffin, Rebecca E. Gomez, Rolf Grafwallner, Kathleen Hebbeler, Susan Hibbard, Sharon Lynn Kagan, Sarah LeMoine, Elliot M. Regenstein, Thomas Rendon, Beth Rous, Diana Schaack, Thomas Schultz, Catherine Scott-Little, Kate Tarrant

Mar 2015/208 pp./PB, $34.95/5630-0 HC, $76/5631-7

Eight Essential Techniques for Teaching with IntentionWhat Makes Reggio and Other Inspired Approaches Effective Ann Lewin-Benham founded and for 20 years directed the Capital Children’s Museum in Washington, DC where she also founded and directed the Model Early Learning Center, the only U.S. preschool accredited by the Reggio educators. For information about Ann’s teacher workshops visit her website: AnnLewin-Benham.com.Foreword by Howard Gardner

In her latest book, bestselling author Ann Lewin-Benhamdescribeseighttechniquesthatfosterintentional and reflective classroom practice. She presents over 70 novel exercises to help teachers learn to use body, face, hands, voice, eyes, and word choices to precisely convey meaning. Some exercises are for teachers to practice, while others build intention and reflection in children. Dozens of scenarios from typical classroom situations contrast unintentional and intentional teaching behaviors. A self-assessment enables teachers to measure how intentional and reflective they become as they learn to use the eight techniques. This lively and often humorous resource is a com-paniontoLewin-Benham’sTwelve Best Practices for Early Childhood Education, which explains what to teach and why. This new book explains how to teach.

Book Features:• Showsteachershowtoincorporatethe

body’s micro-actions in their teaching.• Presents“mindfulness”techniques,

the leading edge in psychotherapy.• Includesscenariosthatshowthe

impact words have on children.• Explainstherelationbetweenup-to-the-minute

brain research and the techniques presented. • Unpackstheeffectivenessofthe

Reggio Approach to teaching.

Jun 2015/208 pp./PB, $34.95/5657-7 Illustrations/photographs large formatEarly Childhood Education Series

COMPANION BOOK:Twelve Best Practices for Early Childhood EducationIntegrating Reggio and Other Inspired Approaches

224 pp./PB, $33.95/5232-6 HC, $72/5233-3 large format, photos

New New

17


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

In this book, Troy Hicks—a leader in the teach-ing of digital writing—collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students’ digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversa-tionsaboutstudents’digitalwriting.Beginningwith a digital writing sample, each teacher offers an analysis of a student’s work and a reflection on how collaborative assessment affected his orherteaching.Becausetheauthorsincludeteachers from kindergarten to college, this book provides opportunities for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing. The collection also includes an introduction and conclusion that provides context for the inquiry group’s work and recommendations for assess-ment of digital writing.

Book Features:• AnadaptationoftheCollaborative

Assessment Conference protocol to help professional learning communities examine students’ digital work.

• Detaileddescriptionsofstudents’digitalwriting, including the assessment process and implications for instruction.

• Linkstothesamplesofstudentdigitalwriting available online for further review and to be used as digital mentor texts.

Jul 2015/168 pp./PB, $30.95/5669-0

Uncommonly Good IdeasTeaching Writing in the Common Core EraSandra Murphy is professor emerita at the University of California, Davis. She co-chaired the Steering Committee to develop the 2011 framework for the National Assessment of Educational Progress in Writing and served as a work group member to develop the Common Core State Standards. Mary Ann Smith directed the Bay Area and California Writing Projects and served as Director of Government Relations and Public Affairs for the National Writing Project.

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

—Arthur Applebee, University at Albany, SUNY

“You will love the way this book gives you permis-sion to take time to do the intellectual work you went into this profession for. I know I did.”

—Carol Jago, UCLA This innovative resource provides teachers with a road map for designing a comprehensive writing curriculum that meets Common Core standards. The authors zero in on several “big ideas” that lead to and support effective practices in writing instruction, such as integrating reading, writing, speaking, and listening; teaching writing as a process; extending the range of students’ writing; spiraling and scaffolding a writing curriculum; and collaborating. These “big ideas” are the cornerstones of best researched-based practices as well as the CCSS for writing.

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

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

Apr 2015/168 pp./PB, $27.95/5643-0 ccssLanguage and Literacy Series

LANGUAGE & LITERACY

New New

18


LANGUAGE & LITERACY

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

Reading Upside Down offers a paradigm shift from achievement gaps to opportunity gaps in literacy instruction.

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

• Shift from identifying deficit-based achievement gaps among students to addressing opportunity gaps in literacy instruction.

• Move beyond student labels, categories, or placements to provide true opportunities for children to explore and develop literacy.

• Take a strength-based view that students are in multiple places of exploration of language and literacies and all children can succeed in becoming readers.

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

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

ShoptalkLessons in Teaching from an African American Hair Salon Yolanda J. Majors is a visiting associate professor and associate director of adolescent literacy and learning at the University of Minnesota, Twin Cities, associate professor of curriculum and instruction at the University of Illinois, Chicago, and professional developer for culturally responsive instruction.Foreword by Carol Lee

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

Byshiningaspotlightonverbaldiscussionsbetween the salon’s patrons and workers, the author provides a critical reassessment of the achievement gap discourse and focuses on the intellectual toolkits available to African Americans as members of thriving communities. While this book offers a detailed analysis of the informal teaching and language practice that occurs within the salon, it also moves beyond that setting to consider culturally situated problem-solving within an urban, language arts classroom.

Shoptalk is essential reading for teachers, teacher educators, and administrators who are interested in widening their view of culturally responsive pedagogical practices. It will also enrich any course in culturally responsive instruction.

Book Features:• ExamineshowAfricanAmericansuse

language, including African American Vernacular English, to achieve particular goals.

• Identifiesculturallyrelevantliteracypracticesand related skills and how these can be supported within and across contexts.

• Showsteachershowtoleveragetheout-of-school practices of students of color for literacy learning and development.

• Showsschoolleadershowtodevelopand maintain learning environments that are culturally responsive.

• Demonstratesresearchmethodologiesforthe study of the social context of learning.

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

New

PROFESSORS Request exam copies online: www.tcpress.com/form1.html

NewavailableJuly

19


LANGUAGE & LITERACY

Family Dialogue JournalsSchool–Home Partnerships That Support Student Learning JoBeth Allen, Jennifer Beaty, Angela Dean, Joseph Jones, Stephanie Smith Mathews, Jen McCreight, Elyse Schwedler, and Amber M.

Simmons, all from the Red Clay Writing Project, the University of GeorgiaForeword by Luis Moll

”There is definitely much to learn in these pages.”—From the Foreword by Luis Moll,

University of Arizona “This is an incredibly readable book that is highly useful for teachers, teacher educators, and univer-sity researchers interested in this powerful practice.”

—Kathy Schultz, dean and professor, Mills College

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

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

Written by K–12 teachers who have been implementing and studying the use of weekly journals for several years, it shares what they have learned and why they have found FDJs to be an invaluable tool for forming effective partnerships with families. Learn from firsthand accounts how students write weekly about one big idea they have studied, ask a family member a related ques-tion, and then solicit their writing in the journal. Through these journal entries, they share their family knowledge with classmates while actively engaging with the curriculum. In turn, teachers extend the academic discussion by writing to each family and incorporating their funds of knowledge into classroom lessons—writing about everything from the use of thermometers to life in Michoacán, Mexico. Family participation in the FDJs is remarkably high across ages, ethnici-ties, and economic realities.

Book Features:• Demonstrateshowparentsandcaregivers

can participate in their child’s education.• Providesclassroomexamples,including

routines for sharing family voices during morning meetings, literature discussions, and classroom dialogue.

• Illustrateshowtocreatecriticalcurriculumthat builds on the vast resources of cultural and linguistic diversity.

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

Practitioner Inquiry Series

Teaching Transnational YouthLiteracy and Education in a Changing WorldAllison Skerrett is associate professor in the department of curriculum and instruction at The University of Texas at Austin.Foreword by Randy Bomer

This is the first book to specifically address the needs of transnational youth, a growing popula-tion of students who live and go to school across the United States and other nations including Mexico and different Caribbean islands.

The author describes a coherent approach to English language arts and literacy education that supports the literacy learning and development of transnational students, while incorporating these students’ unique experiences to enrich the learning of all students. Drawing from exemplary teachers’ classroom practice and research-based approaches, the book demonstrates how teachers can engage with transnationalism to reap the unique and significant benefits this phenomenon presents for literacy education. These benefits include a deeper appreciation of cultural and lin-guistic diversity, an increased awareness of world citizenship, and the development of globally informed ways of reading, writing, investigating, and thinking.

Book Features:• Describes a comprehensive approach to

literacy education that is more inclusive, productive, and powerful for all students.

• Shows teachers how attending to transnationalism can fit within and enhance the work they already do with all of their students.

• Includes learning activities that align with best practices for building multicultural, multilingual, and other forms of border-crossing knowledge and skills.

• Includes specific strategies teachers can use to address the unique challenges that transnationalism poses, such as extended absences from the classroom.

Jun 2015/144 pp./PB, $43.95/5658-4/HC, $92/5659-1Language and Literacy Series

New New

20


BESTSELLERS!

50 Myths and Lies That Threaten America’s Public SchoolsThe Real Crisis in EducationDavid C. Berliner, Gene V Glass, and Associates

“A valuable new book.”—The Washington Post

“A timely and hard-hitting book. The teachers of our children will be grateful.”—Jonathan Kozol, educator and author

“A flat-out masterpiece.”—W. James Popham, professor emeritus, UCLA

“If you care about the future of public education, you mustn’t ignore this book.”—Andy Hargreaves, Lynch School of Education, Boston College

In this comprehensive look at modern education reform, two of the most respected voices in education and a team of young education scholars use hard-hitting information and a touch of comic relief to separate fact from fiction. This provocative book features short essays on important topics to provide essential reading for every elected representative, school administrator, school board member, and teacher.

2014/272 pp./PB, $27.95/5524-2

Designing GroupworkStrategies for the Heterogeneous Classroom, Third Edition Elizabeth G. Cohen and Rachel A. LotanForeword to the Second Edition by John I. Goodlad Foreword to the Third Edition by Linda Darling Hammond

“I have no doubt that this important book will be of enormous practical value.”—From the Foreword by Linda Darling-Hammond, Stanford University

“Designing Groupwork has earned its place in the library of anyone seeking to create high-achieving, equitable classrooms.”

—Horace (of second edition)“The new edition updates a classic text for those who want both theory and practice.”

—Larry Cuban, professor emeritus, Stanford UniversityAs 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

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 FeltonForeword by Sam Wineburg

“The tools this book provides demystify the writing process and offer a sequenced path toward attaining proficiency.”

—From the Foreword by Sam Wineburg, Stanford University“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.

2014/240 pp./PB, $31.95/5530-3 large format ccssThe Common Core State Standards in Literacy Series

21


BESTSELLERS!

Fear and Learning in AmericaBad Data, Good Teachers, and the Attack on Public Education John Kuhn / Foreword by Diane Ravitch

“Packed with more wisdom than any 10 books that I have read about American education.”—From the Foreword by Diane Ravitch, New York University

“This important book should be heeded.”—John Merrow, PBS NewsHour

“School administrators will be encouraged by both the content of this book and the courage Kuhn has demonstrated through his advocacy for counter-reform.”

—School AdministratorIn this moving account, “America’s Superintendent” John Kuhn lays bare the scare

tactics at the root of the modern school “reform” movement. When his “Alamo Letter” first appeared in The Washington Post, it galvanized the educational community in a call to action that was impossible to ignore. This powerful book requires us to question whether the current education crisis will be judged by history as a legitimate national emergency or an agenda-driven panic.

2014/176 pp./PB, $24.95/5572-3 The Teaching for Social Justice Series

A Smarter CharterFinding What Works for Charter Schools and Public EducationRichard D. Kahlenberg and Halley Potter

“A remarkable new book. . .Wise and energetic advocates such as Kahlenberg and Potter can take the charter movement in new and useful directions.”

—The Washington Post“I hope parents, educators in all sectors, concerned citizens, policymakers, philan-thropists—and charter sector leaders—will take this book’s compelling message to heart and act on it.”

—Dennis Van Roekel, former president, National Education Association“A Smarter Charter is a tour-de-force, laying out in singular fashion what has gone wrong with the charter school movement, and what must be done to get it back on track.”

—Randi Weingarten, president, American Federation of TeachersMoving beyond the debate over whether or not charter schools should exist, A Smarter Charter wrestles with the question of what kind of charter schools we should encourage. The authors begin by tracing the evolu-tion of charter schools from teacher union leader Albert Shanker’s original vision of giving teachers room to innovate while educating a diverse population of students, to today’s charter schools where the majority of teachers are not unionized and student segregation levels are even higher than in traditional public schools. In the second half of the book, the authors examine two key reforms currently seen in a small but grow-ing number of charter schools—teacher voice and socioeconomic integration—that have the potential to improve performance and reshape the stereotypical image of what it means to be a charter school.

2014/240 pp./PB, $30.95/5579-2/HC, $72/5580-8

Closing the School Discipline GapEquitable Remedies for Excessive Exclusion

Edited by Daniel J. Losen“This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, Children’s Defense Fund

“Offers a clear set of recommendations for anyone committed to pursuing equality in our schools.” —James E. Ryan, Harvard Graduate School of EducationThe 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, Ivory A. Toldson.

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

22


BESTSELLERS!

As Seen in The Washington Post

Our SchoolSearching for Community in the Era of Choice Sam Chaltain / Foreword by Sir Ken Robinson

“Our School is so important for anyone who genuinely cares about schools, communities, and their children.”

—From the Foreword by Sir Ken Robinson, world-renowned author and educator

“One of the strengths of this thoughtful, highly readable book is that Chaltain, himself a former teacher, takes the concerns of teachers, parents, and students seriously as he spends an entire school year observing them in action.”

—The Washington Monthly Almost every major American city is experimenting with school choice. Will the

wider array of school options help parents and educators identify better strategies for helping all children learn? Or will the high stakes of the marketplace end up privatizing this most public of institutions? In Our School, education activist Sam Chaltain puts a human face on the modern landscape of teaching and learn-ing to help us answer these questions.

2014/208 pp./PB, $26.95/5531-0/HC, $62/5559-4

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

“Perhaps more than any other study on this topic, this book brings to life the complicated experience of those most directly and collaterally impacted by the politics of schooling and its relationship to our growing prison nation.”

—Garrett Albert Duncan, Washington University in St. LouisIn a poignant and harrowing journey, the author follows her brother, Chris, who has been designated a “bad kid” by his school, a “person of interest” by the police, and a “gangster” by society. This book explores such timely issues as the under-education of Black males, the place and importance of scapegoats in our culture,

the on-the-ground reality of zero tolerance, the role of mainstream media in constructing Black masculinity, and the critical relationships between schools and prisons.

2014/144 pp./PB, $29.95/5596-9/HC, $64/5597-6 Teaching for Social Justice Series

Why Are So Many Minority Students in Special Education?Understanding Race and Disability in Schools, Second EditionBeth Harry and Janette KlingnerForewords by Lisa D. Delpit and Alfredo J. Artiles

“Harry and Klingner’s work makes a substantial contribution to a new generation of equity research concerned with the complexities of 21st-century education in pluricultural societies.”

—From the Foreword to the second edition by Alfredo J. Artiles, Mary Lou Fulton Teachers College, Arizona State University

Now in a second edition, this powerful book presents research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. The authors

examine the experiences of the children, their families, and their teachers, along with the school climate that influences decisions about referrals to special education. The expanded second edition addresses key developments in the placement process, with a particular focus on Response to Intervention. The book concludes with recommendations for improving educational practice, teacher training, and policy renewal.

2014/256 pp./PB, $34.95/5506-8 COMPANION VOLUME:

Case Studies of Minority Student Placement in Special Education144 pp./PB, $23.95/4761-2

23


BESTSELLERS!

Critical Encounters in Secondary EnglishTeaching Literary Theory to Adolescents, Third EditionDeborah Appleman

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

—Ernest Morrell, Teachers College, Columbia University“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, University of California, Los Angeles

“All the undergraduate students cited [Appleman’s book] as their favorite piece of work for the semester.” —English Journal

“Provides powerful ways to get young people thinking about literature and about how it relates to their lives.” —Rethinking Schools The Third Edition provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with field-tested classroom activities, this edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of stan-dards for literature instruction. This classic book now includes lists of nonfiction texts, a new chapter on new historicism, and new classroom activities.

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

Teaching the TabooCourage and Imagination in the Classroom, Second Edition Rick Ayers and William Ayers / Foreword by Carol D. Lee

“For those frustrated by the thrust of educational ‘reform’. . .this book provides what can be described as both a challenge and a set of alternatives.”

—Education Review “What makes this book important is that it represents an invitation to wrestle with deep-

seated assumptions.” —From the Foreword by Carol D. Lee, Northwestern University

“Teaching the Taboo is provocative, challenging, funny in places, wild but sensible enough to be useful, inspiring, and practical for educators who are working to negate the educational madness that is infecting the schools.”

—Herb Kohl, bestselling authorThe second edition of this bestseller has been thoroughly updated to include a deeper exploration of racism, the problems with math and science education, the importance of creative writing, the work of Freire, and the school struggles in Atlanta, Chicago, and Seattle.

2014/160 pp./PB, $24.95/5528-0 (T)

Teaching and Learning with Infants and ToddlersWhere Meaning-Making BeginsMary Jane Maguire-Fong Foreword by J. Ronald Lally / Prologue by T. Berry Brazelton / Afterword by Edward Tronick

“From its clear explanation of the developing brain of a baby to its enlightened presentation on the art of reflective childcare, I see how many times I will use this work as a resource.” —From the Foreword by J. Ronald Lally, codirector, Center for Child and Family Studies, WestEd

“Filled with so many great ideas, evocative illustrations, and practical considerations—all knit together in an almost lyrical narrative style. A wonderful, necessary read for anyone interested in supporting our youngest children.”

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

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

RECENTLY PUBLISHED24


Dumb Ideas Won’t Create Smart Kids Straight Talk About Bad School Reform, Good Teaching, and Better LearningEric M. Haas, Gustavo E. Fischman, and Joe BrewerForeword by George Lakoff

“This is perhaps the most impor-tant book you will read on the nature of education.”

—From the Foreword by George Lakoff, University of California, Berkeley

“If you care about saving public education, read this book!”

—David C. Berliner, Arizona State UniversityUsing insights from cognitive science, educational research, and the social sciences, the authors examine the compelling nature of four “dumb ideas” at the center of current education policy and prac-tice: (1) simplifying knowledge helps students learn more and faster, (2) teaching and learning are a matter of proper transmission of good content, (3) homogenous environments ease learning, and (4) more standardized data and rigorous controls of our schooling will solve all our problems. This lively book also offers solutions, including key

“smart ideas” and a set of how-to actions that will lead to great schools for every child.

2014/128 pp./PB, $34.95/5553-2

Diversity and EducationA Critical Multicultural ApproachMichael Vavrus Foreword by Wayne Au

“Diversity and Education can not only help us have conversa-tions about racism, institutional-ized oppression, and cultural fear, it can also offer an inter-vention that can move readers

towards a deeper critical consciousness about diversity and multicultural education in their own lives.”

—From the Foreword by Wayne Au, an editor for Rethinking Schools

“A must-read for anyone concerned about why so many policies claiming to ‘help’ diverse students fail and what alternatives exist. Vavrus clearly believes in the power of teachers who are well-educated critical thinkers.”

—Christine Sleeter, professor emerita, California State University, Monterey Bay

In his new book, Michael Vavrus helps readers bet-ter understand why issues of diversity and differ-ence are so highly contested in the United States and across the globe. Diversity and Education is designed to help educators move beyond the “how can they believe that?” knee-jerk reaction toward a more informed, strategic understanding of belief systems and political affiliations.

2015/208 pp./PB, $37.95/5605-8/HC, $82/5606-5Multicultural Education Series

An Empty Seat in ClassTeaching and Learning After the Death of a StudentRick Ayers

“This moving and poignant text illuminates as much as it inspires.”

—Angela Valenzuela, The University of Texas at Austin

“This is a must-read for every teacher, administrator, and counselor, so that a school is well prepared in the event of a tragedy.”

—Heidi Horsley, Open to Hope Foundation“Ayers’s book honors the lives of both teachers and stu-dents. It is a book for all of us.”

—Jack Weinstein, director, San Francisco Bay Area, Facing History and Ourselves

An Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. The book features Rick Ayers’ personal experience, short pieces by other educators, and contributions from counselors, therapists, and school principals.

2015/144 pp./PB, $29.95/5612-6

Teaching for Creativity in the Common Core ClassroomRonald A. Beghetto, James C. Kaufman, and John BaerForeword by Robert J. Sternberg

“There are few favors you can do your students greater than put-ting into practice the precepts of this book. Give it a try. I will!”

—From the Foreword by Robert J. Sternberg, Cornell University

“This wonderful book makes the important point that teaching to well-designed standards is completely consistent with teaching for creativity. It is filled with practical advice for teachers about how to teach to Common Core standards, in both ELA and math, in ways that lead to creative learning outcomes.”

—Keith Sawyer, University of North Carolina at Chapel Hill

Based on cutting-edge psychological research on creativity, this book debunks common misconcep-tions about creativity and describes how learning environments can support both creativity and the Common Core. It offers classroom examples, ideas, and lesson plans for teaching English language arts and mathematics, and includes assessments for creativity and Common Core learning.

2015/144 pp./PB, $34.95/5615-7/HC, $86/5616-4 ccss

BECOME A MEMBER: Register at www.tcpress.com to receive announcements about new releases, book events, pricing discounts, and more!

RECENTLY PUBLISHED 25


Effective Classroom ManagementThe EssentialsTracey Garrett

“In just over 100 pages, Tracey Garrett has captured the essence of classroom manage-ment. This would be an excel-lent addition to any pre- or inservice teacher education program.”

—Anita Woolfolk Hoy, professor emerita, The Ohio State University

This user-friendly resource will help K–12 teach-ers become more effective classroom managers. Each chapter concentrates on a key area (physical design, rules and routines, relationships, engag-ing instruction, and discipline) and focuses on the importance of that particular area in relation to a teacher’s overall classroom management plan. Designed to prevent problems that require active discipline before they arise, this guide includes classroom examples, case studies, and study questions. There is also an app, Classroom Management Essentials, available on the iTunes store.

2014/128 pp./PB, $29.95/5574-7

Raising Race QuestionsWhiteness and Inquiry in EducationAli MichaelForeword by Shaun R. Harper

“Provides much-needed guid-ance and inspiration for educa-tors who want racial equity in schools.”

—From the Foreword by Shaun R. Harper

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

—Lynn Eckerman, Independence Charter School, Philadelphia

Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. 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

Why We Teach NowEdited by Sonia Nieto

“Sonia Nieto has done it again, this time providing us with a hopeful book featuring a collec-tion of writings grounded in the lived experiences of outstanding teachers.”

—Luis Moll, University of Arizona

Why We Teach Now dares to challenge current notions of what it means to be a “highly qualified teacher” á la No Child Left Behind, and demonstrates the depth of commit-ment 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

Why We TeachEdited by Sonia Nieto256 pp./PB, $26.95/4593-9 (T)

Diving InBill Ayers and the Art of Teaching into the ContradictionEdited by Isabel Nuñez, Crystal T. Laura, and Rick Ayers

“It will leave you feeling richer, more connected, and asking new questions.”

—Martha Biondi, Northwestern University

The contributors use themes suggested by Ayers’s work to open up new perspectives and discourses on key issues in education, such as participatory democracy, social justice, liberation, and education as a human right. Diving In offers much-needed hope at a time when teachers need it the most.

Contributors: Alexandra Allweiss, Patrick Camangian, Bernardine Dohrn, Hubert M. Dyasi, Michelle Fine, Carl A. Grant, Ming Fang He, Rashid Khalidi, Alice Kim, Joyce E. King, Fred Klonsky, Craig Kridel, Gloria Ladson-Billings, Lisa Yun Lee, Avi D. Lessing, Karla Manning, Erica R. Meiners, W. J. T. Mitchell, Sonia Nieto, Bree Picower, Therese Quinn, William H. Schubert, David Stovall, William H. Watkins, Joel Westheimer

2014/224 pp./PB, $31.95/5577-8/HC, $77/5578-5

OF RELATED INTEREST:

To Teach: The Journey, in Comics William Ayers and Ryan Alexander-TannerForeword by Jonathan Kozol

144 pp./PB, $20.95/5062-9 (T)

To Teach: The Journey of a Teacher, Third EditionWilliam AyersForeword by Sonia Nieto / Afterword by Mike Rose

192 pp./ PB, $25.95/5063-6

PROFESSORS Request exam copies online: www.tcpress.com/form1.html



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 con-sulting work, this book provides guidance on over-coming personal and institutional challenges to cultural inclusiveness (stereotype threats, micro-aggressions, colorblindness/identity-blindness, implicit bias, among others). Samuels begins with the challenges facing the higher education com-munity 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

Making Space for Active LearningThe Art and Practice of TeachingEdited by Anne C. Martin and Ellen SchwartzForeword by Helen Featherstone

“As you listen to these stories I hope you will be moved to join

the conversation, reflecting on your own practice and the children who intrigue you.”

—From the Foreword by Helen Featherstone“Keep this book handy. A chapter at a time will restore

some needed sanity about what’s important.” —Deborah Meier, author and education activist

This powerful collection will inspire new and veteran teachers to “make space” for children’s interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors introduce the Prospect Center’s Descriptive Review of Practice, a collaborative inquiry process that pro-vides an opportunity for teachers to examine their practice and gain new perspectives from other par-ticipants. Book features include specific examples that teachers can draw on to improve practice.

2014/216 pp./PB, $33.95/5539-6Practitioner Inquiry Series

Changing Minds and Brains—The Legacy of Reuven FeuersteinHigher Thinking and Cognition Through Mediated LearningReuven Feuerstein, Louis H. Falik, and Refael Feuerstein Foreword by H. Carl Haywood

“Reuven Feuerstein’s concepts will continue to enrich cognitive

developmental thinking and research and to bring a richer, fuller cognitive development to children, youth, and adults around the world.”

—From the Foreword by H. Carl Haywood, Vanderbilt University

In this final work, Feuerstein provides a first-person narrative of the implementation of mediated learn-ing experience (MLE) past and present, including stories, new insights, observations, and newly for-mulated concepts on MLE and how it contributes to higher-level thinking and overcoming disability. This is essential reading for all educators looking to improve educational outcomes for diverse learners. 2015/256 pp./PB, $29.95/5620-1/HC, $62/5621-8

The One-on-One Reading and Writing ConferenceWorking with Students on Complex TextsJennifer Berne and Sophie C. DegenerForeword by Douglas Fisher

“Will transform teachers’ conferencing, and more

importantly, their students’ writing and reading.”—Laurie Elish-Piper, IRA Board of Directors,

2013–2016“Reading this is a critical opportunity to reflect on our

practice, examining whether the content of our confer-ences is aligned with the rigorous expectations of the Common Core

—Sunday Cummins, literacy consultant and author

Responding specifically to new Common Core State Standards in reading and writing, this book introduces a method of one-on-one interaction that encourages teachers to focus on more ambi-tious goals that will deepen students’ skills in comprehension and writing. This resource suggests where conferences fit in with other important pieces of literacy instruction; introduces a variety of high-quality cues to use during conferences; and shows how conferences can function as formative assessment.

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

E-BOOKS 20% off all ebooks at www.tcpress.com

RECENTLY PUBLISHED 27


Leading Anti-Bias Early Childhood ProgramsA Guide for ChangeLouise Derman-Sparks, Debbie LeeKeenan, and John NimmoForeword by Mariana Souto-Manning

“This book is a tool box for building early childhood

programs that foster sentiments of justice and fairness in leaders, teachers, and young children.”

—Herbert Kohl, educator and bestselling authorWith a focus on the leader’s role, this book is both a stand-alone text and a perfect compan-ion for Anti-Bias Education for Young Children and Ourselves. It emphasizes that this work is not only about changing curriculum, but requires thought-ful, strategic, long-term planning that addresses all components of an early childhood program. With a powerful combination of conceptual frameworks, strategies, and practical tools, the authors explain the structural and individual changes leaders must foster.

2014/192 pp./PB, $29.95/5598-3 large formatEarly Childhood Education Series

Political EducationSetting the Course for State and Federal Policy, Second EditionChristopher T. Cross Foreword by Brian Sandoval and Jeremy Anderson

“As Political Education so clearly documents, we need to engage in a dialogue that is about our

expectations and our commitment to education as a national priority.”

—From the Foreword by Brian Sandoval and Jeremy Anderson, Education Commission of the States

“In this incisive update, Cross provides the politics, per-sonalities, and underlying ethos that shape trends and eras of federal policymaking.”

—Mike Kirst, president, California State Board of Education

Political insider Christopher Cross updates his criti-cally acclaimed bestseller with new chapters and important new insights into future education policy. Cross draws on his experience in Washington, along with research and interviews, to present a highly readable history of federal education policy, from WWII to the Obama administration. This fascinating chronicle highlights the key players who helped shape federal policy because, as Cross writes in his introduction, “policy development is woven of personalities, events, and timing.”

2014/224 pp./PB, $37.95/5586-0

Big-City School ReformsLessons from New York, Toronto, and London Michael Fullan and Alan Boyle

“Offers real hope that we can now tackle some of the key issues that have frustrated reform efforts in the past”.

—Geoff Whitty, Institute of Education, University of London, UK

Fullan and Boyle, internationally renowned think-ers on school change, demonstrate that while the educational challenges of big cities may be overwhelming, they are not insurmountable. Examining three major cities—New York, Toronto, and London—this book weaves case studies with careful analysis and recommendations to hone in on which policies and strategies work best to raise the bar for all students and reduce the gap for the disadvantaged. This is an eminently practical book that focuses on big problems and big solutions.

2014/192 pp./PB, $27.95/5518-1/HC, $66/5519-8Copublished with the Ontario Principals’ Council.

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

College Now!What Needs to Be Done to Give Urban Students a Real Path to Success Scott MendelsbergForeword by Tom Vander Ark

“Through funny, sad, and trium-phant stories, Mendelsberg lays out the power of high expecta-tions; the need to support and

hold educators accountable; and the strategies for creating a learning environment that embraces rigor and engagement.”

—From the Foreword by Tom Vander Ark, Getting Smart

“Brilliant! Scott Mendelsberg has written a primer for all school administrators.”

—Mike Miles, superintendent, DallasIn 2 years, principal Scott Mendelsberg took his school from a 17% to a 73% college matriculation rate. He didn’t get new teachers, a new building, different kids, or a new curriculum. He just made sure students realized that college was an option for them.

This remarkable, first-hand account reveals the impediments and challenges to educating inner-city students and shows how believing in all kids helped save a school and change education in the state of Colorado.

2014/160 pp./PB, $27.95/5543-3/HC, $64/5563-1




Art-Centered Learning Across the CurriculumIntegrating Contemporary Art in the Secondary School ClassroomJulia Marshall and David M. Donahue, with contributions by Rick Ayers, Ruth Cossey, Steven D. Drouin, Lawrence Horvath, and Anne Thulson

Foreword by Lois Hetland

“This important text serves as a primer for fashioning the kinds of integrated curriculum frameworks required for success in today’s global knowledge economy.”

—James Haywood Rolling Jr., Syracuse University

Drawing on ideas from Harvard Project Zero, this book will help teachers implement inquiry-based, substantive art integration across the curricu-lum. Subject-specific chapters include examples of contemporary art with explanations of how these works explore the fundamental concepts of the academic discipline. Appropriate for both art teachers and subject-area teachers, the book includes guidelines for developing art projects plus a free online supplement for meeting CCSS in English Language Arts.

2014/208 pp./PB, $34.95/5581-5/HC, $76/5582-2 over 90 photographs and illustrations ccss

Engaging the “Race Question”Accountability and Equity in U.S. Higher EducationAlicia C. Dowd and Estela Mara Bensimon

“The introspective journeys this book will inspire should be experi-enced by faculty and staff at higher

education institutions across the country.”—Tia Brown McNair, Association of

American Colleges and UniversitiesThis book clarifies the “muddled conversation” that colleges and universities are having about equity. The authors illustrate how practitioner inquiry can be used to address the “race question” with wis-dom and calls on college leaders and educators to change the policies and practices that perpetuate institutional and structural racism—and provides a blueprint for doing so.

2015/224 pp./PB, $42.95/5609-6/HC, $86/5611-9Multicultural Education Series

The University Next DoorWhat Is a Comprehensive University, Who Does It Educate, and Can It Survive?Edited by Mark Schneider and KC Deane

“A valuable resource for all stake-holders who seek to affect positive change in policy and practice at

public comprehensive universities.”—Daniel J. Hurley, American Association of

State Colleges and UniversitiesThis volume assembles a team of experts from a variety of disciplines to examine both the history of the comprehensive university and what lies ahead. The book grapples with such questions as: How do these institutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labor market? Can partnerships between community colleges and comprehensive universities bolster student success?

Contributors: Lloyd Armstrong, John Dorrer, William Doyle •Alisa Hicklin Fryar, Michael B. Horn, Alison Kadlec, Mario Martinez, Awilda Rodriguez, Jeffrey J. Selingo, Michelle R. Weise, Michelle Lu Yin

2015/256 pp./PB, $29.95/5602-7/HC, $84/5603-4

Faculty Work and the Public GoodPhilanthropy, Engagement, and Academic Professionalism

Edited by Genevieve G. ShakerBy examining faculty members’ many contributions, not only to students but to society-at-

large, this book offers an alternate perspective on America’s colleges and universities that will help preserve and expand professorial contributions to the public good.

Contributors: Ann E. Austin, J. Herman Blake, Dwight F. Burlingame, Denise Mott DeZolt, Sean Gehrke, Audrey J. Jaeger, Adrianna Kezar, Jia G. Liang, Elizabeth Lynn, Michael Moody, Emily L. Moore, Thomas F. Nelson Laird, Jason F. Perkins, William M. Plater, Gary Rhoades, R. Eugene Rice, John Saltmarsh, Lorilee R. Sandmann, Paul S. Shaker, Marty Sulek, William G. Tierney, Richard C. Turner

2015/304 pp./PB, $31.95/5617-1/HC, $79/5618-8

Institutionalizing Health and Education for AllGlobal Goals, Innovations, and Scaling UpColette Chabbott with Mushtaque Chowdhury Foreword by Francisco O. Ramirez

Calls for Health for All and Education for All have rallied international development orga-nizations for decades. Where did these global goals come from? Why have they advanced so unevenly? This book explores how organizations and the innovations they champion develop and pursue global goals. Chabbott’s careful analyses are particularly timely as the international community defines new global goals for the post-2015 era.

2015/264 pp./PB, $39.95/5608-9 International Perspectives on Education Reform Series

29

ORDER ONLINE IN THE U.S. WWW.TCPRESS.COM IN CANADA WWW.UTPRESS.UTORONTO.CA ORDER BY PHONE IN THE U.S. 800.575.6566 IN CANADA 800.565.9523ORDER ONLINE IN THE U.S. WWW.TCPRESS.COM IN CANADA WWW.UTPRESS.UTORONTO.CA

MORE BESTSELLERS!

Is Everyone Really Equal?An Introduction to Key Concepts in Social Justice EducationÖzlem Sensoy and Robin DiAngelo

2011/240 pp./PB, $31.95/5269-2/HC, $66/5270-8

Reaching and Teaching Students in PovertyStrategies for Erasing the Opportunity GapPaul C. Gorski

2013/216 pp./PB, $33.95/5457-3/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

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, $25.95/5459-7

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

2010/144 pp./PB, $20.95/5062-9 (T)

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

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

large format, illustrations

We Can’t Teach What We Don’t KnowWhite Teachers, Multiracial Schools, Second EditionGary R. Howard Foreword by Sonia Nieto

2006/192 pp./PB, $26.95/4665-3 (T)

Interviewing as Qualitative ResearchA Guide for Researchers in Education and the Social SciencesFourth Edition Irving Seidman

2013/192 pp./PB, $25.95/5404-7

Promoting Racial Literacy in SchoolsDifferences That Make a DifferenceHoward C. Stevenson

2014/240 pp./PB, $32.95/5504-4/HC, $70/5557-0

Black Male(d)Peril and Promise in the Education of African American MalesTyrone C. Howard Foreword by Pedro Noguera

2014/208 pp./PB, $29.95/5490-0/HC, $72/5491-7

2015 AACTE Outstanding Book Award Teaching Tolerance Staff Pick, Spring 2014 2013 AESA Critics’ Choice Award On The U.K. Times Higher Education Suggested Reading List for 2013

Education and Democracy in the 21st CenturyNel Noddings

2013/192 pp./PB, $30.95/5396-5/HC, $66/5397-2

ccss

AWA R D W I N N E R

William Watkins

Maxine Greene

John I. Goodlad

George Hillocks, Jr.

Greg Dimitriadis

Reuven Feuerstein see page 26

30


CELEBRATING THE WORK OF...

Thinking About Education Series Jonas F. Soltis, Editor

Important guides to support students of military familiesby Ron Avi Astor, Linda Jacobson, and Rami Benbenishty

www.tcpress.com/military families.html

The Ethics of TeachingKenneth A. Strike and Jonas F. Soltis

176 pp. /PB, $22.95/4981-4

Curriculum and AimsDecker F. Walker and Jonas F. Soltis, assisted by Frances Schoonmaker144 pp./PB, $22.95/4984-5

Approaches to TeachingGary D Fenstermacher and Jonas F. Soltis, with contributions from Matthew N. Sanger

128 pp. /PB, $22.95 /4982-1

Perspectives on LearningD. C. Phillips and Jonas F. Soltis

144 pp./PB, $22.95/4983-8

School and SocietyWalter Feinberg and Jonas F. Soltis

160 pp./PB, $22.95/4985-2

“Does a masterful job of bringing together the basic issues and teaching methods that should frame social and philosophical foundations curricula.”

—Educational Theory

5thEditions

The School Administrator’s Guide 160 pp. / Paper, $26.95 / 5370-5 The Teacher’s Guide 128 pp. / Paper, $27.95 / 5369-9 The Pupil Personnel Guide 144 pp. / Paper, $26.95 / 5371-2 The Parent Guide 96 pp. / Paper, $24.95 / 5368-2 Four-book set Paper $105.80 $84.95 (20% off) / 5419-1

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


Spring/Summer 2015 TC Press ISBN prefix is 978-0-8077

Send orders to:IN THE U.S. Teachers College Press • P.O. Box 20 • Williston, VT 05495-0020Tel.: 800/575-6566 Fax: 802/864-7626 www.tcpress.comIN CANADA use the provided price list and order form or call 800.565.9523For foreign orders visit http://www.tcpress.com/info_desk.html

Name _________________________________________________________________________________________ FDNS15

Address ________________________________________________________________________________________________

________________________________________________________________________________________________________

City__________________________________________________State______Zip ____________________________________

Daytime Tel. #: Area Code (______) ________________________________________________________________________

Credit Card Orders ❏ ❏ ❏ Exp. Date _____________________________

Card # _________________________________________________________________________________________________

Signature _______________________________________________________________________________________________

(please print or type)

(no credit card orders accepted without signature)

5-DIGIT QTY ISBN PRICE ITEM TOTAL prefix: 978-0-8077________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

SUBTOTAL $

NY OR VT SALES TAX

HANDLING CHARGE ($5.50 first item/$1 each add’l item)

TOTAL $

• All personal orders must be prepaid or charged on credit card• NY & VT residents must add applicable sales tax• Official purchase order must accompany institutional orders• Please include min. $5.50 postage and handling plus $1 for each add’l item• Prices in U.S. dollars and subject to change without notice• In Canada order from: University of Toronto Press–Guidance Centre,

5201 Dufferin Street, North York, Ontario M3H 5T8• TC Press accepts orders via Advantis and Pubnet

Documents

Teachers College Press, Education