estsellers - Teachers College Press

New Titles 

Early Childhood Education 

2 Program Administration Scale, Talan 

2 The Play’s the Thing, Jones 

2 Defending Childhood, Falk 

3 Moral Classrooms, Moral Children, 

DeVries 

3 Don’t Leave the Story in the Book, 

Hynes-Berry 

3 Early Childhood Systems, Kagan 

Families, Schools, & Communities 

12 Bicultural Parent Engagement, Olivos 

English Language Learners 

14 Understanding the Language 

Development and Early Education of 

Hispanic Children, García 

14 Literacy Instruction in Multilingual 

Classrooms, Helman 

14 Overtested, Zacher Pandya 

Language & Literacy 

16 Be That Teacher!, Risko 

16 “Trust Me! I Can Read”, Lamping 

16 Reading Wide Awake, Shannon 

17 Bridging Literacy and Equity, Lazar 

17 Crossing Boundaries, Kinloch 

17 Teaching for the Students, Fecho 

18 A Call to Creativity, Reynolds 

18 Playing Their Way into Literacies, 

Wohlwend 

18 The Successful High School Writing 

Center, Fels 

19 Reading Girls, Ma’ayan 

19 Literacy and Justice Through 

Photography, Ewald 

19 Interrupting Hate, Blackburn 

20 Reading Time, Compton-Lilly 

Curriculum, Instruction, & 

Assessment 

27 Good Questions, Small 

27 Getting from Arithmetic to Algebra, 

Schwartz 

27 Building Mathematics Learning 

Communities, Walker 

28 “Heterogenius” Classrooms, Watanabe 

28 Why Our High Schools Need the Arts, 

Davis 

28 Transforming City Schools Through Art, 

Hutzel 

Technology & Learning 

34 Digital Teaching Platforms, Dede 

34 The Complete Step-by-Step Guide to 

Designing and Teaching Online Courses, 

Thormann 

34 Learning in the Cloud, Warschauer 

35 The Learning Edge, Bain 

Teacher Education 

37 What Learning Looks Like, Feuerstein 

37 Reclaiming Our Teaching Profession, Hord 

37 Effective Questioning Strategies in the 

Classroom, Fusco 

38 Assessing Teacher Quality, Kelly 

38 Ethnographic Interviewing for Teacher 

Preparation and Staff Development, Frank 

38 What Should I Do, Richert 

39 The Networked Teacher, Baker-Doyle 

Administration, 

Leadership, & Policy 

46 Professional Capital, Hargreaves 

46 Finding Superman, Swail 

46 Finnish Lessons, Sahlberg 

47 Bad Teacher!, Kumashiro 

47 Charter Schools and the Corporate 

Makeover of Public Education, Fabricant 

47 Black School White School, Brooks 

48 Starting Up, Arrastía 

48 Leading Technology-Rich Schools, Levin 

48 Becoming a Strong Instructional Leader, 

Jones 

49 Leading for Inclusion, Jones 

49 Achieving Equity for Latino Students, 

Contreras 

49 Americans by Heart, Pérez 

50 Taking Charge, Shaw 

50 The Assault on Public Education, Watkins 

50 College and Career Ready in the 21st 

Century, Stone 

51 Inequality for All, Schmidt 

Foundations of Education 

57 Teaching Minds, Schank 

57 Streetsmart Schoolsmart, Conchas 

57 Doing Case Study Research, Hancock 

58 Dear Nel, Lake 

58 The African American Struggle for 

Secondary Schooling, 1940–1980, Rury 

Culture, Society, & Education 

63 Is Everyone Really Equal, Sensoy 

63 Creating Solidarity Across Diverse 

Communities, Sleeter 

Higher & adult Education 

67 What Is College For, Lagemann 

67 SAT Wars, Soares 

Comparative & 

International Education 

68 Educating Children in Conflict Zones, 

Mundy 

www.tcpress.com • 800.575.6566

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Table of Contents 

New 

2 Early Childhood Education 

Teachers and Teaching ...............................4 

Leadership and Management ....................5 

Relationships .............................................5 

Child Development ....................................6 

Curriculum ................................................6 

Reggio Emilia .............................................8 

10 Environment Rating Scales (ERS) 

12 Families, Schools, and Communities 

14 English Language Learners 

16 Language & Literacy 

Literacy Studies .......................................20 

Literature .................................................21 

Reading....................................................22 

Writing ....................................................24 

Research ..................................................24 

Media Literacy .........................................24 

Linguistic Diversity ..................................25 

27 Curriculum, Instruction, & Assessment 

Curriculum Studies ..................................29 

Science / Math .........................................29 

New Mind, Brain, and Education ......................30 

Thinking/Cooperative Learning ................30 

Social Studies ..........................................31 

The Arts and Art Education......................32 

School Materials ......................................33 

34 Technology & Learning 

37 Teacher Education 

Teacher Practice........................................39 

Teacher Research ......................................42 

Professional Development.........................43 

46 Administration, Leadership, & Policy 

School Change ..........................................51 

Leadership ................................................52 

Urban Education .......................................54 

Policy ........................................................54 

57 Foundations of Education 

Educational Studies...................................58 

Social Justice ............................................59 

Historical Studies ......................................60 

Philosophical Studies ................................61 

Perspectives on Research ..........................61 

Ethics, Religion, and Moral Education........62 

63 Culture, Society, & Education 

Multicultural Education .............................64 

Cultural Studies ........................................66 

Sociology of Education ..............................66 

67 Higher and Adult Education 

68 Comparative & International Education 

70 Special Education/Gifted Education 

71 Psychology, Counseling, & Development 

72 Author/ Title/Series Indexes 

81 Manuscript Submission Guidelines 

83 Exam/Desk Copy Form 

84 Order Form 

Ordering Information on inside back cover 

1

EarlyChildhoodEducation 

of Related Interest 

Understanding the Language 

Development and Early Education of 

Hispanic Children, 14 

What Learning Looks Like, 37 

Playing Their Way Into Literacies, 18 

Program Administration 

Scale 

Measuring Early Childhood Leadership 

and Management, Second Edition 

Teri N. Talan, Director of Research and Public 

Policy, McCormick Center for Early Childhood 

Leadership, and Associate Professor of Early 

Childhood Education, and Paula Jorde Bloom, 

Michael W. Louis Chair, McCormick Center, and 

Professor of Early Childhood Education, both at 

National Louis University. 

Research has consistently found that effective 

administrative practices are crucial for ensuring 

beneficial program outcomes for children 

and families. The Program Administration Scale 

(PAS) is designed to reliably measure and 

improve the 

leadership 

and management 

practices of 

New 

Edition 

center-based 

programs— 

the only 

instrument 

of its kind to 

focus exclusively 

on organization-wide administrative 

issues. 

Using a 7-point rating scale (inadequate 

to excellent), this easy-to-use instrument 

assesses 25 items grouped into 10 categories: 

human resources development, personnel cost 

NEW 

and allocation, center operations, child assessment, 

fiscal management, program planning 

and evaluation, family partnerships, marketing 

and public relations, technology, and staff 

qualifications. 

This new second edition of the PAS includes 

minor refinements to support the reliable use 

of the instrument and to reflect current best 

practices in early childhood administration. 

• The Notes and Guiding Questions for 

the PAS items are expanded to increase 

understanding and facilitate greater 

consistency in scoring. 

• Emphasis is placed on administrative 

practices that support family partnership, 

inclusion, cultural sensitivity, and linguistic 

diversity. 

• Routines that demonstrate distributed 

leadership are measured. 

• The focus in technology is on practices 

that promote effective communication, 

collaboration, and continuous learning. 

Best 

Seller 

Audience: Pre- and inservice training for administrators 

of center-based early care and education 

programs; center directors, agency administrators, 

state policymakers, teacher trainers, and researchers; 

courses in early childhood education and 

administration. 

2011/96 pp./PB, $21.95/5245-6 large format 

Also by these authors: See Author Index 

The Play’s the Thing 

Teachers’ Roles in Children’s Play, 

Second Edition 

Elizabeth Jones, faculty emerita in human 

development, Pacific Oaks College, Pasadena, CA, 

and Gretchen Reynolds, faculty in the early 

childhood education program, Algonquin College, 

Ottawa, Canada 

Foreword to the Second Edition by Kathy Hirsh- 

Pasek and Roberta Michnick Golinkoff 

New 

Edition 

“An excellent summary 

of theories related to the 

importance of children’s 

play and illustrates the 

six roles teachers can 

use to put these theories 

into practice.” 

—Harvard 

Educational Review 

(on the first edition) 

“Playful learning offers 

educators a plan for creating 

fun and engaging 

pedagogies that support rich curricula....And this 

NEW 

book offers magnificent descriptions and evidencebased 

examples of how teachers can pave this new 

road and create a climate for learning via play.” 

—From the Foreword to the Second Edition 

Best 

Seller 

by Kathy Hirsh-Pasek, Temple University, 

and Roberta Michnick Golinkoff, 

University of Delaware 

Responding to current debates on the place of 

play in schools, the authors have extensively 

revised their groundbreaking book to include 

significant developments in the broadening 

landscape of early learning and care, such as 

assessment, diversity and culture, intentional 

teaching, inquiry, and the construction of 

knowledge. They explain how and why play is a 

critical part of children’s development, as well 

as the central role adults have to promote it. 

The new edition includes: 

• Current issues from media content, 

consumer culture, and environmental 

concerns. 

• Standards and testing in preschool and 

kindergarten. 

• Bridging the cultural gap between home 

and school. 

• Using digital technology to make children’s 

play visible. 

• Recent brain development research. 

Audience: Early childhood teachers, teacher 

educators, and parents; courses in early childhood 

education, pedagogy, play, child development, 

child psychology, observation and assessment. 

2011/168 pp./PB, $25.95/5241-8 

Early Childhood Education Series 

Also by Elizabeth Jones: See Author Index 

Defending Childhood 

Keeping the Promise of 

Early Education 

Edited by Beverly Falk, professor and director 

of the Graduate Programs in Early Childhood 

Education at the School of Education, The City 

College of New York 

Foreword by Linda Darling-Hammond 

New 

Edition 

NEW 

“These pages make clear 

that the way to foster 

effective teaching is not 

with curriculum mandates 

and pacing guides 

but with professional 

learning opportunities 

that prepare expert educators 

to take advantage 

of and create teachable 

moments.” 

—From the Foreword 

by Linda Darling- 

Hammond, Stanford 

University 

This book offers important insights about what 

we can do to defend childhood from societal 

challenges. The authors explain new findings 

from neuroscience and psychology, as well as 

emerging knowledge about the impact on child 

development of cultural and linguistic diversity, 

poverty, families and communities, and the 

media. Each chapter presents experiences and 

suggestions from different disciplines about 

what can be done to ensure that all children 

gain access to the support they need for optimal 

physical, social, intellectual, and emotional 

development. 

Best 

Seller 

Contents and Contributors: The Science of 

Early Childhood Development, Todd A. Grindal, 

Christina Hinton, and Jack P. Shonkoff • 

A Tale of Two Schools, Jessa Reed, Kathy 

Hirsh-Pasek, and Roberta M. Golinkoff • 

Honoring the Lives of All Children, Sonia 

Nieto • Low-Income Families and Young 

Children’s Development and School Success, 

Barbara Bowman and Aisha Ray • Foreclosed 

Childhoods, Valerie Polakow • Working 

with Latino Preschoolers, Delis Cuéllar and 

Eugene E. García • Media, Technology, and 

Commercialism, Nancy Carlsson-Paige • 

Standardized Testing, George Madaus and 

Terrence Lee-St. John • Tensions Past, Present, 

and Future, Robert L. Selman and Janet Kwok • 

Creating Powerful Learning Experiences in Early 

Childhood, Mara Krechevsky, Ben Mardell, 

Tiziana Filippini, and Howard Gardner • The 

School of the 21st Century, Edward Zigler and 

Matia Finn-Stevenson • The Case For Investing 

In Young Children, James J. Heckman 

Audience: Teachers, teacher educators, administrators, 

politicians, and policymakers; courses in 

early childhood and elementary school education, 

teacher education, child development, child studies, 

politics of education, sociology of education. 

2012/288 pp./PB, $29.95/5310-1/HC, $68/5311-8 


Also by Beverly Falk: See Author Index 

2 

For full book descriptions, visit www.tcpress.com

Moral Classrooms, 

Moral Children 

Creating a Constructivist Atmosphere 

in Early Education, Second Edition 

Rheta DeVries is professor emerita of curriculum 

and instruction at the University of Northern Iowa. 

Betty Zan is associate professor and director 

of the Regent’s Center for Early Developmental 

Education at the University of Northern Iowa. 

New 

Edition 

“DeVries and Zan have given educators 

an indispensable field guide to teaching 

children the essentials of respect for self 

and others, devising and interpreting rules, 

and resolving conflicts. Their timely volume 

marks an important step forward for early 

education.” 

—Edward Zigler, Yale University 

(on the first edition) 

NEW 

This classic bestseller, now updated for 

today’s diverse teaching force and student 

populations, explores the benefits of 

sociomoral practices in the classroom. The 

authors draw on recent research to show 

how these approaches work with children 

ages 2–8. They focus on how to establish and 

maintain a classroom environment that fosters 

children’s intellectual, social, moral, emotional, 

and personality development. Extending the 

work of Jean Piaget, the authors advocate for 

a cooperative approach that contrasts with 

the coercion and unnecessary control that can 

be seen in many classrooms serving young 

children. Practical chapters demonstrate how 

the constructivist approach can be embedded 

in a school program by focusing on specific 

classroom situations and activities, such as 

resolving conflict, group time, rule making, 

decision making and voting, social and moral 

discussions, cooperative alternatives to discipline, 

and activity time. 

Best 

Seller 

New for the Second Edition: 

• Updated examples reflecting the authors’ 

work with low-income children. 

• Coverage expanded to include 1st- and 

2nd-grade classrooms. 

• New alternatives to discipline. 

• “Principles of Teaching” sections with many 

examples of classroom interactions. 

Audience: Teachers, teacher educators, administrators, 

and curriculum specialists; courses in 

early education, child development, discipline, 

classroom management, and social development. 

2012/288 pp./PB, $28.95/5340-8 


Also by Rheta DeVries: See Author Index 

Become a Member: 

Register at www.tcpress.com 

to receive announcements 

about new titles and pricing 

discounts. 

Don’t Leave the 

Story in the Book 

Using Literature to Guide Inquiry in 

Early Childhood Classrooms 

Mary Hynes-Berry brings a lifetime of using 

oral storytelling to promote learning in her work 

with preservice and in-service teachers at Erikson 

Institute, Chicago, Illinois 

Foreword by Jie-Qi Chen 

New 

Edition 

NEW 

“To help teachers build 

on what they know 

about stories, Mary 

describes practices for 

using books that are 

grounded in well-defined 

principles of teaching 

and learning.” 

—From the 

Foreword by 

Jie-Qi Chen, 

Erikson Institute 

“If you want to bring 

powerful stories into your classroom that inspire 

curiosity and questions, spark deep thinking and 

cultivate thoughtful conversations, embrace this 

book!” 

—Anne Goudvis, consultant and author 

Drawing from 30 years of teaching and professional 

development experience, the author 

offers a roadmap for using children’s literature 

to provide authentic learning. Featuring a “storyteller’s 

voice,” each chapter includes a case 

study about how a particular fiction or nonfiction 

work can be used in an early childhood 

classroom; a series of open-ended questions 

to help readers construct their own inquiry 

units; and a bibliography of children’s literature. 

This book provides a unique synthesis of ideas 

based on constructivist approaches to learning. 

Best 

Seller 

Contents: 

1. How Are Learning Communities Like Stone 

Soup Exploring a Praxis 

2. What Can We Learn From the Three Little 

Pigs The Three Es of Quality Intellectual 

Work 

3. Can Cinderella’s Slipper Be Gold Instead 

of Glass The Role of Questions in Quality 

Intellectual Work 

4. How Can We Play With Abiyoyo 

The SIP of Play and Quality Intellectual 

Work 

5. What Makes a Good Goldilocks 

Assessing the Quality of Picture Books 

6. How Long Is Tikki Tikki Tembo 

What’s the Problem with Naked Numbers 

7. How Did the Sun and Moon Come to be in 

the Sky Playing with the Amazing Facts of 

Science 

8. How do You Get from Patches to a 

Patchwork Quilt Reading an Object to 

Spark Inquiry Across the Curriculum 

9. Who’s the Strongest 

What Makes Stories Such Effective Tools for 

Quality Intellectual Work 

Audience: Pre- and inservice teachers, curriculum 

supervisors, and professional developers; courses 

in early childhood and elementary curriculum, 

instructional methods, and children’s literature. 

2011/216 pp./PB, $29.95/5287-6/HC, $64/5288-3 

illustrations 


Early Childhood Systems 

Transforming Early Learning 

Edited by Sharon Lynn Kagan is the Virginia 

and Leonard Marx Professor of Early Childhood 

and Family Policy and Co-Director of the National 

Center for Children and Families at Teachers 

College, Columbia University. Kristie Kauerz is 

the program director for PreK–3rd Education at 

Harvard Graduate School of Education (HGSE). 

“A veritable encyclopedia 

of ideas on early 

childhood system 

building.” 

—Barbara T. Bowman, 

Erikson Institute 

“The authors don’t just 

talk about the work, they 

participate in the creation 

of change.” 

—Sherri Killins, 

Ed.D, Commissioner, 

Department of Early 

Education and Care, Massachusetts 

In this seminal volume, leading authorities 

strategize about how to create early childhood 

systems that transcend politics and economics 

to serve the needs of all young children. The 

authors offer different interpretations of the 

nature of early childhood systems, discuss the 

elements necessary to support their development, 

and examine how effectiveness can 

be assessed. With a combination of cuttingedge 

scholarship and practical examples of 

systems-building efforts taking place in the 

field, this book provides the foundation educators 

and policymakers need to take important 

steps toward developing more conceptually 

integrated approaches to early childhood care, 

education, and comprehensive services. 

New 

Edition 

NEW 

Best 

Seller 

Contributors: 

Kimberly Boller • Andrew Brodsky • Charles 

Bruner • Dean Clifford • Julia Coffman • 

Jeanine Coleman • Harriet Dichter • Sangree 

Froelicher • Eugene García • Stacie G. Goffin 

• Janice Gruendel • Jodi Hardin • Marilou 

Hyson • Sharon Lynn Kagan • Kristie Kauerz • 

Amy Kershaw • Lisa G. Klein • Denise Mauzy 

• Geoffrey Nagle • Karen Ponder • Ann Reale • 

Sue Russell • Diana Schaack • Karen Hill Scott 

• Helene M. Stebbins • Jennifer M. Stedron • 

Kate Tarrant • Kathy R. Thornburg • Kathryn 

Tout • Fasaha Traylor • Jessica Vick Whittaker 

Audience: Teacher educators, administrators, federal 

and state policymakers, foundation officers, 

professional trainers/developers, and researchers; 

courses in early childhood education, child development, 

policy and leadership, standards and 

assessments, finance, and governance. 

2012/336 pp./PB, $31.95/5296-8/HC, $68/5297-5 

Also by These Authors: See Author Index 

Professors: 

To request exam copies of any 

book in this catalog, visit us at: 

www.tcpress.com/form1.html 


to order: 800.575.6566 or www.tcpress.com 

3

Teachers 

and Teaching 

New 

Edition 

The Good 

Preschool 

Teacher 

Six Teachers 

Reflect on 

Their Lives 

William Ayers 

This book is 

the result of 

an in-depth 

inquiry into 

the lives and 

work of six outstanding preschool 

teachers. Through a creative, 

original combination of interviews, 

letters, vignettes, interpretive 

analysis, and reflections, the author 

describes and links together the 

events, people, and experiences 

that have made these women the 

excellent teachers they are. 

NEW 

Best 

Seller 

1989/176 pp./PB, $23.95/2946-5 


Starting 

with Their 

Strengths 

Using the Project 

Approach in 

Early Childhood 

Special 

Education 

Deborah C. 

Lickey and 

Denise J. Powers 

Foreword by Lesley Koplow 

“Lickey and Powers bring us back to 

developmental reality.” 

—From the Foreword by Lesley 

Koplow, Bank Street College 

Using scenarios from their own 

practice, the authors examine the 

process of accessing children’s 

strengths to facilitate social, 

emotional, cognitive, and motor 

development, including concepts 

and skills. The text includes classroom 

vignettes, photos of projects, 

sample lesson plans, forms for data 

collection, and a strengths-based 

Individualized Education Plan (IEP) 

guide. To join the authors’ online 

community, visit www.startingwiththeirstrengths.com. 

2011/176 pp./PB, $29.95/5234-0 

HC, $68/5235-7 

large format, illustrations/photos 


Twelve Best 

Practices for 

Early 

Childhood 

Education 

Integrating 

Reggio and 

Other Inspired 

Approaches 

Ann Lewin- 

Benham 

“I predict that you’ll place this book 

alongside those educational readings 

that you value most.” 


by Howard Gardner 

“Lewin-Benham offers joyful, grounded, 

and practical counsel to early childhood 

teachers...totally delightful and 

thoroughly helpful!” 

—Sharon Lynn Kagan, Teachers 

College, Columbia University 

Popular author Ann Lewin-Benham 

presents 12 “best practices” 

inspired not only by Reggio, but 

also by play-based and Montessori 

approaches to early childhood 

education. Practices are demonstrated 

with classroom scenarios, 

dialogues of children and teachers, 

and work samples showing the 

outcome of using each practice. 

Includes a self-assessment tool to 

assist you in examining your practices 

and those of your school. 

2011/224 pp./PB, $31.95/5232-6 

HC, $72/5233-3 

large format, photos 


Also by this author: 

See Author Index 

Supporting 

Boys’ 

Learning 

Strategies for 

Teacher Practice, 

Pre-K–Grade 3 

Barbara Sprung, 

Merle Froschl, 

and Nancy 

Gropper, with Dr. 

Noel S. Anderson, Dr. Blythe Hinitz, 

Dr. Donna Akilah M. Wright, and 

Dr. Ahmed Zaman 

“The authors offer early childhood 

teachers practical suggestions that 

are supported by research and lively 

anecdotes.... Recommended.” 

—Choice 

There is a growing body of research 

that has raised concerns about 

boys’ vulnerability in terms of 

social-emotional development, 

referral to special education, and 

academic pressures in school. 

Responding to these concerns, 

this user-friendly guide provides 

field-tested strategies for improving 

teaching practice. Based on the 

work of a group of teacher educators, 

the text includes examples 

from the field, reflections on practice, 

classroom strategies, and key 

resources. 

2010/120 pp./PB, $24.95/5104-6 

HC, $56/5105-3 


What If All 

the Kids Are 

White 

Anti-Bias 

Multicultural 

Education with 

Young Children 

and Families 


Louise Derman- 

Sparks and Patricia G. Ramsey, 

with Julie Olsen Edwards 

Foreword by Carol Brunson Day 

“A dynamic blend of child development 

theory, social history, and the 

best pedagogical practice from two 

distinguished social justice educators—every 

teacher of young children 

should read it!” 

—Beverly Daniel Tatum 

Bringing this bestselling guide 

completely up to date, the authors 

address the current state of racism 

and anti-racism in the United 

States (including the election of the 

first African American president), 

review recent child development 

research, discuss state standards 

and NCLB pressures on early childhood 

teaching, and more. The text 

includes teaching strategies, activities 

for families and staff, reflection 

questions, and updated organizational 

and website resources. 

2011 / 224 pp. / PB, $26.95 / 5212-8 




Teaching and 

Learning 

in a Diverse 

World 

Multicultural 

Education 

for Young 

Children, Third 

Edition 

Patricia G. 

Ramsey 

Foreword by Sonia Nieto 

This classic continues to define 

what multicultural education 

means in all settings. Includes 

activities to challenge children’s 

assumptions on: Racial Bias, Social 

Class & Consumerism, Perspectives 

on Cultures and the Natural World, 

Gender & Sexual Orientation, and 

Abilities & Disabilities. 

2005/240 pp./PB, $26.95/4504-5 

HC, $50/4505-2 


Major Trends and Issues in 


Challenges, Controversies, and 

Insights / Second Edition 

Edited by Joan Packer Isenberg 

and Mary Renck Jalongo 

Foreword by Sue Bredekamp 

“An excellent introduction to the complexity 

of contemporary challenges 

confronting professionals working 

with young children.” —Choice 

2003/224 pp./PB, $28.95/4350-8 

HC, $56/4351-5 


The View 

from the 

Little Chair 

in the Corner 

Improving 

Teacher Practice 

and Early 

Childhood 

Learning 

(Wisdom 

from an Experienced Classroom 

Observer) 

Cindy Rzasa Bess 

This is a down-to-earth book about 

what it takes to be an exceptional 

early childhood teacher. The author 

uses her experience as a classroom 

observer and a developmental 

psychologist to create a rationale 

for best practice—the reasoning 

behind the best (worst, and average) 

classroom practice. Cindy 

Rzasa Bess examines a variety of 

classroom scenarios and describes 

how teaching was done well or 

how it could be done better. She 

clearly illustrates how simple 

changes and heart-felt efforts can 

have outstanding results. 

2009 /168 pp./PB, $24.95/5039-1 

HC, $52/5040-7 


Enthusiastic 

and 

Engaged 

Learners 

Approaches to 

Learning in 

the Early 

Childhood 

Classroom 

Marilou Hyson 

Foreword by Sue Bredekamp 

This resource will help early childhood 

professionals implement 

strategies to support young children’s 

positive approaches to learning—their 

enthusiasm (interest, joy, 

and motivation to learn) and their 

engagement (attention, persistence, 

flexibility, self-regulation, and other 

essential learning behaviors). 

2008/176 pp./PB, $24.95/4880-0 

large format 


A joint publication with NAEYC (Nat’l Assoc. 

for the Education of Young Children) 

Learning from Young 

Children in the Classroom 

The Art and Science of 

Teacher Research 

Daniel R. Meier and Barbara 

Henderson 

Foreword by Lilian G. Katz 

“Recommended.” —Choice 

This how-to guide provides strategies 

to help teachers start their 

own teacher research projects. 

Features original research projects 

by teachers working with infants, 

toddlers, preschoolers, and primary-age 

children. 

2007/216 pp./PB, $29.95/4767-4 

HC, $61/4768-1 9 illustrations 

Other Books by Daniel Meier: 


4 


Leadership and 

Management 

Business Administration 

Scale for Family Child Care 

(BAS) 

Teri N. Talan and 

Paula Jorde Bloom 

The BAS for Family Child Care is 

the first valid and reliable tool 

for measuring and improving the 

overall quality of business and 

professional practices in family 

child care settings. It is applicable 

for multiple uses, including program 

self-improvement, technical 

assistance and monitoring, training, 

research and evaluation, and public 

awareness. 

The BAS for Family Child Care is 

designed to complement the widely 

used Family Child Care Environment 

Rating Scale–Revised (FCCERS-R), 

page 10. When used together, they 

provide a comprehensive picture 

of the quality of the family child 

care learning environment and the 

business practices that support the 

program. 

English Edition: 2009/48 pp. 

PB, $21.95/4977-7/large format 

Spanish Edition: 2010/56 pp. 

PB, $21.95/5166-4/large format 

See also: Program Assessment 

Scale (PAS), 2 

Supervision in 


A Developmental Perspective, 

Third Edition 

Joseph J. Caruso with 

M. Temple Fawcett 

This classic volume 

is still the 

best choice for 

those supervising 

staff from a 

wide variety of 

educational and 

cultural backgrounds. 

The 

Third Edition features: 

A new 

chapter on career ladders/lattices • 

A new chapter on staff selection, 

recruitment, and orientation • 

Relevant NAEYC accreditation criteria 

• and more. 

2007/288 pp./PB, $26.95/4731-5 


2011 Exchange Magazine List of 

“Books That Shaped Our Profession” 

Ready or Not 

Leadership Choices in 

Early Care and Education 

Stacie G. Goffin and 

Valora Washington 

Foreword by Marty Linsky and 

Ronald Heifetz 

“It is a useful wake-up call with a 

perspective we need to hear and 

heed.” —Young Children 

“Of interest to all who believe in 

the role that leadership can play in 

advancing high-quality early childhood 

programs.” 

—Dimensions of Early Childhood 

In this frank discussion of the 

field’s purpose, identity, and 

responsibility, the authors 

examine the major issues that 

must be addressed if children 

are to be given more and better 

opportunities. 

2007/120 pp./PB, $22.95/4793-3 

HC, $45/4794-0 


Building Support 

for Your School 

How to Use Children’s Work 

to Show Learning 

Judy Harris Helm and 

Amanda Helm 

Extending the work begun in 

Windows on Learning, this book 

provides the tools educators need 

to present powerful evidence other 

than test scores that children are 

learning. 

2006/128 pp./PB, $22.95/4714-8 

large format, color insert 

Relationships 

Unsmiling 

Faces 

How Preschools 

Can Heal, 


Lesley Koplow, 

Editor 

Foreword by 

Vivian Gussin 

Paley 

This classic text provides an essential 

framework to help teachers 

understand the emotional lives of 

the young children they serve. 

Contributors: Suzanne Abrams 

• Beverley Dennis • Judith Ferber • 

Virginia Hut 

2007/288 pp./PB, $28.95/4803-9 

HC, $56/4804-6 

Creating Schools that Heal 

Real-Life Solutions 

Lesley Koplow 

An intervention framework for 

teachers, administrators, and 

school-based clinicians who want 

to improve the emotional climate 

in their school (preschool through 

grade 5). 

2002/240 pp./PB, $22.95/4268-6 

HC, $44/4269-3 

Also by Lesley Koplow: 


Diversity in the Classroom 

New Approaches to the Education 

of Young Children 


Frances E. Kendall 

Foreword by Carol Brunson Phillips 

“Helps teachers frame our work with 

young children through a provocative 

discussion of the role of culture in 

children’s relationships, patterns of 

play, and development of problemsolving 

skills and racial attitudes.” 

—Young Children 

1996/192 pp./PB, $22.95/3498-8 


The Emotional Development 

of Young Children 

Building an Emotion-Centered 

Curriculum / Second Edition 

Marilou Hyson 

Foreword by Edward Zigler 

2003/208 pp./PB, $25.95/4342-3 

large format, 10 illustrations 


A joint publication with NAEYC (Nat’l. Assoc. 


Everyday Goodbyes 

Starting School and Early Care / 

A Guide to the Separation Process 

Nancy Balaban 

Positioning separation as the 

underlying curriculum for all early 

childhood programs, this book features 

activities for the classroom, 

sample “phase-in” schedules for 

planning the first days of a program, 

and much more. 

2006/168 pp./PB, $20.95/4639-4 

37 photos 


Let’s Be Friends 

Peer Competence and Social 

Inclusion in Early Childhood 

Programs 

Kristen Mary Kemple 

Foreword by Mary Renck Jalongo 

2003/192 pp./PB, $24.95/4395-9 

8 illustrations 


The War Play Dilemma 

What Every Parent and Teacher 

Needs to Know, Second Edition 

Diane E. Levin and Nancy 

Carlsson-Paige 

This revised text provides more 

practical guidance for working with 

children to positively influence 

the lessons about violence they 

learn. Includes: examples of war 

play from both home and school 

settings; recent trends in media, 

programming, marketing, and war 

toys; and the important distinction 

between imitative and creative 

war play. 

2006/144 pp./PB, $20.95/4638-7 


Guiding Children’s Behavior 

Developmental Discipline in the 

Classroom 

Eileen S. Flicker and Janet Andron 

Hoffman 

Foreword by Leslie R. Williams 

Organized by age (from birth 

through elementary school), this 

book helps teachers to individualize 

discipline practices, including ways 

to use the curriculum to prevent 

and manage challenging behaviors. 

Provides useful forms to keep track 

of peer interactions, teacher and 

student self-reflections, parent 

observations, teacher disciplinary 

practices, bullying, and more. 

2006/128 pp./PB, $22.95/4713-1 

large format 30 photos and 

illustrations 



for the Ed. of Young Children) 



5

Child 

Development 

See also: Wolfberg; Play and 

Imagination in Children with Autism, 70 

New 

Edition 

Assessment of Practices 

in Early Elementary 

Classrooms (APEEC) 

Mary Louise Hemmeter, 

NEW 

Kelly L. Maxwell, Melinda Jones 

Ault, and John W. Schuster 

The APEEC 

can be 

used by 

administrators 

and 

researchers 

to 

evaluate the degree of developmental 

appropriateness in inclusive 

and general education classrooms. 

It can also be used by teachers 

(K–3) as a self-assessment tool. 

APEEC is organized under three 

main categories: Physical 

Environment, Instructional Context, 

and Social Context. The book 

includes a carefully thought-out 

score sheet which can be photocopied 

for use in rating classrooms. 

Best 

Seller 

2001/48 pp./PB, $18.95/4061-3 

large format 

Observing 

and 

Recording 

the Behavior 

of Young 

Children 

Fifth Edition 

Dorothy 

H. Cohen, 

Virginia Stern, 

Nancy Balaban, and 

Nancy Gropper 

The thoroughly revised Fifth 

Edition outlines methods for 

record-keeping that provide a 

realistic picture of each child’s 

interactions and experiences in 

the classroom. Numerous examples 

of teachers’ observations 

of children from birth to age 

8 enrich this work and make it 

accessible, practical, and enjoyable 

to read. 

2008/264 pp./PB, $23.95 /4882-4 

Professors: 

To request examination 

copies of any book in 

this catalog, visit us at: 

www.tcpress.com/ 

form1.html 

The Early Intervention 

Guidebook for Families and 

Professionals 

Partnering for Success 

Bonnie Keilty 

This practical 

guide shows 

what early intervention 

looks like 

when it is based 

on current 

research, policies, 

and best practices. 

Chapters 

address important 

issues, including child learning 

and development, family functioning 

and priorities, early intervention 

as a support and not a substitute, 

and thinking about “what’s next” 

after early intervention. 

2009/192 pp./PB, $25.95/5026-1 

HC, $56/5027-8 


The Classroom Observer 

Developing Observation Skills 

in Early Childhood Settings 

Third Edition 

Ann E. Boehm and 

Richard A. Weinberg 

Foreword by Jeanne Brooks-Gunn 

Using photographs, sample 

worksheets, a simple format, and 

straight-forward language, the 

authors cite fascinating real-life 

examples from early childhood that 

can be applied to a variety of classroom 

experiences. 

1997/192 pp./PB, $22.95/3570-1 

Understanding Assessment 

and Evaluation in Early 

Childhood Education 


Dominic F. Gullo 

The Second Edition features completely 

new chapters on assessing 

children from culturally and 

linguistically diverse backgrounds 

and children with special needs 

plus a glossary of terms and an 

annotated listing of assessment 

instruments. 

2005/208 pp./PB, $25.95/4532-8 

HC, $48/4533-5 


The Piaget Handbook for 

Teachers and Parents 

Children in the Age of Discovery, 

Preschool–3rd Grade 

Rosemary Peterson and 

Victoria Felton-Collins 

This easy-to-understand handbook 

explains Piaget’s theory of 

child development and learning 

for teachers and parents. Real-life 

examples illustrate the practical 

implications of Piagetian theory. A 

complete Glossary offers detailed, 

readable definitions of Piaget’s 

terms. 

1986/80 pp./PB, $16.95/2841-3 


Curriculum 

Big Science 

for Growing 

Minds 

Constructivist 

Classrooms for 

Young Thinkers 

Jacqueline 

Grennon Brooks 

Foreword by 

Doris Pronin 

Fromberg 

“Constructivist practice comes to life 

in these pages. At a time of narrow 

high-stakes tests, here is a model that 

preserves truly professional practice.” 

—From the Foreword by 

Doris Pronin Fromberg, 

Hofstra University 

“A wonderful, jam-packed storehouse 

of research-based ideas for the effective 

teaching of science.” 

—Lawrence Lowery, University 

of California at Berkeley 

Strong evidence from recent 

brain research shows that the 

intentional teaching of science 

is crucial in early childhood. This 

book describes a groundbreaking 

curriculum based on a set of unifying 

concepts or “big ideas.” The 

text includes classroom activities 

that connect science learning to 

mathematics, technology, art, and 

literacy and offers guidance for 

adopting instructional strategies 

consistent with NSTA, NSES, and 

NAEYC guidelines. 

2011/208 pp./PB, $26.95/5195-4 

large format, illustrations/photos 


Teaching 

Children to 

Write 

Constructing 

Meaning and 

Mastering 

Mechanics 

Daniel R. Meier 

“A unique look at 

a critical subject 

in teaching and professional development. 

It deepens our understanding 

of the process and opens up new possibilities 

for helping children become 

writers.” —Young Children 

Featuring the strategies of seven 

exemplary teachers, Meier highlights 

the critical importance of 

integrating content and mechanics 

for successful and engaged writing 

at the K–4 level. He includes models 

for supporting student writing 

with native and nonnative Englishlanguage 

speakers, samples of children’s 

artwork and writing, reflection 

questions, research summaries, 

and suggestions for teaching. 

2011/168 pp./PB, $27.95/5238-8 

HC, $60/5239-5 

photos 



Playing for Keeps 

Deborah Meier, Brenda S. Engel, 

and Beth Taylor 

“The authors’ wise commentary and 

vivid vignettes capture in detail the 

children’s lives on the playground... 

makes a convincing case for urgently 

needed, unstructured outdoor play in 

elementary education.” 


See page 29 for full description 

Seen and 

Heard 

Children’s 

Rights in Early 

Childhood 

Education 

Ellen Lynn Hall 

and Jennifer 

Kofkin Rudkin 

Foreword by 

Bonnie Neugebauer 

“Will inspire teachers to reflect deeply 

on their own work and the challenges 

of achieving social justice for children.” 


Using examples from a Reggioinspired 

school with children ages 

6 weeks to 6 years, the authors 

offer strategies educators can use 

to ensure the inclusion of children’s 

perspectives in everyday decisions. 

The text includes classroom 

vignettes, photographs of children 

at play and examples of children’s 

work, and provocative discussion 

questions for professional 

development. 

2011/144 pp./PB, $24.95/5160-2 

HC, $57/5161-9 



Available in Canada exclusively through 

Althouse Press 

Culture and Child 

Development in Early 

Childhood Programs 

Practices for Quality Education and 

Care 

Carollee Howes 

Foreword by Louise Derman-Sparks 

“Sheds new light on discussions about 

quality and school readiness and on 

child development and culture.” 


In this book, Carollee Howes shows 

how high-quality programs successfully 

adapt child development 

guidelines within cultural contexts, 

and why quality needs to be and 

can be measured in culturally 

specific ways. This important book 

closely examines ECE programs 

considered exemplary for lowincome 

children of color. It offers 

best practices based on extensive 

assessments, interviews, and 

observations. 

2010/216 pp./PB, $32.95/5020-9 


Also by Carollee Howes: 


6 


The Story in the Picture 

Inquiry and Artmaking 

with Young Children 

Christine Mulcahey 

Foreword by Maxine Greene 

“Demonstrates how teachers can use 

works of fine art in the early childhood 

classroom to enhance children’s 

creative expression and learning.” 


“Mulcahey enriches the lives of preschool 

teachers and parents.” 

—Choice 

“An educator-friendly resource.” 

—Art Education 

“A must-read for those interested 

and invested in early childhood arts 

education.” 

—Teachers College Record 

This book provides teachers with 

the skills, and freedom, to design 

rich and open-ended art experiences 

for young children. The 

author demonstrates that using 

fine art reproductions in the early 

childhood curriculum allows 

children to construct their own 

meanings, teaches diversity, fosters 

thinking skills, and encourages 

storytelling. Based on the NAEYC 

and NAEA standards, this teacherfriendly 

resource includes lesson 

ideas, examples of activities, and 

photographs of children. 

2009/120 pp./PB, $20.95/5007-0 

HC, $42/5008-7 


A joint publication with NAEA 

(National Art Education Association) 

Connecting Emergent 

Curriculum and Standards 

in the Early Childhood 

Classroom 

Strengthening Content and 

Teaching Practice 

Sydney L. Schwartz and 

Sherry M. Copeland 

The most pressing challenge in 

early childhood education today is 

to find a way to meet the standards 

within a developmentally appropriate 

approach. This book includes 

lists of key content ideas—coordinated 

with learning standards 

in science, mathematics, social 

studies, and the communication 

arts—to guide teacher observations 

of, and interactions with, young 

children. Chapters focus on ways to 

extend children’s emerging use of 

content in the block, manipulatives, 

sand and water, drama, expressive 

arts, and literacy centers, and link 

to the development of themes. 

2010/208 pp./PB, $28.95/5109-1 

HC, $58/5110-7 

photographs 


Educating and Caring for 

Very Young Children 

The Infant/Toddler Curriculum 


Doris Bergen, Rebecca Reid 

and Louis Torelli 

Foreword by Bettye Caldwell 

This revised edition uses case 

studies and new research to show 

educators how to transform curricula 

for very young children into 

a dynamic, responsive experience 

Download a free instructor’s manual 

at www.tcpress.com. 

2009/224 pp./PB, $27.95/4920-3 

30 photos 

2001/56-min. Video, $55/4037-8 


A joint publication with NAEYC (Nat’l. 

Assoc. for the Education of Young Children) 

Young English Language 

Learners 

Current Research and Emerging 

Directions for Practice and Policy 

Edited by Eugene E. García and 

Ellen C. Frede 

“This comprehensive volume has 

important implications for preschool 

education and future ELL research.” 


This important book provides upto-date 

syntheses of the research 

base for young ELLs on critical topics 

such as demographics, development 

of bilingualism, cognitive and 

neurological benefits of bilingualism, 

family relationships, assessment, 

and teacher-preparation 

practices. 

Contributors: Nancy A. Denton 

• Linda M. Espinosa • Margaret 

Freedson • Claudia Galindo • Fred 

Genesee • Donald J. Hernandez 

• Suzanne Macartney • José E. 

Náñez • Flora V. Rodríguez-Brown 

2010/224 pp./PB, $33.95/5111-4 

HC, $70/5112-1 


Also by Eugene E. García: 


Bears, Bears Everywhere! 

Supporting Children’s Emotional 

Health in the Classroom 

Lesley Koplow 

Lesley Koplow shares innovative 

strategies for integrating teddy 

bears into classroom life and 

provides the curriculum itself to 

help teachers address unresolved 

emotional issues that hinder children’s 

socialization and learning 

processes. 

2008/128 pp./PB, $21.95/4903-6 

43 illustrations including a full-color 

insert 

NEW 

Best 

Seller 

Young Investigators 

The Project Approach in the Early Years, Second 

Edition 

Judy Harris Helm and Lilian G. Katz 

“Everything you could possibly need to start a project is 

covered in this book, so start investigating!” 

—Association for Childhood Education 

International 

This bestselling book has been completely updated 

to help teachers use the project approach in 

child care centers, in preschools, and in kindergarten, 

1st grade, and early childhood special education classrooms. The 

book features step-by-step guidance, teacher interviews, children’s work, 

photographs (including full color), and teacher journal entries. New and 

expanded topics include standards, activities with nature, technology, and 

projects for toddlers. A study guide for pre- and in-service teachers is 

available at www.tcpress.com. 

2011/160 pp./PB, $25.95/5153-4 large format, photos 


A joint publication with NAEYC (National Association for the Education of Young Children) 

Windows on Learning 

Documenting Young Children’s Work, Second Edition 

Judy Harris Helm, Sallee Beneke, and 

Kathy Steinheimer 


This popular guide provides teachers with a proven 

method for documenting (collecting, analyzing, and 

displaying) young children’s work at school. 

2007/200 pp./PB, $22.95/4786-5 large format, photos 


The Power of Projects 

Meeting Contemporary Challenges in Early Childhood 

Classrooms—Strategies and Solutions 

Edited by Judy Harris Helm and Sallee Beneke 

The authors offer practical strategies with examples to 

maximize the benefits of project work in classrooms 

(ages 3–8) where teachers face these 5 key challenges: 

Overcoming the ill effects of poverty • Moving young 

children toward literacy • Responding to children’s 

special needs • Helping children learn a second 

language • Meeting standards effectively. 

2003/128 pp./PB, $22.95/4298-3 



A joint publication with NAEYC (Nat’l. Assoc. for the Education of Young Children) 

Also by this author: See Author Index 

Blocks to Robots 

Learning with Technology in the 

Early Childhood Classroom 

Marina Umaschi Bers 

Foreword by David Elkind 

“Blow the dust off the unit blocks. This 

book gives them new dimension.” 

—Dimensions of Early Childhood 

Grounded in a constructivist 

approach to teaching and learning, 

the author focuses on robotic 

manipulatives that allow children 

to explore complex concepts in a 

concrete and fun way. 

2008/168 pp./PB, $27.95/4847-3 

The Young Child’s 

Memory for Words 

Developing First and Second 

Language and Literacy 


The text features original examples 

of teaching and learning for children 

from birth through 8 years of 

age, including suggested activities, 

resource and reference lists, and a 

full-color insert. 

2004/160 pp./PB, $21.95/4429-1 

full-color insert 





7

N 

Edition 

New 

Edition 

NEW 

Best 

Seller 

New 

Edition 

NEW 

Best 

Seller 

Experience 

and Art 

Teaching 

Children to 

Paint 

Second 

Edition 

Nancy 

R. Smith, 

Carolee 

Fucigna, 

Margaret 

Kennedy, and Lois Lord 

Foreword by Elliot W. Eisner 

Focusing on children from 1½ to 11, 

the authors include in this second 

edition: a more detailed discussion 

about painting in the preschool, an 

expanded description of techniques 

effective in motivating five- and sixyear-olds, 

and a stronger emphasis 

on painting as a more central, 

rather than occasional, activity in 

all classrooms. 

1993/144 pp./PB, $20.95/3312-7 

Other Books by Nancy Smith: 



Reinvent Arithmetic 

Implications of Piaget’s Theory 


Constance Kamii with 

Leslie Baker Housman 

Full of practical 

suggestions 

and 

developmentally 

appropriate 

activities to 

stimulate 

numerical 

thinking 

among students 

of 

varying abilities 

and learning styles. 

2000/256 pp./PB, $26.95/3904-4 


Visit tcpress.com for related videos 

The Colors of Learning 

Integrating the Visual Arts into the 

Early Childhood Curriculum 

Rosemary Althouse, Margaret H. 

Johnson, and Sharon T. Mitchell 

Foreword by Carol Seefeldt 

“Exciting and important.”—SchoolArts 

Based on standards endorsed by the 

National Association for the Education 

of Young Children (NAEYC) and the 

National Art Education Association 

(NAEA) 

2003/168 pp./PB, $21.95/4274-7 

large format, 43 illustrations including 

full-color insert 




Developing Constructivist 


Curriculum 

Practical Principles and Activities 

Rheta DeVries, Betty Zan, Carolyn 

Hildebrandt, Rebecca Edmiaston, 

and Christina Sales 

Descriptive vignettes are used to 

show how children’s reasoning and 

teacher interventions are transformed 

in the course of extended 

experience with a physical phenomenon 

or group game. 

2002/ 264 pp./PB, $26.95/4120-7 


Children with Special Needs 

Lessons for Early Childhood 

Professionals 

Marjorie J. Kostelnik, Esther Onaga, 

Barbara Rohde, and Alice Whiren 

These powerful profiles will help 

teachers to meet the needs of all 

the children in their early childhood 

setting, including children 

with Autism, Cerebral Palsy, Turner 

Syndrome, ADHD, Emotional/ 

Behavioral Disorders, Apraxia, 

Down Syndrome, Giftedness, and 

Juvenile Diabetes. 

2002/208 pp./PB, $25.95/4159-7 


Visions of Childhood 

Influential Models from 

Locke to Spock 

John Cleverley and D. C. Phillips 

“It is provocative in its analysis of 

theories of education and it challenges 

readers to carefully examine 

their own assumptions about the child, 

child development, and childrearing.” 

—Children Today 

1986/176 pp./PB, $21.95/2800-0 

Not for sale by TC Press in the UK, Ireland, 

or the British Commonwealth, excluding 

Canada and South Africa 


Reggio Emilia 

See Also: Twelve Best Practices 

for Early Childhood Education 4 

Infants 

and 

Toddlers 

at Work 

Using Reggio- 

Inspired 

Materials 

to Support 

Brain 

Development 

Ann Lewin-Benham 

Foreword by Mihaly 

Csikszentmihalyi 

“A wealth of information and 

specific suggestions for creating 

learning environments that 

capitalize on current knowledge 

make this an invaluable guide 

for practitioners and teacher 

educators.” —Young Children 

Ann Lewin-Benham provides 

specific activities and materials 

to use with infants and toddlers 

to enhance growth and development. 

For each material or activity 

presented, the text examines 

its relation to the rapid brain 

growth that characterizes the 0 

to 3 years and provides guidance 

for their use. Materials discussed 

include: paint, mark-makers, 

man-made found objects, 

natural objects, clay, paper, and 

light and shadow. 

For information about Ann’s 

teacher workshops visit her 

website: 

AnnLewin-Benham.com. 

2010/192 pp./PB, $28.95 /5107-7 

HC, $62/5108-4 



Powerful Children 

Understanding How to Teach 

and Learn Using the Reggio 

Approach 


Foreword by Howard Gardner 

Ann Lewin-Benham describes 

projects in a school that successfully 

adapted the Reggio 

Approach with Head Starteligible 

children. 

2008/216 pp./PB, $28.95/4883-1 

HC, $60/4884-8 

large format, 33 photos 


Also by Ann Lewin-Benham: 


In the 

Spirit of 

the Studio 

Learning 

from the 

Atelier of 

NEW 

Reggio 

Emilia 

Edited 

by Lella 

Gandini, 

Lynn T. Hill, 

Louise Boyd Cadwell, and Charles 

Schwall 

“Offers an unprecedented window 

into the thinking behind Atelier.” 

—Innovations In Early Education 

Best 

Seller 

This beautiful, full-color book 

includes detailed interviews with 

Italian educators from Reggio 

Emilia, examples of projects, and 

practical aspects of the atelier, 

such as organizing the environment 

and using materials. 

2005/224 pp./PB, $30.95/4591-5 

large format, 96 color photos and 

illustrations 

Bambini 

The Italian Approach to Infant/ 

Toddler Care 

Edited by Lella Gandini and 

Carolyn Pope Edwards 

Foreword by Robert N. Emde 

“Highly recommended.” —Choice 

“The authors detail the care and education 

of infants and toddlers in Italy 

and suggest implications for programs 

in the United States.” 


2000/256 pp./PB, $24.95/4008-8 

2003/30-min. Video, $95/4322-5 


We Are All Explorers 

Learning and Teaching 

with Reggio Principles 

in Urban Settings 

Daniel R. Scheinfeld, Karen M. 

Haigh, and Sandra J. P. Scheinfeld 

Foreword by Lella Gandini 

“Wonderful book.” 

—Innovations in Early Education 

“For those interested in applying 

Reggio principles and practices in 

their own programs, this book is an 

invaluable resource.” 


This comprehensive model considers 

standards-based curriculum by 

describing literacy, math, and other 

school-readiness components of 

the program. 

2008/208 pp./PB, $29.95/4908-1 

HC, $62/4909-8 


8 


N 

Edition 

NEW 

Best 

Seller 

Bringing 

Reggio 

Emilia 

Home 

An Innovative 

Approach 

to Early 

Childhood 

Education 

Louise Boyd 

Cadwell 

This classic 

book is the first to integrate 

the experiences of one American 

teacher on a year-long internship 

in the preschools of Reggio, with a 

four-year adaptation effort in one 

American school. 

1997/176 pp./PB, $22.95/3660-9 

HC, $43/3661-6 


Bringing Learning to Life 

The Reggio Approach to 


Louise Boyd Cadwell 

Foreword by Carlina Rinaldi 

“There is something for everyone in 

this book.” 

—Childhood Education 

Building on her enormously popular 

book, Bringing Reggio Emilia Home, 

Louise Cadwell helps American 

educators understand what it 

means to use ideas from the Reggio 

Approach in their classrooms. 

2003/224 pp./PB, $22.95/4296-9 

HC, $44/4297-6 


including full-color insert 

Emergent Curriculum 

in the Primary Classroom 

Interpreting the Reggio Emilia 

Approach in Schools 

Edited by Carol Anne Wien 

“Unique insights into a curriculum 

approach that generates high levels 

of engagement and learning.” 


All chapters are written by 

teachers who have found ways of 

interpreting the Reggio approach 

to enrich their teaching within the 

confines of traditional schools. 

2008/192 pp./PB, $28.95/4887-9 

HC, $58/4888-6 





Other Books in 


Education 

Almy: Ways of Studying 

Children 

An Observation Manual for 

Early Childhood Teachers, 


Millie Almy and Celia Genishi 

1979/215 pp./PB, $23.95/2551-1 

Althouse: Investigating 

Mathematics with 


Rosemary Althouse 

1994/192 pp./PB, $22.95/3349-3 

Althouse: Investigating 

Science with Young 

Children 

Rosemary Althouse 

1988/208 pp./PB, $25.95/2912-0 

Not for sale by TC Press in 

the UK, Ireland, or the British 

Commonwealth, excluding 

Canada and South Africa 

Alvy: The Positive Parent 

Raising Healthy, Happy, and 

Successful Children, Birth– 

Adolescence 

Dr. Kerby T. Alvy 

2008 /264 pp./ PB, 

$23.95 /4808-4 

A joint publication with CICC 

(Center for Improvement of Child 

Caring) 

Project Spectrum/Volume 1 

Chen: Building on 

Children’s Strengths 

The Experience of Project 

Spectrum 

Volume Authors: Jie-Qi Chen, 

Mara Krechevsky, and Julie 

Viens, with Emily Isberg 

1998/192 pp./PB, $22.95/3766-8 


Chen: Early Learning 

Activities 

Volume Editor: Jie-Qi Chen 

1998/264 pp./PB, $22.95/3767-5 

A joint publication with NAEYC 

(Nat’l. Assoc. for the Education of 

Young Children) 


Krechevsky: Preschool 

Assessment Handbook 

Volume Author: Mara 

Krechevsky 

1998/256 pp./PB, $22.95/3768-2 

Clifford: Beginning School 

U.S. Policies in International 

Perspective 

Edited by Richard M. Clifford 

and Gisele M. Crawford 

2008/160 pp./PB, $37.95/4931-9 


Cuffaro: Experimenting 

with the World 

John Dewey and the Early 

Childhood Classroom 

Harriet K. Cuffaro 

1995/144 pp./PB, $21.95/3371-4 


Curtis: The Joy of 

Movement in Early 

Childhood 

Sandra Curtis 

1982/141 pp./PB, $19.95/2691-4 


Davis: Raising Children 

Who Soar 

A Guide to Healthy Risk-Taking 

in an Uncertain World 

Susan Davis and Nancy Eppler- 

Wolff 

Foreword by Jonathan Cohen 

2009/208 pp./PB, 

$23.95/4997-5 

Gallas: “Sometimes I Can 

Be Anything” 

Power, Gender, and Identity 

in a Primary Classroom 

Karen Gallas 

1997/168 pp./PB, $22.95/3695-1 

Practitioner Inquiry Series 

Genishi: Ways of 

Assessing Children and 

Curriculum 

Stories of Early Childhood 

Practice 

Edited by Celia Genishi 

Foreword by Millie Almy 

1992/232 pp./PB, $21.95/3185-7 


Gonzales-Mena: Making 

Links 

A Collaborative Approach to 

Planning and Practice in Early 

Childhood Programs 

Janet Gonzalez-Mena and 

Anne Stonehouse 

2007/192 pp./PB, $37.95/4843-5 

Available from TC Press in U.S. & 

Canada only 

Goodwin: Understanding 

Quantitative and 

Qualitative Research 

in Early Childhood 

Education 

William L. Goodwin and 

Laura D. Goodwin 

1996/208 pp./PB, $21.95/3547-3 


Helm: Teaching Your 

Child to Love Learning 

A Guide to Doing Projects at 

Home 

Judy Harris Helm, Stacy Berg, 

and Pam Scranton 

2004/176 pp./PB, $22.95/4471-0 

large format, 80 photos 

Howes: A Matter of Trust 

Connecting Teachers 

and Learners in the Early 

Childhood Classroom 

Carollee Howes and Sharon 

Ritchie 

Foreword by Barbara T. 

Bowman 

2002/192 pp./PB, 

$24.95/4264-8/HC, $48/4265-5 


Jones: Playing to Get 

Smart 

Elizabeth Jones and Renatta 

M. Cooper 

2006/136 pp./PB, $22.95/4616-5 


Kagan: The Early Care 

and Education Teaching 

Workforce at the 

Fulcrum 

An Agenda for Reform 

Sharon Lynn Kagan, Kristie 

Kauerz, and Kate Tarrant 

2008/192 pp./PB, $33.95/4827-5 


Kamii: Physical 

Knowledge in Preschool 

Education 


Constance Kazuko Kamii and 

Rheta DeVries 

Foreword by Jean Piaget 

1993/336 pp./PB, $24.95/3254-0 


Kamii: Young Children 

Continue to Reinvent 

Arithmetic—3rd Grade 


Constance Kamii with Sally 

Jones Livingston 

1994/240 pp./PB, $23.95/3323-3 


Kamii: Young Children 

Continue to Reinvent 

Arithmetic—2nd Grade 



Constance Kamii and Linda 

Joseph 

2003/208 pp./PB, 

$25.95/4403-1 


Lewin-Benham: Possible 

Schools 

The Reggio Approach to Urban 

Education 



2006/176 pp./PB, $24.95/4651-6 

HC, $60/4652-3 

30 Illustrations, including photos 


Meier: Here’s the Story 

Using Narrative to Promote 

Young Children’s Language 

and Literacy Learning 

Daniel R. Meier, Editor 

Foreword by María de la Luz 

Reyes 

2009/192 pp./PB, $27.95/4979-1 

10 illustrations 


Meier: Scribble Scrabble— 

Learning to Read and 

Write 

Success with Diverse Teachers, 

Children, and Families 


2000/168 pp./PB, $21.95/3882-5 

Wassermann: Serious 

Players in the Primary 

Classroom 

Empowering Children Through 

Active Learning Experiences, 


Selma Wassermann 

2000/288 pp. /PB, 

$21.95/3986-0 


Westheimer: Dr. Ruth’s 

Guide to Teens and Sex 

Today 

From Social Networking 

to Friends with Benefits 

Dr. Ruth K. Westheimer, with 

Pierre A. Lehu 

2008/160 pp./PB, 

$16.95 /4905-0 

Wien: Negotiating 

Standards in the 

Primary Classroom 

The Teacher’s Dilemma 

Carol Anne Wien 


2004/192 pp./PB, $25.95/4510-6 


Wilson: Telling a 

Different Story 

Teaching and Literacy in an 

Urban Preschool 

Catherine Wilson 

Foreword by Stacie Goffin 

2000/120 pp./PB, 

$28.95/3898-6 




9

ERS 

Environment Rating Scales 


Environment Materials 

2½ 

New 

Edition 

to 5 

Infant/Toddler 


birth 

New 

Edition 

to 2½ 

Family Child Care 


infancy 

to 

schoolage 

New 

Edition 

NEW 

NEW 

NEW 

Best 

Seller 

Best 

Seller 

Best 

Seller 

Early Childhood Environment 

Rating Scale (ECERS–R) 

Revised Edition 

Thelma Harms, Richard M. Clifford, 

and Debby Cryer 

Featuring a spiral binding, the updated ECERS–R 

offers more practical assistance in the form of 

an Expanded Score Sheet (which contains a 

worksheet) and additional notes for clarification 

to improve accuracy in scoring. However, the 

items and indicators remain the same as in the 

original ECERS–R. 

Designed for preschool, kindergarten, and 

child care classrooms serving children 2½ 

through 5 years of age, this widely used program 

quality assessment instrument can be 

used by program directors for supervision and 

program improvement, by teaching staff for selfassessment, 

by agency staff for monitoring, and 

in teacher training programs. The established 

reliability and validity of the ECERS–R make it 

particularly useful for research and program 

evaluation. 

Convenient Organization: Space and Furnishings 

• Personal Care Routines • Language-Reasoning 

• Activities • Interaction • Program Structure • 

Parents and Staff 

2005/96 pp./PB, $21.95/4549-6 

large format, spiral binding 

SPANISH EDITION of ECERS–R 

Escala de Calificación del 

Ambiente de la Infancia Temprana 

Edición Revisada 

Thelma Harms, Richard M. Clifford, and Debby 

Cryer 


Video Observations for the ECERS-R 

Thelma Harms and Debby Cryer 

DVD/35-min./$64/4706-3 

Videotape/35-min./$64/3834-4 

Video Guide & Training Wkbk/$4/3835-1 

Infant/Toddler Environment 

Rating Scale (ITERS–R) 


Thelma Harms, Debby Cryer, and 

Richard M. Clifford 

Featuring a spiral binding, the updated ITERS-R 

offers more practical assistance in the form 

of additional notes for clarification and an 

Expanded Score Sheet, which incorporates notes 

and tables to assist in scoring. However, the 

items and indicators remain the same as in the 

original ITERS-R. Designed for use in centerbased 

child care programs for infants and toddlers 

up to 30 months of age, the ITERS‐R can 

be used by program directors for supervision 

and program improvement, by teaching staff for 

self‐assessment, by agency staff for monitoring, 

and in teacher training programs. 

2006/80 pp./PB, $21.95/4640-0 


SPANISH EDITION of ITERS–R 

Escala de Calificación del Ambiente 

para Bebés y Niños Pequeños 




2005/72 pp./PB, $21.95/4517-5 

large format 

Video Observations for the ITERS-R 


DVD/35-min./$64/4709-4 

Videotape/35-min./$64/4316-4 


Family Child Care Environment 

Rating Scale (FCCERS–R) 




Featuring a spiral binding, the FCCERS–R is a 

thorough revision of the widely used program 

quality assessment instrument, the Family Day 

Care Rating Scale. Designed for use in family 

child care programs, it is suitable for programs 

serving children from infancy through schoolage. 

Following extensive input from users of 

the original scale, the authors have made many 

improvements and innovations that will make 

this program resource even more effective and 

easy to use. 

Convenient Organization: Space and 

Furnishings • Personal Care Routines • Listening 

and Talking • Activities • Interaction • Program 

Structure • Parents and Provider 

2007/88 pp./PB, $21.95/4725-4 


SPANISH EDITION of FCCERS–R 


de Cuidado Infantil en Familia 


Thelma Harms, Debby Cryer, 

and Richard M. Clifford 

2010/88 pp./PB, $21.95/4879-4 


Video Observations 

for the FCCERS-R 


DVD/$64/4773-5 

Videotape/$64/4825-1 


10 


Family of Products 

School-Age 


Administration 

Scales 

New 

Edition 

5 to 

12 

NEW 

School-Age Care Environment 

Rating Scale (SACERS) 

Thelma Harms, Ellen Vineberg Jacobs, and 

Donna Romano White 

SACERS provides an easy-to-use resource for 

defining high-quality care and assessing levels 

of quality in child care programs offered by 

schools and other organizations. It consists of 

49 items, organized under seven categories: 

Space and Furnishings • Health and Safety • 

Activities • Interactions • Program Structure • 

Staff Development • Supplementary Items (for 

children with special needs). 

Full instructions for using the scale, a training 

guide, and notes clarifying selected items are 

included. In addition, one blank score sheet is 

provided in the center of each book. Packages of 

30 score sheets may be ordered separately. 

1995/48 pp./PB, $21.95/3507-7 

large format 

Best 

Seller 

ECERS-E: The Four Curricular Subscales 

Extension to the Early Childhood Environment 

Rating Scale (ECERS-R) 

Fourth Edition with Planning Notes 

Kathy Sylva, Iram Siraj-Blatchford, and 

Brenda Taggart 

Foreword by Thelma Harms 

ECERS-E is designed to be used with the Early 

Childhood Rating Scale–Revised Edition (ECERS-R). 

It not only complements the ECERS-R but 

extends the scales for a more complete picture 

of what a high-quality early childhood education 

program can look like. 

Convenient organization: 

Literacy Items 

• Print in the environment 

• Book and literacy areas 

• Adults reading with children 

• Sounds in words 

• Emergent writing/mark making 

• Talking and listening 

Mathematics Items 

• Counting and application of counting 

• Reading and representing simple numbers 

• Activities: Shape 

• Activities: Sorting, matching, and comparing 

Science and Environment Items 

• Natural materials 

• Areas featuring science/science materials 

• Activities: Non living 

• Activities: Living processes 

• Activities: Food preparation 

Diversity Items 

• Planning for individual learning needs 

• Gender equality and awareness 

• Race equality and awareness 

2011/72 pp./PB, $21.95/5150-3 


Not for sale in the UK 

Program Administration 

Scale (pas) 

Measuring Early Childhood Leadership 

and Management, Second Edition 

“The PAS will provide a way for programs 

to measure growth so real improvement in 

outcomes can occur for children.” 

—Judy Harris Helm, 

President, Best Practices, Inc. 


Business Administration Scale for 

Family Child Care (BAS) 

“This valuable book should be used by any 

organization interested in increasing the business 

skills of family child care providers in their 

community.” 

—Tom Copeland, consultant 

to the National Association 

for Family Child Care 


Environment Rating Scales 

New 

Edition 

NEW 

Environment Rating Scales Institute (ERSI) 

The new ERSI website provides resources and training services to help you 

use the Environment Rating Scales to assess and improve your early learning 

environment. 

You’ll find: 

n A Quick Link for each scale that includes updated notes for clarification. 

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

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

questions. 

www.ersi.info 

Escala de Evaluación de la 

Administración de Negocios 

Teri N. Talan and Paula Jorde Bloom 

“With the new Spanish BAS, you will be able to 

fulfill your dream as a family child care business 

owner, better communicate with families, 

and expand your professional experience.” 

—Luis A. Hernandez, 

Training and Technical Assistance 

Specialist in Early Childhood Education 

See page 5 for more information 

Best 

Seller 


11

Families,Schools, 

andCommunities 

Bicultural Parent 

Engagement 

Advocacy and Empowerment 

Edited by Edward M. Olivos, associate 

professor, University of Oregon; Oscar Jiménez- 

Castellanos, assistant professor, Mary Lou Fulton 

Teachers College, Arizona State University; and 

Alberto M. Ochoa, professor emeritus, San Diego 

State University 

New 

Edition 

NEW 

“Praise and kudos to all 

of the volume contributors 

for this muchneeded, 

state-of-the-art 

examination.” 

—Angela Valenzuela, 

University of Texas at 

Austin 

“The authors take us on 

a tour of classrooms, 

schools, and communities 

where we come face 

to face with the daily 

lives of students, parents, teachers, and administrators 

on different sides of the power struggles.” 

—Concha Delgado Gaitan, 

educational researcher and writer 

Best 

Seller 

“A major contribution to the literature about the 

engagement of not only bicultural parents, but 

of all families who are marginalized by narrow 

notions of their role in school transformation and 

community revitalization.” 

—Karen L. Mapp, 

Harvard Graduate School of Education 

This book examines how commonly applied 

approaches to parent involvement in schools 

do not easily transfer to bilingual and bicultural 

families. The authors—respected scholars 

in the field of educational equity—challenge 

commonly accepted boundaries of bicultural 

parent involvement. They provide real-life 

examples, practical strategies, discussion 

questions, and suggestions for ensuring that 

schools welcome and value bicultural families. 

This timely resource is a hopeful vision of what 

authentic and democratic parent engagement 

can become, and how parents can be transformative 

change agents for their children and 

their schools. 

Contributors: Jim Cummins • Carl A. Grant 

• Mary Johnson • Kristal Lewis Menchaca • 

Delores B. Lindsey • Randall B. Lindsey • 

Martha Montero-Sieburth • Robert P. Moreno • 

Art Pearl • Aubree Potter • James L. Rodriguez 

• John Rogers • Sheila Shannon • Veronica 

Terriquez • Maria Lombos Wlazlinski 

Audience: K-12 teachers, teacher educators, 

administrators, counselors, policymakers, 

researchers, community organizations, and parents; 

courses in bilingual and ELL education, multicultural 

education, urban education, sociology, 

ethnic studies, and school reform. 

2011/256 pp./PB, $31.95/5264-7/HC, $66/5265-4 

Jump Start Health! 

Practical Ideas to Promote 

Wellness in Kids of All Ages 

David Campos 

“A comprehensive and useful 

resource for keeping children 

physically and psychologically 

healthy ” 

—Mari Koerner, Mary Lou 

Fulton Teachers College, 

Arizona State University 

The author helps us understand the obesity 

crisis and offers practical ideas for incorporating 

wellness initiatives into the elementary curriculum. 

Each idea presented has a clear learning 

objective, addresses federal health standards, 

and includes a step-by-step approach with 

activities for the classroom. 

2011/240 pp./PB, $29.95/5178-7/HC, $66/5179-4 

Families, Schools, and 

the Adolescent 

Connecting Research, Policy, 

and Practice 

Edited by Nancy E. Hill and 

Ruth K. Chao 

Foreword by Jacquelynne 

Eccles 

“This book will help educators 

and policymakers to identify and 

implement the most effective strategies to help parents 

remain involved in their teens’ education.” 

—Adolescence 

This authoritative book will help educators and 

policymakers identify and implement the most 

effective strategies to help parents remain 

involved in their teens’ education. It features 

multidisciplinary perspectives—including 

prominent researchers from the fields of teacher 

education, psychology, and sociology—and 

offers strategies that reflect academic socialization 

among African American, Asian American, 

Latino, and European American families as key 

factors that promote achievement. 

Contributors include Sophia Catsambis • 

Robert Crosnoe • Kathleen V. Hoover-Dempsey 

• Holly Kreider • Jelani Mandara • James L. 

Rodríguez • Barbara Schneider. 

2009/240 pp./PB, $28.95/4995-1/HC, $62/4996-8 

(Mis)Understanding 

Families 

Learning from Real Families 

in Our Schools 

Edited by 

Monica Miller Marsh and 

Tammy Turner-Vorbeck 

“Should be welcomed by teachers 

and teacher educators alike. 

—The School Community 

Journal 

This practical resource will help educators to 

identify, address, and meet the needs of the 

diverse families in today’s classrooms. It is the 

first book to critically examine how families are 

represented in the media, schools, and other 

institutions and apply that information to build 

effective home-school partnerships. Discussion 

questions are included in each chapter so that 

readers can examine their working relationships 

with the families of their students. 

Contributors: Rochelle Brock • Simmee 

Chung • D. Jean Clandinin • Deborah Graham • 

Elizabeth Graue • Margaret Hawkins • Janice 

Huber • Angela Jaime • Guofang Li • Tamara P. 

Lindsey • Gerardo López • Anne Murray Orr • 

Linda T. Parsons • Debbie Pushor • Nathalie Reid 

• Caskey Russell • Shirley R. Steinberg • Kent 

Stoelting 

2009/224 pp./PB, $32.95/5037-7/HC, $68/5038-4 

Inviting Families 

into the Classroom 

Learning from a Life in 

Teaching 

Lynne Yermanock Strieb 

Foreword by Joseph 

Featherstone 

“Offers a valuable perspective 

from decades of thoughtful 

practice.” 

—Harvard Family Research Project 


In this engaging account of her 31-year career 

teaching children in urban classrooms, Lynne 

Yermanock Strieb draws on an extensive archive 

of documents she kept as a kindergarten, 

first- and second-grade public school teacher 

in Philadelphia. Readers will experience how 

her teaching developed over time and will gain 

access to the useful materials she created 

throughout her career. Strieb’s story provides a 

unique example of practitioner research. 

2010/240 pp./PB, $28.95/5082-7/HC, $64/5083-4 


A joint publication with NWP (National Writing Project) 

12 


Edition 

NEW 

Health Is 

Academic 

A Guide to 

Coordinated 

School Health 

Programs 

Edited by Eva 

Marx and 

Susan Frelick 

Wooley with 

Daphne Northrop 

Foreword by Ernest L. Boyer 

Best 

Seller 

“A blueprint for American schools to 

use to shape their own coordinated 

programs for better health and 

academic success.” 

—Education Week 

Discusses: Health Education • 

Physical Education • Health 

Services • Nutrition Services • 

Counseling, Psychological, and 

Social Services • Healthy School 

Environment • Health Promotion 

for Staff • and Parent/Community 

Involvement. 

1998/368 pp./PB, $27.95/3713-2 

Creating 

Welcoming 

Schools 

A Practical 

Guide to 

Home–School 

Partnerships 

with Diverse 

Families 

JoBeth Allen 

Foreword by 

Concha Delgado-Gaitan 

“Highly recommended.” 

—The Midwest Book Review 

“A comprehensive resource that shows 

how diverse families and the schools 

that their children attend can form 

partnerships that enhance student 

learning. It goes far and above the 

call of duty.” —The Bookwatch 

This engaging and rich resource 

details how schools and diverse 

families throughout the country 

have formed partnerships that support 

and enhance student learning. 

It is designed for teachers who care 

deeply about students and welcome 

diverse families as partners; 

for parents who want to be active 

partners in educating their children; 

and for administrators in diverse 

schools or districts who know there 

is no quick fix for building lasting 

partnerships among families, 

schools, and the community. 

2007/192 pp./PB, $25.95/4789-6 

HC, $52/4790-2 13 photos 

A joint publication with IRA (International 

Reading Association) 

Other Books by JoBeth Allen: 


Other Kinds 

of Families 

Embracing 

Diversity in 

Schools 

Edited by 

Tammy Turner- 

Vorbeck and 

Monica Miller 

Marsh 

This important book reconsiders 

the ways in which families are currently 

represented and addressed 

in school curriculum and culture. 

Includes questions for reflection 

and discussion at the end of each 

chapter. 

Contributors: Lesley Colabucci 

• Matthew D. Conley • Elizabeth 

Heilman • Janice Kroeger • Ilyana 

Marks • A. Y. “Fred” Ramirez • Lisa 

Rieger • Teresa J. Rishel • Tracy 

Thoennes 

2007/216 pp./PB, $30.95/4838-1 

HC, $60/4839-8 

School- 

Family 

Partnerships 

for 

Children’s 

Success 

Edited by 

Evanthia N. 

Patrikakou, 

Roger P. 

Weissberg, Sam Redding, and 

Herbert J. Walberg 

Foreword by Joyce L. Epstein 

Contributors: Amy R. Anderson 

• Nancy F. Chavkin • Sandra 

L. Christenson • Melissa 

Clements • Pamela E. Davis-Kean 

• Jacquelynne S. Eccles • Yvonne 

Godber • Kathleen V. Hoover- 

Dempsey • Luis M. Laosa • Oliver 

C. Moles • Evanthia N. Patrikakou • 

Sam Redding • Arthur J. Reynolds 

• Howard M. Sandler • Pamela 

Sheley • Ronald D. Taylor • Herbert 

J. Walberg • Joan M. T. Walker • 

Roger P. Weissberg 

2005/216 pp./PB, $30.95/4600-4 

The Series on Social Emotional Learning 

Teacher with 

a Heart 

Reflections on 

Leonard Covello 

and Community 

Vito Perrone 

Foreword by 

Herbert Kohl 

“A book for anyone 

who cares deeply about schools and 

children.” 

—Harvard Educational Review 

An inspirational journey into 

Leonard Covello’s classic memoir, 

The Heart Is the Teacher (1958). 

1998/160 pp./PB, $21.95/3777-4 

Between Teacher and Text Series 

(For sale by TC Press in the US and Canada 

only) 

Full of Ourselves 

A Wellness Program to Advance 

Girl Power, Health, and Leadership 

Catherine Steiner-Adair and 

Lisa Sjostrom 

”This work 

would be a 

valuable addition 

to the repertoire 

of any 

school system, 

church-based 

program, or 

community 

organization 

seeking to strengthen girls to become 

independent, healthy adolescents.” 

—Contemporary Psychology 

This dynamic health-and-wellness 

education program was developed 

at the Harvard Medical School by a 

leading clinician and an acclaimed 

curriculum designer. Evaluated with 

more than 800 girls, this primary 

prevention curriculum is the first 

of its kind to show sustained, positive 

changes in girls’ body image, 

body satisfaction, and body esteem 

(grades 3–8). 

2006/160 pp./PB, $47.95/4631-8 

large format 

Literacy 

in the 

Welcoming 

Classroom 

Creating 

Family-School 

Partnerships that 

Support Student 

Learning 

JoBeth Allen 

Full description 

on page 21 

Con Respeto 

Bridging the 

Distances Between 

Culturally Diverse 

Families and 

Schools—An 

Ethnographic 

Portrait 

Guadalupe Valdés 

Full description 

on page 64 

13 

Families, Schools, and Communities 


13

EnglishLanguageLearners 


“Why Don’t They Learn English” 64 

Understanding the 

Language Development 

and Early Education of 

Hispanic Children 

Eugene E. García is professor emeritus at Arizona 

State University, and Erminda H. García is a firstgrade 

teacher in the Higley Unified School district in 

Gilbert, Arizona. 

New 

Edition 

Young Hispanic children are the largest and 

fastest growing ethnic minority population 

in the United States, representing 

diverse racial, linguistic, and cultural 

backgrounds. Educational skills and 

achievement lag significantly for this 

population creating an unacceptable 

achievement gap at the beginning of kindergarten 

that grows even further by the end 

of third grade. What can we learn from the 

empirical literature, theory, programs, and policies 

associated with language and early learning 

for young Hispanics What are the home 

and school factors important to differences in 

early cognitive development and educational 

well-being 

In this collaboration, a renowned researcher 

and a seasoned practitioner explore these 

questions with a focus on specific instructional 

interventions that are associated with reducing 

the achievement gap for young Hispanic 

children. Chapters emphasize educational 

practices, including teacher competencies, 

instructional strategies, curricular content, parent 

involvement, and related policy. The text 

includes teacher-friendly artifacts, instructional 

organizers, and lesson descriptions. 

Audience: Teachers, teacher educators, professional 

developers, policymakers, and researchers; 

courses in early childhood education, multicultural 

education, bilingual and ESL education, applied 

linguistics, urban education, immigrant education, 

educational policy, culture and diversity. 

2012/208 pp./PB, $29.95/5346-0 


NEW 

Best 

Seller 

Also by Eugene García: See Author Index 

Literacy Instruction in 

Multilingual Classrooms 

Engaging English Language Learners in 

Elementary School 

Lori Helman is associate professor at the 

University of Minnesota in the Department of 

Curriculum and Instruction and Co-Director of the 

Minnesota Center for Reading Research. 

Foreword by Alison L. Bailey 

New 

Edition 

“A thorough treatment of how to create a 

multilingual and multifaceted classroom 

community.... This new book can serve as 

a core text of a teacher preparation course, 

but I believe it will be most welcomed and 

most effectively used again and again as a 

reference by current classroom teachers.” 

—From the Foreword by Alison L. Bailey, 

NEW 

Best 

Seller 

University of California, Los Angeles 

This hands-on guide shows elementary school 

teachers how to create multilingual classroom 

communities that support every learner’s success 

in reading, writing, and general literacy 

development. The author provides a practical 

overview of key ideas and techniques and 

describes specific literacy activities that lead 

to vocabulary and oral English proficiency. 

Instructional chapters will help teachers 

build a language-rich classroom environment, 

scaffold reading and writing tasks to match 

students’ needs, and use students’ language 

backgrounds as a bridge to literacy learning 

in English. This resource includes many userfriendly 

features such as bulleted summaries 

and checklists as well as photographs of linguistically 

diverse classrooms modeling the 

types of instructional interactions described in 

the book. 

Encouraging collaboration and a deeper 

understanding of best practices for ELL instruction, 

this book covers: 

• How to build on the diverse linguistic 

resources that students bring to school. 

• The connections between oral language 

and literacy development. 

• Developing second language learners 

reading and writing skills. 

• Assessing language and literacy learning. 

• Planning literacy curriculum. 

Audience: Elementary school teachers, administrators, 

literacy coaches, and professional developers; 

courses in teacher education, reading and 

literacy methods, special education, bilingual education, 

ESL, teacher study groups, and book clubs. 

2012/144 pp./PB, $26.95/5336-1 

large format 

The Practitioner’s Bookshelf (Language and Literacy Series) 

Overtested 

How High-Stakes Accountability Fails 


Jessica Zacher Pandya, associate professor, 

Departments of Teacher Education and Liberal 

Studies, California State University, Long Beach 

Foreword by Robert Rueda 

New 

Edition 

NEW 

Best 

Seller 

“Tells an important tale 

that cannot be conveyed 

by numbers and tables.... 

It is important information 

for teachers; for 

those who depend on, 

employ, and train teachers; 

and for those who 

create the policies under 

which teachers are 

required to operate.” 


by Robert Rueda, 

University of Southern 

California 

“Jessica Zacher Pandya reaches across ideological 

and institutional borders to offer reasonable, pragmatic 

solutions for change.” 

—Linda Valli, College of Education, 

University of Maryland 

“This invaluable book limns a more academically 

robust and culturally relevant instructional vision 

for English language learners.” 

—Gerald Campano, 

University of Pennsylvania 

This timely book explores how the day-to-day 

dynamics of the classroom are affected by 

high-stakes testing and the pressures students 

and teachers experience and internalize as 

a result. While hard to believe, all the depictions 

presented took place in a real elementary 

school classroom and reflect the current culture 

of extreme accountability. 

Overtested not only describes the flaws in 

our current accountability system, but it also 

provides real-world solutions that can have an 

immediate and positive effect at the classroom, 

state, and national level. Chapters address key 

debates such as how to measure proficiency, 

the validity of various language assessment 

tools, the overuse of assessment, and the 

risks and benefits of teaching language arts to 

English language learners via mandated, structured 

curricula. 

Audience: Teacher educators, elementary school 

teachers, ELL teachers, researchers, and administrators; 

courses in language and literacy, bilingual 

education, reading research, curriculum development, 

policy, reading assessment, special education, 

and multicultural education. 

2011/160 pp./PB, $27.95/5247-0/HC, $62/5248-7 

Language and Literacy Series 

14 


Restructuring Schools for 

Linguistic Diversity 

Linking Decision Making to 

Effective Programs, Second Edition 

Ofelia B. Miramontes, Adel 

Nadeau, and Nancy L. Commins 

Foreword by Else Hamayan and 

Rebecca Freeman Field 

“Teachers and 

teachers-to-be, 

as well as 

administrators 

and policymakers, 

will find 

everything they 

need to know 

for making all 

classrooms 

effective for 

English language learners.” 

—Sonia Nieto, University of 

Massachusetts, Amherst 

This meticulously updated second 

edition not only reflects the current 

state of affairs in education, but 

also what has been learned from 

the many schools that have used 

the framework successfully. This 

new edition includes activities, a 

new chapter on standards-based 

differentiated instruction and 

assessment, discussion questions, 

and more. 

2011/216 pp./PB, $26.95/5227-2 

large format 




Words Were 

All We Had 

Becoming 

Biliterate 

Against the 

Odds 

Edited by María 

de la Luz Reyes 

Foreword by Luis 

C. Moll 

“A compelling read.” 

—Hispaniclink 

“These stories reflect in extraordinary 

ways the importance of bilingualism 

and biliteracy for Latino children.” 

—Guadalupe Valdés, Stanford 

University 

This powerful collection examines 

the personal narratives of a select 

group of well-respected educators 

who attained biliteracy at a young 

age in the era before bilingual education. 

Teachers can glean important 

lessons about the individual 

potential of their Latino students 

from the lived experiences of successful 

Latinos whose life stories 

dispel the myth that Spanish is an 

obstacle to learning. 

Contributors: Steven F. Arvizu, 

María V. Balderrama, Lilia I. Bartolomé, 

María E. Fránquiz, Josué M. 

González, John J. Halcón, Carmen 

I. Mercado, Sonia Nieto, Pedro 

Pedraza, Concepción M. Valadez 

2011/192 pp./PB, $32.95/5180-0 

HC, $72/5181-7 


Latino 

Children 

Learning 

English 

Steps in the 

Journey 

Guadalupe 

Valdés, Sarah 

Capitelli, and 

Laura Alvarez 

“Valdés, Capitelli, and Alvarez weave 

the small steps of young Latino 

children learning English with huge 

theoretical contributions that will forever 

change how we view the process 

of second language acquisition and 

learning.” 

—Ofelia García, Graduate 

Center, The City University of 

New York 

This insightful book offers a 

detailed account of the developing 

English language proficiencies of 

K–3 children from one after-school 

intervention program. Using the 

experiences of these children as 

a lens, the authors debunk commonly 

held views of young children 

as rapid and effortless learners of 

new languages. The authors analyze 

the effectiveness of current 

practices designed to accelerate 

the second language acquisition 

process, and include examples of 

activities that can be used with 

young ELL children to engage them 

in new-language interactions. 

2011/264 pp./PB, $34.95/5144-2 

HC, $74/5145-9 

Multicultural Education Series 

Also by Guadalupe Valdés: See 

Author Index 

Literacy 

Essentials 

for 

English 

Language 

Learners 

Successful 

Transitions 

Maria Uribe and 

Sally 

Nathenson-Mejía 

Foreword by Kathy Escamilla 

This hands-on guide provides 

research-based best practices for 

teaching English Language Learners 

in kindergarten through fifth grade. 

The text features sample lessons 

and children’s literature that can be 

used to help ELL students develop 

the skills and knowledge they need 

to succeed in school. 

2008/160 pp./PB, $23.95/4904-3 

large format 


(The Practitioner’s Bookshelf) 

Academic 

Literacy for 

English 

Learners 

High-Quality 

Instruction 

Across Content 

Areas (Grades 

1 through 5) 

Cynthia Brock, 

Diane Lapp, Rachel Salas, and 

Dianna Townsend 

Foreword by Douglas Fisher 

Looking for innovative new strategies 

to support English learners 

This powerful guide shows how to 

integrate best practices across the 

content areas of science, mathematics, 

and social studies, while 

fostering high levels of academic 

proficiency. It features proveneffective 

teaching strategies for the 

elementary school classroom, lesson 

models, tips for teachers, and a 

resource list of children’s literature. 

2009/144 pp./PB, $20.95/5009-4 



(Practitioner’s Bookshelf) 

2009 NCTE David H. Russell Research Award 

Immigrant 

Students 

and Literacy 

Reading, 

Writing, and 

Remembering 

Gerald Campano 

Foreword by 

Sonia Nieto 

Drawing on his 

experience as a 

5th-grade teacher in a multiethnic 

school where children spoke over 

14 different home languages, the 

author reveals how he created a 

language arts curriculum from 

the students’ own rich cultural 

resources, narratives, and identities. 

2007/160 pp./PB, $24.95/4732-2 

HC, $50/4733-9 


Teaching 

and Learning 

in Two 

Languages 

Bilingualism and 

Schooling in the 

United States 

Eugene E. García 

“This book is an 

excellent text for 

a graduate class in teacher education, 

bilingual and/or multicultural 

education.” 


2005/216 pp./PB, $30.95/4536-6 

HC, $64/4537-3 


Educating 

Emergent 

Bilinguals 

Policies, 

Programs, 

and Practices 

for English 

Language 

Learners 

Ofelia García 

and Jo Anne Kleifgen 

Foreword by Jim Cummins 

This accessible guide presents the 

most up-to-date research findings 

to demonstrate how ignoring 

children’s bilingualism perpetuates 

inequities in their schooling. 

It offers alternative practices that 

would transform our schools, such 

as building on students’ home languages 

and incorporating curricular 

and pedagogical innovations, new 

approaches to parent and community 

engagement, and alternative 

assessment tools. 

2010/192 pp./PB, $26.95/5113-8 

HC, $60/5114-5 




Biography- 

Driven 

Culturally 

Responsive 

Teaching 

Socorro 

Herrera 

Foreword by 

Edmund T. 

Hamann 

“This is a wonderful, fresh, applicationfocused 

model that integrates the 

best of teaching and learning in preparing 

future educators and inservice 

teachers.” 

—Pedro R. Portes, 

The University of Georgia 

Nationally known literacy expert 

Socorro Herrera provides a practical 

guide to help teachers plan 

and implement more successful 

culturally responsive instruction 

using students’ personal/academic/ 

sociocultural biographies as the 

point of departure. Herrera’s 

research-based strategies incorporate 

easily into any program being 

used by a school or district for 

improved results. Teacher planning 

and teaching tools to use with this 

book can be downloaded for free at 

www.tcpress.com. 

2010/192 pp./PB, $30.95/5086-5 




15 



15

LanguageandLiteracy 

see also New Section! English Language Learners, 14 

see also 

Don’t Leave the Story in the Book, 3 

Be That Teacher! 

Breaking the Cycle for 

Struggling Readers 

Victoria J. Risko is professor of education 

emerita at Vanderbilt University’s Peabody College, 

Nashville, Tennessee, and the 2011–2012 president 

of the International Reading Association. 

Doris Walker-Dalhouse is associate professor 

of reading in the department of Educational Policy 

and Leadership at Marquette University College of 

Education, Milwaukee, Wisconsin. 

Foreword by Richard Allington 

New 

Edition 

Tens of thousands of students begin 

each new school year with the hope 

that they will finally find the teacher 

who will help them succeed as readers, 

writers, and learners. This book shows 

how teachers can provide the type of differentiated 

instruction that struggling readers 

need by drawing on students’ individual and 

cultural backgrounds, as well as the results 

of classroom-based diagnostic and progressmonitoring 

assessment measures. 

The authors include authentic examples and 

case studies from diverse primary and intermediate/middle 

school classrooms to show how 

instruction can be implemented and adjusted 

to accommodate students’ individual differences—differences 

that are influenced by their 

schools and instructional backgrounds, their 

cultural and linguistic histories, their interests 

and activities, their reading and writing habits 

in and out of school, and their understandings 

and misunderstandings about texts, print, and 

digital media. Classroom teachers, reading 

specialists, reading coaches, and prospective 

teachers are invited to analyze and reflect 

about each case presented to help them provide 

the type of instruction that will change the 

trajectory for students who continue to fail in 

reading. 

Book Features: 

• Concrete guidance for breaking the cycle 

for struggling readers. 

• A reader-friendly presentation of relevant 

research. 

• Specific recommendations for assessment 

and instructional actions. 

• Teacher resources. 

Audience: Pre- and inservice teachers (K–8), reading 

specialists, literacy coaches, curriculum leaders; 

courses in teacher education, language and 

literacy, and remedial reading. 

2012/224 pp./PB, $30.95/5322-4 

large format 

NEW 

Best 

Seller 

“Trust Me! I Can Read” 

Building from Strengths in the High 

School English Classroom 

Sally Lamping has taught secondary school 

English in New York City, Fairfax County, Virginia, 

and Cincinnati, Ohio and is an associate professor 

of English: Integrated Language Arts Education at 

Wright State University in Dayton, Ohio. 

Dean Woodring Blase has taught secondary 

school English in Cincinnati, Ohio, and is an inaugural 

cohort member of the Harvard Graduate School 

of Education’s Doctor of Education Leadership 

program. 

Foreword by Cathy Fleischer 

New 

Edition 

“I invite you to read this book...to listen 

to the wise words that Sally Lamping 

and Dean Blase offer us, to analyze 

what they’ve done in their own classrooms, 

and to make the kinds of changes 

in your own that will honor and respect the 

amazing students that you teach.” 

—From the Foreword by Cathy Fleischer, 

Eastern Michigan University 

“Inspiring and instructive: Trust me!” 

—Dixie Goswami, 

Bread Loaf Teacher Network 

This innovative guide shows teachers how 

to transform high-school English students 

into passionate readers with a trust-based 

approach that honors both student choice and 

teacher expertise. 

The authors offer methods for building 

confidence and critical skills through thematic 

book groups, the whole-class novel, and independent 

reading. As teachers work through 

each methods chapter, they will begin to create 

their own trust-based curriculum with the help 

of “Extend Your Thinking” sections. Classroom 

examples from urban, rural, and suburban contexts 

help teachers interweave trust-building 

methods (small reading communities, critically 

engaging lessons, student-led seminars, artistic 

response, drama, and dialogue) to create an 

English classroom that is once again a place of 

possibility and power. 

Audience: High school English teachers, teacher 

educators, administrators, literacy coaches, and 

professional developers; courses in language and 

literacy, English methods, reading methods, curriculum 

and instruction. 

2012/128 pp./PB, $27.95/5327-9 

large format 


NEW 

Best 

Seller 

Reading Wide Awake 

Politics, Pedagogies, and Possibilities 

Patrick Shannon is a professor of education at 

Penn State University. He has written 16 books and 

was elected to the Reading Hall of Fame in 2002. 

Foreword by Jeffrey D. Wilhelm 

New 

Edition 

NEW 

Best 

Seller 

“Should be required 

reading for all educators 

working to implement 

the Common Core State 

Standards (CCSS), the 

greatest opportunity for 

promoting a real thinking 

curriculum that I 

have seen in my 30 

years as an educator. I 

was not only tremendously 

impressed with 

this book; I was inspired 

by it.” 

—From the Foreword by Jeffrey D. Wilhelm, 

Boise State University 

“Provides clear, richly described examples from his 

own life to ground his powerful argument about 

how dangers that live in the texts of public pedagogy 

impact our lives and shape society.” 

—Joanne Larson, University of Rochester 

“This is powerful, beautiful work.” 

—Timothy J. Lensmire, 

University of Minnesota 

In his new book, popular author Patrick 

Shannon examines reading as agency—why 

reading critically is essential to civic engagement 

and a healthy democracy. 

We follow the author on a journey of self 

discovery as he practices “wide-awake reading” 

with a variety of everyday texts, from radio programs 

to legal documents to more traditional 

books and magazines. Shannon demonstrates 

how we can and must engage in close reading 

of the world around us and how teachers, in 

turn, can help their students make meaning 

from the information in their lives that often 

appears to move at warp speed. 

Reading Wide Awake integrates personal 

stories, political commentary, and guidance 

for educators into a fun-to-read book that will 

resonate with a diverse audience of teachers. 

Audience: Teachers, teacher educators, literacy 

coaches, administrators, and policymakers; 

courses in first-year composition, educational 

foundations, language and literacy, curriculum 

and instruction, rhetoric and composition, reading 

methods, and civic education. 

2011/144 pp./PB, $25.95/5242-5 

16 


Bridging Literacy 

and Equity 

The Essential Guide to 

Social Equity Teaching 

Althier M. Lazar is professor of teacher 

education at Saint Joseph’s University in 

Philadelphia, Pennsylvania; Patricia A. Edwards 

is Distinguished Professor of Language and Literacy 

in the Department of Teacher Education, a principal 

investigator, Literacy Achievement Research 

Center, and a Senior University Outreach Fellow 

at Michigan State University; Gwendolyn 

Thompson McMillon is associate 

New 

Edition 

NEW 

professor of literacy in the Department of 

Reading and Language Arts at Oakland 

University in Rochester, Michigan. 

Foreword by Geneva Gay 

“The authors place literacy and equity within 

the context of each other, and in so doing resolve 

a common dilemma of many classroom teachers.... 

Individuals already involved in the classroom 

and others preparing to become teachers 

who are genuinely committed to high quality education 

for all children will find Bridging Literacy 

and Equity a welcomed and empowering call to 

action.” 

—From the Foreword by Geneva Gay 

Bridging Literacy and Equity synthesizes the 

essential research and practice of social equity 

literacy teaching in one succinct, user-friendly 

volume. 

Extraordinary K–12 teachers show us what 

social equity literacy teaching looks like and 

how it advances children’s achievement. 

Chapters identify six key dimensions of social 

equity teaching that can help teachers see their 

students’ potential and create conditions that 

will support their literacy development. Serving 

students well depends on understanding relationships 

between race, class, culture, and literacy; 

the complexity and significance of culture; 

and the culturally situated nature of literacy. It 

also requires knowledge of culturally responsive 

practices, such as collaborating with 

and learning from caregivers, using cultural 

referents, enacting critical and transformative 

literacy practices, and seeing the capacities of 

English Language Learners and children who 

speak African American Language. 

Each chapter includes a “Reflection and 

Inquiry” section with exercises to help readers 

relate chapter concepts and issues to their 

own teaching practices. 

Audience: Teacher educators, teachers, reading 

specialists, literacy coaches, principals, and 

professional developers; courses in language and 

literacy, reading methods, diversity, multicultural 

education, student teaching, sociology of 

education. 

2012/160 pp./PB, $29.95/5347-7/HC, $68/5348-4 


Best 

Seller 

Also by Patricia Edwards: See Author Index 

Professors: 




Crossing Boundaries— 

Teaching and Learning 

with Urban Youth 

Valerie Kinloch is associate professor in literacy 

studies at The Ohio State University. 

New 

Edition 

NEW 

Foreword by Shirley Brice Heath 

“This is a book of stories 

told by adolescents and 

adults about teaching 

and learning.... Puzzlement, 

wonder, curiosity, 

disruption, and distress 

mark the emotions of all 

the storytellers here.” 


by Shirley Brice 

Heath, Stanford 

University 

“Crossing Boundaries 

is a must-read for anyone interested in improving 

the academic achievements and enhancing the 

literacy practices of marginalized students.” 

—Beverly Moss, The Ohio State University 

“This book will shake the ‘common’ and reshape 

the ‘knowledge’ we have about the passion and 

potential of students in urban schools.” 

—JoBeth Allen, University of Georgia 

In her new book, Valerie Kinloch, award-winning 

author of Harlem on Our Minds, sheds light 

on the ways urban youth engage in “meaningmaking” 

experiences as a way to assert critical, 

creative, and highly sophisticated perspectives 

on teaching, learning, and survival. 

Kinloch rejects deficit models that have 

traditionally defined the literacy abilities of 

students of color, especially African American 

and Latino/a youth. In contrast, she “crosses 

boundaries” to listen to the voices of students 

attending high school in New York City’s 

Harlem community. 

In Crossing Boundaries, Kinloch uses a critical 

teacher-researcher lens to propose new directions 

for youth literacies and achievements. 

The text features examples of classroom 

engagements, student writings and presentations, 

discussions of texts and current events, 

and conversations on skills, process, achievement, 

and underachievement. 

Audience: Teachers, teacher educators, professional 

developers, and researchers; courses in 

adolescent literacies, English methods, popular 

culture and literacy, media literacy, new literacies, 

communications, rhetoric and composition, urban 

education, African-American studies, and community 

studies 

2012/168 pp./PB, $27.95/5294-4/HC, $60/5295-1 

The Teaching for Social Justice Series 

Best 

Seller 

Also by Valerie Kinloch: See Author Index 

Teaching for the Students 

Habits of Heart, Mind, and Practice 

in the Engaged Classroom 

Bob Fecho, professor, Language and Literacy 

Education Department, University of Georgia in 

Athens, Georgia 

Foreword by Deborah Appleman 

“In this age of unparalleled 

accountability, our 

students seem to get 

lost in the shuffle of 

standards-driven curricula 

and other external 

factors.... Have we forgotten 

what authentic 

teaching and learning 

look and sound like Bob 

Fecho hasn’t, and this 

beautiful and thoughtprovoking 

book is proof.” 


Deborah Appleman, Carleton College 

“A stunning memoir and vision for dialogical teaching 

as it has been and as it could be. An elegant 

writer and a gifted educator, Bob Fecho offers CPR 

to teachers caught in the madness of national 

testing regimes.” 

—Michelle Fine, The Graduate Center, 

City University of New York 

“A lively, compassionate, and enlightening book. 

Through wise advice and numerous examples, and 

in what he defines as a ‘how-to-imagine book’ 

rather than a ‘how-to book,’ the author guides 

teachers in creating classrooms that connect the 

best theory with the most thoughtful practice.” 

—Sonia Nieto, 

University of Massachusetts, Amherst 

In this follow-up to his popular book, “Is This 

English,” Bob Fecho explores dialogic teaching—what 

it is and how teachers can move 

toward more reflective teaching practices. 

Fecho provides a framework to help teachers 

develop the necessary focuses, perceptions, 

and intellectual habits that will result in an 

ever-enriching dialogue with their practice. 

Chapters like “Using the Difficulty” consider 

how an obstacle in the classroom can become 

a teachable moment, and “Wobble” asks 

teachers to be alert to when their beliefs are 

challenged by students and colleagues—and 

what can be learned in the balancing act. 

With anecdotes and scenarios from the 

author’s own experience teaching adolescents 

and preservice teachers, this engaging book 

will resonate with educators busy with today’s 

overcrowded curriculums. 

Audience: Pre- and inservice teachers; courses 

in teacher education, English education, adolescent 

literacy, literacy methods, critical pedagogy, 

philosophy of education, and professional 

development. 

2011/144 pp./PB, $21.95/5244-9 


New 

Edition 

NEW 

Best 

Seller 

Also by Bob Fecho: See Author Index 

17 



17

A Call to Creativity 

Writing, Reading, and Inspiring 

Students in an Age of Standardization 

Luke Reynolds has taught 7th– through 12th– 

grade English in Massachusetts and Connecticut 

public schools, as well as composition at Northern 

Arizona University. 

Foreword by Jim Burke 

New 

Edition 

“This book puts wheels 

on high ideals in a way 

that can move us toward 

the kind of education our 

students deserve and our 

best teachers desire.” 

—Parker J. Palmer, 

bestselling author 

“Every chapter is a real 

gem! Using humor 

and his gift as a storyteller, 

Luke Reynolds 

shows teachers not only 

how creativity can be woven through standardsbased 

curricula, but why it is essential to do so.” 

—Christine Sleeter, professor emerita, 

California State University, Monterey Bay 

“Luke Reynolds provides a purposeful framework to 

help teachers transform the fundamental elements 

of contemporary practice into classroom experiences 

that awaken students’ creativity, passion, 

and energy.” 

—Sam Intrator, Smith College 

In this age of standardization, many English 

teachers are unsure about how to incorporate 

creative writing and thinking into their classroom. 

In a fresh new voice, Luke Reynolds 

emphasizes that “creativity in our lives as 

teachers and in the lives of our students is one 

of our most vital needs in the 21st century.” 

Based on his own journey as an English teacher, 

A Call to Creativity is a practical guide that 

shows teachers how they can encourage and 

support students’ creativity in the English/language 

arts classroom. The book offers both the 

inspiration and practical steps teachers need 

to engage their students through a variety of 

hands-on projects and worksheets that can be 

used immediately to insert creativity into any 

standards-based curriculum. 

NEW 

Best 

Seller 


• Adaptable projects tested in diverse school 

environments. 

• Guiding questions at the end of each 

chapter. 

• Lesson plans for creative writing 

assignments. 

• Over 30 pages of worksheets and sample 

assignments. 

Audience: English and creative writing teachers, 

teacher educators, teacher mentors, literacy 

coaches, school leaders, and professional developers; 

courses in English methods, secondary 

literacy, writing and rhetoric. 

2012/120 pp./PB, $26.95/5305-7/HC, $58/5306-4 

large format 


Also by Luke Reynolds: See Author Index 

The research in this book was awarded the 2008 International 

Reading Association Outstanding Dissertation Award 

Playing Their Way 

into Literacies 

Reading, Writing, and Belonging 

in the Early Childhood Classroom 

Karen E. Wohlwend, assistant professor, Literacy, 

Culture, and Language Education, Indiana University 

Foreword by Jackie Marsh 

New 

Edition 

NEW 

Best 

Seller 

“This book provides a 

theoretical and empirical 

foundation for the development 

of new and 

exciting pedagogical 

approaches to the teaching 

and learning of digital 

literacies in the 

earliest years of schooling.... 

Researchers, 

educators, and policymakers 

alike ignore 

its key messages at 

their peril in the 

decades ahead.” 

—From the Foreword by Jackie Marsh, 

the University of Sheffield, UK 

“This is a must read for anyone worried about what 

parents and administrators will say about the infusion 

of play in their curriculum.” 

—Jerome C. Harste, Indiana University, 

Bloomington 

Karen Wohlwend provides a new framework 

for rethinking the boundaries between literacy 

and play, so that play itself is viewed as a literacy 

practice along with reading, writing, and 

design. Through a variety of theoretical lenses, 

the author presents a portrait of literacy play 

that connects three play groups: the girls and, 

importantly, boys, who played with Disney 

Princess media; “Just Guys” who used design 

and sports media to make a boys-only space; 

and a group of children who played teacher 

with big books and other school texts. These 

young children “play by design,” using play not 

only as a literacy to transform the texts that 

they read, write, and draw, but also as a tactic 

to transform their relational identities in the 

social spaces of peer and school cultures. 


• Cutting-edge analyses and examples 

of new literacies, popular culture, and 

multimodal discourses. 

• Depictions of how children’s play can 

both produce and challenge normative 

discourses regarding ethnicity, gender, and 

sexuality. 

• The multimodal, multimedia textual 

practices of young children as they play 

across tensions among popular media, peer 

relationships, and school literacy. 

• Vivid descriptions, examples of young 

children in action, and photographs. 

Audience: Teacher educators, teachers, and literacy 

researchers; courses in early childhood education, 

language and literacy, child development, 

art education, media studies, cultural studies, 

discourse studies, and research methods. 

2011/208 pp./PB, $29.95/5260-9/HC, $64/5261-6 

photographs 


The Successful 

High School Writing Center 

Building the Best Program with 

Your Students 

Edited by Dawn Fels, teacher of composition and 

director of The Writing Center at George Mason 

University, and Jennifer Wells, director of The 

Reading-Writing Center at Florida State University 

Foreword by Richard Kent 

New 

Edition 

NEW 

“The Successful High 

School Writing Center 

is a book that holds 

transformational power. 

It is an immediately useful 

book, yes, but also a 

critical collection imbued 

with theory-to-practice 

models that address our 

marginalized students 

and their teachers.” 


by Richard Kent, 

University of Maine 

This book highlights the work of talented teachers 

and tutors who connect theory and practice 

with the lessons they learned from working 

with students in their high school writing centers. 

The authors offer innovative methods for 

secondary and post-secondary educators interested 

in adolescent literacy, English Language 

Learners, new literacies, writing center pedagogy 

and evaluation, embedded professional 

development, differentiated instruction, and 

cross-institutional collaboration. 

The Successful High School Writing Center 

demonstrates how writing centers help school 

communities that serve diverse student populations 

grapple with the realities that come 

with literacy education. Depicting real-life 

writing centers as leaders in literacy education, 

the accounts presented will enrich the work 

of teachers, writing center directors, writing 

center tutors, and student writers in socially 

significant ways. 

Best 

Seller 


• Models of writing centers and literacy 

centers that explicitly integrate reading and 

writing across the curriculum. 

• Creative strategies from a diversity of 

schools, models, and students served. 

• Literacy-based, collaborative research 

projects for writing center evaluation. 

• Helpful forms. 

Audience: Secondary and post-secondary teachers, 

writing center directors, teacher-leaders, professional 

developers, literacy coaches, librarians, 

and administrators; courses in writing center peer 

tutor training, English composition, writing across 

the curriculum, and teacher education. 

2011/168 pp./PB, $25.95/5252-4/HC, $58/5253-1 



18 


Reading Girls 

The Lives and Literacies of Adolescents 

Hadar Dubowsky Ma’ayan is a public middle 

school teacher, educational researcher, and writer. 

Foreword by Margaret Finders 

New 

Edition 

NEW 

“Hadar Ma’ayan shows 

how schools and literacy 

pedagogy need to 

change in this new era 

to better accommodate 

and build on new literacies 

that are the very 

core of experiences for 

many contemporary 

youth.” 


by Margaret Finders, 

University of 

Wisconsin–La Crosse 

“The girls are described in complex and nuanced 

portraits. Themes such as the Internet in terms 

of identity formation, the influence of popular 

culture, how and when students use voice and 

silence will help readers see their own schools, 

classrooms, and students through a new lens that 

invites a stance of critical literacy.” 

—Ruth Shagoury, Mart Stuart Rogers 

Professor of Education, Lewis & Clark 

College, Portland, OR 

Reading Girls captures the voices and literacy 

experiences of a diverse group of urban adolescent 

girls. The author—an experienced 

researcher and middle school teacher—intertwines 

investigations of multiple literacies, 

technologies, race, class, gender, sexuality, and 

gender expression to provide a provocative 

look at what helps and what hurts adolescent 

girls in school. Through engaging case studies, 

we see how traditional schooling fails 

to make room for crucial life topics, such as 

grappling with sexual or racial identity, understanding 

gang culture, or coming of age in 

urban America. Each chapter concludes with 

concrete strategies for improving both in- and 

out-of-school practices to better serve young 

girls, especially marginalized students. 

This important book updates and expands 

the seminal work done by Margaret Finders 

in her bestselling book, Just Girls. It includes 

up-to-date technologies and media forms and 

addresses contemporary issues of interest to 

today’s adolescent girls. 

Best 

Seller 

Chapters: 

1. Lincoln Middle School and the Girls Literacy 

Discussion Group 

2. Understanding Girls and Literacies 

3. Using Texts to Perform Race and Class 

Identities 

4. Critical Media Literacy for a Text-Saturated 

World 

5. Girls, Texts, and Sexualities 

6. Reading Violence in Their Worlds 

7. Technology and Creativity: How Multiple 

Literacies Can Build Educational Resiliency 

8. Multiple Literacies and a Failing Student 

9. Girls and the Achievement Gap 

Audience: Teachers, teacher educators, policymakers, 

researchers; courses in language and 

literacy middle school education, urban education, 

adolescent literacy, reading/writing methods, 

sociology, gender and women’s studies. 

2012/160 pp./PB, $29.95/5314-9/HC, $66/5315-6 

illustrations 


Literacy and Justice 

Through Photography 

A Classroom Guide 

Wendy Ewald is creative director of Literacy 

Through Photography (LTP) at the Center for 

Documentary Studies, Duke University, Durham, 

North Carolina. Katherine Hyde has a Ph.D in 

sociology, teaches at Duke University, and is the 

director of LTP. Lisa Lord has taught for over 35 

years, has National Board Certification, and an Ed.D. 

in literacy. 

This practical guide 

will help teachers to 

use the acclaimed 

“Literacy Through 

Photography” 

method developed 

by Wendy Ewald to 

promote critical thinking, 

self-expression, 

and respect in the 

classroom. 

The authors share 

their perspectives as 

an artist, a sociologist, and a teacher to show 

educators how to integrate four new “Literacy 

New 

Edition 

NEW 

Best 

Seller 

Through Photography” projects into the curriculum—The 

Best Part of Me, Black Self/White 

Self, American Alphabets, and Memories from 

Past Centuries. These field-tested projects 

invite students to create images representing 

their understanding of themselves and the 

world around them. The text includes classroom 

vignettes, project descriptions and lesson 

plans, and reflections and resources to help 

teachers explore important social and political 

topics with their students while also addressing 

standards across various disciplines and 

grade levels. 


• Photography projects related to race, 

language, history, and body image. 

• A framework for engaging students in 

essential social justice issues. 

• A versatile model of arts integration in the 

social studies and literacy curriculum. 

• Many examples of students’ writings, 

photographs, and drawings. 

• Step-by-step instructions to help teachers 

implement the projects. 

Audience: K–8 teachers, literacy coaches, schoolbased 

artists, and media specialists; courses in 

language and literacy, arts and art education, new 

literacy, media literacy, writing and composition, 

cultural studies, museum education, multicultural 

education, and sociology. 

2011/208 pp./PB, $31.95/5281-4/HC, $68/5282-1 

large format photographs 


Interrupting Hate 

Homophobia in Schools and What 

Literacy Can Do About It 

Mollie V. Blackburn, associate professor of 

literacy education, The Ohio State University 

Foreword by Katherine Schultz 

New 

Edition 

NEW 

Best 

Seller 

“In this important and 

powerful book, 

Blackburn provides 

teachers, students, parents, 

youth workers, 

community members, 

and policymakers—in 

brief all of us—with poignant 

stories, current 

research, and lived 

understandings to 

inform how we can act 

to make this a safer 

world for all youth.” 


Katherine Schultz, Mills College 

“Blackburn vividly illustrates the toll homophobia 

takes on our children, both gay and straight. 

Moving beyond the ‘protect and punish’ model, 

Blackburn provides practitioners with concrete 

suggestions for making our schools more equitable 

and welcoming places where all learners can 

thrive.” 

—CJ Pascoe, 

Colorado College, Colorado Springs 

“Blackburn takes a stand as she demonstrates how 

her act of interrupting hate is facilitated by the 

promise, purpose, and power of literacy.” 

—Valerie Kinloch, The Ohio State University 

This timely and important book focuses on the 

problems of heterosexism and homophobia 

in schools and explores how these forms of 

oppression impact LGBTQQ youth, as well 

as all young people. The author shows how 

concerned teachers can engage students in 

literacy practices both in and out of school to 

develop positive learning environments. The 

featured vignettes focus on fostering student 

agency, promoting student activism, and nurturing 

student allies. With a unique combination 

of adolescent literacy and teacher action 

projects, this book offers a valuable model for 

educators interested in creating safe learning 

communities for all students. 


• Inspiring examples of literacy educators 

joining with students to find solutions 

to the problem of homophobia in their 

schools. 

• Action recommendations based on a wide 

range of research representing diversity 

in terms of age, race, class, gender, and 

sexuality. 

• “Practitioner Applications” in each chapter 

to help readers apply what they have read 

to their classrooms. 

Audience: Pre- and inservice teachers, school 

administrators, researchers, youth workers, afterschool 

coordinators, and school counselors; 

courses in teacher education, English education, 

adolescent literacy, culture and diversity, multicultural 

education, and sociology of education. 

2011/128 pp./PB, $29.95/5273-9/HC, $66/5274-6 


Also by Mollie Blackburn: See Author Index 

19 



19

Reading Time 

The Literate Lives of Urban Secondary 

Students and Their Families 

Catherine Compton-Lilly is an associate 

professor in Curriculum and Instruction at the 

University of Wisconsin–Madison. She has taught in 

the public school system for 18 years. 

Foreword by Kevin Leander 

New 

Edition 

NEW 

“The analysis here runs 

deeper than other contemporary 

critiques of 

accountability regimes 

and standardization, 

inviting us instead to 

consider how time, 

schooling, and literacy 

have always been coconstructed.... 

Reading 

Time features compelling 

examples of literacy 

practices that traverse 

generations, which could only be understood 

through interviews and observations extending 

over time.” 

—Kevin Leander, Vanderbilt University 

Best 

Seller 

While teachers cannot travel back in time 

to visit their students at earlier ages, they 

can draw on the rich sets of experiences and 

knowledge that students bring to classrooms. 

In her latest book, Catherine Compton-Lilly 

examines the literacy practices and school 

trajectories of eight middle school students 

and their families. Through a unique longitudinal 

lens—the author has studied these 

same students from first grade—we see how 

students from a low-income, inner-city community 

grow and develop academically, revealing 

critical insights for teachers about literacy 

development, identity construction, and school 

achievement. 

Based on interviews, reading assessments, 

and writing samples, Reading Time advocates 

for educators to: 

• Provide opportunities for students to 

develop long-term relationships with 

teachers and administrators. 

• Allow children and parents to share their 

stories to identify obstacles that students 

encounter as they move through school. 

• Collaborate and learn from students’ 

former teachers, as well as inform their 

future teachers. 

• Develop portfolio systems and longitudinal 

records that highlight children’s emerging 

interests, abilities, and potential for the 

future. 

Audience: Middle school teachers, teacher educators, 

literacy coaches, researchers; courses in 

adolescent literacy, community literacy, family 

literacies, parent involvement, multicultural education, 

research methods, sociology, and urban 

education. 

2012/160 pp./PB, $31.95/5303-3/HC, $66/5304-0 


Also by Catherine Compton-Lilly: 


Literacy Studies 

2011 AERA Division K Research in Teacher Education Award; 

Division B Outstanding Book Award Honorable Mention • 

Author received 2010 AERA Committee on Scholars of Color in 

Education Early Career Contribution Award 

Urban Literacies 

Critical Perspectives on 

Language, Learning, and 

Community 

Edited by Valerie Kinloch 

Foreword by Arnetha F. Ball 

and Carol D. Lee Afterword by 

JoBeth Allen 

“We are inspired by the scholars 

in this historic volume who 

are paving new groundwork for empowering 

literacies in schools and communities.” 

—From the Foreword by Arnetha F. Ball, 

Stanford University, and Carol D. Lee, 

Northwestern University 

Showcasing cutting-edge perspectives, Urban 

Literacies explores meanings of urban education 

in the lives of students and their families across 

three intersecting spectrums: 1) research on 

family and community literacies, 2) research in 

teaching and teacher education, and 3) research 

in popular culture, digital media, and forms of 

multimodality. 

Contributors include: Marcelle M. Haddix, 

Marc Lamont Hill, Korina Jocson, Sonia Nieto, 

Django Paris, Patricia Sánchez, Peter Smagorinsky, 

Mariana Souto-Manning, Maisha T. Winn 

2011/240 pp./PB, $39.95/5182-4 


All royalties go to the Cultivating New Voices Among Scholars 

of Color grant and mentoring program sponsored through the 

National Council of Teachers of English 

2010 AERA Committee on Scholars of Color 

in Education Early Career Contribution Award 

Harlem on Our Minds 

Place, Race, and the Literacies 

of Urban Youth 

Valerie Kinloch 

Foreword by Jabari Mahiri 

Afterword by Edmund W. Gordon 

“This thoughtful and wide-ranging 

book...provides useful 

insights into social factors that 

shape young people’s responses 

to literature.” 

—Children’s Literature 

Association Quarterly 

This is a participatory action 

narrative that brings emerging 

theories of social ecology 

to life for the high school 

English classroom. Centered on the literacy 

stories of two African American students, it 

shows how teachers can engage urban youth in 

school-based literacy by linking canonical text, 

particularly of the Harlem Renaissance, to current 

events. 

2009/224 pp./PB, $26.95/5023-0/HC, $64/5024-7 

14 photos 


Envisioning Literature 

Literary Understanding and 

Literature Instruction, Second 

Edition 

Judith A. Langer 

“Rich with narratives, Envisioning 

Literature provides both 

strong theory about teaching 

literature and real examples.... 

Important reading for teachers, 

staff development trainers, policy analysts, 

and reading program administrators.” 

—Reading Today (reviewing the first edition) 

This revision of Judith Langer’s classic bestseller 

builds on more than 15 years of research and 

development projects in inner-city, suburban, 

and rural communities. New examples have 

been added to show the kinds of critical, creative, 

and innovative thinking that are needed for success 

in the digital-age classroom. A fifth stance 

has been added to the Envisionment-building 

framework toward higher-level understanding, 

integration, and the building of new concepts. 

2011/192 pp./PB, $31.95/5129-9 


Envisioning Knowledge 

Building Literacy in the 

Academic Disciplines 

Judith A. Langer 

“A major addition to the field.” 

—Richard A. Allington, 

coauthor of No Quick Fix 

“This is an approach that is long 

overdue.” 

—Kathleen Hinchman, 

Syracuse University, School of Education 

Judith Langer—internationally known scholar in 

literacy learning—examines how learners gain 

knowledge and become academically literate 

in the core subjects of English, mathematics, 

science, and social studies/history. Based on 

extensive research, she offers a new framework 

for conceptualizing knowledge development 

(rather than information collection). With many 

examples from middle and high schools, Langer 

identifies key principles for practice. 

2011/192 pp./PB, $31.95/5158-9/HC, $69/5159-6 


2011 Prose Award Honorable Mention in Education 

Girl Time 

Literacy, Justice, and the 

School-to-Prison Pipeline 

Maisha T. Winn 

Foreword by Shirley Brice 

Heath 

Afterword by Michelle Fine 

“This text is not to be missed.... 

Winn provides us with an 

impassioned and impressive 

model in which we can work to build equity and 

agency for marginalized youth.” 


Girl Time shares the stories of educators who 

dare to teach children who have been “thrown 

away” by their schools and society. Readers will 

learn how the lived experiences of incarcerated 

girls (primarily African American teens) can 

inform their teaching in public school classrooms 

and the teaching of literacy as a civil and 

human right. 

2011/192 pp./PB, $27.95/5200-5/HC, $60/5201-2 


All author royalties go to Synchronicity Performance Group’s 

Playmaking for Girls Program and The Medea Project: Theater 

for Incarcerated Women. 

20 


Literacy 

Achievement 

and Diversity 

Keys to Success 

for Students, 

Teachers, and 

Schools 

Kathryn H. Au 

Foreword by 

Patricia A. 

Edwards 

“After completing this ‘must-read’ 

book, you will see that it is indeed 

possible to close the literacy 

achievement gap.” 


Patricia A. Edwards, President, 

IRA, 2010–2011 

Respected literacy researcher 

Kathy Au addresses the question 

of what educators can do to close 

the literacy achievement gap. She 

begins by outlining theory and 

research and then provides practical 

strategies to help teachers 

improve the literacy learning of 

students of diverse cultural and 

linguistic backgrounds. The text 

addresses phonics, non-mainstream 

varieties of English, and 

ownership of literacy, and every 

chapter includes a reflection activity 

for students. 

2011/192 pp./PB, $27.95/5206-7 

HC, $62/5207-4 


Literacy in the 

Welcoming Classroom 

Creating Family–School 

Partnerships that Support Student 

Learning (K–5) 

JoBeth Allen 

Foreword by Katherine and 

Randy Bomer 

“All teachers will 

find something 

suggestive here 

to enhance their 

own practice of 

intergenerational 

learning.” 

—International 

Review of 

Education 

With a focus on literacy instruction, 

this research-based guide 

showcases stories of what works 

when teachers in K–5 classrooms 

throughout the country partner 

with families across cultural and 

language differences. The author 

showcases effective strategies that 

educators can adapt to fit their 

own school communities. This book 

is perfect for professional study 

groups, parent–teacher discussions, 

and whole-school workshops. 

2010/120 pp./PB, $23.95/5077-3 




A joint publication with NWP 

(National Writing Project) 



2011 Literacy Research Association’s Edward 

B. Fry Book Award 

Change Is Gonna Come 

Transforming Literacy 

Education for African American 

Students 

Patricia A. Edwards, 

Gwendolyn Thompson McMillon, 

and Jennifer D. Turner 

Foreword by Carol D. Lee 

This book provides specific practices 

that K–12 literacy educators 

can use to transform their schools. 

The authors address four major 

debates: the fight for access to 

literacy; supports and roadblocks 

to success; best practices, theories, 

and perspectives on teaching 

African American students; and the 

role of African American families 

in the literacy lives of their children. 

They include real stories from their 

own diverse family histories and 

contemporary classrooms. 

2010/224 pp./PB, $25.95/5084-1 

HC, $59/5085-8 




2005 Richard A. Meade Award, CEE/NCTE 

Making Race Visible 

Literacy Research for 

Cultural Understanding 

Edited by Stuart Greene and 

Dawn Abt-Perkins 

Foreword by Gloria Ladson-Billings 

Afterword by Sonia Nieto 

“Readers can be sure that this book 

delivers...it deserves a place in 

professional libraries.” 


2004/240 pp./PB, $27.95/4391-1 

HC, $52/4392-8 


Critical Literacy/ 

Critical Teaching 

Tools for Preparing Responsive 


Cheryl Dozier, Peter Johnston, and 

Rebecca Rogers 

Foreword by JoBeth Allen 

“An asset to both the field of teacher 

education and that of literacy studies.” 

—Linguistics and Education 

2006/224 pp./PB, $29.95/4645-5 


2004 James N. Britton Award, CEE/NCTE • 

2004 Gustavus Myers Outstanding Book 

Award—Honorable Mention 

“Is This English” 

Race, Language, and 

Culture in the Classroom 

Bob Fecho 


“A no-holds-barred approach to taking 

on difficult questions surrounding 

race.” —Teachers College Record 

2004/192 pp./PB, $25.95/4407-9 

HC, $46/4408-6 


The Right to Literacy 

in Secondary Schools 

Creating a Culture of Thinking 

Edited by Suzanne Plaut 

Foreword by Theodore R. Sizer 

This is a practical guide for 

reform-minded schools and districts, 

and for teachers seeking 

to help all adolescent learners 

achieve at high levels. Replete 

with vivid illustrations of exemplary 

classroom practice across 

all content areas, it is perfect for 

professional learning communities 

and study groups. 

2009/216 pp./PB, $25.95/4918-0 

HC, $56 /4919-7 large format 


Reading Association) and PEBC (Public 

Education & Business Coalition) 

Talking Their Way 

into Science 

Hearing Children’s 

Questions and Theories, 

Responding with Curricula 

Karen Gallas 

“Ever since I was given this book to 

review, I have been referring graduate 

students and teacher candidates to its 

content.” —Curriculum Inquiry 

1995/128 pp./PB, $22.95/3435-3 


Children’s Language 

Connecting Reading, Writing, 

and Talk 

Judith Wells Lindfors 

Foreword by Vivian Gussin Paley 

Lindfors describes how teachers 

can help young students learn 

to read and write using the oral 

language processes they already 

know. A 24-page Guide for 

Instructors and Teacher Study 

Groups is available online at www. 

tcpress.com. 

2008/144 pp./PB, $24.95/4885-5 

HC, $56/4886-2 


All author royalties on this book go to 

SafePlace (www.safeplace.org) 

Reading Families 

The Literate Lives of Urban 

Children 

Catherine Compton-Lilly 

Foreword by Barbara Comber 

A rare glimpse into the literacy 

development of urban children 

and their families—revealing complexities 

that have previously been 

undocumented. This is a daring 

critique of racism and other societal 

factors that affect children’s 

learning. 

2003/168 pp./PB, $25.95/4276-1 


Compton-Lilly: Re-Reading Families 

The Literate Lives of Urban Children, 

Four Years Later 

Catherine Compton-Lilly 

Foreword by James Paul Gee 

2007/160 pp./PB, $26.95/4791-9 

HC, $56/4792-6 


Literature 

2010 Richard A. Meade Award, 

CEE/NCTE 

Critical 

Encounters 

in High 

School 

English 

Teaching 

Literary Theory 

to Adolescents, 


Deborah 

Appleman 

“All the undergraduate students cited 

[Appleman’s book] as their favorite 

piece of work for the semester, and 

the one that was most successful 

during student teaching.” 

—English Journal 

This completely revised edition 

features an expanded discussion 

of gender, new activities, handouts 

to use with diverse students, and 

many other improvements. 

2009/240 pp./PB, $25.95/4892-3 


A joint publication with NCTE (National 

Council of Teachers of English) 

2010 David H. Russell Research Award 

Beats, Rhymes, and 

Classroom Life 

Hip-Hop Pedagogy and the Politics 

of Identity 

Marc Lamont Hill 


Based on his 

experience 

teaching a hiphop–centered 

English literature 

course in a 

Philadelphia high 

school, and 

drawing from a 

range of theories 

on youth culture, 

identity, and educational processes, 

Marc Lamont Hill shows how a 

serious engagement with hip-hop 

culture can affect classroom life in 

extraordinary ways. 

2009/192 pp./PB, $22.95/4960-9 

HC, $48/4961-6 

21 



21

Bedtime Stories 

and Book Reports 

Connecting Parent Involvement 

and Family Literacy 

Edited by Catherine Compton-Lilly 

and Stuart Greene 

Foreword by Patricia A. Edwards 

Afterword by Shirley Brice Heath 

“This is the right 

book at the right 

time.... Happy 

reading!” 

—From the 

Foreword 

by Patricia 

A. Edwards, 

President, IRA, 

2010–2011 

“Children can’t 

reach their full potential for literacy 

development without the participation 

of parents. This is a must-read.” 

—Lesley M. Morrow, 

Rutgers University 

Bringing together the newest 

research, this book offers portraits 

of real families and schools that 

illustrate parents’ awareness of 

their children’s school progress, 

their perceptions of teachers, and 

their involvement in teaching their 

children life lessons that extend 

beyond school achievement. 

Translating theory into action, this 

resource highlights the significance 

of race, class, gender, religion, 

sexual preference, and history in 

literacy learning and schooling. 

Contributors: Susana Y. Flores, 

Tisha Y. Lewis, Joyce F. Long, Nadjwa 

E.L. Norton, Darren O’Brien, 

Rosario Ordoñez-Jasis, Rebecca 

Rogers, Caitlin L. Ryan, Patricia 

Snell 

2011/176 pp./PB, $29.95/5135-0 

HC, $66/5136-7 


Also by these authors: 


2008 NRC Edward B. Fry Book Award 

Storytime 

Young Children’s Literary 

Understanding in the Classroom 

Lawrence R. Sipe 

Foreword by P. David Pearson 

”Sipe has done literacy educators 

a great service with this publication.” 

—Educational Researcher 

”Highly recommended.” —Choice 

Presents a comprehensive, 

theoretically grounded model of 

children’s understanding of picture 

storybooks—the first to focus 

specifically on young children. 

2008/320 pp./PB, $36.95/4828-2 

HC, $76/4829-9 


The Best Children’s 

Books of the Year 

100th Anniversary Edition 

Bank Street College of Education 

Foreword by Jon Scieszka, 

award-winning children’s author 

The Children’s Book Committee 

has selected the best recently 

published books for children and 

young adults in this easy-to-use, 

annotated, and beautifully illustrated 

guide. 

2009/96 pages / PB, $10.95/5014-8 

Reading 

See also: McCall-Crabbs Standard 

Test Lessons in Reading; Test Lessons in 

Primary Reading; Gates-Peardon-LaClair 

Reading Exercises; Reading and Thinking, 

page 33 

Crossing the 

Vocabulary Bridge 

Differentiated Strategies for 

Diverse Secondary Classrooms 

Socorro G. Herrera, 

Shabina K. Kavimandan, and 

Melissa A. Holmes 

Foreword by Candace Harper 

“This is a wonderful, 

fresh, 

applicationfocused 

model 

that integrates 

the best of 

teaching and 

learning in preparing 

future 

educators and 

inservice teachers.” 

—Pedro R. Portes, 

The University of Georgia 

Nationally known literacy expert 

Socorro Herrera provides a practical 

guide to help teachers plan 

and implement more successful 

culturally responsive instruction 

using students’ personal/academic/ 

sociocultural biographies as the 

point of departure. Herrera’s 

research-based strategies incorporate 

easily into any program being 

used by a school or district for 

improved results. 

2011/208 pp./PB, $27.95/5217-3 




(Re)Imagining Content-Area 

Literacy Instruction 

Edited by Roni Jo Draper; 

Co-edited by Paul Broomhead, 

Amy Petersen Jensen, Jeffery D. 

Nokes, and Daniel Siebert 

Foreword by Thomas W. Bean 

This resource 

focuses on how 

literacy specialists 

and contentarea 

educators 

can combine 

their talents to 

teach all readers 

and writers in 

the middle and 

secondary school classroom. The 

text features vignettes from classroom 

practice with visuals to demonstrate, 

for example, how we read 

a painting or hear the discourse of 

a song. 

Additional contributors: Marta 

Adair, Diane L. Asay, Sharon R. 

Gray, Sirpa Grierson, Scott Hendrickson, 

Steven L. Shumway, Geoffrey 

A. Wright 

2010/192 pp./PB, $28.95/5126-8 

photos and illustrations 


A joint publication with NWP (National 

Writing Project) 

RTI and the 

Adolescent 

Reader 

Responsive 

Literacy 

Instruction 

in Secondary 

Schools (Middlethrough 

High- 

School) 

William G. Brozo 

Foreword by Richard L. Allington 

“This is exactly what we should be 

doing. By reading specific inquiry 

projects, teachers are invited to not 

only learn from these preservice 

teachers, but also embark on their 

own inquiries.” 

—Celia Oyler, Teachers College, 

Columbia University 

The authors provide the historical 

and philosophical underpinnings of 

action research and then present 

a framework for conducting action 

research in special education. The 

text features four examples of 

actual teacher-researcher studies, 

as well as a “how-to” chapter that 

outlines the basic principles needed 

for conducting action research. 

2011/176 pp./PB, $23.95/5230-2 


Language and Literacy Series (Practitioner’s 

Bookshelf) 





The Reading Turn-Around 

A Five-Part Framework for 

Differentiated Instruction (Grades 

2 through 5) 

Stephanie Jones, Lane W. Clarke, 

and Grace Enriquez 

Foreword by Ellin Oliver Keene 

This book demonstrates a five-part 

framework to help teachers differentiate 

reading instruction in 

Grades 2–5. It includes self-check 

exercises that will help teachers 

analyze their reading instruction, as 

well as specific advice for working 

with English Language Learners. 

2009/160 pp./PB, $24.95/5025-4 




The Effective 

Literacy Coach 

Adrian Rodgers and 

Emily M. Rodgers 

Foreword by Gay Su Pinnell 

Offers research-based strategies 

that can be used to create the 

professional and dynamic relationships 

needed for successful 

teacher–coach collaborations. 

2007/192 pp./PB, $25.95/4801-5 

HC, $50/4802-2 


22 


New 

Edition 

2008 Outstanding Academic Title, Choice 

Magazine • Distinguished contribution to 

teachers and teacher education—Brown 

University 

“You Gotta 

BE the Book” 

Teaching 

Engaged and 

Reflective 

Reading 

with 

Adolescents, 


Jeffrey D. 

Wilhelm 

“Will grab your attention and your 

heart in the first few pages.” 

—English Education 

(of first edition) 

“Deserves to be read, needs to be 

heard, and ultimately belongs on the 

desks—within arm’s reach—of teachers, 

administrators, students, and 

professors.” 

—Journal of Adolescent and 

Adult Literacy (of first editon) 

In this expanded edition, Wilhelm 

adds a new commentary to each 

chapter in which he reflects on the 

research and insights he introduced 

in his now-classic text. 

2008/264 pp./PB, $23.95/4846-6 


“Teaching 

Literacy 

for Love and 

Wisdom 

Being the Book 

and Being the 

Change 

Jeffrey D. 

Wilhelm 

and Bruce Novak 

Foreword by Sheridan Blau 

If you yearn, as I do, for an education 

that encourages students to come 

alive to themselves, to others, and to 

the world, you must read this book. 

Wilhelm and Novak point the way 

with stories of great teaching and 

learning and a powerful framework of 

ideas that sheds light on teaching in 

every discipline.” 

—Parker J. Palmer, 


This provocative book builds on 

themes central to Jeffrey Wilhelm’s 

influential work, “You Gotta BE The 

Book.” Videos and written materials 

from the conference launching this 

book, along with ongoing discussion 

and commentary can be found 

at www.aepl.org/2011conference. 

2011/272 pp./PB, $27.95/5236-4 

HC, $60/5237-1 


A joint publication with the National Council of 

Teachers of English (NCTE) and the National 

Writing Project (NWP) 

Literacy 

for Real 

Reading, 

Thinking, and 

Learning in 

the Content 

Areas (Middlethrough 

High- 

School) 

ReLeah 

Cossett Lent 

Foreword by 

Jeffrey D. Wilhelm 

Written by an experienced professional 

development consultant, 

Literacy for Real is a hands-on guide 

to meaningful reading across the 

content areas of English, math, science, 

and social studies in grades 

6–12. It presents key information 

that addresses all types of 21stcentury 

literacy—visual, digital, and 

print—in an easy-to-use format. 

2009/144 pp./PB, $20.95/4943-2 

large format, 10 photographs 



Author received 2009 

NCTE James R. Squire Award 

Reading 

Without 

Nonsense 

Fourth Edition 

Frank Smith 

Reading Without 

Nonsense 

remains a 

groundbreaking, 

humanistic 

antidote to the managed “systems” 

approach to reading instruction. 

In his extensively revised fourth 

edition, Frank Smith brings teachers 

and teacher educators up to 

date on how reading should not 

be taught. This new edition is a 

necessary reminder that reading 

and learning to read are natural 

activities. 

2006/176 pp./PB, $24.95/4686-8 

For sale by TC Press in the US, its territories 

and dependencies, only 

NEW 

Best 

Seller 

The Vocabulary Book 

Learning and Instruction 

Michael F. Graves 

“Broad enough to instruct students with small vocabularies, 

exceptional vocabularies, and every child in 

between.” —Reading Today 

This text presents a comprehensive plan for vocabulary 

instruction from kindergarten through high 

school—one broad enough to instruct students with 

small vocabularies, exceptional vocabularies, and 

every child in between. Written by one of the top 

experts in the field, this practical book presents a research-based program 

with plenty of classroom examples and strategies that teachers can use. 

The comprehensive plan includes four parts: rich and varied language experiences, 

teaching individual words, teaching word learning strategies, and 

fostering word consciousness. 

2006/192 pp./PB, $23.95/4627-1/HC, $48/4628-8 


A joint publication with IRA (Int’l Reading Assoc.)and NCTE (Nat’l Council of Teachers of English) 

Teaching Individual Words 

One Size Does Not Fit All (K–8) 

Michael F. Graves 

Foreword by James F. Baumann 

Building on The Vocabulary Book, Michael Graves 

describes a practical program for teaching individual 

words in the K–8 classroom. Designed to foster 

effective, efficient, and engaging differentiated 

instruction, Teaching Individual Words combines 

the latest research with vivid illustrations from real 

classrooms. 

2009/120 pp./PB, $15.95/4930-2 large format, 10 photographs 

Language and Literacy Series (Practitioner’s Bookshelf) 

A joint publication with IRA 

The Administration and Supervision 

of Reading Programs 


Edited by Shelley B. Wepner 

and Dorothy S. Strickland 

Foreword by Jack Cassidy 

This popular textbook is still the most comprehensive 

resource on the oversight of literacy programs 

(preK–12). The text covers selecting materials, assessing 

the quality of teachers, providing staff development, 

working with different types of learners, and incorporating writing 

and technology. 

Contributors: Kathyrn H. Au • Rita M. Bean • Karen Bromley • Mary 

Elizabeth Curran • Douglas Fisher • James Flood • Jennifer L. Goeke • Bill 

Harp • James V. Hoffman • Barbara A. Kapinus • Julie K. Kidd • Linda 

D. Labbo • Diane Lapp • Michael C. McKenna • Christine A. McKeon • 

Kathleen C. Mooney • Maryann Mraz • Diana J. Quatroche • Ruth E. 

Quiroa • Taffy E. Raphael • Kristen D. Ritchey • Misty Sailors • Dorothy 

S. Strickland • Liqing Tao • William H. Teale • Jo Anne L. Vacca • Richard 

T. Vacca • Jean Payne Vintinner • Sharon Walpole • Shelley B. Wepner • 

Junko Yokota 

2008/288 pp./PB, $30.95/4849-7 large format, 16 photos 


23 



23

Writing 

Teaching the New Writing 

Technology, Change, and 

Assessment in the 21st-Century 

Classroom 

Edited by Anne Herrington, Kevin 

Hodgson, and Charles Moran 

Foreword by Elyse Eidman-Aadahl 

“A book that 

invites reflection 

on one’s instructional 

practice. It 

is a book well 

worth reading.” 

—TESOL 

Newsletter 

Real teachers 

share their stories, 

successful practices, and vivid 

examples of their students’ creative 

and expository writing from online 

and multimedia projects, such as 

blogs, wikis, podcasts, electronic 

poetry, and more. This groundbreaking 

book is appropriate for the 

elementary through college level. 

2009/240 pp./PB, $26.95/4964-7 

HC, $56/4965-4 


A joint publication with NWP 

(National Writing Project) 

Author received 2008 AERA Early Career 

Research Award • Author received 2008 

NCRLL Early Career Achievement Award 

Writing in Rhythm 

Spoken Word Poetry in 

Urban Classrooms 

Maisha T. Fisher 

Foreword by Anne Haas Dyson 

Featuring rich portraits of literacy 

in action, this book introduces 

teaching practices for fostering 

peer support, generating new 

vocabulary, discussing issues of 

Standard American English, and 

using personal experiences as literary 

inspiration. It can also be used 

as a model for incorporating “open 

mic” formats into literacy classes 

with urban youth. 

2007/128 pp./PB, $22.95/4770-4 

HC, $44/4771-1 


NCTE David H. Russell Award for 

Distinguished Research in the 

Teaching of English 

Teaching Writing as 

Reflective Practice 

George Hillocks, Jr. 

“An important contribution to fostering 

effective learning environments for 

the teaching of writing.” 

—Journal of Adolescent 

and Adult Literacy 

“An impressive accomplishment and a 

lovely read as well.” 

—Journal of Curriculum Studies 

1995/264 pp./PB, $22.95/3433-9 


Liberating Scholarly 

Writing 

The Power of Personal Narrative 

Robert J. Nash 

Foreword by Carol S. Witherell 

This practical book teaches students 

how to use personal writing 

in order to analyze, explicate, and 

advance their ideas, including 

examples from students who have 

been successful with these types of 

writing projects. 

2005/192 pp./PB, $23.95/4525-0 

Research 

The NCRLL Collection 

Approaches to Language and 

Literacy Research 

JoBeth Allen and 

Donna E. Alvermann, 

NCRLL Editors 

All royalties on books in this series go to 

the National Conference on Research in 

Language and Literacy (NCRLL). 

On Narrative 

Inquiry 

Approaches to 

Language and 

Literacy Research 

David Schaafsma 

and Ruth Vinz; 

with Sara Brock, 

Randi Dickson, 

and Nick Sousanis 

“Provides the kind of immersion into 

the process of narrative research that 

will prove useful for beginning and 

experienced researchers alike.” 


In this book, the authors describe 

and tell illustrative stories about 

the potential and limits of narrative 

for the purpose of inquiry in English 

education. The text includes 

guidance for theorizing, defining, 

conducting, and crafting narrative 

inquiry. The final chapter is a literary 

comic! 

2011/160 pp./PB, $27.95/5203-6 

HC, $64/5204-3 

2008 NRC Distinguished Scholar Lifetime 

Achievement Award to Brian V. Street 

On Ethnography 

Shirley Brice Heath and 

Brian V. Street, with Molly Mills 

This readable volume illustrates 

three primary learning environments 

for the work of ethnographers: 

self-directed learning, 

informal communities of learners, 

and instructional settings within 

formal education. 

2008/168 pp./PB, $25.95/4866-4 

HC, $54/4867-1 

(For sale by TC Press in the US, its territories & 

dependencies, and Canada only) 

A joint publication with Routledge 

On the Case 

Anne Haas Dyson 

and Celia Genishi 

For the novice 

researcher, this 

book is an essential 

manual on 

how to design 

and carry out a 

case study. For 

the experienced researcher, this 

book offers fresh insights into the 

theoretical issues that underpin 

qualitative case study research. 

2005/160 pp./PB, $25.95/4597-7 

On Teacher Inquiry 

Dixie Goswami, Ceci Lewis, 

Marty Rutherford, and Diane Waff 

2009/128 pp./PB, $25.95/4945-6 

On Discourse Analysis in 

Classrooms 

David Bloome, Stephanie Power 

Carter, Beth Morton Christian, 

Samara Madrid, Sheila Otto, Nora 

Shuart-Faris, and Mandy Smith 

2008/176 pp./PB, $27.95/4914-2 

HC, $58/4915-9 

On Formative and 

Design Experiments 

David Reinking and 

Barbara A. Bradley 

“Essential reading.” 


2008/144 pp./PB, $25.95/4841-1 

HC, $54/4842-8 

On Critically Conscious 

Research 

Arlette Ingram Willis, Mary 

Montavon, Catherine Hunter, 

Helena Hall, LaTanya Burke, and 

Ana Herrera 

2008/176 pp./PB, $27.95/4906-7 

On Qualitative Inquiry 

George Kamberelis and 

Greg Dimitriadis 

2005/192 pp./PB, $29.95/4544-1 

Media Literacy 

Artifactual 

Literacies 

Every Object 

Tells a Story 

Kate Pahl and 

Jennifer Rowsell 

Foreword by 

Lesley Bartlett 

and Lalitha 

Vasudevan 


This book shows teachers how to 

use a family photo, heirloom, or 

recipe to tell intergenerational 

tales; how to collaborate with local 

museums and cultural centers; 

how to create new material artifacts; 

and much more. Featuring 

vignettes, lesson examples, and 

photographs, the text includes 

chapters on community connections, 

critical literacy, adolescent 

writing, and digital storytelling. 

2010/176 pp./PB, $36.95/5132-9 

HC, $80/5133-6 

photos 


Writing 

Assessment 

and the 

Revolution 

in Digital 

Texts and 

Technologies 

Michael Neal 

Foreword by 

Janet Swenson 

“Grounding his 

inquiry in stories and humor, Neal 

blends relevant theories with a deep 

reverence for the nuanced complexities 

of actual students and teachers.” 

—Bob Broad, Illinois State 

University 

Michael Neal provides an innovative 

framework for the formative 

and holistic assessment of students’ 

digital composition at the 

college and high school level. Chapters 

address the recent evolution of 

writing assessment tools, the growing 

trend of computer automated 

scoring, and the immense future 

potential of technology-assisted 

assessments. 

2011/168 pp./PB, $29.95/5140-4/HC, 

$69/5141-1 


24 


Let’s Poem 

The Essential 

Guide to 

Teaching Poetry 

in a High-Stakes, 

Multimodal 

World (Middlethrough 

High- 

School) 

Mark Dressman 

Foreword by 

Nikki Giovanni 

“This book promises to invigorate and 

infuse your teaching with fresh perspectives 

and great ideas.” 

—Literacy Builders 

“This book isn’t one for the shelves; 

it’s for your head and your heart and, 

ultimately, for your students.” 

—Kylene Beers, NCTE past 

president, 2009–2010 

Let’s Poem will show teachers how 

to preserve the fun of poetry while 

also developing critical writing and 

analysis skills, how to introduce 

students to the basic formal elements 

of classic and contemporary 

poetry, and how to expand their 

repertoires through the use of digital 

technology and the Internet. The 

author provides field-tested activities 

with detailed how-to instructions 

for middle and high school 

classrooms. Join the author online 

at letspoemresources.ning.com. 

2010/128 pp./PB, $23.95/5139-8 


Language and Literacy Series (Practitioner’s 

Bookshelf) 

When 

Commas 

Meet 

Kryptonite 

Classroom 

Lessons from 

the Comic Book 

Project 

Michael Bitz 

Forewords by 

Jim Davis and James Bucky Carter 

“You are in for an exciting and 

illuminating read.” 


James Bucky Carter, 

University of Texas at El Paso 

The Comic Book Project (www. 

comicbookproject.org) is an internationally 

celebrated initiative 

where children plan, write, design, 

and publish original graphic narratives 

in diverse media and formats. 

This hands-on guide presents a 

comprehensive program that is 

just as fun for teachers as it is for 

students. Teachers will learn how 

to incorporate socially relevant 

materials and instruction into daily 

activities, how to differentiate 

instruction across the K–12 curriculum, 

and much more. 

2010/192 pp./PB, $24.95/5065-0 

HC, $54/5066-7 

large format, illustrated 


Literacy Tools 

in the Classroom 

Teaching Through Critical Inquiry, 

Grades 5–12 

Richard Beach, Gerald Campano, 

Brian Edmiston, and Melissa 

Borgmann 

Foreword by Jerome C. Harste 

“Provides a clear rationale and the 

practical means for literacy instruction 

through critical inquiry.” 

—Choice 

This innovative resource describes 

how teachers can help students 

employ “literacy tools” across the 

curriculum to foster learning. The 

authors demonstrate how literacy 

tools such as narratives, questionasking, 

spoken-word poetry, drama, 

writing, digital communication, 

images, and video encourage critical 

inquiry in the 5–12 classroom. 

The book provides many examples 

and adaptable lessons from diverse 

classrooms and connects to a website 

where readers can join a growing 

professional community, share 

ideas, and get frequent updates 

(http://literacytooluses.pbworks. 

com). 

2010/192 pp./PB, $25.95/5056-8 

HC, $55/5057-5 


A joint publication with NWP (National 

Writing Project) 



Bring It to Class 

Unpacking Pop Culture in Literacy 

Learning (Grades 4–12) 

Margaret C. Hagood, 

Donna E. Alvermann, and 

Alison Heron-Hruby 

Foreword by Kylene Beers 

“Recommended.” 

—Choice 

With accessible theoretical grounding 

and many practical examples, 

the authors speak to both skeptical 

instructors who favor traditional 

canonical literature and to technology 

enthusiasts who already use 

popular music or video in their 

classrooms. Each chapter includes 

teacher, administrator, media specialist, 

librarian, and student voices; 

classroom activities; adaptable lessons; 

and professional study-group 

questions. 

2010/112 pp./PB, $23.95/5061-2 




Also by Donna Alvermann: 


DIY Media 

in the Classroom 

New Literacies Across Content 

Areas (Middle- through High- 

School) 

Barbara Guzzetti, Kate Elliott, and 

Diana Welsch 

Foreword by Shannon Decker 

This book shows teachers how 

to bring students’ Do-It-Yourself 

media practices into the classroom 

(Grades 6–12). In one accessible 

resource, the authors explain DIY 

media, identify their appealing features 

for content area instruction, 

and describe the literacy skills and 

strategies they promote. This book 

links to a blog for teacher study 

groups and frequent updates on 

adolescent media practices: adolescentsdiy.blogspot.com. 

2010/144 pp./PB, $25.95/5079-7 




Author received 2009 IRA Technology 

in Literacy Education SIG Computers in 

Reading Research Award 

teachingmedialiteracy.com 

A Web-Linked Guide to Resources 

and Activities 

Richard Beach 

“A useful and engaging resource 

for middle school and high school 

teachers, as well as for teacher 

education students.”—E-Learning 

2007/144 pp./PB, $25.95/4744-5 

large format 


Teaching Youth Media 

A Critical Guide to Literacy, Video 

Production, and Social Change 

Steven Goodman 


“In Teaching Youth Media you’ll find 

a way to use student documentaries 

as the means to lead students to a full 

range of literacy that includes print.” 

—Teaching Tolerance 

2003/144 pp./PB, $22.95/4288-4 

HC, $42/4289-1 

the series on school reform 

Reading the Media 

Media Literacy in High School 

English 

Renee Hobbs 

“Extremely useful.” —Choice 

“A major contribution to the progress 

of Media Literacy Education.” 

—The Journal of Media Literacy 

2007/208 pp. /PB, $26.95/4738-4 

HC, $54/4739-1 




Linguistic 

Diversity 

See Also: The Young Child’s Memory 

for Words, Meier, 7 

Understanding English 

Language Variation in U.S. 

Schools 

Anne H. Charity Hudley and 

Christine Mallinson 

Foreword by William Labov 

Afterword by Walt Wolfram 

“A landmark book.” 

—Walt Wolfram, 

North Carolina 


“An important contribution 

to the 

literature.” 

—Gloria 

Ladson-Billings, 

University of 

Wisconsin–Madison 

The authors contrast standardized 

varieties of English with Southern, 

Appalachian, and African American 

English varieties, focusing on 

issues that are of everyday concern 

to practitioners. The text features 

a narrative style with teaching 

strategies and discussion questions. 

Visit the authors’ professional 

development website at 

http://charityhudleymallinson.com/ 

professionaldevelopment. 

2011/192 pp./PB, $29.95/5148-0 

HC, $70/5149-7 photos 


Practicing 

What We 

Teach 

How Culturally 

Responsive 

Literacy 

Classrooms 

Make a 

Difference 

Edited by 

Patricia Ruggiano Schmidt and 

Althier M. Lazar 

Foreword by Patricia A. Edwards 

Preface by Lee Gunderson 

“An excellent rationale for responding 

to culture and language in today’s 

changing classrooms.” 


Extraordinary K–12 teachers show 

us what culturally responsive literacy 

teaching looks like in their 

classrooms and how it advances 

children’s academic achievement. 

This collection covers home–school 

partnering, using culturally 

responsive literature and cultural 

connections, and teaching English 

language learners and children who 

speak African American language. 

Includes a “Becoming a Culturally 

Responsive Teacher” self-evaluation 

form. 

2011/288 pp./PB, $27.95/5220-3 

25 



25

Our Worlds 

in Our Words 

Exploring Race, 

Class, Gender, 

and Sexual 

Orientation in 

Multicultural 

Classrooms 

Mary Dilg 

“Anyone attempting 

to help students think critically 

and compassionately about identity, 

oppression, and liberation will benefit 

from this passionate and instructive 

contribution.” 



—Choice 

In her new book, Mary Dilg 

explores what happened in her high 

school English classroom when 

students were introduced to a 

broad spectrum of American scholars, 

writers, and artists and then 

invited to examine, debate, and 

negotiate the ideas presented. The 

text includes samples of classroom 

writing and online access to course 

syllabi, sample assignments, and 

project guidelines. 

2010/168 pp./PB, $27.95/5116-9 

HC, $62/5117-6 




Children, Language, 

and Literacy 

Diverse Learners in Diverse Times 

Celia Genishi and 


“I believe that all readers, teachers, 

researchers and policymakers alike, 

will find in this book an important 

resource on the multiple paths 

children take to make sense of a 

new language in the contemporary 

classroom.” 

—Journal of Early Childhood 

Literacy 

Features stories of children whose 

language learning is impossible to 

standardize and teachers who do 

not follow scripts. 

2009/176 pp./PB, $22.95/4974-6 








Allington: No Quick Fix 

Rethinking Literacy Programs in 

America’s Elementary Schools 

The RTI Edition 

Edited by Richard L. Allington and Sean 

A. Walmsley 

2007/288 pp./PB, $27.95/4844-2 




Barrell: Teaching English Today 

Advocating Change in the 

Secondary Curriculum 

Edited by Barrie R. C. Barrell, Roberta F. 

Hammett, John S. Mayher, and Gordon 

M. Pradl 

Foreword by Patrick Shannon 

2004/168 pp./PB, $26.95/4477-2 

HC, $50/4478-9 


Not for sale by TC Press in Canada 

Dyson: The Brothers and Sisters 

Learn to Write 

Popular Literacies in Childhood and 

School Cultures 


2003 /264 pp./PB, $26.95/4280-8 

HC, $54/4281-5 18 illustrations 


Dyson: Social Worlds of 

Children Learning to Write in 

an Urban Primary School 


1993/288 pp./PB, $24.95/3295-3 


Finders: Just Girls 

Hidden Literacies and Life in Junior High 

Margaret J. Finders 

1997/160 pp./PB, $22.95/3560-2 


A joint publication with NCTE 

(National Council of Teachers of English) 

Gallas: The Languages of 

Learning 

How Children Talk, Write, Dance, Draw, 

and Sing Their Understanding of the 

World 

Karen Gallas 

1994/192 pp./PB, $22.95/3305-9 


Hillocks: The Testing Trap 

How State Writing Assessments Control 

Learning 

George Hillocks, Jr. 

Foreword by Miles Myers 

2002/240 pp./PB, $23.95/4229-7 

HC, $54/4230-3 


Hull: School’s Out! 

Bridging Out-of-School 

Literacies with Classroom Practice 

Edited by Glynda Hull and 

Katherine Schultz 


2002/288 pp./PB, $27.95/4189-4 


Lehman: Children’s Literature 

and Learning 

Literary Study Across the Curriculum 

Barbara A. Lehman 

Foreword by Janet Hickman 

2007/160 pp./PB, $24.95/4823-7 


Lindfors: Children’s Inquiry 

Using Language to Make Sense of the 

World 

Judith Wells Lindfors 

1999/288 pp./PB, $25.95/3836-8 


Lyons: Partners in Learning 

Teachers and Children in 

Reading Recovery 

Carol A. Lyons, Gay Su Pinnell, and 

Diane E. DeFord 

Foreword by Marie M. Clay 

1993/256 pp./PB, $21.95/3297-7 


Reyes: The Best for Our Children 

Critical Perspectives on 

Literacy for Latino Students 

Edited by María de la Luz Reyes and 

John Halcón / Foreword by Sonia Nieto 

2001/272 pp./PB, $28.95/4006-4 

HC, $58/4007-1 


Rice: What Was It Like 

Teaching History and Culture Through 

Young Adult Literature 

Linda J. Rice 

Foreword by Alleen Pace Nilsen 

2006/216 pp./PB, $25.95/4711-7 

HC, $50/4712-4 

Sloan: The Child as Critic 

Developing Literacy Through Literature, 

K–8, Fourth Edition 

Glenna Sloan 

Foreword by Bernice Cullinan 

2003/256 pp. /PB, $26.95/4340-9 


Sloan: Give Them Poetry! 

A Guide for Sharing Poetry with Children 

K–8 

Glenna Sloan 

Foreword by Douglas Florian 

2003/120 pp./PB, $20.95/4367-6 

HC, $42/4368-3 


Smith: Reading: FAQ 

Frank Smith 

2007/80 pp./PB, $16.95/4785-8 

Strickland: Beginning Reading and 

Writing 

Edited by Dorothy S. Strickland and 

Lesley Mandel Morrow 

2000/216 pp./PB, $27.95/3976-1 

HC, $52/3977-8 


Strickland: Literacy Leadership 

in Early Childhood 

The Essential Guide 

(Pre-K through Kindergarten) 

Dorothy S. Strickland and 

Shannon Riley-Ayers 

Foreword by Barbara T. Bowman 

2007/128 pp./PB, $22.95/4772-8 





Torres-Guzmán: Global 

Perspectives on Multilingualism 

Unity in Diversity 

Edited by María E. Torres-Guzmán and 

Joel Gómez 

2009/224 pp./PB, $31.95/4972-2 

Warschauer: Laptops and Literacy 

Learning in the Wireless Classroom 

Mark Warschauer 

2007/192 pp./PB, $30.95/4726-1 

HC, $63/4727-8 

Wilson: “What About Rose” 

Using Teacher Research to Reverse 

School Failure 

Smokey Wilson 

Foreword by Glynda A. Hull 

2007/216 pp./PB, $26.95/4787-2 

HC, $54/4788-9 


26 


Curriculum, Instruction, 

andAssessment 


Literacy and Justice Through 

Photography, 19 

Good Questions 

Great Ways to Differentiate 

Mathematics Instruction, 


Marian Small, former Dean of Education at the 

University of New Brunswick, longtime professor 

of mathematics education, and bestselling author. 

Visit her website at http://www.onetwoinfinity.ca 

for in-person and online professional development. 

Foreword by Diane Heacox 

New 

Edition 

“Marian Small’s second 

edition of Good 

Questions will be 

greatly celebrated by 

this educator.... I have 

shared the book with 

mathematics teachers 

across the United States 

and Canada, and all 

agree that it is solidly 

built on best practices 

in mathematics 

and is an amazing 

resource for teachers.” 

—From the Foreword by Diane Heacox 

Expanded to include connections to Common 

Core State Standards (CCSS), as well as 

National Council of Teachers of Mathematics 

(NCTM) standards, this critically acclaimed 

book will help every teacher and coach to meet 

NEW 

the challenges of differentiating mathematics 

instruction in the K–8 classroom. Math education 

expert Marian Small explains two powerful 

and universal strategies that teachers can use 

across all math content: Open Questions and 

Parallel Tasks. Showing teachers how to get 

started and become expert with these strategies, 

Small also demonstrates more inclusive 

learning conversations that promote broader 

student participation and mathematical thinking 

required by CCSS. Specific strategies and 

examples for each grade band are organized 

around NCTM content strands: Number and 

Operations, Geometry, Measurement, Algebra, 

and Data Analysis and Probability. 

Best 

Seller 

The new second edition features: 

• Icons that link questions and tasks to 

specific Common Core State Standards. 

• Many new examples with almost 300 

questions and tasks. 

• Teaching Tips sidebars. 

• A template at the end of each chapter to 

help readers build new tasks and open 

questions. 

• Guidance for creating a more inclusive 

classroom learning community. 

Audience: Mathematics teachers (K–8), curriculum 

leaders, math coaches, and school 

administrators; courses in teacher education, 

mathematics methods, and professional 

development. 


A joint publication with NCTM (National Council of Teachers 

of Mathematics) and available in Canada from Nelson 

Education Ltd. 

Also by Marian Small: See Author Index 

Getting from 

Arithmetic to Algebra 

Balanced Assessments for the 

Transition 

Judah L. Schwartz teaches in the Department of 

Education at Tufts University and is on the senior 

staff of the Poincare Institute for Mathematics 

Education at Tufts. Joan M. Kenney consults with 

school districts on issues of mathematics curriculum 

and classroom practice. Joan may be contacted 

for professional development at joan_kenney@post. 

harvard.edu. 

New 

Edition 

NEW 

“This book offers a collection 

of engaging 

problems that provide 

middle school students 

with opportunities to 

think mathematically. 

The problems are 

grist for mathematical 

thought—I had fun 

working them!” 

—Alan Schoenfeld, 

University of California, 

Berkeley 

“This is a great teacher resource. The assessments 

add a level of fun, interest, and challenge to the 

mathematical curriculum. I recommend them for 

use with students at all levels of ability and with 

courses at all levels of rigor” 

—Melanie Nichols, Dean of Academic 

Affairs (ret.), Arkansas School for 

Mathematics, Sciences and the Arts 

Best 

Seller 

In this innovative book, two experienced educators 

present a fresh and engaging approach 

to mathematics learning in the middle grades 

with the transition from arithmetic to algebra. 

The authors provide a collection of balanced, 

multi-dimensional assessment tasks designed 

to evaluate students’ ability to work with 

mathematical objects and perform mathematical 

actions. Assisting teachers in their efforts 

to put into practice the NCTM and Common 

Core State Standards, these assessments were 

carefully developed and tested to make them 

as revealing and adaptable as possible, suitable 

for incorporation into any curriculum. Teachers 

will appreciate the explicit and illustrative 

material the authors include to specifically help 

assess the mathematical understanding of students 

in grades 5–8. The text features a teachers’ 

guide to each task, reproducible student 

tasks, and solutions and rubrics. 

Audience: Pre- and inservice teachers (grades 

5–8), mathematics coaches, curriculum specialists, 

and professional development programs; 

courses in mathematics methods for middle 

school, assessment, curriculum and instruction. 

2012/168 pp./PB, $29.95/5320-0 

large format 

Building Mathematics 

Learning Communities 

Improving Outcomes in Urban High 

Schools 

Erica N. Walker is associate professor of 

Mathematics Education at Teachers College, 

Columbia University. 

Foreword by Bob Moses 

New 

Edition 

NEW 

Best 

Seller 

“This volume provides 

insights into the role of 

peer interactions in the 

mathematics learning 

process. The analysis 

describes with a sense of 

purpose a topic that is 

typically overlooked in 

discussions of mathematics 

reform. The case 

study is an important 

contribution to the urban 

mathematics education 

literature.” 

—William F. Tate, Edward Mallinckrodt 

Distinguished University Professor in Arts 

& Sciences, Washington University in St. 

Louis 

Drawing on the perceptions, behaviors, and 

experiences of urban high school students— 

both high and low achievers—this timely book 

demonstrates ways to successfully engage 

youth in learning mathematics. The author 

presents a “potential” model rather than a 

“deficit” model, complete with teaching strategies 

and best practices for teaching mathematics 

in innovative and relevant ways. This 

resource offers practical insights for pre- and 

inservice teachers and administrators on facilitating 

positive interactions, engagement, and 

achievement in mathematics, particularly with 

Black and Latino/a students. It also examines 

societal perceptions of urban students and how 

these affect teaching and learning, policies, 

and mathematics outcomes. 

Based on extensive research in urban high 

schools, the author identifies three key principles 

that must be understood for teachers 

and students to build strong mathematics 

communities: 

• Urban students want to be a part of 

academically challenging environments. 

• Teachers and administrators can 

inadvertently create obstacles that thwart 

the mathematics potential of students. 

• Educators can build on existing student 

networks to create collaborative and nonhierarchical 

communities that support 

mathematics achievement. 

Audience: Pre- and inservice mathematics teachers, 

teacher educators, coaches, supervisors, and 

administrators; courses in secondary mathematics 

education, urban education, education policy, and 

sociology of education. 

2012/176 pp./PB, $33.95/5328-6 

27 

Curriculum and Instruction 


27

“Heterogenius” Classrooms 

Detracking Math and Science— 

A Look at Groupwork in Action 

Edited by Maika Watanabe, associate professor, 

San Francisco State University, founder and 

former chair of the American Educational Research 

Association’s (AERA) Special Interest Group on 

Tracking and Detracking 

Foreword by Michelle Fine 

New 

Edition 

NEW 

“Offers wide-angle 

inspiration and explicit 

zoom-in on details of 

practice.” 


Michelle Fine, The 

Graduate Center– 

City University of 

New York 

“We’re living through 

dangerous times and 

how we organize 

schooling is an essential 

ingredient in restoring community, providing for 

both a better and more equitable experience for 

all children. Thank you Watanabe et al.!” 

—Deborah Meier, Steinhardt School of 

Education, New York University 

“This well organized DVD provides an ‘existence 

proof’ that when teachers implement the community 

building methods of Complex Instruction, 

their students can and do engage in productive 

mathematical work.” 

—Judith Kysh, 

San Francisco State University 

“This is a powerful resource that should be a part 

of any professional developer’s library.” 

—Rebecca Smith, University of California, 

San Francisco 

While researchers have documented the 

promise of detracking reform, many teachers 

still find it difficult to teach students with a 

wide range of academic skills in one classroom. 

Through engaging classroom footage and powerful 

interviews with teachers, students, and 

administrators, this 80-minute DVD showcases 

best practices from successful detracked 

math and science secondary classrooms. The 

companion book features the backdrop to the 

film, including lesson plans, student handouts, 

rubrics, and reflections written by featured 

teachers in order of their appearance in the 

film. Concluding chapters cover topics such as 

support for struggling students, professional 

development opportunities for teachers, and 

frequently asked questions about and additional 

resources on detracking. 

This resource shows that detracking—more 

rigor with multiple entry points and support— 

is the socially just and effective alternative to 

remediation through tracking. 

Best 

Seller 

Contributors: Maja Catipovic • Laura Evans • 

Howard Shen • Angela Knotts • Jon Deane 

Audience: Teacher educators, math and science 

teachers, curriculum planners, school administrators, 

and professional developers; courses in 

math and science secondary education, social 

and cultural foundations of education, educational 

leadership, and school reform. 

2011/112 page book + 80-min. DVD/$36.95/5246-3 

Why Our High Schools 

Need the Arts 

Jessica Hoffmann Davis, cognitive developmental 

psychologist and founder of the Arts in 

Education Program, Harvard Graduate School 

of Education. Visit the author’s website at 

www.jessicahoffmanndavis.com 

New 

Edition 

NEW 

Best 

Seller 

“Jessica Hoffmann Davis 

explains the role that 

the arts can play in 

transforming our high 

schools into oases of 

engagement, expressivity, 

and inclusiveness for 

all students. This 

book honors the relationships, 

imagination, 

and courage that are 

at the core of good 

schools.” 

—Sara Lawrence-Lightfoot, 

Harvard University 

“As the nation looks for innovative strategies to 

appeal to the most disenfranchised of our students, 

Jessica Davis’ work clearly outlines an arts 

education strategy of enormous power and appeal 

that I believe could be game changing.” 

—William Strickland, President and CEO, 

Manchester Bidwell Corporation 

“A must-read for anyone who cares about dropout 

prevention. It is laid out like a map of the developing 

teenage psyche, leading the reader to a clear 

understanding of why learning in the arts is critical 

to adolescent development and engagement 

in school.” 

—Kristen Paglia, Executive Director, 

Education and Programs at P.S. ARTS 

In this follow-up to her bestselling book, Why 

Our Schools Need the Arts, Jessica Hoffmann 

Davis addresses the alarming dropout rate in 

our high schools and presents a thoughtful, 

evidence-based argument that increasing arts 

education in the high school curriculum will 

keep kids in school. 

This timely resource: 

• Takes key foundational principles 

presented in Why Our Schools Need the 

Arts and describes how they work in high 

schools. 

• Presents research that indicates arts 

learning engages youth and provides 

them with a reason to stay in school and 

graduate. 

• Provides real-life examples, with teacher 

and student voices, that school reformers 

need to hear. 

Audience: Arts educators, secondary school 

teachers, policymakers, parents, funders, teacher 

educators, researchers, and professional developers; 

courses in arts education, secondary education, 

curriculum and instruction, educational 

policy and administration. 

2011/128 pp./PB, $23.95/5286-9 photographs 



Also by Jessica Hoffmann Davis: See Author Index 

Transforming 

City Schools Through Art 

Approaches to Meaningful 

K–12 Learning 

Edited by Karen Hutzel, assistant professor and 

director, Mostly Online MA Degree Program in 

Art Education, The Ohio State University; Flávia 

M. C. Bastos, director, Graduate Studies, and 

acting chair, Art Education Program, University of 

Cincinnati; and Kim Cosier, head of art education, 

University of Wisconsin–Milwaukee 

“This terrific, muchneeded 

resource promises 

to become a classic 

in the field. The time is 

right for this message 

and for a book that 

chronicles an active but 

seldom recognized practice, 

acknowledges the 

expansion of the borders 

of art education (beyond 

public schooling and 

beyond the confines of 

art classrooms), and reconsiders the place of art 

in contemporary education and culture.” 

—Christine Marmé Thompson, Professor of 

Art Education, Penn State University 

This anthology places art at the center of 

meaningful urban education reform. Providing 

a fresh perspective, contributors describe a 

positive, asset-based community development 

model designed to tap into the teaching/learning 

potential already available in urban settings. 

Rather than focusing on a lack of resources, 

this innovative approach shows teachers how 

to use the cultural resources at hand to engage 

students in the processes of critical, imaginative 

investigation. 

Featuring personal narratives that reflect the 

authors’ vast experience and passion for teaching 

art, this resource: 

• Offers a new vision for urban schools that 

reflects current directions of urban renewal 

and transformation. 

• Highlights successful models of visual art 

education for the K–12 classroom. 

• Describes meaningful, socially concerned 

teaching practices. 

• Includes unit plans, a glossary of terms, 

and online resources. 

Contributors include Olivia Gude • James 

Haywood Rolling Jr. • Leda Guimarães. 

Audience: Pre- and inservice art educators, K–12 

urban teachers, teacher educators, administrators, 

researchers, art museum educators, and professional 

developers; courses in art education, urban 

education, leadership and policy, school reform, 

multicultural and social justice education. 

2012/192 pp./PB, $29.95/5292-0/HC, $64/5293-7 

illustrations 



New 

Edition 

NEW 

Best 

Seller 

28 


Curriculum 

Studies 

2011 Choice Outstanding Academic Title 

Playing 

for Keeps 

Life and 

Learning on a 

Public School 

Playground 

Deborah Meier, 

Brenda S. Engel, 

and Beth Taylor 

“A healthy 

reminder that schools should not 

alientate children from the childhood 

joy of play free from adult ambition.” 

—Rethinking Schools 


—Choice 

“This is an adventure well worth 

taking, for teachers, parents, and 

administrators.” 

—Vivian Gussin Paley 

“We need this book more than ever.” 

—Jonathan Kozol 

Co-authored by the well-known 

writer and educational leader 

Deborah Meier, this lively book 

makes a strong case for the 

importance of free exploration, 

imagination, and play to the learning 

and growth of our school-age 

population. It is based on close 

observations on a public school 

playground, including key commentary 

by the authors. 

2010/144 pp./PB, $20.95/5095-7 

“The 

Having of 

Wonderful 

Ideas” 

and Other 

Essays on 

Teaching and 

Learning, 

Third Edition 

Eleanor 

Duckworth 

The indispensable classic on Piaget 

and teaching! These timeless 

essays touch on many subjects— 

from science, math, and poetry 

to learning, teaching, thinking, 

evaluation, and teacher education. 

2007/224 pp./PB, $24.95/4730-8 



2009 AERA Social Justice in Education Award 

Un-Standardizing 

Curriculum 

Multicultural Teaching in the 

Standards-Based Classroom 

Christine E. Sleeter 

“Recommended 

as a resource for 

undergraduate, 

graduate, postgraduate 

students, 

and 

practicing 

teachers.” 

—Multicultural 

Review 

“An invaluable text for preservice and 

inservice programs.” 


“Timely and important book on how 

to design and develop multicultural 

curriculum.” 


2005/224 pp./PB, $26.95/4621-9 

HC, $60/4622-6 




Outstanding Academic Title, Choice Magazine 

Curriculum Integration 

Designing the Core of 

Democratic Education 

James A. Beane 

“Offers clear and understandable 

examples of what curriculum integration 

means, how it can work, and 

how it fits a model of democratic 

education.” 

—Choice 

1997/144 pp./PB, $22.95/3683-8 

Science/Math 

The Algebra 

Solution to 

Mathematics 

Reform 

Completing the 

Equation 

Frances R. 

Spielhagen 

“For all those who 

care about the 

mathematical future of our nation’s 

children, this book is a must read.” 

—Jo Boaler, Stanford University 

This book chronicles the success of 

a large school district that changed 

the way mathematics was delivered 

and increased success rates 

across all populations. The author 

explains how changing mathematics 

tracking policies to provide algebra 

instruction to all students by 

at least 8th grade can bring about 

changes in both student achievement 

and teacher performance. 

2011/112 pp./PB, $24.95/5231-9 

Diversity and Equity in 

Science Education 

Research, Policy, and Practice 

Okhee Lee and Cory A. Buxton 

“A ‘must-read’ for science teachers and 

policymakers.” 

—International Journal of 

Multicultural Education 

“I would recommend this wellresearched 

text for teachers in training 

and science teacher education 

programs. If you are looking for a way 

to develop a science curriculum that 

is both empirical and research-based, 

this book is for you.” 

—National Science Teachers 

Association 

2010/256 pp./PB, $36.95/5068-1 

HC, $74/5069-8 


Creating Effective 

Undergraduate Research 

Programs in Science 

The Transformation from Student 

to Scientist 

Edited by Roman Taraban and 

Richard L. Blanton 

“Particularly timely...provides a blueprint 

for establishing and improving 

undergraduate research programs.” 

—Science 

Contributors: Karen Webber Bauer 

• Joan S. Bennett • Linda Blockus 

• Craig Bowen • Trevor Brasel • 

Ashley Campbell • Sarah Elgin • 

Sandra Gregerman • Robin Henne 

• William Henne • Anne-Barrie 

Hunter • CarolAnne M. Kardash • 

Sandra Laursen • Angela M. Locks • 

David Lopatto • Wyatt McMahon • 

Natasha Mehdiabadi • Eric Prensky 

• Susan H. Russell • Elaine Seymour 

• Gerald Skoog • Carol Trosset • 

Mike Wallace • Susan Harrell Yee 

2008/272 pp./PB, $44.95/4877-0 

More Good 

Questions 

Great Ways to 

Differentiate 

Secondary 

Mathematics 

Instruction 

Marian Small 

and Amy Lin 

This resource 

will help secondary mathematics 

teachers differentiate math instruction 

with less difficulty and greater 

success. The authors cut through 

the difficulties with two powerful 

and universal strategies that teachers 

can use across all math content: 

Open Questions and Parallel 

Tasks. Strategies and examples are 

organized around Big Ideas within 

the National Council of Teachers 

of Mathematics (NCTM) content 

strands. With particular emphasis 

on Algebra, chapters also address 

Number and Operations, Geometry, 

Measurement, and Data Analysis 

and Probability, with examples 

included for Pre-Calculus. 

Visit Marian Small’s website: 

http://www.onetwoinfinity.ca 

2010/224 pp./PB, $30.95/5088-9 

A joint publication with NCTM (National 

Council of Teachers of Mathematics) and 

available in Canada from Nelson Education Ltd. 

See also: Good Questions, 

Second Edition, 27 

Implementing 

Standards- 

Based 

Mathematics 

Instruction 

A Casebook for 

Professional 

Development, 


Mary Kay Stein, 

Margaret Schwan Smith, 

Marjorie A. Henningsen, and 

Edward A. Silver 

Foreword by James Hiebert 

This essential textbook and professional 

development resource 

describes the Mathematical 

Tasks Framework, a tool that has 

been proven effective in evaluating 

instructional decisions, the 

choice of materials, and learning 

outcomes. The text features cases 

of actual classroom instruction, 

Discussion Questions and Teaching 

Notes, and link to a downloadable 

PowerPoint presentation. 

2009/208 pp./PB, $25.95/4957-9 

A joint publication with NCTM (National 

Council of Teachers of Mathematics) 

29 



29

2003 AESA Critics’ Choice Award 

Teaching Science 

for Social Justice 

Angela Calabrese Barton, with 

Jason L. Ermer, Tanahia A. Burkett, 

and Margery D. Osborne 

“An excellent professional development 

resource for any educator striving to 

make a science programs relevant 

and meaningful.” 

—Green Teacher 

“This is must-read material for urban 

science educators.” 

—Science Books & Films 

2003/208 pp./PB, $27.95/4383-6 

HC, $51/4384-3 


Windows on Teaching Math 

Cases of Middle and Secondary 

Classrooms 

Edited by Katherine K. Merseth 

Foreword by Carne Barnett Clarke 

This guide provides pre-case discussion 

exercises, focuses on topics 

that are often difficult to teach 

and challenging for students to 

learn, and presents actual student 

responses that exhibit the misunderstandings 

and ambiguities of 

thinking. 

2003/112 pp./PB, $26.95/4278-5 

large format 

facilitator’s guide: 

2003/64 pp./PB, $26.95/4279-2 

large format 

Mind, Brain, 

and Education 

Natural 

Learning for 

a Connected 

World 

Education, 

Technology, and 

the Human 

Brain 

Renate N. Caine 

and Geoffrey 

Caine 

Foreword by Joseph Chilton Pearce 

“This excellent guide blends research 

from neuroscience with valuable 

insights from the authors’ direct work 

with teachers and students.” 

—Milton Chen, The George 

Lucas Educational Foundation 

In their important new book, the 

authors who pioneered brain/mind 

learning (with the publication 

of Making Connections: Teaching 

and the Human Brain) describe an 

approach for integrating technology 

into teaching that will help all students 

learn with greater depth and 

ease. They provide a step-by-step 

description and successful examples 

from practice so that we can 

finally provide the learning environments 

essential for our children to 

thrive in the knowledge age. 

2011/256 pp./PB, $26.95/5189-3 

HC, $64/5190-9 

large format 

Beyond 

Smarter 

Mediated 

Learning and 

the Brain’s 

Capacity for 

Change 

Reuven 

Feuerstein, 

Refael 

Feuerstein, and Louis H. Falik 

“Reuven Feuerstein is one of a handful 

of educational thinkers and practitioners 

who has made a significant, lasting 

contribution to our understanding 

of human learning.” 

—Howard Gardner 

This book is the most up-to-date 

summary of Reuven Feuerstein’s 

thinking and includes dramatic 

case studies and accessible 

descriptions of his tools and methods 

for cognitive modifiablilty and 

mediated learning. 

2010/192 pp./PB, $30.95/5118-3 

HC, $60/5119-0 

The New 

Science of 

Teaching and 

Learning 

Using the Best 

of Mind, Brain, 

and Education 

Science in the 

Classroom 

Tracey 

Tokuhama-Espinosa 

Foreword by Pat Wolfe 

“I recommend this book to every 

teacher. It will clarify many issues and 

promote many educational initiatives.” 

—Antonio M. Battro, M.D., 

President, International Mind, 

Brain and Education Society 

This book offers a definitive, scientifically 

grounded guide for better 

teaching and learning practices. 

While parents and teachers are 

often bombarded with promises 

of “a better brain,” this book 

distinguishes true, applicable 

neuroscience from the popular neuromyths 

that have gained currency 

in education. Each instructional 

guideline presented in the book is 

accompanied by real-life classroom 

examples to help teachers envision 

the direct application of the information 

in their own schools. 

2010/208 pp./PB, $30.95/5033-9 

HC, $66/5034-6 

What Learning Looks Like 

Mediated Learning in 

Theory and Practice, K–6 

Reuven Feuerstein 

and Ann Lewin-Benham 

Foreword by James A. Bellanca 

See page 37 for description 

Thinking-Based Learning 

Promoting Quality Student 

Achievement in the 21st Century 

Robert J. Swartz, Arthur L. Costa, 

Barry K. Beyer, Rebecca Reagan, 

and Bena Kallick 


Big Science for 

Growing Minds 

Constructivist Classrooms 

for Young Thinkers 

Jacqueline Grennon Brooks 

Foreword by Doris Pronin Fromberg 


Teaching Minds 

How Cognitive Science 

Can Save Our Schools 

Roger Schank 


Thinking/ 

Cooperative 

Learning 

Thinking- 

Based 

Learning 

Promoting 

Quality Student 

Achievement in 

the 21st Century 

Robert J. Swartz, 

Arthur L. Costa, 

Barry K. Beyer, 

Rebecca Reagan, and Bena Kallick 

Foreword by David Perkins 

“These five authors have spent much 

of their long and distinguished careers 

thinking about thinking and its cultivation. 

Their insights and practical 

guidance could not be more timely or 

needed. 

—Jay McTighe, co-author, 

Understanding by Design 

This book provides accessible educational 

practices that teachers can 

use to infuse skillful thinking into 

standards-based content instruction 

in any subject area or grade 

level. Specific chapters look at the 

role of metacognition in the classroom, 

translating good thinking into 

good writing, and assessment of 

progress in thinking. 

2010/288 pp./PB, $30.95/5098-8 

Teaching for 

Thinking Today 

Theory, Strategies, and 

Activities for the K–8 Classroom 


Using new data from her extensive 

field work, Wassermann (co-author 

of the original Teaching for Thinking) 

provides a wealth of innovative 

classroom strategies that will 

enable and empower students to 

grasp the “big ideas” across virtually 

all curriculum areas and apply 

this knowledge to problem solving. 

2009/224 pp./PB, $24.95/5012-4 

Also by Selma Wassermann: 

See author index 

Unscripted Learning 

Using Improv Activities 

Across the K–8 Curriculum 

Carrie Lobman and 

Matthew Lundquist 

In this practical book, teachers 

will discover how to use improv 

throughout the K–8 curriculum to 

boost creativity and to develop a 

class into a finely tuned learning 

ensemble. 

2007/208 pp./PB, $27.95/4797-1 

large format 

30 


Designing Groupwork 

Strategies for the 

Heterogeneous Classroom 


Elizabeth G. Cohen 

Foreword by John I. Goodlad 

New 

Edition 

NEW 

This bestselling 

book 

combines 

easy-to-follow 

theory 

with examples 

and 

teaching 

strategies 

that are 

adaptable to 

any situation. 

The advantages and dilemmas of 

groupwork are discussed, as well 

as its use in multiability and bilingual 

classrooms, and step-by-step 

approaches to successful planning, 

implementation, and evaluation of 

groupwork activities. 

Best 

Seller 

1994/224 pp./PB, $22.95/3331-8 

New 

Edition 

Social Studies 

NEW 

Reading Like 

a Historian 

Teaching 

Literacy in 

Middle and 

High School 

History 

Classrooms 

Sam Wineburg, 

Daisy Martin, 

and Chauncey Monte-Sano 

“All educators who want to promote 

deeper understanding should read 

and use this wonderful book.” 

—Linda Darling-Hammond, 

Stanford University 

Best 

Seller 

This practical resource shows you 

how to apply Sam Wineburg’s 

highly acclaimed approach to 

teaching, Reading Like a Historian, 

in your middle and high school 

classroom to increase academic 

literacy and spark students’ 

curiosity. Chapters cover key 

moments in American history— 

beginning with exploration and 

colonization and ending with the 

Cuban Missile Crisis. 

2011/160 pp./PB, $27.95/5213-5 

large format, Illustrated 

New 

Edition 

Teaching What 

Really Happened 

How to Avoid the Tyranny of 

Textbooks and Get Students 

Excited About Doing History 

James W. Loewen 

NEW 

“James 

Loewen 

reminds us 

why the textbook 

should 

go.” 

—Teaching 

Tolerance 

“James 

Loewen’s new 

book should 

be in the hands of every history 

teacher in the country.” 

—Howard Zinn 

Best 

Seller 

In this follow-up to his landmark 

bestseller, Lies My Teacher Told 

Me, Loewen goes beyond the 

usual textbook-dominated curriculum 

to illuminate a wealth 

of intriguing, often hidden facts 

about America’s past. This book 

will help teachers tackle difficult 

but important topics, like the 

American Indian experience, slavery, 

and race relations. 

Visit the author’s website: 

http://sundown.afro.illinois.edu/ 

2009/264 pp./PB, $22.95/4991-3 

HC, $61/4992-0 


2004 Outstanding Academic Title, 

Choice Magazine 

The Social Studies Wars 

What Should We Teach 

the Children 

Ronald W. Evans 


“A fascinating tour of the competing 

forces that have shaped the social 

studies curriculum in the United 

States.” 

—Bill Bigelow, 

co-editor, Rethinking Globalization 

2004/224 pp./PB, $27.95/4419-2 

HC, $56/4420-8 

Whitewashing War 

Historical Myth, Corporate 

Textbooks, and Possibilities for 

Democratic Education 

Christopher R. Leahey 

Foreword by E. Wayne Ross 

“Warmly recommended as a valuable 

resource for teachers, academics and 

administrators.” 

—International Review of Education 

Using the controversial Vietnam 

War as a case study, Leahey holds 

textbook narratives up to the light, 

illuminating how the adoption process, 

interpretive framework, and 

selection of evidence combine to 

transform the past into thinly veiled 

historical myths. 

2009/160 pp./PB, $23.95/5043-8 

HC, $52/5044-5 

Teaching The Levees 

A Curriculum for Democratic 

Dialogue and Civic Engagement 

Created to Accompany the 

HBO Documentary Films Event, 

Spike Lee’s When the Levees Broke: 

A Requiem in Four Acts 

Edited by Margaret Smith Crocco 

Each lesson presented in this book 

includes thought-provoking discussion 

questions connected to the 

stories in the Spike Lee documentary 

(purchase separately) that will 

help students to explore “why” and 

“how” the Hurricane Katrina tragedy 

happened, and to examine their 

own reactions to the devastating 

chain of events. 

2008/112 pp./PB, $16.95/5100-8 

Social 

Studies 

for Social 

Justice 

Teaching 

Strategies for 

the Elementary 

Classroom 

Rahima C. Wade 

Foreword by 

Sonia Nieto 



Informed by the experiences of 

more than forty teachers across 

the country, this resource includes 

classroom activities, “Reflection 

Exercises,” and “Teaching Ideas.” 

2007/144 pp./PB, $25.95/4762-9 

Teaching for Social Justice Series 

Teaching Democracy 

Unity and Diversity in Public Life 

Walter C. Parker 

“Walter Parker continues to teach 

me about better ways to frame 

instruction and understanding of 

good citizenship and deliberation in a 

democracy.” —Phi Delta Kappan 

2002/216 pp./PB, $29.95/4272-3 




Teaching Social 

Studies That Matters 

Curriculum for Active Learning 

Stephen J. Thornton 

Foreword by Nel Noddings 

“This book will be rewarding for anyone 

with professional or personal 

interest in the future of social studies 

education.” 


2005/144 pp./PB, $22.95/4522-9 

31 



31

Edition 

The Arts and 

Art Education 

Artful 

Teaching 

Integrating 

the Arts for 

Understanding 

Across the 

Curriculum, K–8 

Edited by David 

M. Donahue and 

Jennifer Stuart 

Foreword by Cyrus E. Driver 

Afterword by Lois Hetland 

“Provides a thorough guide to integrating 

art into other disciplinary subjects...recommended.” 

—SchoolArts 


The text includes rich and lively 

examples of public school teachers 

integrating visual arts, music, 

drama, and dance with subject 

matter, including English, social 

studies, science, and mathematics. 

Readers will come away with a 

deeper understanding of why and 

how to use the arts every day, in 

every school, to reach every child. 

This book is both a practitioner’s 

guide and a school reform model. 

2010/192 pp./PB, $25.95/5080-3 

HC, $57/5081-0 15 photos 



Looking at 

Art in the 

Classroom 

Art 

Investigations 

from the 

Guggenheim 

Museum 

Rebecca 

Shulman Herz 

Foreword by Grant Wiggins 

This book details the Guggenheim 

Museum’s classroom-tested, 

inquiry-based approach to learning. 

In a user-friendly guide, it provides 

teachers (grades 2–8) with strategies 

and resources for investigating 

art to enhance student learning 

across the curriculum. Featuring 

the experiences of the Guggenheim 

Museum’s 40-year-old Learning 

Through Art program, this text 

includes color reproductions of 

masterpieces, adaptable lesson 

plans, guidance for finding ageappropriate 

images, and much 

more. 

2010/144 pp./PB, $24.95/5047-6 

large format, 24 photos including color 

insert 

Engaging 

Learners 

Through 

Artmaking 

Choice-Based 

Art Education in 

the Classroom 

Katherine M. 

Douglas and 

Diane B. Jaquith 

Foreword by George Szekely 

“The authors address theory, instruction, 

assessment and advocacy in a 

user-friendly format that includes 

color photos of classroom setups and 

student work, sample demonstrations 

and reflections on classroom activities. 

Overall, the book states the case for 

what we ‘ought to be doing.’” 

—Arts and Activities 

“A dynamic resource.” 


2009/128 pp./PB, $22.95/4976-0 

24 full color photographs 

Teaching Visual Culture 

Curriculum, Aesthetics, and the 

Social Life of Art 

Kerry Freedman 

Provides a conceptual framework 

for teaching the visual arts (K–12 

and higher education) from a cultural 

standpoint. 

2003/208 pp./PB, $25.95/4371-3 

HC, $44/4372-0 9 Illustrations 



Variations on 

a Blue Guitar 

The Lincoln Center Institute 

Lectures on Aesthetic Education 

Maxine Greene 

Introduction by Scott Noppe- 

Brandon and Madeleine F. Holzer 

“I encourage all Teaching Artists and 

educators everywhere to take advantage 

of this wonderful resource.” 

—Teaching Artists Journal 

“A valuable book for the beginning 

teacher.” —Educational Review 

2001/256 pp./PB, $25.95/4135-1 

HC, $50/4136-8 



2007 National Art Education Association 

Marion Quin Dix Leadership Award 

How Children Make Art 

Lessons in Creativity 

from Home to School 

George Szekely 

“Both practical and whimsical.... All 

parents and teachers can learn from 

George Szekely’s example.” 


2006/224 pp./PB, $25.95/4719-3 

13 photos 



Why Our 

Schools 

Need the 

Arts 

Jessica 

Hoffmann Davis 

“This pioneering 

work dares to 

chart a new path.” 


“Highly recommended for all educators, 

parents and administrators in K–12 

schools.” —Choice 

“This book is a must-read for anyone 

who cares about kids.” 

—Carly Simon, 

author and musician 

2008/160 pp./PB, $23.95/4834-3 

11 photos/illustrations 



See new book by Davis, 28 

Observation Drawing 

with Children 

A Framework for Teachers 

Nancy R. Smith and the Drawing 

Study Group, comprised of: 

Laraine Cicchetti, Margaret C. 

Clark, Carolee Fucigna, Barbara 

Gordon-O’Connor, Barbara A. 

Halley, and Margaret Kennedy 

Foreword by Dennie Palmer Wolf 

“It opens new doors to the ways a 

child’s drawing contributes to learning 

all through the curriculum.” 


1998/144 pp./PB, $22.95/3691-3 

Also by Nancy SMith: 


NEW 

A History 

of Art 

Education 

Intellectual 

and Social 

Currents in 

Teaching the 

Visual Arts 

Arthur Efland 

“The book 

should become 

a standard reference tool for art 

educators at all levels of the field.” 

—The Journal of Aesthetics 

and Art Criticism 

“The preeminent art education scholar 

Arthur Efland not only sheds light 

on the problems of inhibiting art 

education, but also demonstrates 

how art contributes to the overall 

development of the mind.” 


Best 

Seller 

1990/320 pp./PB, $27.95/2977-9 

New 

Edition 

Studio 

Thinking 

The Real 

Benefits of 

Visual Arts 

Education 

Lois Hetland, 

Ellen Winner, 

Shirley 

Veenema, and 

Kimberly M. 

Sheridan 

Foreword by David N. Perkins 

“Would be helpful to art teachers in 

promoting quality teaching in their 

classrooms.” 

—School Arts Magazine 

NEW 

Best 

Seller 

Featured in The New York Times 

and The Boston Globe, this book 

presents groundbreaking research 

on the positive effects of art 

education. Studio Thinking provides 

art teachers with a research-based 

language for describing what they 

intend to teach and what students 

actually learn. 

2007/128 pp./PB, $27.95/4818-3 

large format, 30 photos/illustrations 

32 


School Materials 

New 

Edition 

for more information, visit us at 


NEW 

Best 

Seller 

Reasoning 

with 

Democratic 

Values 

Ethical Problems 

in United States 

History 

Alan L. 

Lockwood & 

David E. Harris 

1985/Vol. 1 1607–1876/224 

pp./$12.95/6094-9 

Vol. 2 1877–Present/350 pp./ 

$15.95/6095-6 

Teacher’s Manual/176 pp./$13.95/6101-4 

McCall-Crabbs 

Standard Test Lessons in Reading 

1979/Book A/$3.95/5540-2 

Book B/$3.95/5542-6 

Book C/$3.95/5544-0 

Book D/$3.95/5546-4 

Book E/$3.95/5548-8 

Book F/$3.95/5550-1 

TM/Answer Key/$2.50/5552-5 

(good for all books in the series) 

Student Answer Sheets/pkg. of 30/ 

$6.95/5556-3 

(On orders of 30 or more books, a teacher’s 

manual/answer key will be furnished at no charge. 

When applicable, this request should be indicated 

on order.) 

Reading and Thinking 

Exercises for Developing Reading 

Comprehension and Critical 

Thinking Skills 

A.J. Evans 

1979/Book I/$5.95/2563-4 

Book 2/$5.95/2564-1 

TM/Answer Key/$2.95/2565-8 




on order.) 

For sale by TC Press in the US and 

its territories and dependencies, the 

Philippines, and Canada only. 

Test Lessons in 

Primary Reading 

William A. McCall and 

Mary Lourita Harby 

1980/Lesson Booklet/$5.95/5965-3 

Teacher’s Manual/Answer Key/ 

$2.95/5966-0 




on order.) 

Gates-Peardon-LaClair 

Reading Exercises 

1982/Read Beyond the Lines 

Book B/$3.95/5988-2 

Book C/$3.95/5989-9 

Follow Directions 

Book A/$3.95/5990-5 

Book B/$2.95/5991-2 


Curriculum and 

Instruction 

Aikenhead: Science Education 

for Everyday Life 

Evidence-Based Practice 

Glen S. Aikenhead 

2006/192 pp./PB, $30.95/4634-9 

Ways of Knowing in Science and Mathematics 

Series 

A joint publication with, and available in 

Canada from, the Althouse Press 

Anand: Keeping the Struggle 

Alive 

Studying Desegregation in Our Town / 

A Guide to Doing Oral History 

Bernadette Anand, Michelle Fine, 

Tiffany Perkins, David S. Surrey, and the 

Renaissance School Class of 2000 

Foreword by Arthur Kinoy 

2002/96 pp./PB, $16.95/4145-0 

Burton: Exhibiting Student Art 

The Essential Guide for Teachers 

David Burton / Foreword by Terry Barrett 

2006/176 pp./PB, $25.95/4672-1 8 photos 

Clark: Teaching Talented Art 

Students 

Principles and Practices 

Gilbert Clark and Enid Zimmerman 

2004/168 pp./PB, $28.95/4445-1 

large format, illustrated 



Colella: Adventures in Modeling 

Exploring Complex, Dynamic Systems 

with StarLogo 

Vanessa Stevens Colella, Eric Klopfer, 

and Mitchel Resnick 

2001/192 pp./PB, $32.95/4082-8 

large format, color photos 

Davis: Framing Education as Art 

The Octopus Has a Good Day 

Jessica Hoffmann Davis 

2005/240 pp./PB, $27.95/4577-9 

3 full-color photos/illustrations 

DeBoer: A History of Ideas 

in Science Education 

Implications for Practice 

George E. DeBoer 

1991/288 pp./PB, $25.95/3053-9 

Kali: Designing Coherent Science 

Education 

Implications for Curriculum, Instruction, 

and Policy 

Edited by Yael Kali, Marcia C. Linn, and 

Jo Ellen Roseman 

Foreword by Robert Tinker 

2008/272 pp./PB, $50.95/4913-5 

Technology, Education—Connections 

(The TEC Series) 

Lensmire: Powerful Writing, 

Responsible Teaching 

Timothy J. Lensmire 

2000/160 pp./PB, $24.95/3956-3 

Critical Issues in Curriculum Series 

Nasir: Improving Access 

to Mathematics 

Diversity and Equity in the Classroom 

Edited by Na’ilah Suad Nasir 

and Paul Cobb 

2007/224 pp./PB, $34.95/4728-5 


Sinclair: Mathematics and Beauty 

Aesthetic Approaches to 

Teaching Children 

Nathalie Sinclair 

Foreword by William Higginson 

2006/208 pp./PB, $36.95/4722-3 

Slotta: WISE Science 

Web-Based Inquiry in the Classroom 

James D. Slotta and Marcia C. Linn 

Foreword by Carol D. Lee 

2009/216 pp./PB, $28.95/4949-4 

HC, $62/4950-0 



Smith: Improving Instruction 

in Rational Numbers and 

Proportionality 

Volume 1 

Margaret Schwan Smith, Edward A. 

Silver, and Mary Kay Stein with Melissa 

Boston, Marjorie A. Henningsen, and 

Amy F. Hillen 

Improving Instruction in 

Algebra 

Volume 2 


Silver, and Mary Kay Stein with Marjorie 

A. Henningsen, Melissa Boston, and 

Elizabeth K. Hughes 

Improving Instruction in 

Geometry and Measurement 

Volume 3 


Silver, and Mary Kay Stein with Melissa 

Boston and Marjorie A. Henningsen 

2005 

Vol 1/160 pp./PB, $27.95/4529-8 

Vol 2/168 pp./PB, $27.95/4530-4 

Vol 3/160 pp./PB, $27.95/4531-1 

Ways of Knowing in Science and Mathematics 

Series 

Smith: The Glass Wall 

Why Mathematics Can 

Seem Difficult 

Frank Smith 

2002/176 pp./PB, $22.95/4241-9 

HC, $44/4242-6 

Smith: to think 

Frank Smith 

1990/192 pp./PB, $22.95/3057-7 

Not for sale by TC Press in the United 

Kingdom or Ireland 

Trefil: Why Science 

James Trefil 

2007/224 pp./PB, $22.95/4830-5 

A joint publication with NSTA (National 

Science Teachers Association) 

33 





on order.) 

Michael: Art and Adolescence 

Teaching Art at the Secondary Level 

John A. Michael 

1983/240 pp./PB, $21.95/2743-0 


33

TechnologyandLearning 


Writing Assessment and the Revolution 

in Digital Texts and Technologies, 24 

Leading Technology-Rich Schools, 48 

Teaching Minds, 57 

Digital Teaching Platforms 

Customizing Classroom Learning for 

Each Student 

Edited by Chris Dede, Timothy E. Wirth Professor 

in Learning Technologies at Harvard Graduate 

School of Education, and John Richards, founder 

and president of Consulting Services for Education, 

Inc. (CS4Ed) and adjunct professor at Harvard 

Graduate School of Education. 

New 

Edition 

NEW 

Best 

Seller 

“An essential read for 

those who believe that 

education needs to be 

reimagined to prepare 

students for tomorrow.” 

—Keith R. Krueger, 

CEO, Consortium for 

School Networking 

“This remarkable collection 

will change 

the discourse on 21st 

century education.” 

—Roy Pea, 


“Provides tremendous insight into the history, current 

state of the art, and powerful potential of the 

evolving world of Digital Teaching Platforms.” 

—Don Knezek, CEO, International Society for 

Technology in Education 

In this authoritative book, top researchers 

examine DTPs in light of contemporary 

classroom requirements, as well as current 

initiatives such as the Common Core State 

Standards, Race to the Top, and the 2010 

National Educational Technology Plan. 

Chapters: Digital Teaching Platforms in the 

Spectrum of Educational Technologies, John 

Richards and Joseph Walters • One-to-One 

Computing, Thomas Greaves • Insights for 

Teaching and Learning Science, Marcia C. 

Linn • Reading Instruction, Arthur C. Graesser 

and Danielle S. McNamara • Effective and 

Meaningful Use of Educational Technology, 

Neil T. Heffernan, Cristina L. Heffernan, 

Michele Bennett Decoteau, and Matthew 

Militello • Highly Adaptive, Interactive 

Instruction, Stephen J. Hegedus and Jeremy 

Roschelle • Customization in Immersive 

Learning Environments, Chris Dede • Next- 

Generation Digital Classroom Assessment 

Based on Learning Trajectories, Jere Confrey 

and Alan Maloney • Formative Assessment, 

Michael Russell • The Instructional Design 

of Time To Know’s Teaching and Learning 

Environment, Dovi Weiss and Becky Bordelon • 

Evaluating Time To Know, Saul Rockman and 

Brianna Scott • The Evolution of Digital 

Teaching Platforms, Chris Dede and John 

Richards 

Audience: Policymakers, administrators, school 

leaders, teacher educators, and researchers; 

courses in technology and learning, computing 

and education, learning sciences, software design, 

and education policy. 

2012/240 pp./PB, $31.95/5316-3/HC, $68/5317-0 

Technology, Education—Connections (The TEC Series) 

The Complete Step-by-Step 

Guide to Designing and 

Teaching Online Courses 

Joan Thormann is professor in the division 

of Technology in Education at Lesley University, 

Cambridge, Massachusetts. 

Isa Kaftal Zimmerman is the principal of 

IKZ Advisors, an educational consulting firm in 

Boston, Massachusetts. 

New 

Edition 

NEW 

Foreword by Grant Wiggins 

“All educators—in online 

environments and in 

brick-and-mortar 

schools—will find this 

an invaluable 

resource.” 


by Grant Wiggins, 

President, Authentic 

Education 

“While it is inevitable 

that online learning will 

become an important 

skill for everyone, the ideas, concepts, strategies, 

design elements, and tools in this book can also be 

applied to blended learning.” 

—Alan November, 

Founder, November Learning 

“Even as a ‘veteran’ online instructor this book provided 

me with new ideas to try in my next online 

class.” 

—Sam Gladstein, Coordinator, Edmonds 

eLearning Program at Edmonds School 

District, WA 

“This clear and practical guide takes the instructor 

from design to implementation of online courses. 

It is a great guide for those entering the field and a 

superb resource for those actively engaged in it.” 

—Anthony J. Bent, Massachusetts 

Association of School Superintendents 

This one-stop resource addresses all core 

elements of online teaching in terms that are 

universally applicable to any content area and 

at any instructional level. 

Best 

Seller 


• Building blocks necessary to create a 

successful online course 

• Knowledge from long-time online 

instructors 

• Field-tested examples 

• Practical “how-to” and preventive troubleshooting 

tips 

• Templates for course building, including 

sample assignments, activities, and emails 

• Detailed treatment of diversity, facilitation 

of online interactions, and assessment in 

the online environment 

Audience: Online learning instructors, K–16+ 

instructors, faculty and administrators, technology 

specialists at all levels, state departments of 

education personnel; courses in teacher education, 

online learning, instructional design, and online 

certification programs. 

2012/216 pp./PB, $29.95/5309-5 

large format 

Learning in the Cloud 

How (and Why) to Transform Schools 

with Digital Media 

Mark Warschauer, professor, Education and 

Informatics, University of California, Irvine 

Foreword by Chris Dede 

New 

Edition 

NEW 

“This book is important, 

even crucial reading.... 

He’s given us the vision, 

now it’s up to us to 

execute.” 

—eLearn 

“Technology can take 

American education to 

a desperately needed 

higher level, but only if 

it’s deployed thoughtfully 

and consistently with the 

principles Warschauer 

sets forth so clearly. This is the best guide of what 

to do (and what not to do) I have yet seen.” 

—Angus King, Former Governor of Maine, 

Maine International Center for Digital 

Learning 

Best 

Seller 

“In this important text, Mark Warschauer speaks 

to both the need for and ways in which schools 

can change to more powerfully reach and teach 

today’s children.” 

—Chris Lehmann, Founding Principal, 

Science Leadership Academy 

This comprehensive and cutting-edge book 

portrays a vision of how digital media can help 

transform schools, and what kinds of curriculum, 

pedagogy, assessment, infrastructure, and 

learning environments are necessary for that 

transformation to take place. The author and 

his research team spent thousands of hours 

observing classes and interviewing teachers 

and students in both successful and unsuccessful 

technology-rich schools throughout the 

United States and other countries. They offer 

lessons learned as well as analysis of the most 

up-to-date research. 


• Examines concepts such as the “digital 

divide,” “21st-century skills,” and “guide on 

the side” for assessing and guiding efforts 

to improve schools. 

• Combines a compelling vision of 

technology’s potential with an analysis 

of the curricular challenges required for 

meaningful change. 

• Discusses the most recent trends in media 

and learning, such as the potential of 

tablets and e-reading. 

Audience: K–12 educators, administrators, technology 

specialists, policymakers, and researchers; 

courses in educational technology, instructional 

technology, technology in curriculum, software 

design, media in education, and school reform. 

2011/144 pp./PB, $31.95/5249-4/HC, $70/5250-0 


Also by Mark Warschauer: 


34 


The Learning Edge 

What Technology Can Do 

to Educate All Children 

Alan Bain, Sub-Dean, Curriculum and Faculty 

Development, Charles Sturt University, Australia, 

and Mark E. Weston, global education strategist, 

Dell Inc., Austin, Texas 

Foreword by John Hattie 

New 

Edition 

NEW 

“Using technology to 

create bottom-up, emergent 

innovation is a 

novel, important model 

for educational 

transformation.” 

—Chris Dede, Wirth 

Professor in Learning 

Technologies, Harvard 

University 

“Bain and Weston show 

that when teachers 

‘perceive’ technologies as 

part of their teaching and part of students learning 

there can be greater gains to both surface and 

deep understanding….These stories are compelling 

reading and they lead to a ‘why not do it here’ 

sense for me as the reader.” 

—From the Foreword by John Hattie, 

University of Melbourne 

After billions of dollars, thousands of studies, 

and immeasurable effort by educators at all 

levels, why is the performance of students 

and teachers so unaffected by technology 

Moreover, what should be done to extract 

genuine benefit from the information and 

communication technology (ICT) revolution 

In this groundbreaking book, technology and 

education experts Alan Bain and Mark Weston 

provide research-based evidence for how the 

widespread application of ICT can provide 

powerful learning opportunities that lead to 

lasting gains and achievement. They show how 

the integrated use of technology at all levels 

of the educational system can greatly expand 

collaborative learning opportunities by giving 

all educational stakeholders powerful problemsolving 

tools and solutions. The approaches 

presented here are grounded in over 20 years 

of experience working with classroom teachers, 

school leaders, association members, and 

policymakers. 

Best 

Seller 


• A strategic blueprint for using commonly 

available technology tools to drive 

measurable and sustainable change in 

education. 

• Vignettes of classrooms and schools 

successfully using technology across the 

curriculum. 

• A solutions-oriented presentation, 

including practical examples of alternative 

courses of action at all levels of the 

education system. 

• A concluding section at the end of each 

chapter that summarizes key ideas. 

Audience: Teachers, teacher educators, school 

administrators, superintendents, chief state 

school officers, federal education officials, and 

policymakers; courses in instructional technology, 

educational leadership and policy, school reform, 

and organizational development. 

2011/256 pp./PB, $34.95/5271-5/HC, $82/5272-2 


Classrooms 

Without Borders 

Using Internet Projects to 

Teach Communication and 

Collaboration 

James A. Bellanca and 

Terry Stirling 

Foreword by David W. 

Johnson and Roger T. Johnson 

“Every teacher should read this 

book and make use of its contents.” 


David W. Johnson and Roger T. Johnson, 

University of Minnesota 

The authors provide the how-to for teaching 

shared Internet projects with local to international 

classroom partners, including essential 

foundations such as teamwork, online research, 

evaluation of sources, cross-cultural communication, 

and thinking skills. The book’s 

user-friendly format includes checklists, Web 

resources, sample projects and templates. 

2011/264 pp./PB, $29.95/5209-8 

large format 

Video Games 

and Learning 

Teaching and Participatory 

Culture in the Digital Age 

Kurt Squire 

Foreword by James Paul Gee 

Featuring contributions by 

Henry Jenkins 

“Easily the most entertaining 

and just plain smartest book on 

video games and learning yet written.” 

—James Paul Gee, Arizona State University 

“An essential book for educators, game designers, 

and educational technologists, but also for anyone 

who cares deeply about the design of effective 

learning systems.” 

—Robert J. Torres, 

Bill & Melinda Gates Foundation 

Can we learn socially and academically valuable 

concepts and skills from video games How can 

we best teach the “gamer generation” Building 

on more than 10 years of research, Kurt Squire 

tells the story of the emerging field of immersive, 

digitally mediated learning environments (or 

games) and outlines the future of education. 

2011/272 pp./PB, $29.95/5198-5/HC, $64/5199-2 

large format 


NEW 

Rethinking Education 

in the Age of 

Technology 

The Digital Revolution 

and Schooling in America 

Allan Collins and 

Richard Halverson 

Foreword by 

John Seely Brown, 

former Chief Scientist, 

Xerox Corporation 

“Valuable for a wide range of stakeholders in 

quality education, including parents, teachers, 

educational administrators, the business sector, 

technology vendors, scholars, and policymakers.” 

—Educational Technology 

Best 

Seller 

“Makes the case for a technology-based revolution 

in education that will redefine conceptions 

of how and where learning occurs.... 

Recommended.” 

—Choice 

“Brings fresh insight into the question of what 

the implications of digital technologies are for 

education.” 

—E-Learning and Digital Media 

“Accessible to and valuable for a wide range of 

stakeholders in quality education, including parents, 

teachers, educational administrators, the 

business sector, technology vendors, scholars, 

and policymakers.” 

—Educational Technology 

“If you’re a parent, teacher, school or district 

administrator, student of education, educational 

researcher, policymaker, entrepreneur, or publisher, 

you will not regret taking the time to read 

this book and re-imagine the future of education 

with the authors.” 


2009/192 pp./ PB, $23.95/5002-5 


The Computer 

Clubhouse 

Constructionism and 

Creativity in Youth 

Communities 

Edited by Yasmin B. Kafai, 

Kylie A. Peppler, and 

Robbin N. Chapman 

Forewords by Barton J. Hirsch 

and Rosalind Hudnell 

“I was completely impressed with this book.” 

—E-Learning and Digital Media 

The Computer Clubhouse model has been 

uniquely successful in scaling up, with over 

100 Clubhouses thriving worldwide. This book 

includes examples of media design and computing 

experiences, color photos of youth projects, 

interviews with Clubhouse coordinators, and 

much more. 

Contributors: Brenda Abanavas, Gail Breslow, 

Grace Chiu, Stina Cooke, Shiv Desai, Patricia 

Díaz, John Maloney, Amon Millner, Jesse Moya, 

Mitchel Resnick, Natalie Rusk, and Elisabeth 

Sylvan 

2009/176 pp./PB, $25.95/4989-0 

large format, 8-page color insert 


35 

Technology and Learning 


35

2009 AECT Design and Development 

Outstanding Book Award 

Distance 

Learning 

in Higher 

Education 

A Programmatic 

Approach to 

Planning, Design, 

Instruction, 

Evaluation, and 

Accreditation 

Alfred P. Rovai, Michael K. Ponton, 

and Jason D. Baker 

“A primer that should be on every 

stakeholder’s desk in institutions 

engaged in distance education.” 

—Teaching Theology and 

Religion 

“Well-written and comprehensive.” 

—Adult Learning 

A roadmap for those wishing to 

design and implement a distance 

learning program. The text includes 

resources such as online course 

materials and assessment tasks. 

2008/224 pp./HC $49/4878-7 

Data-Driven 

School 

Improvement 

Linking Data and 

Learning 

Edited by Ellen B. 

Mandinach and 

Margaret Honey 

“If you want to 

understand usable 

knowledge, read Data-Driven School 

Improvement.” 

—Ellen Condliffe Lagemann, 

Harvard University 

The first comprehensive examination 

of the field, this book brings 

together stakeholders representing 

a variety of perspectives to explore 

how educators actually use data 

and technology tools to achieve 

lasting improvement in student 

performance. 

2008/304 pp./PB, $54.95/4856-5 



Developed in association with the Center 

for Children and Technology, Education 

Development Center, Inc., New York, NY. 

Evaluating 

Educational 

Technology 

Effective 

Research 

Designs for 

Improving 

Learning 

Edited by 

Geneva D. 

Haertel and Barbara Means 

Features chapters by today’s 

leading authorities who outline 

research designs, methodologies, 

and types of assessments that 

can be used to more effectively 

evaluate educational technologies. 

Contributors: Russell G. 

Almond • Eva L. Baker • Henry 

Jay Becker • Thomas D. Cook 

• Katherine McMillan Culp • 

Geneva D. Haertel • Larry V. 

Hedges • Joan L. Herman • 

Margaret Honey • Harold S. Javitz 

• Spyros Konstantopoulos • Alan 

Lesgold • Barbara E. Lovitts • 

Barbara Means • Vera Michalchik 

• Robert J. Mislevy • Lincoln 

Moses • William R. Penuel • 

Russell W. Rumberger • Robert 

Spielvogel • Linda S. Steinberg • 

Amy Thoreson • Mary Wagner 

2003/304 pp./HC, $54/4330-0 


Technology and 

Learning 

Coppola: Powering Up 

Learning to Teach Well with Technology 

Eileen M. Coppola 

Foreword by Richard F. Elmore 

2004/208 pp./PB, $31.95/4498-7 

Sandholtz: Teaching with 

Technology 

Creating Student-Centered Classrooms 

Judith Haymore Sandholtz, Cathy 

Ringstaff, and David C. Dwyer 

Foreword by Larry Cuban 

1997/240 pp./PB, $22.95/3586-2 

Terrill: Technology 

on a Shoestring 

A Survival Guide for Educators and 

Other Professionals 

Thane B. Terrill 

2006/144 pp./PB, $23.95/4649-3 

large format 19 photos and illustrations 

Visit TC Press’s 

easy-to-use website 

❖ Full descriptions of all books in this catalog. 

❖ Free resources and downloads. 

❖ Interviews with TC Press authors. 

❖ Online submission of exam and desk copy 

requests. 

And more! 

While you are there, be sure to sign up for 

your FREE Membership. You will receive: 

❖ A monthly announcement about new 

releases with an exclusive 20% discount. 

❖ Invitations to events such as book parties 

and discussion panels. 

❖ Discounts on award-winning books. 

We will never share your email address. 

Wenglinksy: Using Technology 

Wisely 

The Keys to Success in Schools 

Harold Wenglinsky 

2005/112 pp./PB, $23.95/4583-0 

HC, $50/4584-7 




36 


TeacherEducation 


Becoming a Strong Instructional 

Leader, 48 

Teaching for the Students, 17 

The Complete Step-by-Step Guide 

to Designing and Teaching Online 

Courses, 34 

What Learning Looks Like 

Mediated Learning in Theory and 

Practice, K–6 

Reuven Feuerstein is a psychologist who chairs 

the International Center for the Enhancement of 

Learning Potential (ICELP) that he founded in 1993. 

Ann Lewin-Benham founded and directed the 

Capital Children’s Museum and the Model Early 

Learning Center in Washington, DC. 

Foreword by James A. Bellanca 

New 

Edition 

NEW 

“Provides concrete examples that show 

museum directors, teachers, and parents 

the practical ‘how to’ for building 

children’s cognitive structures.” 

—From the Foreword by James Bellanca, 

International Renewal Institute 

“This phenomenal book provides not only the 

theory and research to support this strategy, 

but also specific examples, instructional 

sequences, and linguistic tools that teachers and 

parents can thoughtfully and intentionally employ 

to cause children to think more deeply and to 

understand their own cognitive processes.” 

—Arthur L. Costa, Professor Emeritus, 

California State University, Sacramento 

In this unique collaboration, the authors bring 

to life the theory of mediated learning. Through 

numerous examples and scenarios from classrooms 

and museums, they show how mediated 

learning helps children to become more 

effective learners. Readers learn the steps in 

the process, including analyzing the child’s 

problem, teaching the child to focus on the 

difficulty, and using the techniques of mediated 

learning to enable the child to overcome 

the learning challenge. This is the first book 

to present Feuerstein’s groundbreaking work 

in accessible language with copious examples 

of practice. With this volume, educators and 

administrators will have a reliable and practical 

way to understand the place of mediated learning 

in today’s schools. 

Best 

Seller 


• Step-by-step guidance for diverse teaching 

situations. 

• Examples from museum exhibits and 

exemplars of classroom practice. 

• Useful teaching illustrations. 

• A list of cognitive functions that can impair 

learning. 

Audience: Pre- and inservice teachers (K–6), 

museum directors, and parents; courses in teacher 

education, special education, gifted education, 

museum education, science education, art education, 

learning theories, student teaching, and 

professional development. 

2012/240 pp./PB, $35.95/5326-2 

illustrations 


Reclaiming Our 

Teaching Profession 

The Power of Educators 

Learning in Community 

Shirley M. Hord, Scholar Laureate, in association 

with Learning Forward, and Scholar Emerita at the 

Southwest Educational Development Laboratory 

(SEDL), Austin, Texas; and Edward F. Tobia of the 

SEDL Improving School Performance unit. 

Foreword by Karen Seashore Louis 

New 

Edition 

“Practical, powerful, and 

inspirational!” 

—Stephanie Hirsh, 

Executive Director, 

Learning Forward 

“The authors take us on 

a personal journey of 

their own experiences 

over many years and 

then offer concrete 

and realistic steps for 

improving student 

success.” 

—Jim Roussin, Executive Director, 

Generative Learning 

“Hord and Tobia provide abundant examples 

of actions educators can use to develop as 

professionals.” 

—William A. Sommers, 

national speaker and staff developer 

NEW 

Best 

Seller 

“This is a great new resource that offers tools for 

empowerment and development.” 

—Mary J. Schaal, Arizona Western College 

Drawing from a wealth of research and experience, 

this book shows educators how to use 

the transformative power of professional 

learning in community to raise the professional 

stature of educators. The authors, experts in 

their field, provide clear steps and real-school 

examples with a focus on collaborative adult 

learning for student gains, community respect, 

professional satisfaction, and collegial support. 

They examine pitfalls and distractions, 

and show clear images of what empowered 

Professional Learning Communities (PLCs) 

look like for teachers, administrators, and leaders 

at the school and district level. The authors 

also provide practical tools for advancing and 

measuring progress. 

This resource will help educators move from 

a climate of sanctions to one of mutual trust 

and support informed by a commitment to students 

and a dedication to working and learning 

together. 

Audience: Teachers, teacher educators, teacher 

mentors, school and district leaders, administrators, 

professional developers; courses in teacher 

education, school leadership, teacher induction, 

school reform, adult learning, philosophy of education, 

history of education. 

2011/144 pp./PB, $27.95/5289-0 

large format 

Also by Shirley Hord: See Author Index 

Effective Questioning 

Strategies in the 

Classroom 

A Step-by-Step Approach to 

Engaged Thinking and Learning, K–8 

Esther Fusco is an associate professor and 

chair of the Department of Teaching, Literacy, and 

Leadership at Hofstra University, Hempstead, New 

York. 

Foreword by Lawrence F. Lowery 

New 

Edition 

NEW 

“If you are serious about 

improving your knowledge 

about questions 

and your skill in using 

them, this is the book for 

you.” 


by Lawrence F. Lowery, 

Professor Emeritus, 

University of California 

at Berkeley 

“Amid vivid stories, the 

reader finds the scaffolding 

for how to construct a classroom built on 

children’s thinking.” 

—Jacqueline Grennon Brooks, 

Hofstra University 

“This book reads like a blueprint for transformative 

teaching and belongs on every educator’s desk.” 

—Margaret-Mary Sulentic Dowell, 

Louisiana State University 

Questions are the most important tool a 

teacher can use to build a community of thinkers. 

This practical guide provides teachers 

with a step-by-step process for implementing 

a set of questioning strategies known as the 

Questioning Cycle. This strategy supports 

teachers in planning and asking questions, 

assessing students’ responses, and following 

up those responses with more questions 

to extend thinking. In this book, you will see 

students become more curious and actively 

involved with learning because they are 

allowed to use their skills to question, examine, 

and argue about different aspects of a topic. 

K–8 teachers across all disciplines can use this 

book to create a challenging learning climate 

and lively class discussions. 

Best 

Seller 


• In-depth guidance for using and developing 

effective questions. 

• Reflections from teachers. 

• Scripts of teacher questions and student 

responses. 

• Suggested activities at the end of each 

chapter. 

• Support material for teachers, including 

evaluation checklists and forms. 

Audience: Pre- and inservice teachers, teacher 

educators, principals, and professional developers; 

courses in K–8 teaching methods, curriculum and 

instruction, and student teaching. 

2012/160 pp./PB, $26.95/5329-3 

37 



37

Assessing Teacher Quality 

Understanding Teacher Effects on 

Instruction and Achievement 

Edited by Sean Kelly, visiting assistant professor, 

Educational Administration department, Michigan 

State University. 

New 

Edition 

NEW 

“This book is a valuable 

corrective to the current 

frenzied enthusiasm 

among policymakers for 

untested methods of 

teacher accountability. It 

offers a balanced and 

thoughtful critique of 

some of our most popular 

fads in educational 

policy.” 

—Diane Ravitch, 

New York University 

“Essential reading for those concerned about raising 

student achievement.” 

—Maureen Hallinan, 

University of Notre Dame 

Best 

Seller 

In this timely collection, leading education 

scholars challenge market-based models of 

school improvement and argue that merely 

holding teachers accountable for scores on 

end-of-the-year exams will not lead to educational 

improvement. 

Content & Contributors: 

1. Understanding Teacher Effects: Market 

Versus Process Models of Educational 

Improvement, Sean Kelly 

2. Teacher Effects: Past, Present, and Future, 

Spyros Konstantopoulos 

3. Measuring Teaching Quality Using 

Student Achievement Tests: Lessons from 

Educators’ Responses to No Child Left 

Behind, Laura S. Hamilton 

4. Beyond High-Stakes Tests: Teacher Effects 

on Other Educational Outcomes, Jennifer 

L. Jennings and Sean P. Corcoran 

5. Power, Accountability, and the Teacher 

Quality Problem, Richard M. Ingersoll 

6. In Search of Equity: Teacher Tracking in 

Math, Colette Cann 

7. Teacher Education and Accountability: 

Adapting to Prospective Work 

Environments in Public Schools, Judson G. 

Everitt 

8. The Role of Mentors and Colleagues 

in Beginning Teachers’ Language Arts 

Instruction, Peter Youngs, Kenneth A. 

Frank, and Ben Pogodzinski 

9. Teachers’ Social Capital and the 

Implementation of Schoolwide Reforms, 

William R. Penuel, Kenneth A. Frank, Min 

Sun, and Chong Min Kim 

10. Improving Teacher Quality: Incentives Are 

Not Enough, Adam Gamoran 

Audience: School administrators, educational 

researchers, policymakers, and professional developers; 

courses in educational policy, school reform, 

teacher education, sociology of education, and 

educational psychology. 

2011/240 pp./PB, $33.95/5279-1/HC, $68/5280-7 

Ethnographic Interviewing 

for Teacher Preparation 

and Staff Development 

A Field Guide 

Carolyn Frank is a professor in the Charter 

College of Education at California State University, 

Los Angeles and director of the Los Angeles Writing 

Project. 

“The ethnographic interview 

as taught and demonstrated 

by Carolyn 

Frank is an ideal instrument 

for learning to 

become a teacher, for 

revitalizing the practice 

of experienced teachers, 

and for teaching students 

in classrooms to 

grow into powerful 

learners. I can’t think of 

any literacy program or 

procedure that provides richer opportunities for 

New 

Edition 

NEW 

Best 

Seller 

active learning and knowledge construction. 

Teachers and teacher educators will find this book 

a dazzling and transformative contribution to their 

instructional repertoire.” 

—Sheridan Blau, 

Teachers College, Columbia University 

Are you using interviews in your classroom 

Carolyn Frank’s new book on interviewing 

is a powerful tool for teachers and educational 

researchers. Using an anthropological 

framework, this book explains techniques for 

ethnographic interviews and observations in 

and out of the classroom. Frank shows how 

teachers in particular can use interviewing to 

improve their teaching and communicate better 

with students and parents. This volume can 

also be used as an excellent guide for teacher 

researchers inquiring into their own practice 

and for educational researchers who want to 

know how they can learn more about classroom 

life, especially in an elementary school 

setting. There are specifics on developing 

rapport, putting the parent or student at ease, 

constructing questions, and analyzing data. 

This book includes: 

• Key strategies and guidelines to prepare 

and conduct interviews. 

• Real-life examples drawn from the author’s 

own experiences as a teacher, educational 

researcher, and professor. 

• Descriptions of home visits and how to 

prepare for them. 

• Assessment tools and instructional plans, 

and how to choose the best ones for 

different students. 

• And much more! 

Audience: Pre- and inservice teachers (K–5), 

teacher educators, and professional developers; 

courses in teacher research, qualitative research, 

family involvement, differentiated instruction, language 

and literacy, anthropology of education, and 

authentic assessment. 

2011/120 pp./PB, $26.95/5256-2 

photographs 

What Should I Do 

Confronting Dilemmas of Teaching 

in Urban Schools 

Anna Ershler Richert is a professor in the School 

of Education at Mills College in Oakland, California 

where she is also Director of the Master of Arts in 

Education with an Emphasis on Teaching (MEET) 

Program and Faculty Director of the Mills Teacher 

Scholars Program. 

“Have you ever been 

waiting for THE book 

This is that book. It satisfies 

on two important 

levels—that of those 

who study teaching and 

those who do the teaching. 

At a time when the 

profession is suffering 

from a lack of support 

and criticism on all 

fronts, Richert elevates it 

without valorizing it. 

These are real dilemmas that real teachers struggle 

with everyday. We owe Anna Richert a big 

New 

Edition 

NEW 

Best 

Seller 

thank you.” 

—Gloria Ladson-Billings, 

University of Wisconsin–Madison 

“Anna Richert touches the inner core of the moral 

and professional tasks that face urban teachers 

and does it beautifully in rendering instance after 

instance of teachers making tough choices in reconciling 

highly prized but competing values. This 

book is a gem.” 

—Larry Cuban, Professor Emeritus of 

Education, Stanford University 

What Should I Do is a practical guide to the 

everyday dilemmas of the urban classroom. 

It offers a lifeline to both beginning teachers 

who are struggling to be successful and 

to the teacher educators who are trying to 

prepare them for these challenges. The author 

uses narratives of practice, written by novice 

teachers, to help readers experience a variety 

of dilemmas they are likely to encounter in 

the classroom. By engaging with and analyzing 

the cases, readers come to see that the 

“problems” of teaching are actually “dilemmas” 

that have no clear-cut right or wrong solution, 

thus reducing the potential for frustration and 

despair often felt by teachers. 

This practical resource will empower teachers 

to transform the unpredictable world of 

troubled schools into places of learning and 

hope, for both themselves and their students. 

As a former teacher said, “I wish I had read this 

book and realized that I wasn’t expected to 

have all the answers. I would probably still be 

teaching.” 

Audience: Teachers, teacher educators, mentors, 

professional developers, and school principals; 

courses in introduction to teaching, educational 

foundations, urban education, mentoring and 

induction, and multicultural education. 

2012/144 pp./PB, $29.95/5325-5 


38 


New 

Edition 

The Networked Teacher 

How New Teachers Build Social 

Networks for Professional Support 

Kira J. Baker-Doyle is an assistant professor at 

Pennsylvania State University–Berks. 

Foreword by Ann Lieberman 

“While Facebook connects 

friends together, 

social networks connect 

novice teachers to their 

support systems that 

are necessary for their 

ongoing learning about 

teaching, curriculum, 

students, parents, the 

community, and the 

culture of their school…. 

This book is a wonderful 

addition to reform 

literature and to our education of novice 

teachers.” 

New 

Edition 

NEW 

Best 

Seller 

—From the Foreword by Ann Lieberman, 

senior scholar at Stanford University 

“Dr. Baker-Doyle’s book adds an interesting and 

timely facet—the role of social networks—to the 

always important discussions about how new 

teachers can excel in their work. Her research will 

be of value to those who do professional development 

with educators and practitioners alike.” 

—Susan Fuhrman, president of 

Teachers College and the 

National Academy of Education 

“What I found most valuable were the action 

steps and advice Baker-Doyle offers to help you 

find your network. This book should be required 

reading for anyone beginning work at a school!” 

—Brendan J. Schneider, 

contributor at edSocialMedia.com 

“Without question, this book is a major contribution 

to the public and academic conversation 

on school reform and teacher development. But 

more importantly, it is destined to improve the 

professional life of any teacher that reads it.” 

—Marc Lamont Hill, 

Teachers College, Columbia University 

New teachers need support from their peers 

and mentors to locate resources, information, 

new ideas, emotional support, and inspiration. 

This timely book explains the research and 

theory behind social networks (face-to-face 

and online), describes what effective social 

networking for educators looks like, reveals 

common obstacles that new teachers face 

in establishing support networks, and offers 

valuable practical advice. The author follows 

the stories of four first-year teachers, 

illustrating the significant impact that social 

support networks can have on teachers’ lives 

and challenging common misconceptions of 

professional support. This book offers action 

guides to help teachers become “intentional 

networkers,” as well as a companion website 

with tools for networking and collaboration 

(www.thenetworkedteacher.com). 

Audience: Teachers, teacher educators, mentors, 

professional developers, school administrators, 

and researchers; courses in student teaching, 

teaching methods, teacher retention, technology 

and education, sociology of education, and 

teacher leadership. 

2011/120 pp./PB, $27.95/5251-7 


Teacher Practice 

See Also: Teaching 2030, 51 

Teaching the Taboo 

Courage and Imagination in 

the Classroom 

Rick Ayers and 

William Ayers 

Foreword by Haki 

R. Madhubuti, poet, 

publisher, editor, and 

educator 

“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 

“A marvelous book. This powerful defense of 

democratic forms of imagination in schools is so 

badly needed in our present day crisis!” 

—Cornel West 

“Provocative, challenging, funny...for educators 

who are working to negate the educational 

madness that is infecting the schools.” 

—Herb Kohl 

This dynamic book—by two renowned educators—is 

filled with classroom stories of everyday 

teachers grappling with many of today’s 

hotly debated issues. It is a hands-on manual 

for anyone looking to evolve as an educator. 

2011/144 pp. /PB, $22.95/5152-7 

The Pedagogy 

of Confidence 

Inspiring High Intellectual 

Performance in Urban 

Schools 

Yvette Jackson 

Foreword by Reuven 

Feuerstein 

“Should be read by every educator 

and policymaker truly 

interested in closing the achievement gap.” 



“This book will become the ‘Rosetta Stone’ of urban 

education.” 

—Joseph S. Renzulli, 

The University of Connecticut 

“For urban educators who want to know how to be 

effective in teaching and developing strong relationships 

with their students.” 

—Pedro A. Noguera, New York University 

In her new book, Yvette Jackson provides practical 

approaches for rekindling educators’ belief 

in their ability to inspire the vast capacity of 

their urban students. The text explores the theory 

and methodology of cognitive psychologist 

Reuven Feuerstein, upon which The Pedagogy of 

Confidence is based. 

2011/208 pp./PB, $27.95/5223-4/HC, $62/5224-1 

NEW 

Best 

Seller 


To Teach 

The Journey, in Comics 

William Ayers and 

Ryan Alexander-Tanner 

Foreword by Jonathan 

Kozol 

“This fascinating and, yes, 

educational book will certainly 

be of interest 

to teachers, but it will 

also teach, inspire, and 

entertain anyone else 

who picks it up.” 

—Publishers Weekly 

“A delightful book that 

will make readers smile.” 

—Phi Delta Kappan 

“An inspiring, heartwarming book that serves as a 

reminder of what teaching should, and can, be.” 


“An utterly original and deliciously irreverent book 

that is likely to be passed from hand to hand by 

tens of thousands of our nation’s teachers out of 

the sheer joy that they will take in reading it.” 

—From the Foreword by Jonathan Kozol 

To help bring this popular story to a new 

generation of teachers, the classic text is 

now available as a graphic novel. Featuring 

the evocative and wry drawings of Ryan 

Alexander-Tanner, the comics version of To 

Teach brings the celebrated teacher’s memoir 

to life! 

2010/144 pp./PB, $16.95/5062-9 

New 

Edition 

NEW 

To Teach 

The Journey of a Teacher, 

Third Edition 

William Ayers 

Foreword by Sonia Nieto 

Afterword by Mike Rose 

“For those of you pondering 

the question of whether to 

teach or not, this book will 

help you figure out if teaching is for you. For 

those of you already in the classroom, it can 

inspire you to remember why you chose to teach 

in the first place.” 

—From the Foreword by Sonia Nieto, 

Professor Emerita, University of 

Massachusetts, Amherst 

Best 

Seller 

For almost two decades, To Teach has inspired 

teachers across the country to become the 

teachers they long to be. This new edition is 

essential reading amidst today’s public policy 

debates and school reform initiatives that 

stress the importance of “good teaching.” 

2010/192 pp./ PB, $22.95/5063-6 

Also by William Ayers: See Author Index 

39 



39

New 

Edition 

2010 AERA Paulo Freire SIG Distinguished Scholar Award 

• Author Received 2008 AERA Division K Legacy Award 

• 2008 AERA Social Justice in Education Award • 2005 

NCTE Outstanding Educator in the English Language Arts 

NEW 

Best 

Seller 

Why We Teach 

Edited by 

Sonia Nieto 

“These pieces reveal 

the passion and hope 

that keep people in the 

classroom.” 


“Demonstrates exactly why 

there is hope for our public 

schools.” —VOYA 

“I learned an important lesson almost 

immediately: Be yourself.” 

—Bob Amses (4th grade teacher) 

“I teach because teaching brings me hope.” 

—Ambrizeth Lima (high school teacher) 

“Learning is not a business, it is personal.” 

—Sandra Jenoure (middle school teacher) 

The teachers in this book, like so many across 

the country, do the kind of work that may not 

grab headlines but is far more important than 

even the highest test score: These teachers 

listen closely to their students. They share in 

their students’ struggles and successes. They 

create a classroom climate that encourages 

growth, direction, and purpose. They help 

students develop into thoughtful, engaged 

citizens. The teachers in this book show us 

New 

Edition 

the kinds of learning that really matter, and 

the kinds of lessons that students can take 

with them for their entire lives. 

NEW 

Best 

Seller 

2005/256 pp./PB, $23.95/4593-9 

What Keeps 

Teachers Going 

Sonia Nieto 

“An eloquent gem of a 

book.” 

—Teachers College 

Record 

“Casts life jackets to 

teachers who may be 

foundering.” 

—Daily Hampshire 

Gazette 

“This moving and important book has reminded 

me of why I have stayed in public school teaching 

for over 40 years. It is an inspiration to experienced 

educators, beginning teachers, and all of 

us who care about equity and the importance of 

every child’s life.” 

—Herbert Kohl 

What helps great public school teachers 

persevere—in spite of everything Sonia 

Nieto collaborates with experienced teachers 

in urban schools who are especially effective 

working with students of culturally and 

linguistically diverse backgrounds–students 

who are among the most marginalized in 

our public schools. Offering an alternative 

vision of what’s important in teaching and 

learning, Nieto concludes with an urgent call 

to advance new national priorities for public 

education. 

2003/176 pp./PB, $22.95/4311-9/HC, $50/4312-6 

The Light in Their Eyes 

Creating Multicultural Learning Communities 

Sonia Nieto 



Teaching 

with Vision 

Culturally Responsive 

Teaching in Standards- 

Based Classrooms 

Edited by 

Christine E. Sleeter and 

Catherine Cornbleth 

“A must read for all new 

teachers and prospective 

teachers.... Essential.” 

—Choice 

This collection showcases the professional 

experience and wisdom of classroom teachers 

who have been navigating standards- and testdriven 

teaching environments in California 

and New York while maintaining their vision of 

what teaching can be. It shows how they construct 

math curriculum, history units, and writing 

projects grounded in their students’ lives 

and the world beyond the classroom. 

2011/176 pp./PB, $27.95/5172-5/HC, $68/5173-2 

Also by these authors: See Author Index 

Burned In 

Fueling the Fire to Teach 

Edited by 

Audrey A. Friedman and 

Luke Reynolds 

“Add this book to your musthave 

teaching references, and 

be moved by the wisdom and 

hope it offers.” 

—Linda Darling-Hammond 

“Quite timely and incredibly meaningful...offers 

a unique and informative perspective on teacher 

burnout.” —Teachers College Record 

Readers will hear inspiring stories of veteran 

public school teachers as well as powerful 

research findings about what teachers need to 

succeed in today’s classrooms. Never before 

has a single volume brought together the 

experiences of so many renowned teachers, 

scholars, and bestselling authors. Includes 

essays by Jim Burke, Peter Elbow, James 

Loewen, Gregory Michie, Sonia Nieto, Kirsten 

Olson, and Parker Palmer. 

2011/168 pp./PB, $22.95/5196-1/HC, $48/5197-8 

The editors of this collection are donating their royalties 

to the Center for Courage and Renewal and the Children’s 

Defense Fund. 

Also by luke reynolds: See Author Index 

2009 AERA Division B Curriculum Studies Outstanding 

Book Award • 2008 AESA’s Critics Choice Award • Author 

received 2008 AERA Narrative and Research SIG Early 

Career Award and 2008 AERA Critical Issues in Curriculum 

and Cultural Studies SIG Early Career Award 

Spectacular Things 

Happen Along the Way 

Lessons from an Urban Classroom 

Brian D. Schultz / Foreword by Carl A. Grant 

“Engaging and important.” 

—The Huffington Post 

“A compelling narrative of 

multicultural uplift that 

prospective teachers will 

embrace.” 

—Educational Studies 

“The real story in this book is 

how a teacher evolves in his 

thinking about his students 

and their curriculum, and for this rare gift readers 

will be grateful.” —Education Review 

“Inspirational.” —Multicultural Review 

The text examines a year-long, social justice 

curriculum with 5th-grade students, including 

descriptions of events, activities, and student 

interactions. 

2008/192 pp./PB, $22.95/4857-2/HC, $45/4858-9 


How Teachers 

Become Leaders 

Learning from Practice and 

Research 

Ann Lieberman and 

Linda D. Friedrich 

“This book gets right into the 

practice of teacher leadership 

itself. A splendid and 

essential read for all teachers 

everywhere.” 

—Andy Hargreaves 

This unique book features vignettes by K–12 

teachers, describing their individual leadership 

roles and experiences to show how teachers 

take charge in a variety of contexts. The 

authors identify four major themes: identity, 

collaboration, making conflict productive, and 

learning new practices. Through the teacher 

leaders’ own words, readers witness how 

the four themes are an integral part of daily 

practice. 

2010/128 pp./PB, $26.95/5128-2 


Also by Ann Lieberman: See Author Index 

40 


New 

Edition 

Change(d) 

Agents 

New Teachers of 

Color in Urban 

Schools 

Betty Achinstein 

and Rodney T. 

Ogawa 

Foreword by Ana 

María Villegas 

“Informative and insightful.” 


This book examines both the 

promise and complexity of racially 

and culturally diversifying today’s 

teaching profession. Drawing from 

a 5-year study of the lives of 21 

new teachers of color working in 

urban, hard-to-staff schools, this 

book documents the tensions 

these teachers experience between 

serving as role models and fulfilling 

district and state mandates. 

2011/224 pp./PB, $29.95/5218-0 

HC, $68/5219-7 

Ordinary 

Gifted 

Children 

The Power 

and Promise 

of Individual 

Attention 

Jessica 

Hoffmann Davis 


—Choice 

This is the remarkable story of a 

principal who believed in a diverse, 

challenging, and challenged group 

of students—with extraordinary 

results. With a definition of gifted 

that included all children, Ann 

Hoffmann embraced students 

that other schools had failed. 

Written with candor and humor 

by renowned arts educator (and 

Ann Hoffmann’s daughter) Jessica 

Hoffmann Davis, this portrait will 

resonate with anyone who has 

known or been a champion of 

children. 

Visit the author’s website at 

www.jessicahoffmanndavis.com 

2010/208 pp./PB, $25.95/5096-4 

HC, $58/5097-1 

Also by Jessica Davis: 


Rethinking Classroom 

Participation 

Listening to Silent Voices 


Foreword by Ray McDermott 

Urging teachers to listen to student 

silence in new ways, Schultz offers 

real-life examples and proven 

strategies for “rethinking classroom 

participation” to include all students—those 

eager to raise their 

hands to speak and those who may 

pause or answer in different ways. 

This book is essential reading for all 

teachers. 

2009/192 pp./PB, $25.95/5017-9 

HC, $58/5018-6 

An Introduction to 

Standards-Based Reflective 

Practice for Middle and 

High School Teaching 

Elizabeth Spalding, Jesus Garcia, 

and Joseph A. Braun, Jr. 

“This important book is certain to be 

useful in a variety of teacher education 

courses and a valuable resource 

for both pre- and inservice teachers.” 

—Sandra J. Odell, Editor, 

Journal of Teacher Education 

This is an easy-to-use introductory 

guide to teaching in contemporary 

middle and high schools. It shows 

teachers how to use standards to 

choose appropriate instructional 

materials and methods. While the 

authors are specialists in English 

and social studies, this resource is 

appropriate for aspiring middle and 

high school teachers of any subject. 

2010/224 pp./PB, $38.95/5055-1 

2011 NAME Philip C. Chinn Book Award • 

2011 Richard A. Meade Award, CEE/NCTE • 

2010 Choice Outstanding Academic Title • 

Blackburn received 2010 AERA Queer Studies 

SIG Body of Work Award 

Acting Out! 

Combating Homophobia 

Through Teacher Activism 

Edited by Mollie V. Blackburn, 

Caroline T. Clark, Lauren M. 

Kenney, and Jill M. Smith 


To create safe learning environments 

for all students, the authors 

address key topics, including seizing 

teachable moments, organizing 

faculty, deciding whether to 

come out in the classroom, using 

LGBTQ-inclusive texts, running a 

Gay-Straight Alliance, and preparing 

preservice teachers to do antihomophobia 

work. 

2009/208 pp./PB, $27.95/5031-5 

HC, $58/5032-2 


Jenny’s Story 

Taking the Long View of the Child / 

Prospect’s Philosophy in Action 

Patricia F. Carini and Margaret 

Himley, with Carol Christine, 

Cecilia Espinosa, and Julia Fournier 

By carefully documenting how 

space was made for Jenny—a 

child who didn’t fit the school 

mold—this book offers a renewed 

sense of human possibility and an 

attainable vision of what schools 

can be. Readers are introduced to 

Prospect’s educational philosophy 

and descriptive processes, with 

details about what the processes 

are and what they offer teachers, 

parents, and children. 

2009/216 pp./PB, $30.95/5051-3 

HC, $62/5052-0 

9 photos, including color insert 




Teaching the Personal 

and the Political 

Essays on Hope and Justice 

William Ayers 

Covering a range of issues— 

standards, equity, testing, 

professionalism—these essays 

show us teaching as an achingly 

personal calling, and ultimately as 

a social and a political act. 

2004/176 pp./PB, $23.95/4460-4 


To Become a Teacher 

Making a Difference in 

Children’s Lives 

Edited by William Ayers 

Foreword by Jonathan Kozol 

“The perspectives and advice in Ayers’s 

book will extend and challenge thinking 

about the work of teaching, the 

larger contexts in which teaching 

occurs, and the roles of teachers in 

educational change.” 

—Educational Theory 

“Offers positive and compassionate 

insight on diverse aspects of teaching.” 


1995/264 pp./PB, $22.95/3455-1 

Also by William Ayers: 


Teaching the Way 

Children Learn 

Beverly Falk 

“There’s never been a more timely book, 

one that brings to life what it is that 

we need and want for all our children, 

written by someone who has proven it 

can be done.” 

—Deborah Meier 

2008/208 pp./PB, $24.95/4928-9 


A joint publication with NEA (National 

Education Association) 

Learning to Teach 

for Social Justice 

Edited by 

Linda Darling-Hammond, 

Jennifer French, and Silvia Paloma 

Garcia-Lopez 

“Teacher educators committed to 

integrating social justice issues into 

their classes and programs of study 

will especially appreciate this book.” 


“Eloquently illustrates what it takes 

to become a multicultural teacher. 

Practicing and pre-service teachers 

can find value in this book as they 

struggle to find better ways to teach 

students from diverse backgrounds.” 


2002/240 pp./PB, $25.95/4208-2 

HC, $54/4209-9 


Available from TC Press in U.S. & Canada 

only 

NEW 

Best 

Seller 

Holler If You 

Hear Me 

The Education 

of a Teacher and 

His Students 


Gregory Michie 

Forewords by Luis 

J. Rodriguez and 

Sandra Cisneros 

This is the updated 10th 

Anniversary Edition of Michie’s 

moving memoir of teaching on 

Chicago’s South Side. While the 

popular notion of what it’s like to 

teach in city schools is dominated 

by horror stories and hero tales, 

Michie and his students reside 

somewhere in between these 

extremes—“between the miracles 

and the metal detectors.” This edition 

includes a new foreword by 

Luis J. Rodriguez, a new introduction 

and a new afterword, as well 

as updates on Michie’s students. 

2009/256 pp./PB, $21.95/4958-6 


2006 Outstanding Book Award— 

AERA Narrative and Research SIG 

See You 

When 

We Get There 

Teaching for 

Change in 

Urban Schools 

Gregory Michie 

Foreword by 

Gloria Ladson- 

Billings 

“This outstanding work should be read 

by every pre service, new, and veteran 

teacher.” —Multicultural Review 

Features portraits of five young 

teachers who are “working for 

change.” 

2005/224 pp./PB, $22.95/4519-9 


Urban Teaching 

The Essentials, Revised Edition 

Lois Weiner 

“An invaluable resource for urban 

teachers. Its chief strength lies not 

only in its frank appraisal of the 

difficulties new teachers face, but in 

pointing the way towards embracing 

the moral and political dimensions of 

teaching for social justice.” 


2006/112 pp./PB, $19.95/4643-1 

41 



41

Thriving in the 

Multicultural Classroom 

Principles and Practices for 

Effective Teaching 

Mary Dilg 

Foreword by Vivian Gussin Paley 

Focusing on the special needs of 

adolescents, Dilg recommends 

ways of thinking about curriculum 

and pedagogy that will enable both 

teachers and students to thrive in 

the multicultural classroom. 

2003/240 pp./PB, $27.95/4389-8 

HC, $52/4390-4 




Listening 

A Framework for Teaching 

Across Differences 


Foreword by Frederick Erickson 


“This book can be easily adopted for 

undergraduate teacher education 

courses.” —Electronic Magazine of 


2003/216 pp./PB, $28.95/4377-5 

“Tell Me More” 

Listening to Learners Explain 

Edited by Eleanor Duckworth 

“This is a wonderful collection...very 

readable and interesting.” —Choice 

2001/216 pp./PB, $22.95/4040-8 

HC, $44/4041-5 

Other Books by Eleanor 

Duckworth: See Author Index 

Life in Classrooms 

Philip W. Jackson 

Focusing on elementary classrooms, 

chapters include: The Daily 

Grind • Students’ Feelings about 

School • Involvement and With drawal 

in the Classroom • Teachers Views • 

The Need for New Perspectives. 

1990/208 pp./PB, $22.95/3034-8 

Teaching as Inquiry 

Asking Hard Questions to Improve 

Practice and Student Achievement 

Alexandra T. Weinbaum, David 

Allen, Tina Blythe, Katherine G. 

Simon, Steve Seidel and Catherine 

S. Rubin 

Foreword by Ann Lieberman and 

Jacqueline Ancess 

Based on the experiences of three 

leading educational organizations, 

the authors provide invaluable, 

research-based guidelines for 

incorporating inquiry into teacher’s 

instructional practices and student 

work. 

2004/192 pp./PB, $25.95/4457-4 


A joint publication with NSDC (National Staff 

Development Council) 


Puzzling Moments, 

Teachable Moments 

Practicing Teacher Research in 

Urban Classrooms 

Cynthia Ballenger 

In her new book, bestselling author 

Cynthia Ballenger explores the 

intellectual strengths of students 

whom teachers find “puzzling”— 

poor, urban, immigrant, or bilingual 

children who do not traditionally 

excel in school. Ballenger offers a 

detailed roadmap for traversing 

the daily work of teaching today’s 

diverse population, and helping 

educators refine their work as it 

unfolds in the classroom. 

2009/160 pp./PB, $25.95/4993-7 




1999 AACTE Outstanding Writing Award 

Teaching Other 

People’s Children 

Literacy and Learning in a 

Bilingual Classroom 

Cynthia Ballenger 

Foreword by Courtney Cazden 

In this thoroughly engaging 

account, one North American 

teacher describes her three years 

teaching Haitian children in an 

inner-city preschool. Focusing on 

classroom behavior, concepts of 

print, and storybook reading, this 

book will challenge many widely 

held assumptions and cultural perspectives 

about the education of 

young children. 

1999/ 120 pp./PB, $22.95/3789-7 


From Another Angle 

Children’s Strengths and 

School Standards 

The Prospect Center’s Descriptive 

Review of the Child 

Edited by Margaret Himley, 

with Patricia F. Carini 

“Provides the teacher with fresh 

insights into sensitive teaching as well 

as understanding children as thinkers 

and learners.” —Young Children 

2000/240 pp./PB, $25.95/3931-0 


Inquiry as Stance 

Practitioner Research 

for the Next Generation 

Marilyn Cochran-Smith 

and Susan L. Lytle 

In this long-awaited sequel to 

Inside/Outside: Teacher Research 

and Knowledge, two leaders in the 

field of practitioner research offer a 

radically different view of the relationship 

of knowledge and practice 

and of the role of practitioners in 

educational change. 

2009/416 pp./PB, $27.95/4970-8 


1995 AACTE Outstanding Writing Award 

Inside/Outside 


and Knowledge 

Marilyn Cochran-Smith and 

Susan L. Lytle 

Foreword by Frederick Erickson 

Provides a thoughtful conceptual 

framework for reading and 

understanding teacher research, 

exploring its history, potential, and 

relationship to university-based 

research. 

1992/328 pp./PB, $25.95/3235-9 


2001 Gustavus Myers Outstanding Book 

Award 

Because of the Kids 

Facing Racial and Cultural 

Differences in Schools 

Jennifer E. Obidah and 

Karen Manheim Teel 

Foreword by Jeannie Oakes 

“I enthusiastically recommend this 

book.” 

—Anthropology & Education 

Quarterly 

“Will instruct teachers who want to 

understand students of African and 

Caribbean descent.” 

—Multicultural Education Review 

Of particular interest is an interview 

with the authors by Lisa Delpit 

and Dr. Delpit’s analysis of their 

experience. 

2001/144 pp./PB, $22.95/4012-5 


Other Books by Obidah & TEEL: 


42 


Edition 

Professional 

Development 

Grow Your 

Own 


Grassroots 

Change 

for Teacher 

Education 

Edited by 

Elizabeth A. 

Skinner, 

Maria Teresa Garretón, and 

Brian D. Schultz 

Foreword by Charles Payne, 

University of Chicago 

“Provides an inspirational blueprint.” 


“Grow Your Own (GYO) is one of the 

most important educational initiatives 

in this country.” 

—Luis C. Moll, University of 

Arizona 

This book describes the evolution 

of a local school reform movement 

in Chicago that now serves 

as a model for change in schools 

and teacher preparation programs 

across the country. 

Contributors: Joanna Brown, 

Linda Darling-Hammond, Maureen 

D. Gillette, Anne Hallett, Morgan 

Halstead, Djanna A. Hill, Soo Hong, 

Christina L. Madda, Kathleen 

McInerney, Gregory Michie, Mark 

R. Warren 

2011/208 pp./PB, $30.95/5193-0 

HC, $64/5194-7 


Partnerships 

for New 

Teacher 

Learning 

A Guide for 

Universities and 

School Districts 

Stephen Fletcher, 

Anne Watkins, 

and Tomasita 

Villarreal-Carman 

“The authors have written a valuable 

how-to guide that addresses the modern 

challenges of teacher professional 

development.” 

—Vivian Gunn Morris, University 

of Memphis 

The authors provide a framework 

for teacher development that starts 

with preservice training and continues 

through new teacher support, 

including lessons learned and the 

steps in the process. Appendixes 

provide examples of a collaborative 

assessment log, a continuum 

of teacher development, a midyear 

review, professional growth 

reflections, and a self-assessment 

summary. 

2011/112 pp./PB, $24.95/5183-1 

The Highly 

Qualified 

Teacher 

What Is Teacher 

Quality and How 

Do We Measure 

It 

Michael Strong 

“An important 

resource for 

teacher educators and for others 

interested in advancing the study 

of teacher quality and teacher 

effectiveness.” 

—Sandra J. Odell, editor, Journal 

of Teacher Education 

This book is for anyone wrestling 

with the federal mandate to provide 

a highly qualified teacher 

in every classroom. Based on 

extensive fieldwork in schools, the 

author examines the empirical 

evidence responsible for identifying 

the qualities associated with positive 

student outcomes, including 

observational measures that are 

able to predict a teacher’s ability 

to raise student achievement in 

mathematics. 

2011/168 pp./PB, $27.95/5225-8 

HC, $60/5226-5 

• 2010 AERA Division K Early Career Award • 

2011 AERA Division K Innovations in Research 

on Diversity in Teacher Education Award and 

2009 NCRLL Early Career Award for Souto- 

Manning 


Act Up! 

Creating 

Multicultural 

Learning 

Communities 

Through Theatre 

Melisa 

Cahnmann- 

Taylor and 

Mariana Souto-Manning 

Foreword by Johnny Saldaña 

Afterword by Kris D. Gutiérrez 

This book describes a powerful 

professional development approach 

that merges the scholarship of 

critical pedagogy with the Theatre 

of the Oppressed. Participants “act 

up” in order to explore real-life scenarios 

and rehearse difficult conversations 

they are likely to have 

with colleagues, students, administrators, 

and parents. The authors 

include step-by-step instructions 

with vivid photographs to help 

readers use these revolutionary 

theatre strategies in their own 

contexts for a truly unique learning 

experience. 

2010/192 pp./PB, $25.95/5073-5 

HC, $60/5074-2 

Redesigning Supervision 

Alternative Models for Student 

Teaching and Field Experiences 

Adrian Rodgers and 

Deborah Bainer Jenkins 

Foreword by Kenneth R. Howey 

Active professionals in teacher 

education and professional development 

share research-based strategies 

designed to provide student 

teachers with powerful learning 

experiences that move beyond traditional 

models. A key final chapter 

offers future options, including 

informal supervision, inquiry-based 

supervision, and the use of an advisory 

group for pre-service teachers. 

This book includes contributions by 

Robert V. Bullough, Jr, C. J. Daane, 

M. Winston Egan, Cheryl Fortman, 

Virginia L. Keil, Jeffery D. Nokes, 

and Elizabeth K. Wilson. 

2010/176 pp./PB, $37.95/5060-5 

Also by Adrian Rodgers: 


Peer Review and 

Teacher Leadership 

Linking Professionalism 

and Accountability 

Jennifer Goldstein 

Foreword by Patricia A. Wasley 

Afterword by Susan Moore Johnson 

This book examines a policy that 

is one of the most powerful levers 

to improve teaching quality and 

advance teaching as a profession. 

Jennifer Goldstein presents 

the story of Rosemont, an urban 

district in California that created 

“professional accountability” with 

peer assistance and review (PAR), 

an alternative approach to teacher 

evaluation in which expert teachers 

evaluate their teacher peers. 

2010/240 pp./PB, $32.95/5049-0 

HC, $64/5050-6 


Examining Effective 

Teacher Leadership 

A Case Study Approach 

Sara Ray Stoelinga and 

Melinda M. Mangin 

Foreword by Susan Moore Johnson 

The authors use research to identify 

the fundamental components 

of instructional teacher leadership, 

which they present in the form of 

cases that are drawn from actual 

schools. The text provides highquality 

instructional materials for 

use in formal courses, professional 

development workshops, and by 

individuals engaged in teacher 

leadership. 

2010/208 pp./PB, $30.95/5035-3 

HC, $62/5036-0 

Also by these authors: See Author 

Index 

NEW 

The Power 

of 

Protocols 

An Educator’s 

Guide to 

Better 

Practice 

Second 

Edition 

Joseph P. 

McDonald, 

the late 

Nancy Mohr, Alan Dichter, and 

Elizabeth C. McDonald 

Since the publication of the first 

edition, the use of protocols has 

spread from conferences and 

workshops to everyday school and 

university settings. Responding 

to educators’ ongoing needs, this 

new edition features seven totally 

new protocols. This teaching and 

professional development tool is 

essential for anyone working with 

collaborative groups of teachers on 

everything from school improvement 

to curriculum development to 

teacher education at all levels. 

Best 

Seller 

2007/144 pp./PB, $22.95/4769-8 

series on school reform 

Also by Joseph McDonald: 


The Mindful 

Teacher 

Elizabeth 

MacDonald and 

Dennis Shirley 

“Will be treasured 

by educators 

everywhere.... 

MacDonald and 

Shirley offer the 

reader a rich description and examination 

of one professional development 

program—one that takes 

teachers’ dissatisfactions to heart; 

provides a framework for contemplative 

and deliberative exploration; and 

recognizes the transformative capacity 

and inherent limitations of any 

human, educational, and institutional 

endeavor.... It is a work for both the 

newcomer and those experienced 

with contemplative educational 

orientations.” 


2009/112 pp./PB, $20.95/5019-3 


43 



43

The Facilitator’s 

Book of Questions 

Tools for Looking Together at 

Student and Teacher Work 

David Allen and Tina Blythe 

Foreword by Gene Thompson- 

Grove 

New 

Edition 

NEW 

Best 

Seller 

New 

Edition 

This book is 

an essential 

tool for facilitators 

of 

groups using 

protocols, or 

structured 

conversations, 

to collaboratively 

review 

student and 

teacher work. 

2004/160 pp./PB, $22.95/4468-0 



Looking 

Together 

at Student 

Work 

Second 

Edition 

Tina Blythe, 

David Allen, 

and Barbara 

Schieffelin 

Powell 

Forewords by David N. Perkins 

and Kathleen Cushman 

“School leaders looking for systemic 

strategies to improve student achievement 

would be well-served by 

Looking Together at Student Work.” 

—The School Administrator 

This expanded second edition 

provides teachers and administrators 

with strategies and resources 

for working together to examine 

and discuss student work. The 

authors describe three structured 

conversations, or protocols: 

the Collaborative Assessment 

Conference, the Tuning Protocol, 

and the Consultancy. 

NEW 

Best 

Seller 

2008/96 pp./PB, $17.95/4835-0 


Annenburg Institute: 

Looking at Student Work 

A Window into the Classroom 

A Videotape Discussion 

Annenberg Institute for School Reform 

1999/28 min. Video, $49/3873-3 


Creating and Sustaining 

Online Professional 


Edited by Joni K. Falk and 

Brian Drayton 

Foreword by Marcia C. Linn 

This volume features the work of 

trailblazing researchers and developers 

of electronic communities for 

professional learning. 

Contributors: Sasha A. Barab, 

Bertram (Chip) Bruce, Susan J. 

Doubler, Soo-Young Lee, Flora 

McMartin, Jon Obuchowski, Andee 

Rubin, Rebecca K. Scheckler, and 

Wesley Shumar. 

2009/256 pp./PB, $36.95/4940-1 

Technology, Education—Connections (The 

TEC Series) 

2010 Aera Division K Legacy Award 

to Ann Lieberman 

Teachers in Professional 

Communities 

Improving Teaching and Learning 

Edited by Ann Lieberman and 

Lynne Miller 

The authors explore what 

research and practice have to tell 

us about how teacher communities 

grow and develop and how 

to negotiate the inherent tension 

between improving competence 

and building community. 

Contributors: Christine Cziko 

• Matt Ellinger • Ann Lieberman 

and Lynne Miller • Ellen Moir and 

Susan Hanson • Désirée Pointer 

Mace • Mayumi Shinohara and 

Kirsten R. Daehler 

2008/128 pp./PB, $24.95/4889-3 

HC, $48/4890-9 

Multiple Intelligences in 

the Elementary Classroom 

A Teacher’s Toolkit 

Susan Baum, Julie Viens, and 

Barbara Slatin 


The text includes a “Putting the 

Pathway into Action” section 

that includes organizers to help 

teachers design lesson plans 

for each pathway; “Thought 

Questions” for group reflections; 

and “Implementation Activities” for 

experimenting with ideas in the 

classroom. 

2005/160 pp./PB, $25.95/4610-3 

large format 


Effective Teacher 

Leadership 

Using Research to 

Inform and Reform 

Edited by Melinda M. Mangin and 

Sara Ray Stoelinga 

Foreword by Mark A. Smylie 

This authoritative collection presents 

both qualitative and quantitative 

evidence on the enactment, 

design, conditions, constraints, 

and successes of nonsupervisory, 

school-based instructional 

leadership. 

Contributors: Eric Camburn • 

Kate Cress • William A. Firestone 

• Richard R. Halverson • Steven 

M. Kimball • Brian Lord • Rebecca 

Lowenhaupt • Christopher M. 

Manno • Barbara Miller • Jonathan 

A. Supovitz • James E. Taylor • 

Christopher N. Thomas 

2008/224 pp./HC, $43/4840-4 

Mentors in the Making 

Developing New Leaders for New 


Edited by Betty Achinstein and 

Steven Z. Athanases 

Foreword by Ellen Moir 

“Challenges business as usual.... The 

authors of these chapters understand 

the complexity and difficulty of effectively 

mentoring novices, appreciate 

the range of knowledge effective 

mentoring requires, and honor the 

work when well done.” 


2006/208 pp./PB, $30.95/4635-6 

HC, $59/4636-3 


Also by Betty Achinstein: 


Building School-Based 

Teacher Learning 

Communities 

Professional Strategies to Improve 

Student Achievement 

Milbrey W. McLaughlin and 

Joan E. Talbert 

“A rich account of a powerful strategy 

for improving teachers’ practice and, 

subsequently, students’ learning.” 


2006/160 pp./PB, $23.95/4679-0 


Also by Milbery McLaughlin: 


Building Academic Success 

on Social and Emotional 

Learning 

What Does the Research Say 

Edited by Joseph E. Zins, Roger 

P. Weissberg, Margaret C. Wang, 

and Herbert J. Walberg 

Foreword by Daniel Goleman 


Contributors: J. Lawrence Aber 

• Victor Battistich • Mary Bay • 

Michelle Bloodworth • Joshua 

Brown • Sandra L. Christenson • 

Maurice J. Elias • Jane Fleming • 

Mark T. Greenberg • Lynne Havsy 

• J. David Hawkins • David W. 

Johnson • Roger T. Johnson • Carol 

A. Kusché • Linda Lantieri • Paulo 

N. Lopes • Barbara L. McCombs • 

Nathaniel Riggs • Tom Roderick 

• Peter Salovey • Eric Schaps • 

Brian H. Smith • Daniel Solomon 

• Herbert J. Walberg • Margaret 

C. Wang • Roger P. Weissberg • 

Joseph E. Zins 

2004/256 pp./PB, $30.95/4439-0 

HC, $58/4440-6 


Outstanding Academic Title, 


Educating Minds 

and Hearts 

Social Emotional Learning and 

the Passage into Adolescence 

Edited by Jonathan Cohen 


“Required reading for all students 

who are committed to a career in 

education.” —Choice 

1999/216 pp./PB, $24.95/3838-2 


A joint publication with ASCD (Association for 

Supervision and Curriculum Development) 



The Competent Classroom 

Aligning High School Curriculum, 

Standards, and Assessment— 

A Creative Teaching Guide 

Allison Zmuda and Mary Tomaino 

Foreword by Patricia Wasley 

“The authors present what works and 

what does not.” —Choice 

2001/144 pp./PB, $22.95/4022-4 


44 




Allen: Assessing Student 

Learning 

From Grading to Understanding 

Edited by David Allen 


1998/240 pp./PB, $26.95/3753-8 


Bullough: First-Year Teacher 

A Case Study 

Robert V. Bullough, Jr. 

1989/176 pp./PB, $21.95/2934-2 

Chazan: Beyond Formulas in 

Mathematics and Teaching 

Dynamics of the High School 

Algebra Classroom 

Daniel Chazan 

2000/216 pp./PB, $25.95/3918-1 


Cochran-Smith: Walking the Road 

Race, Diversity, and Social Justice in 


Marilyn Cochran-Smith 

Foreword by Jacqueline Jordan Irvine 

2004/224 pp./PB, $28.95/4433-8 

HC, $54/4434-5 


Derman-Sparks: Teaching/ 

Learning Anti-Racism 

A Developmental Approach 

Louise Derman-Sparks and 

Carol Brunson Phillips 

Foreword by Asa G. Hilliard III 

1997/192 pp./PB, $21.95/3637-1 

HC, $40/3638-8 

Gordon: Collaborative Action 

Research 

Developing Professional Learning 

Communities 

Edited by Stephen P. Gordon 

Foreword by Emily F. Calhoun 

2008/224 pp./PB, $26.95/4898-5/HC, 

$56/4899-2 

Graham: Teacher/Mentor 

A Dialogue for Collaborative Learning 

Edited by Peg Graham, Sally Hudson- 

Ross, Chandra Adkins, Patti McWhorter, 

and Jennifer McDuffie Stewart 

Foreword by Carl D. Glickman 

1999/208 pp./PB, $21.95/3793-3 


A joint publication with NCTE (National 

Council of Teachers of English) 

Hankins: Teaching through the 

Storm 

A Journal of Hope 

Karen Hale Hankins 


2003/208 pp./PB, $26.95/4328-7 


Hansen: The Call to Teach 

David T. Hansen 


1995/192 pp./PB, $22.95/3468-1 

Hatch: Going Public with Our 

Teaching 

An Anthology of Practice 

Thomas Hatch, Dilruba Ahmed, Ann 

Lieberman, Deborah Faigenbaum, 

Melissa Eiler White, and Désirée H. 

Pointer Mace 

2005/368 pp./PB, $26.95/4589-2 


Hatton: Teaching by Heart 

The Foxfire Interviews 

Sara Day Hatton 

2005/160 pp./PB, $19.95/4538-0 

Huberman: Lives of Teachers 

Michael Huberman 

Translated by Jonathan Neufeld 

1993/320 pp./PB, $24.95/3321-9 

(For sale by TC Press in the US, its 

dependencies, & Canada only) 

Jones: A Pig Don’t Get Fatter the 

More You Weigh It 

Classroom Assessments that Work 

Edited by Phyllis Jones, Judy F. Carr, and 

Rosemarie L. Ataya 

2007/160 pp./PB, $24.95/4754-4 

HC, $56/4755-1 

Ladson-Billings: Beyond the Big 

House 

African American Educators on Teacher 

Education 

Gloria Ladson-Billings 

2005/176 pp./PB, $23.95/4581-6 


Lieberman: Inside the National 

Writing Project 

Connecting Network Learning and 

Classroom Teaching 

Ann Lieberman and Diane R. Wood 

2003/128 pp./PB, $22.95/4301-0 


Lyons: Narrative Inquiry 

in Practice 

Advancing the Knowledge of Teaching 

Edited by Nona Lyons and 

Vicki Kubler LaBoskey 

2002/224 pp./PB, $28.95/4247-1 


McDonald: Teaching 

Making Sense of an Uncertain Craft 

Joseph P. McDonald 


1992/160 pp./PB, $21.95/3167-3 

Professional Development and Practice Series 

McEntee: At the Heart of 

Teaching 

A Guide to Reflective Practice 

Grace Hall McEntee, Jon Appleby, 

JoAnne Dowd, Jan Grant, Simon Hole, 

and Peggy Silva, with Joseph W. Check 

Foreword by Mike Rose 

2003/144 pp./PB, $22.95/4348-5 

HC, $44/4349-2 


Meier: Learning in Small 

Moments 

Life in an Urban Classroom 

Daniel Meier 

Foreword by Deborah Meier 

1997/176 pp./PB, $21.95/3626-5 


Pointer Mace: Teacher Practice 

Online 

Sharing Wisdom, Opening Doors 

Désirée H. Pointer Mace 


2009/160 pp./PB, $26.95/4968-5 


Popkewitz: Struggling for the 

Soul 

The Politics of Schooling and the 

Construction of the Teacher 

Thomas S. Popkewitz 

1998/168 pp./PB, $24.95/3728-6 

Sarason: Teaching as a 

Performing Art 

Seymour Sarason 


1999/192 pp./PB, $23.95/3890-0 

Shulman: Using Assessments to 

Teach for Understanding 

A Casebook for Educators 

Edited by Judith H. Shulman, 

Andrea Whittaker, & Michele Lew 

Foreword by Suzanne M. Wilson 

2002/160 pp./PB, $24.95/4214-3 

large format 

Sisk-Hilton: Teaching and 

Learning in Public 

Professional Development Through 

Shared Inquiry 

Stephanie Sisk-Hilton 

Foreword by Catherine Lewis 

2009/192 pp./PB, $27.95/5010-0/HC, 

$58/5011-7 

Technology, Education—Connections (The 

TEC Series) 

Strong: Effective Teacher 

Induction and Mentoring 

Assessing the Evidence 

Michael Strong 

Foreword by Richard M. Ingersoll 

2009/168 pp./PB, $26.95/4933-3/HC, 

$56/4934-0 

Sullivan: Teaching for 

Competence 

Howard Sullivan & Norman Higgins 

1983/112 pp./PB, $15.95/2725-6 

TCPress: Forever After 

New York City Teachers on 9/11 

Edited by Teachers College Press with 

Maureen Grolnick, Consulting Editor 


2006/272 pp./PB, $21.95/4715-5 

15 photos and illustrations 

Wassermann: This Teaching Life 

How I Taught Myself to Teach 



2004/192 pp./PB, $22.95/4500-7 

HC, $42/4501-4 

45 



45


Leadership,andPolicy 


Defending Childhood, 2 

Reclaiming Our Teaching Profession, 37 

Assessing Teacher Quality, 38 

The Learning Edge, 35 

Professional Capital 

Transforming Teaching in Every School 

Andy Hargreaves is the Thomas More Brennan 

Chair in the Lynch School of Education at Boston 

College. Michael Fullan is Professor Emeritus of 

the Ontario Institute for Studies in Education of the 

University of Toronto. 

New 

Edition 

NEW 

Best 

Seller 

“Professional Capital is 

an incisive critique of the 

failing reform movements 

in many countries 

and a powerful manifesto 

for the only strategy 

that can and does 

work. Hargreaves and 

Fullan set out exactly 

and undeniably why 

the only way to move 

forward is to honor and 

improve the profession of 

teaching. This book 

should revolutionize how policy makers and practitioners 

alike think and act in education.” 

—Sir Ken Robinson, educator and author 

“Andy Hargreaves and Michael Fullan’s latest book 

shows that transforming our public school system 

isn’t magic: It comes from supporting all educators 

to ‘teach like a pro.’” 

—Randi Weingarten, President, AFT 

“A must-read! Brimming with insights and action 

ideas, Hargreaves and Fullan lay out a clear and 

cogent plan to transform American public education, 

community by community.” 

—Dan Domenech, Executive Director, AASA 

“This important book makes it clear that teaching 

stands at a crossroads between policy decisions 

that will help create a great profession for all 

teachers, or ones that will make teaching robotic 

and unexciting—hurting student learning for years 

to come.” 

—Dennis Van Roekel, President, National 

Education Association 

In this latest and most important collaboration, 

Andy Hargreaves and Michael Fullan set out 

a groundbreaking new agenda to transform 

the future of teaching and public education. 

Ideas-driven, evidence-based, and strategically 

powerful, Professional Capital combats the tired 

arguments and stereotypes of teachers and 

teaching. It includes action guidelines for classroom 

teachers, administrators, schools and 

districts, and state and federal leaders. This is 

a book that no one connected with schools can 

afford to ignore. 

Audience: Politicians, policymakers, bureaucrats, 

government and union leaders, teachers, teacher 

educators, teacher mentors, school and district 

leaders, administrators, professional developers; 

courses in educational foundations, school leadership, 

and school reform. 

2012/240 pp./PB, $29.95/5332-3/HC, $66/5333-0 

A joint publication with the Ontario Principals’ Council and 

Routlege Publishers. See tcpress.com for availability outside 

the U.S.A. 


Finding Superman 

Debating the Future of Public 

Education in America 

Edited by Watson Scott Swail, President and 

Chief Executive Officer of the Educational Policy 

Institute in Washington, DC. 

New 

Edition 

NEW 

“This book is an essential 

supplement for everyone 

who saw the movie 

Waiting for Superman. 

It is a roadmap for more 

comprehensive transformation 

of education.” 

—Michael W. Kirst, 


“No one who hopes 

to participate in and 

contribute to the contemporary 

conversation 

about better teachers, better schools, and better 

learning for students can afford to pass up this 

collection.” 

—Stephen Joel Trachtenberg, 

The George Washington University 

“This collection challenges the ideas highlighted 

in Waiting for Superman and instead maps out 

reform strategies that will push our thinking into 

new realms.” 

—Betsy Brand, American Youth Policy Forum 

“This volume shows that there are no simple solutions, 

no magic bullets that will fix our schools.” 

—Jamie P. Merisotis, Lumina Foundation 

Best 

Seller 

Contents & Contributors: 

1. Finding Superman 

Watson Scott Swail 

2. The Myth of Charter Schools 

Diane Ravitch 

3. Educating Superman 

Linda Darling-Hammond 

and Ann Lieberman 

4. The Potential Impact of “Waiting for 

Superman” on Schooling in America 

Arthur Levine 

5. Newsflash: Superman Has Arrived! And 

He’s Brought an Army 

Milton Chen 

6. Waiting for Superman with Clark Kent 

Daniel A. Domenech 

7. Superman Isn’t Coming (at Least Not with 

the Red Cape and the Phone Booth) 

Peter Smith 

8. Whose Side Is Superman on Anyway 

John Merrow 

9. Waiting for “Superman”: A Response 

Ben Levin 

Audience: Teacher educators, policymakers, 

administrators, teachers, parents, researchers; 

courses in education policy, principal preparation, 

and teacher leadership. 

2012/128 pp./PB, $24.95/5330-9/HC, $60/5331-6 

2011 Upton Sinclair Award 

Finnish Lessons 

What Can the World Learn from 

Educational Change in Finland 

Pasi Sahlberg, Director General, CIMO 

(Centre for International Mobility and Cooperation), 

Finnish Ministry of Education and Culture 

Foreword by Andy Hargreaves 

New 

Edition 

NEW 

Best 

Seller 

“The story of Finland’s 

extraordinary educational 

reforms is one that 

should inform policymakers 

and educators around 

the world. No one tells 

this story more clearly 

and engagingly than Pasi 

Sahlberg. This book is a 

must read.” 

—Linda Darling- 

Hammond, 


“Pasi Sahlberg teaches us a great deal about what 

we need to know before engaging in national 

educational reforms.” 

—David Berliner, Arizona State University 

“This book is the antidote to the NCLB paralysis.” 

—Henry M. Levin, Teachers College, 


“Pasi Sahlberg is the best education policy expert to 

share the Finnish experience with the international 

community.” 

—Erkki Aho, Director General (1973–1991), 

Finnish National Board of Education 

“A balanced analysis of what really is behind the 

success of the Finnish educational system.” 

—Olli-Pekka Heinonen, Director, 

Finnish Broadcasting Company 

Finnish Lessons is a first-hand, comprehensive 

account of how Finland built a world-class 

education system during the past three 

decades. The author traces the evolution of 

education policies in Finland and highlights 

how they differ from the United States and 

other industrialized countries. He shows how, 

rather than relying on competition, choice, and 

external testing of students, education reforms 

in Finland focus on professionalizing teachers’ 

work, developing instructional leadership in 

schools, and enhancing trust in teachers and 

schools. This book details the complexity of 

educational change and encourages educators 

and policymakers to develop effective solutions 

for their own districts and schools. 

Audience: Policymakers, teacher educators, school 

principals, teachers, researchers, and professional 

developers; courses in school administration, 

leadership, policy, reform, comparative and international 

education, curriculum and instruction, 

teacher education, and philosophy of education. 

2011/192 pp./PB, $34.95/5257-9 


46 


Bad Teacher! 

How Blaming Teachers Distorts the 

Bigger Picture 

Kevin K. Kumashiro is director of the Center for 

Anti-Oppressive Education; president-elect (2010– 

2012) of the National Association for Multicultural 

Education; and professor at the University of Illinois 

at Chicago. 

New 

Edition 

NEW 

“This book could be a 

springboard for teachers...to 

become more 

actively involved in 

advocating for a paradigm 

shift in our concept 

of education.” 

—Grace Lee Boggs, 

The Boggs Center 

“Join Kumashiro in a 

clarion call to build a 

Movement to reclaim 

public education.” 

—Robert P. Moses, The Algebra Project 

“Courageous, blunt, and hopeful, Bad Teacher! 

offers a democratic vision for true educational 

change.” 

—Sonia Nieto, University of Massachusetts 

at Amherst 

Best 

Seller 

“Anyone seeking to understand why so many of the 

reforms we have pursued have failed will benefit 

from reading this book.” 


“Kumashiro explains why we should think differently 

about the prescriptions that are now taken 

for granted—and wrong.” 

—Diane Ravitch, New York University 

“Kumashiro expertly examines the many forces 

working against public education, and how and 

why these forces are at play.” 

—Dennis Van Roekel, President, National 

Education Association 

In his latest book, leading educator and author 

Kevin Kumashiro takes aim at the current 

debate on educational reform, paying particular 

attention to the ways that scapegoating 

public school teachers, teacher unions, and 

teacher educators masks the real, systemic 

problems. He convincingly demonstrates how 

current trends, like market-based reforms and 

fast-track teacher certification programs are 

creating overwhelming obstacles to achieving 

an equitable education for all children. 

Bad Teacher! highlights the common ways 

that both the public and influential leaders 

think about the problems and solutions for 

public education, and suggests ways to help 

us see the bigger picture and reframe the 

debate. Compelling, accessible, and grounded 

in current initiatives and debates, this book 

is important reading for a diverse audience 

of policymakers, school leaders, parents, and 

everyone who cares about education. 

Audience: Education policymakers, administrators, 

and teachers; courses in educational policy, politics 

of education, school leadership, school reform, 

curriculum and instruction, teacher education, 

multicultural education, and political science. 

2012/120 pp./PB, $21.95/5321-7 


Also by Kevin Kumashiro: See Author Index 

Charter Schools and the 

Corporate Makeover of 

Public Education 

What’s at Stake 

Michael Fabricant, professor, Hunter College 

School of Social Work and executive officer, Ph.D. 

Program in Social Welfare, and Michelle Fine, 

Distinguished Professor of Social Psychology, 

Women’s Studies, and Urban Education, Graduate 

Center, both at CUNY 


New 

Edition 

“A spectacular book— 

needs to be published 

yesterday.” 

—Deborah Meier, 


“Fabricant and Fine 

have fearlessly 

peered behind 

the Waiting for 

Superman hype. 

Everyone interested in 

the future of American 

education needs to read 

this insightful analysis of how our public schools 

are being dismantled under the banner of reform.” 

—Juan Gonzalez, New York Daily News 

columnist and co-host of 

Democracy Now! 

“The authors go well beyond a defense of the status 

quo in offering a progressive agenda to more fully 

realize education’s democratic ideals.” 

—Gary Rhoades, University of Arizona 

“Presents an invaluably clear, historically textured, 

and carefully argued account of the charter school 

idea.” 

—Adolph Reed, Jr., 

University of Pennsylvania 

“The authors help us see that the emperor has no 

clothes when one truthfully examines the entire 

heavily funded charter school movement and the 

emerging privatization of public education.” 

—Barbara J. Fields, 

Executive Board Member of Black 

Educator Alliance of Massachusetts 

This book will reset the discourse on charter 

schooling by systematically exploring the gap 

between the promise and the performance of 

charter schools. The authors do not defend the 

public school system, which for decades has 

failed primarily poor children of color. Instead, 

they use empirical evidence to determine 

whether charter schooling offers an authentic 

alternative for these children. In concise chapters, 

they address a series of important questions 

related to the recent ascent of charter 

schools and the radical restructuring of public 

education. This essential introduction includes 

a detailed history of the charter movement, an 

analysis of the politics and economics driving 

the movement, documentation of actual 

student outcomes, and alternative images 

of transforming public education to serve all 

children. 

Audience: Educators, policymakers, and activists; 

courses in educational policy, school reform, sociology 

of education, political science, urban studies, 

African American studies, and social welfare. 

2012/176 pp./PB, $25.95/5285-2 

NEW 

Best 

Seller 

Also Michelle Fine: See Author Index 

Black School White School 

Racism and Educational 

(Mis)Leadership 

Jeffrey S. Brooks is associate professor and 

program coordinator of Educational Administration 

at Iowa State University, and editor of the Journal of 

School Leadership. 

Foreword by Lisa D. Delpit 

Afterword by William Ayers 

New 

Edition 

NEW 

“While there are always 

some exceptional teachers 

who will produce 

classroom excellence 

wherever they may be 

located, to create an 

exceptional school, it 

takes principals who can 

re-envision the 

possibilities.” 


Lisa D. Delpit, Florida 

International University 

“Convincingly shows how White privilege and 

unconscious bias trickles down from administrators 

to teachers to, ultimately, infect the student 

Best 

Seller 

body. After reading this important book, one is 

thoroughly convinced that ‘leadership matters’ 

with respect to race and education.” 

—Dalton Conley, New York University 

“A much-needed empirical analysis of how race 

and culture function in schools. This book is a 

must-read for both school leaders and those who 

prepare them.” 

—Sonya Douglass Horsford, 

University of Nevada, Las Vegas 

“Powerful empirical insights on one of the most 

critical and knotty issues in school leadership 

today.” 

—Joseph F. Murphy, Vanderbilt University 

“If we are serious about creating equitable and 

excellent schools, Brooks’ account in Black School 

White School offers a poignant and important 

look at these very real issues.” 

—George Theoharis, Syracuse University 

“Anyone who thought they knew about race and 

race relations in the schools will find in this volume 

new content and highly nuanced descriptions 

not available anywhere else.” 

—Fenwick W. English, University 

of North Carolina at Chapel Hill 

In this timely and provocative book, the author 

identifies cultural and unstated norms and 

beliefs around race and race relations, and 

explores how these dynamics influence the 

kind of education students receive. Drawing 

on findings from extensive observations, interviews, 

and documents, the author reveals that 

many decisions that should have been based 

on pedagogy (or what is best for students) 

were instead inspired by conscious and unconscious 

racist assumptions, discrimination, 

and stereotypes. This book will help schools 

and leadership programs to take the next 

step in addressing longstanding and deeply 

entrenched inequity and inequality in schools. 

Audience: Secondary school administrators, 

teachers, professional developers, superintendents, 

district personnel, school psychologists and 

counselors, and curriculum specialists; courses 

in leadership and policy, school reform, anthropology/sociology 

of education, urban education, 

organizational analysis, race, class, and gender 

studies. 

2012/176 pp./PB, $28.95/5312-5 


47 

Administration, Leadership, and Policy 

47

Starting Up 

Critical Lessons from 10 New Schools 

Edited by Lisa Arrastía, middle school principal, 

United Nations International School, New York. 

Her work in the classroom is the focus of the 

Emmy-nominated PBS documentary Making the 

Grade, and Marvin Hoffman, founding director, 

The University of Chicago Charter School, North 

Kenwood/Oakland campus, and the associate 

director of the University’s Urban Teacher Education 

Program. 

Foreword by Pedro Noguera 

New 

Edition 

NEW 

“How might we reimagine 

our schools This 

book offers a guide from 

those who have experienced 

firsthand the trials 

and tribulations of trying 

to create a school from 

the bottom up. It asks all 

the right questions, both 

the practical and the 

pedagogical.” 

—Alex Kotlowitz, 


Starting Up is a collection of first-person 

accounts by some of the best-known founders 

of new schools in America. Providing the kind 

of knowledge that only experience can teach, it 

is an invaluable resource for anyone in the process 

of or thinking about opening a new school, 

as well as those interested in the politics of 

today’s era of new school development. The 

authors share how they worked to make their 

educational aspirations a reality while wrestling 

with social and economic obstacles, such as 

the distressed state of the communities in 

which these schools operated and the constant 

competition for resources. 

Starting Up tells real stories that capture the 

rich sense of possibility that currently exists 

for urban education. It features a foreword by 

Pedro Noguera that situates start ups within 

current economic and political realities. 

Best 

Seller 

Contributors: 

Debbie Almontaser 

(Khalil Gibran International Academy) 

Ann Cook and Phyllis Tashlik 

(Urban Academy High School and the New 

York Performance Standards Consortium) 

David Domenici and James Forman Jr. 

(Maya Angelou Public Charter School) 

David “TC” Ellis and Samuel Seidel 

(High School for Recording Arts) 

David Greenberg (El Colegio Charter School) 

Dennis Littky and Elliot Washor 

(Big Picture Learning and The Met) 

Rito Martinez (Social Justice High School 

Deborah Meier (Central Park East School) 

Audience: New school designers, administrators, 

teachers, teacher educators, policymakers, 

school board members, and parents; courses in 

urban education, leadership, public policy, school 

finance, sociology, political science, ethnic and 

American studies. 

2012/192 pp./PB, $29.95/5307-1/HC, $64/5308-8 

Leading 

Technology-Rich Schools 

Award-Winning Models for Success 

Barbara B. Levin is a professor in the Department 

of Teacher Education and Higher Education and 

Director of the Teachers Academy at the University 

of North Carolina at Greensboro. Lynne Schrum 

is a professor and coordinator of Elementary 

Education in the College of Education and 

Human Development at George Mason 

New 

Edition 

University. 

Foreword by Dennis Sparks 

“Barbara B. Levin and Lynne Schrum offer 

their readers the distinct advantage of 

compressing into a single volume what it 

took me decades to learn. They not only 

present the big ideas of effective school 

leadership, but bring them alive through case 

studies that illustrate how those ideas manifest 

themselves in leaders’ day-to-day behaviors.... I 

NEW 

Best 

Seller 

encourage you to use the ideas and practices you 

find here to leverage technology to create schools 

in which all students and adults thrive.” 

—From the Foreword by Dennis Sparks, 

Emeritus Executive Director, National Staff 

Development Council (Learning Forward) 

This timely book shows how award-winning 

secondary schools and districts are successfully 

using technology and making systemic 

changes to increase student engagement, 

improve achievement, and re-invigorate the 

teaching and learning process. Through indepth 

case studies, we see how experienced 

school and district leaders use technology in 

curricular, administrative, and analytical ways 

to meet the needs of 21st-century learners, 

educators, and communities. These cases 

reveal important details addressed by the 

leadership of these schools and districts that 

go beyond what they did with technology to 

include changes in school culture, curriculum 

and teaching, uses of assessment data, financial 

considerations, infrastructure, and involvement 

with the community. 


• Successful models from schools/districts 

with experience using technology as a lever 

for school improvement. 

• Case studies from diverse schools/districts 

across the country that show “what works” 

and “how it works.” 

• A cross-case analysis that makes it easy 

to compare individual schools and identify 

common practices. 

Audience: Secondary school administrators, 

school leaders, technology coordinators, policymakers, 

teacher educators, and researchers; 

courses in educational leadership, technology and 

learning, computing and education, and school 

reform. 

2012/240 pp./PB, $34.95/5334-7/HC, $70/5335-4 

photographs 


Becoming a Strong 

Instructional Leader 

Saying No to Business as Usual 

Alan Charles Jones is associate professor 

of educational administration at Saint Xavier 

University, Chicago, Illinois. 

Foreword by Robert V. Bullough Jr. 

New 

Edition 

“Jones writes with the voice of experience 

and as a friend of young people. He consistently 

challenges what he sees as the ‘business 

as usual’ of schooling, including the 

current dominant model of school reform— 

raise standards, test children, reward and punish 

teachers and principals.:” 


NEW 

Best 

Seller 

Robert V. Bullough Jr., Center for the 

Improvement of Teacher Education 

and Schooling (CITES), Brigham Young 

University 

“Finally a book that really gets inside the deep, 

human meaning of what it means to become an 

instructional leader. From someone who has lived 

it, but who also sees the big picture, Becoming a 

Strong Instructional Leader is insightful, practical, 

and uplifting. ‘Be an instructional leader not 

an instructional manager,’ says Jones. And then 

he shows us what this means, philosophically and 

strategically.” 

—Michael Fullan, Professor Emeritus, 

OISE/University of Toronto 

“Jones’s approach is interesting, refreshing, and 

ambitious. He changes the paradigm on principal 

leadership by framing differently both the what 

and how of a principal’s role. I applaud Jones for 

his vision and scope.” 

—Thomas Hoerr, Head of School, 

New City School, St. Louis, Missouri 

This book is for principals who are ready to roll 

up their sleeves and do what it takes to create 

lasting school improvement. 

Drawing on 35 years of experience as a 

teacher and principal, Alan Jones offers a powerful 

new vision for our troubled school systems—a 

prescription for the development of 

Strong Instructional Leaders. Jones describes 

the challenges administrators face and then 

lays out a plan for moving beyond keeping up 

appearances and daily routines to having a 

meaningful impact on student learning and 

achievement. His plan shows administrators 

how to respect the abilities of teachers and 

students while building staff investment in a 

shared instructional worldview. 

Audience: School administrators, teachers, board 

members, superintendents, school reformers, and 

researchers; courses in educational leadership, the 

principalship, school improvement. 

2012/224 pp./PB, $29.95/5338-5/HC, $68/5339-2 

48 


Leading for Inclusion 

How Schools Can Build on 

the Strengths of All Learners 

Edited by Phyllis Jones, associate professor in the 

Department of Special Education at the University 

of South Florida, Sarasota (USF); Janice R. Fauske, 

professor in Educational Leadership and Policy 

Studies, USF; and Judy F. Carr, codirector, Center 

for Curriculum Renewal, and a consultant to schools, 

districts, state agencies, and other educational 

organizations with a focus on leadership development 

and coaching. 

New 

Edition 

NEW 

“With a concrete focus 

on leadership and leadership 

issues, the editors 

have created a book 

that expands the 

notion of inclusion 

well beyond special 

education, offering a 

framework or lens for 

creating schools that 

operate from a position 

that views all students in 

a strength-based 

manner.” 

—George Theoharis, Syracuse University 

Best 

Seller 

This important book expands the concept of 

inclusion to include students who are English 

language learners, students with refugee 

status, children who are LGBTQ, children who 

live in poverty, and other underrepresented 

populations. Employing real-world vignettes 

and up-to-date research findings, this handson 

resource provides strategies that school 

leaders can employ to improve teaching and 

learning in their school or classroom for all 

students. Contributors offer a wide variety of 

perspectives from the fields of early education, 

elementary education, special education, 

educational leadership, testing and assessment, 

social and psychological foundations, and 

reading. 


• A multidimensional framework for how 

school systems can adopt effective 

inclusive leadership practices. 

• Lessons learned from discrete subgroups 

of students who are often marginalized in 

schools. 

• An exploration of the role of data with 

implications for systemic decision-making. 

• Research-based practices and assessment 

tools for the school and classroom. 

• Engaging vignettes from diverse 

classrooms and schools. 

Contributors: Rebecca Burns • Marie Byrd- 

Blake • Thomas Crisp • Jenni Menon Mariano 

• J. Lynn McBrien • Tary Wallace • Julia M. 

White • G. Pat Wilson 

Audience: Administrators, teacher leaders, 

teacher educators, and policymakers; courses in 

educational leadership, inclusive education, special 

education, multicultural education, diversity, 

and assessment. 

2011/256 pp./PB, $31.95/5258-6/HC, $70/5259-3 


Achieving Equity 

for Latino Students 

Expanding the Pathway to Higher 

Education Through Public Policy 

Frances Contreras, associate professor of higher 

education in the area of educational leadership and 

policy studies, College of Education, University of 

Washington, Seattle 

New 

Edition 

NEW 

“This very readable book 

combines rigorous scholarship 

with clearly stated 

policy recommendations. 

It should be 

read by all who are 

interested in understanding 

and addressing 

one of the most 

serious problems of our 

times.” 

—Jorge Chapa, 

University of Illinois at 

Urbana Champaign 

“Rich in data and social context, Contreras presents 

a compelling and comprehensive picture for the 

collective need to invest fully in the education of 

our Latino youth.” 

—James M. Montoya, Vice President, Higher 

Education, The College Board 

“Offers valuable insights and productive recommendations 

for addressing a critically important 

topic: how to improve educational equity for 

Latinos.” 

—Laura Perna, Graduate School of 

Education, University of Pennsylvania 

Despite their numbers, Latinos continue to 

lack full and equal participation in all facets 

of American life, including education. This 

book provides a critical discussion of the role 

that select K–12 educational policies have and 

continue to play in failing Latino students. The 

author draws upon institutional, national, and 

statewide data, as well as interviews with 

students, teachers, and college administrators, 

to explore the role that public policies play in 

educating Latino students. The book concludes 

with specific recommendations that aim to 

raise achievement, college transition rates, and 

success among Latino students from preschool 

through college. 

Best 

Seller 

Contents: 

1. The Role of the Public Policy Arena in 

Educating Latino Students 

2. Falling Through the Cracks: Who Transitions 

to College and Who Doesn’t 

3. Educating Latino Students in an Era of 

High-Stakes Testing, Accountability, and 

Assessment 

4. The Role of Financial Aid, Tuition Policy, and 

Affordability in Latino Higher Education 

Access 

5. Undocumented Latino Students and the 

Dream of Pursuing College 

6. Anti-Affirmative Action Policies and Latino 

Student Access to Public Higher Education 

7. The “Sleeping Giant” Is Awake: Realizing 

the Potential for Shaping Education Policies 

to Raise Latino Student Achievement and 

Success 

Audience: State and federal policymakers, educational 

researchers; courses in urban education, 

multicultural education, leadership, policy 

and planning, higher education, ethnic studies, 

Chicano/Latino studies, sociology. 

2011/208 pp./PB, $29.95/5210-4/HC, $64/5211-1 


Americans by Heart 

Undocumented Latino Students and 

the Promise of Higher Education 

William Pérez, associate professor of education, 

Claremont Graduate University, Claremont, CA 

New 

Edition 

NEW 

“Americans by Heart 

gives voice, hope, and 

clarity to one of 

America’s most invisible 

groups—undocumented 

students. It is a compelling 

and thoughtful analysis 

on a much discussed 

but little studied topic.” 

—William G. Tierney, 

Director, Center for 

Higher Education Policy 

Analysis, University of 

Southern California 

“In America today a growing caste of youth is 

coming of age in the shadows of the law. They 

are Americans at heart, but alas, not in the eyes 

of the law. Far from paralytic or silenced, they are 

fully engaged in a struggle for the autonomy of the 

human spirit. As Americans by Heart poignantly 

reveals, these youth are fully engaged—with a 

fierce optimism and Kantian rational agency— 

performing for us all nothing more and nothing 

less than what it means to be an American. I 

applaud William Pérez for this urgent, important, 

and loving book. It is essential reading for all who 

worry about threats to our democratic promise.” 

—Marcelo M. Suárez-Orozco, 

Ross University Professor of Globalization 

and Education, New York University 

“This is a very courageous text that asks us as a 

nation to broaden our construction of citizenship 

to include the rights of the undocumented in our 

midst through policies that simultaneously tear 

down barriers and build bridges to higher education 

institutions for them. Kudos to William Pérez 

for his cogent, stirring analysis of an otherwise 

vexing social problem.” 

—Angela Valenzuela, 

The University of Texas at Austin 

Offering a rich in-depth analysis, the author 

presents a new framework for educational 

policies that recognizes the merit and potential 

of undocumented Latino students and links 

their situation to larger social and policy issues 

of immigration reform and higher education 

access. 

Audience: Higher education leaders, foundation 

officers, policymakers, and researchers; courses 

in higher education, immigration studies, politics, 

cultural studies, ethnic studies, Chicano/Latino 

studies, public policy, sociology of education, 

urban education, and economics of education. 

2011/208 pp./PB, $32.95/5283-8/HC, $72/5284-5 


Best 

Seller 

Professors: 





49 


49

Taking Charge 

Leading with Passion and 

Purpose in the Principalship 

Paul L. Shaw is president of Southern Cross 

Educational Inc., an educational consulting company. 

He works with principal groups, school districts, 

and governments to design and develop programs 

for the professional learning of participants. He 

is also a research and teaching associate with the 

Faculty of Education, University of Victoria, Canada. 

Foreword by Michael Fullan 

Afterword by Andy Hargreaves 

New 

Edition 

NEW 

“Delve into this book and 

be rewarded. It will help 

you think more deeply 

and act more confidently 

as a principal. It will 

lead you to action that 

positively impacts the 

lives of all students in 

your school, your 

teachers and staff, and 

your parents and community. 

Become a participative 

learning leader. 

Paul Shaw has been there.” 

—From the Foreword by Michael Fullan, 

professor emeritus, University of Toronto 

Best 

Seller 

“A remarkable leadership book…. Paul Shaw gives 

dignity to leadership practice as a form of knowledge—craft 

knowledge, as he calls it—that has 

power and value in its own right. Paul Shaw is a 

leader’s leader and this book is rightfully for them. 

It is a worthy legacy of a leadership life lived with 

honesty and integrity.” 

—From the Afterword by Andy Hargreaves, 

Lynch School of Education, Boston College 

Taking Charge is a practical guide to the “craft 

knowledge” of leading schools from an experienced 

principal, school reformer, and educational 

consultant. 

Drawing on his own experiences as well as 

the experiences of other school leaders, Shaw 

captures the essence of what principals do and 

the leadership traits they need to take charge 

for school improvement. Through vivid portrayals, 

the book presents the strategic actions 

taken by principals in their first 15 months on 

the job and demonstrates the importance of 

taking action quickly. From these narratives of 

practice emerge four guiding principles, or “pillars,” 

that underpin participatory leadership in 

high-performing school learning communities: 

• Knowing the student well 

• Strong inclusive professional relationships 

• Continuous development of intellectual 

capital 

• Powerful and cohesive pedagogical 

responsiveness in teaching across all 

classrooms 

Audience: School administrators, principals, policymakers, 

and education consultants; courses 

in educational administration, the principalship, 

leadership and school improvement, learning 

communities, educational change, and educational 

theory. 

2011/256 pp./PB, $29.95/5290-6/HC, $66/5291-3 

The Assault on 

Public Education 

Confronting the Politics of 

Corporate School Reform 

Edited by William H. Watkins, Professor, College 

of Education, Department of Curriculum and 

Instruction at the University of Illinois at Chicago. 

Foreword by Michael W. Apple 

New 

Edition 

“As The Assault on 

Public Education makes 

so very clear...we are 

witnessing the growth of 

a destructive set of policies 

in education and the 

larger society.... This 

book provides us with 

a set of articulate 

analyses of what the 

future likely will hold 

if we do not engage in 

the hard and committed 

labor of countering these dangerous tendencies 

today.” 

—From the Foreword by Michael W. Apple, 

NEW 

Best 

Seller 


“A powerful assemblage of scholars, practitioners, 

and activists who are willing to stand up to the 

entrenched interests arrayed against public education 

as we know it. This is a must-read for thinking 

citizen scholars.” 

—Gloria Ladson-Billings, 


“Teachers and others who envision schools that 

enhance democratic life will find critical theoretical 

and practical guidance in this book. Use it.” 

—Daniel Perlstein, University of California, 

Berkeley 

“A much-needed corrective to the dumbing-down 

of educational policy discourse.” 

—Charles Payne, University of Chicago 


1. The New Social Order 

William H. Watkins 

2. Neoliberal Urbanism, Race, and Urban 

School Reform 

Pauline Lipman 

3. The Rise of Venture Philanthropy and the 

Ongoing Neoliberal Assault on Public 

Education 

Kenneth Saltman 

4. Test Today, Privatize Tomorrow 

Alfie Kohn 

5. The Neoliberal Agenda and the Response of 

Teachers Unions 

Jack Gerson 

6. The Role of the Religious Right in 

Restructuring Education 

Malila N. Robinson and Catherine A. Lugg 

7. Resuscitating Bad Science 

Ann G. Winfield 

8. “It’s All About the Dollars” 

Kristen L. Buras 

9. Re-Imagining Public Education 


Audience: Educators, policymakers, and activists; 

courses in educational policy, sociology of 

education, teacher education, curriculum and 

instruction, administration and leadership, political 

science, ethnic studies, American studies, and 

economics and business. 

2011/224 pp./PB, $35.95/5254-8 


Also by William Watkins: See Author Index 

College and Career Ready 

in the 21st Century 

Making High School Matter 

James R. Stone III, distinguished university scholar, 

University of Louisville and director, National 

Research Center for Career and Technical Education, 

and Morgan V. Lewis, retired from The Ohio State 

University, and consultant to the National Research 

Center for Career and Technical Education. 

“Stone and Lewis, the 

country’s foremost 

experts on career and 

technical education, provide 

a blueprint for high 

schools that will be more 

meaningful to students, 

allowing for a developmental 

process of career 

exploration while 

im proving academic 

achievement. This book 

will be valuable to 

policy makers and educators everywhere.” 

—Katherine Hughes, Community College 

Research Center, Teachers College, 


“A valuable and well-researched contribution to 

ongoing discussions about how to improve high 

schools. Stone and Lewis make a strong case that 

offering more career and technical education will 

improve students’ performance in high school, 

postsecondary education, and the labor market.” 

—David Stern, University of California, 

Berkeley 

“This book, by two of the nation’s most knowledgeable 

authorities on CTE, is essential reading 

for anyone who believes creating more effective 

high schools is a key step towards revitalizing the 

American economy.” 

—William C. Symonds, Director, Pathways 

to Prosperity Project, Harvard Graduate 

School of Education 

In this timely volume, two educational leaders 

advocate for a more meaningful high school 

experience. To accomplish this, the authors 

argue that we need to change the focus of 

our current high school reform efforts from 

“college for all” to “careers for all.” This work 

shows how schools can prepare young people 

both for the emerging workplace and postsecondary 

education. 

New 

Edition 

NEW 

Best 

Seller 


• A framework for a career and technical 

education that can stem dropout rates and 

increase the relevance of academics. 

• Evidence on how career and technical 

education can increase student 

engagement, improve academic 

achievement, and ease the transition to 

postsecondary education and employment. 

• Research-based strategies that schools can 

implement to improve students’ math and 

literacy skills. 

Audience: Secondary educators; local, state, and 

federal policymakers; researchers; courses in 

educational foundations, career and vocational 

education, educational policy, and workforce 

development. 

2012/224 pp./PB, $31.95/5323-1/HC, $68/5324-8 

50 


Inequality for All 

The Challenge of Unequal Opportunity 

in American Schools 

William H. Schmidt is University Distinguished 

Professor at Michigan State University and codirector 

of the Education Policy Center. Curtis C. 

McKnight is emeritus professor of mathematics at 

the University of Oklahoma. 

New 

Edition 

Inequality for All makes an important contribution 

to current debates about economic 

inequalities and the growing achievement 

gap, particularly in mathematics and 

science education. The authors argue 

that the greatest source of variation 

in opportunity to learn is not between 

local communities, or even schools, but 

between classrooms. They zero in on one of 

the core elements of schooling—coverage of 

subject matter content—and examine how 

such opportunities are distributed across 

the millions of school children in the United 

States. Drawing on data from the third TIMMS 

international study of curriculum and achievement, 

as well as a six-district study of over 500 

schools across the United States, they point to 

Common Core State Standards as being a key 

step in creating a more level playing field for all 

students. 

NEW 

Best 

Seller 

Chapters: 

1. Introduction: A Story and A Myth 

Part I: The Inequalities that Permeate the 

American Educational System 

2. One Indivisible Nation 

3. Social Class, Race, and Equality of 

Opportunity 

4. Into the Classroom: The Content 

Opportunities Children Actually Experience 

5. Tracking: Further Along the Road to 

Inequality 

6. Contributors to Inequality in Content 

Coverage: The Role of Organizational 

Structure 

Part II: Factors that Shape Content Coverage 

and Increase Inequality 

7. The Influence of Teachers on Opportunities 

to Learn 

8. The Role of Textbooks and Tests 

Part III: Facing the Consequences 

9. Content Coverage Matters 

10. From Inequality to Equality: The Road We 

Must Follow 

Appendix A: Data Sources Used in This Book 

Appendix B: Mathematics Content Topics 

Appendix C: Science Content Topics 

Audience: Policymakers, administrators, teacher 

educators, researchers, and parents; courses in 

education policy, mathematics education, and science 

education. 

2012/288 pp./PB, $34.95/5341-5/HC, $78/5342-2 

School Change 

Also: No Quick Fix: Rethinking Literacy Programs 

in America’s Elementary Schools, The RTI Edition, 

Richard L. Allington and Sean A. Walmsley 


Teaching 2030 

What We Must Do for Our 

Students and Our Public 

Schools—Now and in the 

Future 

Barnett Berry and The 

TeacherSolutions 2030 Team 

“A fresh take on the real future of 

teaching.” 

—Richard Riley, 

former U.S. Secretary of Education 

“Brilliant.... Everyone who cares about teaching and 

learning should read this book.” 



An important and lively examination of what we 

need to do to transform teaching into the profession 

students deserve. Powerful new ideas—e.g., 

students who learn in and out of cyberspace 

and teacherpreneurs who radically spread their 

expertise to colleagues—frame a hopeful future 

for all classrooms filled with qualified, caring, 

and effective teachers. This book project was 

generously supported by MetLife Foundation. 

2011/272 pp. /PB, $25.95/5154-1/HC, $58/5155-8 

A joint publication with NEA (National Education Association) 

Collective Trust 

Why Schools Can’t Improve 

Without It 

Patrick B. Forsyth, Curt M. 

Adams, and Wayne K. Hoy 

Foreword by 

Barbara Schneider 

“Steeped in research, this book 

would be excellent as a supplementary 

resource for leadership, 

school culture or community relations coursework.” 


The culmination of nearly three decades of 

research, this book offers new insight and 

practical knowledge on the social construction 

of trust for school improvement. This comprehensive 

resource includes a historical overview, 

an exhaustive review of the empirical research, 

and tools for evaluating the trust culture of your 

school. It is essential reading for anyone wishing 

to implement long-term plans for school 

improvement. 

2011/240 pp./PB, $45.95/5167-1 

Coaching Whole School Change 

Lessons in Practice from a Small High School 

David Allen, with Suzanne Wichterle Ort, Alexis 

Constantini, Jennie Reist, and Joseph Schmidt 

Foreword by Thomas Sobol / Afterword by Sylvia 

Rabiner 

“A whole encyclopedia of coaching. . . . This book is 

thoroughly engaging from the opening anecdote 

onward.” 

—Joseph P. McDonald, New York University 

The authors identify and describe a set of 

“coaching habits.” 

2008/168 pp./PB, $26.95/4902-9 

Best Practices from 

High-Performing High 

Schools 

How Successful Schools 

Help Students Stay in 

School and Thrive 

Kristen C. Wilcox and 

Janet I. Angelis 

“Clearly explains why some 

high schools do better than 

others and offers specific examples of best practices 

in action. This is a must-read for every high 

school educator.” 

—Jim Butterworth, former assistant 

commissioner, New York State Education 

Department 

“A valuable and useful tool for high school educators 

everywhere.” 

—Arthur N. Applebee, distinguished 

professor, University at Albany, SUNY 

Wilcox and Angelis tell the stories of high 

school educators who embody best practices 

in their day-to-day activities—practices that 

consistently lead to higher student academic 

achievement across the core subjects for all 

students. 

2011/144 pp./PB, $26.95/5168-8/HC, $58/5169-5 

Best Practices from 

High-Performing 

Middle Schools 

How Successful Schools 

Remove Obstacles and 

Create Pathways to Learning 

Kristen C. Wilcox and 

Janet I. Angelis 

Foreword by 

Gerald N. Tirozzi 

“This lively book is a must read for educators who 

would like to ensure their middle schools are 

implementing practices that make a difference in 

student performance.” 

—Judith A. Langer, 

Albany Institute for Research in Education 

This book identifies 5 key elements or “best 

practices” that were present in high-performing 

middle schools. The text includes a selfassessment 

tool for each best practice to help 

educators identify where their school’s or district’s 

efforts fall along these five key elements. 

2009/112 pp./PB, $22.95/5005-6 

HC, $50/5006-3 

¡Sí Se Puede! 

Learning from a High School That Beats the 

Odds 

Úrsula Casanova 


This is the story of Cibola High School, a remarkable 

public school that set itself a daring goal: 

Every one of its students would not just graduate, 

but would continue on to post-secondary 

education. With that goal in mind, the teachers, 

administrators, and counselors created a unique 

environment that provided the support necessary 

for students to realize their ambitions. No 

flash in the pan, Cibola High School has been 

meeting its goal for over 20 graduations. Learn 

the critical elements that make this happen! 

2010/112 pp./PB, $22.95/5102-2 

51 



51

Edition 

NEW 

Best 

Seller 

New 

Edition 

What’s Worth Fighting For 

in the Principalship 


Michael Fullan 

“Valuable philosophical guidelines that strengthen 

our resolve and create a new mindset to direct 

our actions.” —Educational Leadership 

World-renowned for his expert advice on 

school change, Michael Fullan incisively characterizes 

the current state of the principalship 

and furnishes updated Action Guidelines to 

help school and district leaders work for meaningful change. 

2008/80 pp./PB, $17.95/4833-6 

A joint publication with the Ontario Principals’ Council, and published in association 

with AASA. See www.tcpress.com for availability outside the U.S. 

NEW 

Best 

Seller 

What’s Worth Fighting For 

in Your School 

Michael Fullan and Andy Hargreaves 

“Offers useful and inspiring advice for principals 

and teachers considering school reform.” 

—Creative Classroom 

“This book is at once provocateur and guide— 

challenging our thinking about transforming 

schools into better places, while providing 

practical guidance about how to do so.” 

—Susan Loucks-Horsley, WestEd 

1996/128 pp./PB, $17.95/3554-1 

(For sale by TC Press in the US, its territories & dependencies only) 

New 

Edition 

See also: Professional Capital, 46 

NEW 

Best 

Seller 

The New Meaning of 

Educational Change 



“An excellent reference to help school leaders bring 

about and manage the change process.” 


This exciting edition is your definitive compendium 

to all aspects of the management of 

educational change—a powerful resource for 

everyone involved in school reform. 

2007/352 pp./PB, $30.95/4765-0/HC, $58/4766-7 

Not available from TC Press in the U.K., Ireland, Europe, the British Commonwealth, 

and Canada 

A joint publication with Routledge, OISE (Ontario Institute for Studies in Education), 

OUP (Open University Press), and Irwin Publishing 

New 

Edition 

Also by Michael Fullan: See Author Index 

NEW 

Best 

Seller 

Turning Points 2000 

Educating Adolescents in the 21st Century: 

A Report of Carnegie Corporation of New 

York 

Anthony W. Jackson and Gayle A. Davis 

Foreword by David A. Hamburg 

“A must-read for each and every adult in every 

middle school.” —American Secondary 

Education 

Turning Points 2000 expands on the ideas contained 

in the landmark 1989 Carnegie Report 

on improving education for young adolescents by blending the wisdom 

of both the latest research and the best practice. 

2000/288 pp./PB, $21.95/3996-9 

A joint publication with NASSP (Nat’l. Assoc. of Secondary School Principals) and NMSA 

(Nat’l. Middle Schools Assoc.) 

Also by Anthony Jackson: See Author Index 

The Implementation Gap 

Understanding Reform 

in High Schools 

Edited by Jonathan A. Supovitz and 

Elliot H. Weinbaum 

Foreword by Michael Fullan 

Based on an in-depth investigation by 

the Consortium for Policy Research 

in Education (CPRE), this is a compelling 

story about high schools that 

are using a variety of school improvement 

programs: High Schools That 

Work, First Things First, Ramp-Up to 

Literacy, the Penn Literacy Network, 

and SchoolNet. 

2008/208 pp./HC, $56/4845-9 

The Color of Success 

Race and High-Achieving Urban 

Youth 

Gilberto Q. Conchas 

Foreword by Pedro Noguera 

“This small book is packed with observations 

that deserve serious attention in 

the public arena.” 

—Multicultural Review 

Based on the experiences of Black, 

Latino, and Vietnamese urban high 

school students. 

2006/168 pp./PB, $25.95/4660-8 

HC, $56/4661-5 

One Kid at a Time 

Big Lessons from a Small School 

Eliot Levine 

Forewords by Ted Sizer and Tom 

Peters 

Afterword by Dennis Littky 

and Elliot Washor 

“Lets us in and satisfies our need to 

understand what it takes to connect 

kids to lives of learning and success.” 

—Horace 

“A story that needs to be told. It is the 

story of what education should be 

when there are concentrated efforts 

to leave no child behind.” 

—ENC Focus 

See the TC Press website for free 

professional development workshop 

guides using this book. 

2001/192 pp./PB, $21.95/4153-5 


Leadership 

Finding Your 

Leadership 

Focus 

What Matters 

Most for Student 

Results 

Douglas B. 

Reeves 

Foreword by 


“Finding Your Leadership Focus 

could not have arrived at a more 

timely moment in the history of 

reform.... Doug Reeves’ conclusions 

and agenda for action are exactly 

what is needed.” 



In his new book, international keynoter 

Douglas Reeves identifies a 

specific set of leadership practices 

that are more strongly associated 

with improvements in student 

achievement. Drawing on recent 

research findings, Reeves provides 

explicit guidelines for how school 

leaders can improve their most 

critical leadership decisions. This 

is essential reading for new and 

veteran principals, teacher leaders, 

and PLC book study groups. 

2011/168 pp./PB, $23.95/5170-1 

HC, $52/5171-8 

New 

Edition 

The Ethics of School 


Third Edition 

NEW 

Kenneth A. Strike, Emil J. Haller, 

and Jonas F. Soltis 

”A wonderful book 

to help guide 

school leaders 

Best 

Seller 

through the many 

ethical issues that 

are a routine part 

of leading a 

school district.” 

—The School 

Administrator 

“This text has much to recommend [it] 

to educators in general and school 

administrators in particular.” 

—NASSP Bulletin 

(of first edition) 

Updated to address today’s emphasis 

on meeting standards and raising 

test scores. 

2005/208 pp./PB, $24.95/4573-1 

Professional Ethics in Education Series 

52 


The 3 

Dimensions 

of Improving 

Student 

Performance 

Finding the Right 

Solutions to the 

Right Problems 

Robert Rueda 

Foreword by P. 

David Pearson 

“Rueda offers important insights and 

constructive suggestions that will 

benefit leaders, policymakers, and 

teachers at all levels.” 

—Douglas B. Reeves, The 

Leadership and Learning 

Center 

Using literacy and other program 

examples from urban schools, Robert 

Rueda offers a multidimensional, 

more systematic model to help 

every school leader address local 

achievement gaps and low student 

performance. He shares a problemsolving 

framework and then targets 

the development of solutions and 

successful outcome loops that are 

customized to problematic areas. 

2011/144 pp./PB, $23.95/5240-1 

Collaborative Leadership 

in Action 

Partnering for Success in Schools 

Edited by Shelley B. Wepner and 

Dee Hopkins 

Foreword by David Berliner 

“The need for 

partnerships 

between K–12 and 

higher education 

is greater than 

ever before. This 

book shows how 

these partnerships 

can be designed 

to benefit all 

students.” 

—Gov. Bob Wise, chair, 

National Board for Professional 

Teaching Standards 

Speaking from the leadership 

perspectives of both PreK–12 and 

higher education, real-life examples 

illustrate theories and practices 

of successful leaders partnering 

across organizations. The final 

chapter provides a set of considerations 

and guidelines for effective 

collaborative leadership. 

Contributors: David M. Byrd, Jeffrey 

Glanz, David Hoppey, D. John 

McIntyre, Ted Price, Lee Teitel, 

Jerry Willis, Diane Yendol-Hoppey 

2011/216 pp./PB, $36.95/5146-6 

HC, $78/5147-3 

Also by these authors: See Author 

Index 

Diagnosis and Design for 

School Improvement 

Using a Distributed Perspective to 

Lead and Manage Change 

James P. Spillane and Amy Franz 

Coldren 

“In a simple but powerful framework, 

the authors help leaders think, indeed 

re-think, the formal and informal 

aspects of running a school.” 

—Michael Fullan 

“Like many leadership books, this one 

will inspire you, but it will also give 

you concrete, usable insights.” 

—Andy Hargreaves 

In this practical resource, the 

authors maintain that to effect real 

reform today’s educators must 

understand how leading and managing 

for instructional improvement 

gets done in their school and in turn 

use their diagnoses as the basis for 

mindful design and redesign. 

2011/144 pp./PB, $25.95/5215-9/HC, 

$56/5216-6 

Distributed Leadership 

in Practice 

Edited by James P. Spillane and 

John B. Diamond 

“A fresh and needed perspective on 

the day-to-day practice of school 

leadership.” —Education Review 

Includes numerous case studies 

of individual schools and provides 

empirically based accounts of 

school settings using a distributed 

perspective. 

Contributors: Patricia Burch • 

Amy F. Coldren • John B. Diamond 

• Tim Hallett • Richard R. Halverson 

• Jennifer Zoltners Sherer • James 

P. Spillane 

2007/208 pp./PB, $31.95/4806-0 

HC, $64/4807-7 

Critical Issues in Educational Leadership Series 

Gender, Bullying, and 

Harassment 

Strategies to End Sexism and 

Homophobia in Schools 

Elizabeth J. Meyer 

Foreword by Lyn Mikel Brown, 

author of Girlfighting 

“Especially recommended to the 

attention of teachers, counselors, 

student leaders, administrators, 

school board members, community 

activists, and concerned parents.” 


Meyer offers readers tangible and 

flexible suggestions to help them 

positively transform the culture of 

their school and reduce the incidences 

of gendered harassment. 

2009/120 pp./PB, $25.95/4953-1 

2009 AERA Division A 

Emerging Scholar Award 

The School Leaders 

Our Children Deserve 

Seven Keys to Equity, Social 

Justice, and School Reform 

George Theoharis 

“Theoharis does a beautiful job at 

marrying research with practical 

application that can be utilized by 

school administrators.” 

—Journal of Educational 


“Presents a hopeful, humanistic, 

and democratic approach to school 

reform that many will no doubt 

wish to replicate.” 

—American School Board 

Journal 

2009/192 pp./PB, $25.95/4951-7/ 

HC, $56/4952-4 

Cultivating 

Leadership in Schools 

Connecting People, Purpose, 

and Practice 


Gordon A. Donaldson, Jr. 

Foreword by Michael G. Fullan 

“Sharing a journey with Donaldson 

might be just the right prescription 

for a school community that wants 

to be successful in supporting 

each other, attending to the needs 

of students and finding ways to 

renew a commitment to what 

matters.” 


The completely updated second 

edition includes additional 

graphic summaries to assist 

leadership teams and classes. 

2006/216 pp./PB, $29.95/4710-0 

First Edition was Book of the Year— 

National Staff Development Council 

The Constructivist 

Leader 


Linda Lambert, Deborah Walker, 

Diane P. Zimmerman, Joanne E. 

Cooper, Morgan Dale Lambert, 

Mary E. Gardner, and Margaret 

Szabo 


“The Constructivist Leader’s 

message is critical to sustainable 

school reform.” 

—Journal of Staff Development 

The new edition features: 

An expanded theory of 

Constructivist Leadership 

reflecting the most recent thinking 

in leadership, learning, and 

ethical communities. 

2002/304 pp./PB, $27.95/4253-2 

Why Is It So Hard 

to Get Good Schools 

Larry Cuban 

“A must read for all teachers...a 

wonderful resource for principals.” 


“Read this book.” 

—Journal of Educational Change 

Based on Cuban’s Julius and Rosa 

Sachs Lectures for 2001–2002, this 

volume is a must-read for everyone 

interested in improving our schools. 

2003/112 pp./PB, $18.95/4294-5 

How Can I Fix It 

Finding Solutions and 

Managing Dilemmas 

An Educator’s Road Map 

Larry Cuban 

Cuban draws on his own extensive 

experience in public schools 

and his research into teaching 

and administration to set forth a 

practical framework for identifying, 

defining, and coping with both puzzling 

problems and tension-filled 

dilemmas. 

2001/80 pp./PB, $21.95/4049-1 



53 



53

Urban Education 

Better Together 

A Model University-Community 

Partnership for Urban Youth 

Barbara C. Jentleson 

”Well organized with useful insights 

and resources.” 


“A must-read for educators and policymakers 

who care about improving 

student performance.” 

—John Burness, Franklin & 

Marshall College 

This is the dramatic story behind 

the Duke–Durham Neighborhood 

Partnership (DDNP) and its involvement 

with Project HOPE, six quality, 

community-based afterschool programs. 

The text answers many frequently 

asked questions about how 

to create partnerships and includes 

a range of programming activities 

that educators and community 

organizers can use to improve their 

work with all children, especially 

low-income minority youth. 

New 

Edition 

2011/160 pp./PB, $31.95/5174-9 

HC, $68/5175-6 

Ghetto 

Schooling 

A Political 

Economy of 

Urban 

Educational 

Reform 

Jean Anyon 

Foreword by 

William Julius 

Wilson 

“Anyon helpfully 

returns our attention to the 

tougher issues of race, class and urban 

neglect... and in the process reminds 

us of possible solutions.” 

—The New York Times 

Book Review 

“Anyon...knows what she’s talking 

about. Her new book convincingly 

argues that inner-city education cannot 

be turned around without improving 

inner-city life.” 

—Sunday Star-Ledger 

“This important book is recommended 

for educators, sociologists, city planners, 

and public policy decisionmakers.” 

—Library Journal 

NEW 

Best 

Seller 

1997/240 pp./PB, $23.95/3662-3 

HC, $45/3663-0 

Improving the Odds 

Developing Powerful Teaching 

Practice and a Culture of Learning 

in Urban High Schools 

Thomas Del Prete 

“Features fascinating insights into the 

classrooms of effective teachers from 

multiple content areas.” 

—Choice 

“This book is a must read for any 

educator but especially for those 

who work with an urban student 

population.” 

—American Secondary 

Education 

Through the experiences of urban 

high school teachers who partner 

with their local university, Del Prete 

provides unique insight into teaching 

and learning in the midst of 

reform. He illustrates why focusing 

on teaching practice and school 

cultures—more than standards and 

accountability—is a more fruitful 

way to achieve real and lasting 

change. Features powerful portraits 

from classrooms serving diverse 

and low-income students. 

2010/192 pp./PB, $30.95/5029-2 

HC, $64/5030-8 


Effort and Excellence 

in Urban Classrooms 

Expecting—and Getting— 

Success with All Students 

Dick Corbett, Bruce Wilson, and 

Belinda Williams 

Drawing heavily on the words and 

experiences of students, teachers, 

and parents, the book describes 

how educators closed the “performance 

gap” for low-income 

students by linking expectations 

and results. 

2002/192 pp./PB, $27.95/4216-7 


What School Boards Can Do 

Reform Governance for Urban 

Schools 

Donald R. McAdams 

Foreword by Rod Paige 

“Offers a road map for leading largescale 

change in big-city districts.” 


2006/192 pp./PB, $33.95/4648-6 

Policy 

New 

Edition 

NEW 

Best 

Seller 

2012 The Grawemeyer Award in Education • 2011 ForeWord 

Magazine Book of the Year Award Finalist in Education • 2010 

AAP Prose Award Honorable Mention in Education 

The Flat World and Education 

How America’s Commitment to Equity 

Will Determine Our Future 


“Contains a valuable lode of practical and researchbased 

advice about how to improve our schools.... 

Darling-Hammond’s book gives us an idea of where 

we could have been headed if she were in charge of 

the country’s education policy.” 

—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.” 


“There are few who are as strong as Darling-Hammond in using and analyzing 

statistical data and scholarship...and in fighting for educational equity; 

when she talks about leaving no child behind, she truly means it. This book 

is a must for graduate education students, educators, [and] policymakers.... 

Essential.” —Choice 

“We are so fortunate that Linda Darling-Hammond has provided this roadmap 

for educational excellence for all children in today’s flat world.” 

—Richard W. Riley, Former U. S. Secretary of Education 

“Given the accessible and yet sophisticated way that Darling-Hammond 

analyzes past educational reform efforts and provides policy direction for 

the future, it is no surprise that many in the field of education had hoped 

that she would become the Secretary of Education under President Obama.” 


2010/408 pp./PB, $23.95/4962-3/HC, $54/4963-0 



New 

Edition 

2006 NASSP Distinguished Service to Education Award • 2005 Outstanding 

Academic Title, Choice Magazine • 2005 AESA Critics’ Choice Award 

Class and Schools 

Using Social, Economic, and Educational Reform 

to Close the Black–White Achievement Gap 

Richard Rothstein 

Foreword by Arthur E. Levine 

“A must read.” —Choice 

In this book, Rothstein points the way toward social 

and economic reforms that would give all children 

a more equal chance to succeed in school. 

Contemporary public policy assumes that the 

achievement gap between black and white students 

could be closed if only schools would do a 

better job. According to Richard Rothstein, “Closing the gaps between 

lower-class and middle-class children requires social and economic 

reform as well as school improvement. Unfortunately, the trend is to 

shift most of the burden to schools, as if they alone can eradicate poverty 

and inequality.” In this book, Rothstein points the way toward social 

and economic reforms that would give all children a more equal chance 

to succeed in school. 

NEW 

Best 

Seller 

2004/224 pp./PB, $22.95/4556-4 

Co-published by the Economic Policy Institute and Teachers College Press 

54 


Political 

Education 

National Policy 

Comes of Age 

The Updated 

Edition 

Christopher T. 

Cross 

Foreword by 

Richard Riley and 

Ted Sanders 

“Concise but illuminating...chock-full 

of historical nuggets.” 


“Christopher Cross is one of the 

nation’s foremost authorities on 

federal education policy. This book is 

essential reading.” 

—James B. Hunt, former 

Governor of North Carolina 

Political insider Christopher Cross 

has updated his critically acclaimed 

book to reflect recent education 

policy developments, including the 

impact of the Obama administration 

and “Race to the Top” as well 

as the controversy over NCLB. Featuring 

a new introduction and postscripts 

for key chapters, this important 

book traces the evolution of 

federal education policy during the 

latter half of the 20th century. 

2010/224 pp./PB, $29.95/5151-0 

Understanding Education 

Indicators 

A Practical Primer for Research 

and Policy 

Mike Planty and Deven Carlson 

“Education researchers, policy analysts, 

and journalists interested in 

understanding what really is going 

on behind the ‘simple’ data that drive 

the education policy debate need this 

book.” 

—Jack Buckley, 


This book provides a comprehensive 

approach for understanding 

how statistical measures 

of achievement are developed, 

evaluated, and interpreted. Given 

the extent to which accountability 

measures determine outcomes for 

schools and students, this practical 

introduction is essential reading 

for a wide audience. For up-to-theminute 

policy discussions, visit the 

book’s website at www.educationindicator.com. 

2010/160 pp./PB, $43.95/5120-6 

A Learning- 

Centered 

Framework 

for 

Education 

Reform 

What Does 

It Mean for 

National Policy 

Elizabeth J. 

Demarest 

“Betty Demarest clearly defines a 

learning-centered framework for 

improving policy and practice in our 

nation’s classrooms.” 

—Gerald N. Tirozzi, National 

Association of Secondary 

School Principals 

“This book is a welcome gift to policymakers 

and practitioners.” 

—Roland Tharp, University of 

California, Berkeley 

This comprehensive, alternative 

framework for future education 

reform focuses on improving the 

core educational practices of learning, 

teaching, content, and leadership. 

New research-based concepts 

are compared critically to older 

concepts behind standards-based 

reform and No Child Left Behind. 

2010/192 pp./PB, $31.95/5156-5 

HC, $66/5157-2 

The Politics 

of Latino 

Education 

Edited by David 

L. Leal and 

Kenneth J. Meier 

“Valuable insights 

for teachers, 

administrators, 

and educational 

practitioners.” 


In twelve revealing essays, this 

book brings together 24 accomplished 

and influential voices to 

examine the political factors that 

shape the Latino educational experience. 

With a breadth of expertise 

no other volume can match, the 

authors cover a wide range of topics 

important to improving education 

for Latinos, including standardized 

testing, immigration, bilingual 

education, and the Latino education 

“pipeline.” Contributors include 

Angela Valenzuela, Jay P. Greene, 

and Frederick M. Hess. 

2011/240 pp./PB, $35.95/5142-8 

HC, $74/5143-5 

Changing the 

Odds 

for Children 

at Risk 

Seven Essential 

Principles of 

Educational 

Programs That 

Break the Cycle 

of Poverty 

Susan B. Neuman 

“Extremely well written, this book 

belongs in libraries supporting 

educators, parents, researchers, and 

policymakers.” —Library Journal 

“Neuman draws upon research evidence 

and her own experience to 

define key principles of education programs 

that help overcome poverty.” 

—AACTE ENewsletter 

In this revealing book, Neuman 

shows how we can break the cycle 

of poverty and disadvantage and 

change the odds for children at 

risk. Offering a framework based 

on seven essential principles for 

implementing more effective programs 

and policies, she highlights 

programs that are making a difference 

in children’s lives across the 

country. 

2009/240 pp./PB, $23.95/5048-3 


Forbidden 

Language 

English Learners 

and Restrictive 

Language 

Policies 

Edited by 

Patricia Gándara 

and Megan 

Hopkins 

Pulling together the most upto-date 

research on the effects 

of restrictive language policies, 

this timely volume focuses on 

what we know about the actual 

outcomes for students and teachers 

in California, Arizona, and 

Massachusetts—states where 

these policies have been adopted. 

Prominent contributors analyze 

existing policies, examine alternative 

policies, and suggest how better 

policies might be constructed. 

Contributors include Alfredo J. 

Artiles, Diane August, Kenji Hakuta, 

Janette K. Klingner, Daniel Losen, 

Gary Orfield, and Robert Rueda. 

2010/264 pp./PB, $33.95/5045-2 

HC, $70/5046-9 




American School Board Journal 

Notable Book in Education for 2008 

Grading 

Education 

Getting 

Accountability 

Right 

Richard 

Rothstein, 

with Rebecca 

Jacobsen and 

Tamara Wilder 

“Makes an extremely convincing case 

for changing the way we define, and 

then assess, education goals in the 

US.” —Choice 

Grading Education describes a new 

kind of accountability plan for 

public education, one that relies on 

higher-quality testing, focuses on 

professional evaluation, and builds 

on capacities we already possess. 

2008/280 pp./PB, $20.95/4939-5 

Co-published by the Economic Policy Institute 

and Teachers College Press 


From A Nation at Risk to 

No Child Left Behind 

National Education Goals 

and the Creation of 

Federal Education Policy 

Maris A. Vinovskis 

“A thorough but very accessible 

book that will be of great interest to 

scholars and students of educational 

policy.” 

—Choice 

Distinguished historian and policy 

analyst Maris Vinovskis examines 

federal K–12 education policies, 

beginning with the publication of A 

Nation at Risk and focusing on the 

National Education Goals, America 

2000, Goals 2000, and No Child 

Left Behind. This important book 

draws on the author’s unique experiences 

working in the Department 

of Education during both the 

George H. W. Bush and Bill Clinton 

administrations. 

2009/312 pp./PB, $46.95/4922-7 

School Choice 

and Diversity 

What the Evidence Says 

Edited by Janelle Scott 

Foreword by Henry Levin 

“A highly valuable, insightful, and 

recommended volume, presented with 

rigor and thought.” 


Contributors: Carol Ascher • 

Robert Crain • Amanda Datnow • 

Jay Greene • Kenneth Howe • Lea 

Hubbard • Hamilton Lankford • 

Roslyn Arlin Mickelson • Sean 

Reardon • Nathalis Wamba • Kevin 

Welner • Amy Stuart Wells • Betsy 

Woody • James Wyckoff • John 

Yun 

2005/192 pp./HC, $40/4599-1 

55 



55

The Culture of 

Education Policy 

Sandra J. Stein 

“I highly recommend this short but 

detailed, pointed, and well-written 

book to anyone interested in policy 

making, cultural analysis, or social 

change.” 

—Policy Science 


2004/216 pp./PB, $28.95/4479-6 

A New Agenda for Research 

in Educational Leadership 

Edited by William A. Firestone and 

Carolyn Riehl 

“Offers a comprehensive, cutting-edge 

look at crucial issues in educational 

leadership.” —Journal of Educational 


Contributors: Albert Bennett • 

Mary Erina Driscoll • Carol R. Fendt 

• Gail C. Furman • Ellen B. Goldring 

• Pamela Konkol • Kenneth A. 

Leithwood • Barbara Scott Nelson 

• Nona A. Prestine • Pedro Reyes 

• Carolyn M. Shields • Dorothy 

Shipps • Mark A. Smylie • James P. 

Spillane • Mary Kay Stein • Lonnie 

Wagstaff 

2005/256 pp./HC, $54/4630-1 


Bringing Equity Back 

Research for a New Era in 

American Educational Policy 

Edited by Janice Petrovich and 

Amy Stuart Wells 

Foreword by Alison Bernstein 

Afterword by Wendy Puriefoy 

Contributors include: Mark Berends 

• Martin Carnoy • Marilyn Gittell 

• George Madaus • Roslyn Arlin 

Mickelson • Jeannie Oakes • Harry 

P. Pachón • Michael A. Rebell 

2005/360 pp./HC, $27/4576-2 

Redesigning Accountability 

Systems for Education 

Edited by Susan H. Fuhrman and 

Richard F. Elmore 

“A wonderful book.” 

—The Educational Forum 

“Clear guidance.” 


Contributors: Eva L. Baker • Martin 

Carnoy • Mark C. Duffy • Richard 

F. Elmore • Susan H. Fuhrman • 

Margaret E. Goertz • Joan Herman 

• Jay P. Heubert • Robert L. Linn • 

Susanna Loeb • Robert Rothman • 

Martha L. Thurlow 

2004/320 pp./HC, $45/4425-3 




Leadership, & Policy 

Ancess: Beating the Odds 

High Schools as Communities of 

Commitment 

Jacqueline Ancess 


2003 /192 pp. /PB, $22.95 /4355-3 

HC, $44 /4356-0 


Bellamy: Principal 

Accomplishments 

How School Leaders Succeed 

G. Thomas Bellamy, Connie L. Fulmer, 

Michael J. Murphy, and Rodney Muth 

Foreword by Robert Donmoyer 

2007 /224 pp. /PB, $27.95 /4742-1 


Bouie: After-School Success 

Academic Enrichment Strategies 

with Urban Youth 

Anne Bouie 

Foreword by Lucy N. Friedman 

2007/224 pp./PB, $35.95/4745-2 

Byrne-Jiménez: Developing 

Effective Principals Through 

Collaborative Inquiry 

Mónica Byrne-Jiménez and Margaret 

Terry Orr 

Foreword by Tom Sobol 

2007/144 pp./PB, $27.95/4816-9 


Carnoy: The Charter School 

Dust-Up 

Examining the Evidence on Enrollment 

and Achievement 

Martin Carnoy, Rebecca Jacobsen, 

Lawrence Mishel, 

and Richard Rothstein 

2005 /192 pp. /PB, $22.95 /4615-8 

Co-published by the Economic Policy Institute 

and Teachers College Press 

Comer: Child by Child 

The Comer Process for Change in 

Education 

James P. Comer, Michael Ben-Avie, 

Norris M. Haynes, and Edward T. Joyner 

Foreword by Lois Jean White 

1999 /336 pp. /PB, $22.95 /3868-9 

Comer: Rallying the Whole 

Village 

The Comer Process for Reforming 

Education 

Edited by James P. Comer, Norris M. 

Haynes, Edward T. Joyner, and Michael 

Ben-Avie 

1996 /208 pp. /PB, $23.95 /3539-8 

Cuban: Frogs into Princes 

Writings on School Reform 

Larry Cuban 

2008/216 pp./PB, $29.95/4859-6 


Cuban: Hugging the Middle— 

How Teachers Teach in an Era 

of Testing and Accountability 

Larry Cuban 

2008/112 pp./PB, $24.95/4935-7 

Darling-Hammond: Authentic 

Assessment in Action 

Studies of Schools and Students at Work 

Linda Darling-Hammond, Jacqueline 

Ancess, and Beverly Falk 

Foreword by Theodore R. Sizer 

1995/304 pp./PB, $27.95/3438-4 


Darling-Hammond: Professional 

Development Schools 

Schools for Developing a Profession 

Edited by Linda Darling-Hammond 

2005/240 pp./PB, $23.95/4592-2 

Devine: Making Your School Safe 

Strategies to Protect Children and 

Promote Learning 

John Devine and Jonathan Cohen 

Foreword by Maurice J. Elias 

2007/144 pp./PB, $22.95/4783-4 

The Series on Social and Emotional Learning 

Donaldson: How Leaders Learn 

Cultivating Capacities for School 

Improvement 

Gordon A. Donaldson, Jr. 

Foreword by Roland S. Barth 

2008/192 pp./PB, $27.95/4854-1 

Fruchter: Urban Schools, Public 

Will 

Making Education Work for All Our 

Children 

Norm Fruchter 

Foreword by Theresa Perry 

2007/192 pp./PB, $24.95/4740-7 

Hargreaves: What’s Worth 

Fighting For Out There 

Andy Hargreaves and Michael Fullan 


1998/144 pp./PB, $17.95/3752-1 

(For sale by TC Press in the US, and its 

territories and dependencies only) 

Hatch: Managing to Change 

How Schools Can Survive (and 

Sometimes Thrive) in Turbulent Times 

Thomas Hatch 

2009/208 pp./PB, $28.95/4966-1 


Hebert: “The Boss of the Whole 

School” 

Effective Leadership in Action 

Elizabeth A. Hebert 

Foreword by Richard Ackerman 

2006/168 pp./PB, $27.95/4696-7 

Hord: Learning Together, 

Leading Together 

Changing Schools Through Professional 


Edited by Shirley M. Hord 

2004 / 192 pp. / PB, $27.95 / 4411-6 

Critical Issues in Educational Leadership 

Series 



Kugelmass: The Inclusive School 

Sustaining Equity and Standards 

Judy W. Kugelmass 

2004 /160 pp. /PB, $26.95 /4491-8 

HC, $58 /4492-5 

McDonald: Going to Scale with 

New School Designs 

Reinventing High School 

Joseph P. McDonald, Emily J. Klein, and 

Meg Riordan 

2009/160 pp./PB, $26.95/4986-9 


McMillan: Formative Classroom 

Assessment 

Theory into Practice 

James H. McMillan, Editor 

2007/168 pp./PB, $27.95/4799-5 

HC, $56/4800-8 

Rebell: NCLB at the Crossroads 

Reexamining the Federal Effort to Close 

the Achievement Gap 

Edited by Michael A. Rebell and Jessica 

R. Wolff 

2009/312 pp./HC, $36/4944-9 

Sarason: Revisiting “The Culture 

of the School and the Problem 

of Change” 

Seymour B. Sarason 

1996/416 pp./PB, $25.95/3543-5 


Seligson: Bringing Yourself to 

Work 

A Guide to Successful Staff 

Development in After-School Programs 

Michelle Seligson and 

Patricia Jahoda Stahl 

2003/112 pp./PB, $22.95/4426-0 

large format 

A joint publication with NSACA 

(National School-Age Care Alliance) 

Sexton: Mobilizing Citizens 

for Better Schools 

Robert F. Sexton 

Foreword by Richard W. Riley 

2004 /144 pp. /PB, $21.95 /4441-3 


Silva: Standards of Mind and 

Heart 

Creating the Good High School 

Peggy Silva and Robert A. Mackin 

Foreword by Tony Wagner 

2002/176 pp./PB, $23.95/4212-9 


Simmons: Breaking Through 

Transforming Urban School Districts 

John Simmons 


2006/264 pp./PB, $28.95/4657-8/HC, 

$56/4658-5 

Zubay: Creating the Ethical 

School 

A Book of Case Studies 

Bongsoon Zubay and Jonas F. Soltis 

Foreword by Robert J. Nash 

2005/144 pp./PB, $22.95/4513-7 

HC, $46/4514-4 

56 


FoundationsofEducation 


Is Everyone Really Equal 63 

Teaching Minds 

How Cognitive Science 

Can Save Our Schools 

Roger Schank was the founder of the renowned 

Institute for the Learning Sciences at Northwestern 

University, where he is John P. Evans Professor 

Emeritus in Computer Science, Education, and 

Psychology. Visit Dr. Schank’s website 

(www.rogerschank.com) and blog 

(educationoutrage.blogspot.com). 

New 

Edition 

NEW 

Best 

Seller 

“Professor Roger Schank 

has long been one of the 

world’s most innovative 

thinkers about education. 

This book is the 

culmination of his 

lifetime of thinking 

about teaching and 

learning. Although I’ve 

known Roger for over 20 

years, I’ve learned a lot 

from this book and I 

know that you will too.” 

—Ray Bareiss, Professor and Director of 

Educational Programs, Carnegie Mellon 

Silicon Valley 

“Finally, some FRESH thinking about teaching 

and learning. You will come away understanding 

what’s wrong with how we teach today and what 

an effective pedagogy looks like. If you care about 

education, you will love, love, love this book!” 

—Elliot Soloway, Arthur F. Thurnau 

Professor, University of Michigan 

“Roger’s insights tend to be a decade or two 

ahead of the insights of others. You can find his 

insights in current machine translation technologies, 

recommender systems, game-based learning 

environments, on-line courses, and even intelligence-gathering 

systems. The insights in this book 

are likely to be equally prescient and enduring.” 

—Janet L. Kolodner, Regents’ Professor, 

Georgia Institute of Technology 

From grade school to graduate school, from 

the poorest public institutions to the most 

affluent private ones, our educational system 

is failing students. In his provocative new book, 

cognitive scientist and bestselling author Roger 

Schank argues that class size, lack of parental 

involvement, and other commonly-cited factors 

have nothing to do with why students 

are not learning. The culprit is a system of 

subject-based instruction, and the solution is 

cognitive-based learning. This groundbreaking 

book defines what it would mean to teach 

thinking. The time is now for schools to start 

teaching minds! 

Audience: Teachers, teacher educators, curriculum 

developers, school administrators, policymakers, 

and parents; courses in cognitive science, 

educational foundations, teacher education, psychology, 

and computer science. 

2011/240 pp./PB, $26.95/5266-1/HC, $58/5267-8 

Streetsmart Schoolsmart 

Urban Poverty and the Education of 

Adolescent Boys 

Gilberto Q. Conchas is associate professor of 

education and chancellor’s fellow at the University 

of California, Irvine. James Diego Vigil is professor 

of social ecology at the University of California, 

Irvine. 

New 

Edition 

NEW 

Best 

Seller 

“If the cogent messages 

of this searing and compelling 

book are heeded 

and implemented by 

educational researchers, 

policymakers, and practitioners, 

our nation will 

be greatly enriched by 

the abundant gifts of 

young men of color.” 

—James A. Banks, 

University of 

Washington, Seattle 

“This insightful book helps readers understand 

why many young men turn to gangs and how 

schools and community-based organizations can 

counter the lure of the streets to expand opportunities 

for young men of color.” 


“Provides an important testament to the power we 

have to change lives and to the remarkable resiliency 

that brings hope in the face of hardship.” 

—Rachel F. Moran, UCLA School of Law 

Two respected scholars present original 

research on youth gangs and school success 

to explain why some boys become disengaged 

and join gangs while others do not. Chapters 

vividly describe how urban boys from different 

ethnic backgrounds (Asian, African American, 

and Latino) approach schooling and identify 

the sociocultural factors that affect their 

choices. The authors concentrate on three 

areas: (1) the role of marginalized communities 

in the formation of urban gang youth, (2) 

the role of community-based organizations 

in re-engaging urban youth, and (3) the role 

of schools in creating opportunities for urban 

boys to succeed despite disparities in their 

economic and social circumstances. 

Audience: Teachers, school leaders, after-school 

coordinators, community organizers, social workers, 

policymakers, and researchers; courses in 

youth development, anthropology, sociology, ethnic 

studies, educational policy, urban education, 

public policy, and qualitative methods. 

2012/216 pp./PB, $33.95/5318-7/HC, $76/5319-4 


Also by Gilberto Conchas: See Author Index 

Doing Case Study 

Research 

A Practical Guide for Beginning 

Researchers, Second Edition 

Dawson R. Hancock, chair, Department of 

Educational Leadership, University of North 

Carolina at Charlotte, and Bob Algozzine, director, 

Behavior and Reading Improvement Center, 

University of North Carolina at Charlotte 

New 

Edition 

“A highly accessible 

introductory text and a 

very quick read.... 

Hancock and Algozzine 

are pedagogically savvy 

when introducing readers 

to case study 

research.” 

—Journal of College 

Student Development 

(on first edition) 

NEW 

“Novice researchers need 

a step-by-step guide like 

this one to help them with their own research, 

and professors of research always need more textbooks 

about research methods to use with their 

students. The Second Edition is a definitive guide 

that will help across many fields.” 

—M. Elizabeth Hendrix, Missouri Western 


“It is a perfect fit for the early-stage researchers 

that I teach in public policy. This book tackles the 

breadth of coverage that I need in this capstone 

course that takes students from identifying a 

research topic and question to collecting and 

analyzing data.” 

—Billie Gastic, University of Massachusetts 

Boston 

This popular handbook has been updated to 

provide today’s beginning researchers with 

everything they need to plan and implement 

case studies. Starting with how to establish 

a rationale for conducting a systematic case 

study and identify literature that informs the 

research effort, this resource shows students 

how to determine an appropriate research 

design and conduct informative interviews, 

observations, and document analyses. It also 

describes methods for deriving meaning from 

data and communicating the results. Finally, 

the authors delineate the ways to verify the 

results attained. Students and advisors can use 

these easy-to-follow steps to shape a thesis, 

dissertation, or independent project from conceptualization 

to completion. 

Audience: Professors and novice researchers in 

education, sociology, anthropology, psychology, 

health care, and social work; courses in research 

methods and qualitative and quantitative research. 

2011/128 pp./PB, $24.95/5268-5 

Best 

Seller 

57 



57

Dear Nel 

Opening the Circles of Care 

(Letters to Nel Noddings) 

Edited by Robert Lake is an assistant professor at 

Georgia Southern University, Statesboro, GA and 

the editor of Dear Maxine: Letters from the Unfinished 

Conversation with Maxine Greene. 

Foreword by David Berliner 

New 

Edition 

NEW 

Best 

Seller 

“This is a wonderful collection 

of letters to a 

wonderful educator. Nel 

Noddings has done as 

much as anyone I can 

think of to show us how 

to improve the lives of 

children in school. 

This is a delightfully 

rich series of testaments 

to the influence 

of one of the great educators 

of our time.” 

—Kieran Egan, 

Professor, Simon 

Fraser University 

This collection is a moving tribute to Nel 

Noddings, a fascinating and influential scholar 

who has contributed greatly to numerous 

fields, including education, feminism, ethics, 

and the study of social justice and equity. Dear 

Nel presents contributions from renowned 

teachers, educators, and activists. Each offers 

a personal tribute to Noddings, highlighting 

stories of her lived experience and drawing 

on her writing and teaching. This unique volume 

includes an interview with Noddings by 

Lynda Stone that provides historical context 

for Noddings’ work and that imagines possible 

future spaces for her legacy. 

Featuring a personal and engaging format, 

Dear Nel offers insights, commentary, and 

reflections on the extraordinary life work of a 

major scholar. And, most importantly, it will 

serve to expand the circles of care that is Nel’s 

work. 

Contributors: Roslyn Arnold • Lawrence 

Blum • Liora Bresler • Laurie Noddings 

Brooks • Nicholas C. Burbules • Chris Liska 

Carger • Rachel Lake Chapman • Daniel Chard 

• Pradeep Dhillion • Ann Diller • Riane Eisler 

• David Flinders • Jim Garrison • Marlynn 

Griffin • Madeleine Grumet • James G. 

Henderson • Barbara Houston • Kathy Hytten 

• Cristina Igoa • Kathleen Kesson • Eva Feder 

Kittay • Tricia M. Kress • Robert Lake • Megan 

J. Laverty • David Loye • James Marshall • 

Rebecca Martusewicz • Susan Jean Mayer 

• Jennifer L. Milam • Jack P. Miller • Bruce 

Novak • Denis C. Phillips • Eugene F. Provenzo, 

Jr. • Molly Quinn • Shaireen Rasheed • 

William M. Reynolds • Sabrina Ross • Sara 

Ruddick • Pauline Sameshima • William H. 

Schubert • Paul Shore • Shilpi Sinha • Barbara 

Stengel • Lynda Stone • Barbara Thayer- 

Bacon • Stephen J. Thornton • Susan Verducci 

• Dilafruz Williams • Carol Smith Witherell 

Tianlong Yu 

Audience: Students of education, teachers, 

academics, and scholars; courses in educational 

foundations, philosophy of education, curriculum 

theory, feminist theory, ethics, equity and social 

justice, and dissertation research. 

2012/168 pp./PB, $29.95/5298-2 

The African American 

Struggle for Secondary 

Schooling, 1940–1980 

Closing the Graduation Gap 

John L. Rury, professor of education and (by 

courtesy) history, and Shirley A. Hill, professor of 

sociology, both at the University of Kansas 

New 

Edition 

NEW 

Best 

Seller 

“Sets a new standard of 

excellence in social history 

and policy studies. 

The authors evocatively 

recreate the passions of 

the civil rights movement 

and centrality of 

public schools in the 

ongoing quest for justice, 

opportunity, and 

freedom.” 

—William J. Reese, 

University of 


“This is a rich and compelling addition to the 

literature on secondary education generally and 

on secondary education for African Americans 

specifically. It will set the standard for historical 

studies on American high schools for a long time 

to come.” 

—Jeffrey Mirel, University of Michigan 

“This book will be on my shelf and will no doubt be 

on the shelves of scholars and students who study 

African American educational history.” 

—Thomas V. O’Brien, University of Southern 

Mississippi 

“This is the only book-length account of the growth 

and impact of secondary education for African 

Americans post-1930. It is a unique and original 

analysis.” 

—Michael Fultz, University of 


This is the first comprehensive account of 

African American secondary education in the 

postwar era. Drawing on quantitative datasets, 

as well as oral history, this compelling narrative 

examines how African Americans narrowed 

the racial gap in high school completion. The 

authors explore regional variations in high 

school attendance across the United States 

and how intraracial factors affected attendance 

within racial groups. They also examine the 

larger social historical context, such as the 

national high school revolution, the civil rights 

movement, campaigns to expand schooling 

and urging youth to stay in school, and Black 

migration northward. Closing chapters focus 

on desegregation and the “urban crisis” of 

the 1960s and 1970s that accelerated “White 

flight” and funding problems for urban school 

systems. 

Audience: Teachers, school administrators, policymakers, 

historians, and politicians; courses in history 

of education, sociology of education, African 

American studies, Southern history, American 

history, politics and education, and multicultural 

education. 

2011/272 pp./PB, $36.95/5277-7/HC, $78/5278-4 

Educational Studies 

New 

Edition 

• 2005 AESA Critics’ Choice Award • 2003 Gold Book of the 

Year Award in Education, ForeWord Magazine 

City Schools and 

the American 

Dream 

Reclaiming the Promise 

of Public Education 

Pedro Noguera 

“This book will prove useful 

to anyone interested in and 

perplexed by how to reform 

urban public schools in this 

country.” 


“This well-researched and well-written book 

NEW 

Best 

Seller 

should be on every American educator’s reading 

list.” 

—VOYA 

“A gem of a book.” 

—Journal of Educational Change 

2003/208 pp./PB, $23.95/4381-2 


New 

Edition 


The Long Haul 

An Autobiography 

Myles Horton with 

Judith Kohl and 

Herbert Kohl 

“Were I to choose America’s 

most influential and 

inspiring educator, it 

would be Myles Horton of 

Highlander.” 

—Studs Terkel 

“Horton’s . . . story is an entire American Studies 

sequence in political courage.” 

—The New York Times 

In his own direct, modest, plain-spoken 

style, Myles Horton tells the story of the 

Highlander Folk School. 

NEW 

Best 

Seller 

1998/256 pp./PB, $22.95/3700-2 

(For sale by TC Press in the U.S. and Canada only) 

New 

Edition 

NEW 

Best 

Seller 

Author received 2009 NCTE James R. Squire Award 

1998/144 pp./PB, $22.95/3750-7 

The Book of 

Learning and 

Forgetting 

Frank Smith 

“Recommended for all 

levels.” 

—Choice 

“We recommend you read 

this thought-provoking 

book, and help us repair the 

damage.” 

—The Quarterly of the 

National Writing Project 


58 


2010 Choice Outstanding Academic Title • 

2009 Notable Education Book, 

American School Board Journal 

Wounded 

by School 

Recapturing 

the Joy in 

Learning and 

Standing Up 

to Old School 

Culture 

Kirsten Olson 

Forewords by 

Sara Lawrence- 

Lightfoot and 

Parker J. Palmer 

“This important book is filled with 

resources and specific ideas for 

reclaiming joy in learning.... Highly 

recommended.” —Choice 

“Kirsten Olson has written a book that 

is at once intellectually engaging 

and replete with usable resources 

and proposals for action.... May this 

splendid book be read, discussed, 

taken to heart, and put into action.” 


Parker J. Palmer, author of 

The Courage to Teach 

Drawing on deeply emotional 

stories, Olson shows that current 

institutional structures do not 

produce the kinds of minds and 

thinking that society really needs. 

Instead, the system tends to shame, 

disable, and bore many learners. 

Most importantly, she presents the 

experiences of wounded learners 

who have healed and shows what 

teachers, parents, and students can 

do right now to help themselves 

stay healthy. 

2009/240 pp./PB, $23.95/4955-5 

HC, $56/4956-2 

The Challenge to 

Care in Schools 

An Alternative 

Approach to Education 


Nel Noddings 

Foreword by Jonas Soltis 

Rather then forcing one side to 

yield to the other, this book advocates 

an alternative, “responsive 

system” that will allow the best 

ideas to flourish to the benefit of 

all...especially the children. 

2005/224 pp./PB, $25.95/4609-7 

Advances in Contemporary Educational 

Thought Series 



Constructivism 

Theory, Perspectives, and Practice 


Edited by 

Catherine Twomey Fosnot 

Closing the gap between theory 

and practice, well-known scholars 

make constructivism accessible by 

showing its application in everyday 

classrooms. 

Contributors: Paul Cobb • 

Susan Cowey • Rheta DeVries 

• Eleanor Duckworth • Dewey 

I. Dykstra, Jr. • George Forman 

• Catherine Twomey Fosnot • 

Catherine A. Franklin • June S. 

Gould • Maxine Greene • Candace 

Julyan • Randall Stewart Perry • 

D. Kim Reid • Deborah Schifter • 

Jan Weatherly Valle • Ernst von 

Glasersfeld • Betty Zan 

2005/320 pp./PB, $28.95/4570-0 

When School Reform 

Goes Wrong 

Nel Noddings 

“Offers a surefire kick start to discussion 

in class or with family and friends 

at book groups and elsewhere.” 

—American Journal of 

Education 

“In a short, highly readable book, 

Noddings debunks many myths about 

standards, testing and accountability.” 


2007/112 pp./PB, $21.95/4810-7 

HC, $50/4811-4 

Teaching in the 

Knowledge Society 

Education in the Age of Insecurity 

Andy Hargreaves 

“Educators cannot afford to miss this 

one.” —Choice 

“Hargreaves provides teachers and 

administrators with a sense of hope 

and possibility against considerable 

educational and political challenges.” 


2003/240 pp./PB, $26.95/4359-1 

Not for sale by TC Press in the UK, Europe, 

Hong Kong, Australia, New Zealand, and 

the British Commonwealth, excluding 

Canada 

MI at 25 

Assessing the Impact and Future of 

Multiple Intelligences for Teaching 

and Learning 

Edited by Branton Shearer 

Includes chapters by Noam 

Chomsky, Maxine Greene, and 

Deborah W. Meier, and features a 

special chapter by Howard Gardner. 

2009/144 pp./PB, $25.95/4999-9/HC, 

$55/5000-1 

Social Justice 

See also: Holler If You Hear Me, 41; 

Spectacular Things Happen Along the 

Way, 40 

Unequal Fortunes 

Snapshots from the South Bronx 

Arthur Levine and Laura Scheiber 

“A compelling and worthwhile book, 

especially for those who teach in 

inner-city schools.” 

—Education Update 


Pedagogy of the Poor 

Building the Movement to End 

Poverty 

Willie Baptist and Jan Rehmann 

“A must-read for activists, educators, 

social workers, and anyone interested 

in the future of human rights.” 

—Ira Shor, City University of 

New York 

“This book should be one of the 

required tools of the movement.” 

—Marian Kramer, Michigan 

Welfare Rights Organization 

This unique book combines the 

oral history of a renowned antipoverty 

organizer with an accessible 

introduction to relevant social 

theories, case studies, in-class 

student debates, and pedagogical 

reflections. It will be of interest to 

activists committed to eradicating 

poverty and educators looking for 

ways to teach about social justice. 

2011/208 pp./PB, $28.95/5228-9/HC, 

$60/5229-6 


Pedagogy, Policy, 

and the Privatized City 

Stories of Dispossession and 

Defiance from New Orleans 

Kristen L. Buras, Jim Randels, and 

Kalamu ya Salaam 

Foreword by Robin D. G. Kelley 

Afterword by Zeus Leonardo 

Building on the stories of marginalized 

youth and their teachers in 

New Orleans, the text includes 

striking commentaries from the 

foremost scholars of the day, who 

explore the wider implications of 

these stories for pedagogy and 

educational policy. 

Contributors include Michael 

W. Apple, Wayne Au, Adrienne D. 

Dixson, Maisha T. Fisher, Joyce E. 

King, Pauline Lipman, and Vanessa 

Siddle Walker. 

2009/208 pp./PB, $28.95/5089-6 

HC, $60/5090-2 

The Seduction 

of Common Sense 

How the Right Has Framed the 

Debate on America’s Schools 

Kevin K. Kumashiro 

Foreword by Herbert Kohl 

“This is one of the most thoughtful 

books on education I have ever read.” 

—Studs Terkel 

Critical of both the Right and the 

Left, Kumashiro offers concrete 

implications for policy and practice 

that can draw together a broader 

coalition on the Left to achieve 

social justice in education. 

2008/128 pp./PB, $18.95/4868-8 

HC, $40/4869-5 


Teach Freedom 

Education for Liberation in the 

African-American Tradition 

Edited by Charles M. Payne and 

Carol Sills Strickland 

Foreword by Charles E. Cobb, Jr. 

“This volume brings African American 

educational history alive and identifies 

implications for roads yet 

traveled.” 


Contributors: Chris Myers Asch • 

William Ayers • Charles E. Cobb, 

Jr. • Sekou M. Franklin • Jonathan 

Gayles • Hollyce C. Giles • Deanna 

M. Gillespie • Steven Hahn • 

Michael G. Hayes • Charles E. 

Jones • Carol D. Lee • David Levine 

• Ernest Morrell • Robert C. Morris 

• Daniel Perlstein • Randolph G. 

Potts • Fannie Theresa Rushing • 

Gale Seiler • Susan Wilcox 

2008/288 pp./PB, $31.95/4872-5 


Learning Power 

Organizing for Education and 

Justice 

Jeannie Oakes and John Rogers 

with Martin Lipton 

“This provocative and propitious 

book illustrates numerous examples 

of empowering disenfranchised 

constituencies.” 

—Wendy D. Puriefoy, President, 

Public Education Network 

2006/216 pp./PB, $22.95/4702-5 

25 photos 

John Dewey Lecture Series 

59 



59

Educating Citizens 

for Global Awareness 

Edited by Nel Noddings 

Prominent educators join Nel 

Noddings to address the issue of 

global citizenship, what it means, 

and how it should shape curriculum 

and teaching in K–12 classrooms. 

Contributors: Nancy Carlsson- 

Paige • David Fairman • Gloria 

Ladson-Billings • Linda Lantieri • 

Peggy McIntosh • Robert J. Nash • 

Nel Noddings • Stacie Nicole Smith 

• Stephen J. Thornton 

2005/176 pp./PB, $27.95/4534-2 

Published in association with the Boston 

Research Center for the 21st Century 


Teaching for 

Social Justice 

A Democracy and Education 

Reader 

Edited by William Ayers, Jean Ann 

Hunt, and Therese Quinn 

Introduction by Maxine Greene 

Published in conjunction with The 

New Press 

“Demonstrates the power of the 

‘teacher as activist.’ This sourcebook 

offers curriculum ideas and websites 

in addition to the time-tested wisdom 

of its contributors.” 


1998/320 pp./PB, $21.95 / 

1-56584-420-3 

Please note! All orders for Teaching for 

Social Justice must be placed with W. W. 

Norton & Company. Call (800) 233-4830 

or fax your order to (800) 458-6515. 



Justice and Caring 

The Search for Common Ground 

in Education 

Michael S. Katz, Nel Noddings, 

and Kenneth A. Strike 

These original essays, by renowned 

educators, reveal how these two 

moral orientations can work 

together to produce wiser and 

more practical policies and 

practices. 

1999/208 pp./PB, $26.95/3818-4 


Historical 

Studies 

“Ethnically Qualified” 

Race, Merit, and the Selection of 

Urban Teachers, 1920–1980 

Christina Collins 

”A fascinating historical 

case study.” 

—Teachers 

College Record 

This provocative 

book explores 

the barriers that 

African American 

and Latino 

candidates faced 

in attempting to become public 

school teachers in New York from 

the turn of the century through the 

end of the 1970s. 

2011/272 pp./PB, $43.95/5163-3 

High Expectations 

The Cultural Roots of Standards 

Reform in American Education 

William A. Proefriedt 

“Educational thinkers from Jefferson to 

Dewey would applaud and admire his 

work.” —Choice 

Who is to be educated What 

knowledge is of most worth How 

shall we teach How do students 

learn And education toward what 

ends The author compares and 

contrasts how present reformers 

have answered these questions and 

how educational thinkers—including 

Emerson, Du Bois, and Dewey— 

have addressed them. 

2008/208 pp./PB, $44.95/4874-9 



Teachers and Machines 

The Classroom Use of 

Technology Since 1920 

Larry Cuban 

“Will undoubtedly be cited in the 

future as the major source on the history 

of technology and teaching in the 

classroom.” 

—History of Education Quarterly 

“Through Cuban’s work we can 

develop an understanding for how 

teachers define their jobs in ways 

that outside innovators have never 

appreciated.” 

—Educational Policy 

1986/144 pp./PB, $19.95/2792-8 

Thinking About Education Series 

Jonas F. Soltis, Editor 

New 

Edition 

NEW 

Speaking directly to today’s teacher, these fifth editions 

feature realistic case studies, dialogues, and open-ended 

questions that will stimulate thinking and encourage lively 

classroom discussions. 

The Ethics of Teaching, 5th Edition 

Kenneth A. Strike and Jonas F. Soltis 

This text has been expanded to include the 

most important ethical issues in contemporary 

schooling. Topics include: punishment 

and due process • intellectual freedom • equal 

treatment of students • multiculturalism • 

religious differences • democracy • teacher 

burnout • and more. 

2009/176 pp. / Paper, $20.95/4981-4 

Curriculum and Aims, 

5th Edition 

Decker F. Walker and Jonas F. Soltis, 

assisted by Frances Schoonmaker 

This revised edition provides a broad 

perspective on the basic curriculum 

questions educators face regarding 

the purposes, content, design, and 

structure of educational programs. 

The new edition features a new 

case study on Education and Equity: 

Closing the Achievement Gap. 

2009 / 144 pp./Paper, $20.95/4984-5 

Best 

Seller 

“Does a masterful job 

of bringing together 

the basic issues and 

teaching methods that 

should frame social 

and philosophical 

foundations curricula.” 


Approaches to Teaching, 5th Edition 

Gary D Fenstermacher and Jonas F. Soltis, 

with contributions from Matthew N. Sanger 

This new edition continues using the format of the three approaches— 

The Executive, The Facilitator, and The Liberationist—and adds four 

new case studies: “Scripted Teaching,” “Accountability and Merit,” 

“What Is the Value of Caring Relationships” and “School Funding.” 

2009 / 128 pp. / Paper, $20.95 / 4982-1 

Perspectives on Learning, 5th Edition 

D. C. Phillips and Jonas F. Soltis 

This widely adopted text uses case studies that engage readers in 

debates about what really happens in classrooms. The new edition 

features: a discussion of common sense and learning theories • a new 

chapter on Transfer of Learning • consideration of recent developments 

in brain science. 

2009/144 pp./Paper, $20.95/4983-8 

School and Society, 5th Edition 

Walter Feinberg and Jonas F. Soltis 

The new edition tackles such crucial questions as: Do schools socialize 

students to become productive workers • Does schooling reproduce 

social class and pass on ethnic and gender biases • Can a teacher 

avoid passing on dominant social and cultural values • What besides 

subjects do students really learn in schools 

2009/160 pp./Paper, $20.95/4985-2 

60 


Philosophical 

Studies 

New 

Edition 

AESA Critics’ Choice as an 

Outstanding Educational Study 

NEW 

The 

Dialectic 

of Freedom 

Maxine 

Greene 

“Greene 

triumphs in 

her search 

for a critical 

aesthetic 

to inform 

education.” 


“It is a book that deserves to be read 

by all who teach.” 

—Journal of Aesthetic Education 

“This beautifully written book shows 

us a tough progressive at work.” 

—Teacher Magazine 

Best 

Seller 

1988/168 pp./PB, $19.95/2897-0 


Dewey and 

the Dilemma of Race 

An Intellectual History, 1895–1922 

Thomas D. Fallace 

Foreword by Robert Westbrook 

”It’s not often that 

a scholarly book 

elicits a deeply 

satisfied ‘wow!’ 

from its readers, 

but this is the 

effect that [this 

book] had on 

me...a must-read 

for educators, 

philosophers, and historians.” 

—History of Education Quarterly 

This is the first comprehensive 

intellectual biography to trace the 

development of Dewey’s educational 

views. Filling an important 

gap in our understanding of 

Dewey’s thinking on culture and 

race, this book will be of interest to 

a broad range of educators, historians, 

philosophers, and scholars. 

2011/216 pp./PB, $31.95/5164-0 

HC, $68/5165-7 

Ethical Visions 

of Education 

Philosophies in Practice 

David T. Hansen, Editor 

This pathbreaking book provides 

readers with a collection of insights 

drawn from a diverse array of thinkers—John 

Dewey, Jane Addams, 

and others—that proves there is 

nothing quite as practical as a good 

educational philosophy. 

2006/224 pp./PB, $26.95/4758-2 

HC, $52/4759-9 

Developed in Association with the Boston 

Research Center for the 21st Century 

Small 

Schools and 

Strong 

Communities 

A Third Way of 

School Reform 

Kenneth A. 

Strike 

Foreword by 

Mary Anne 

Raywid 

“An absolute must read for those 

deeply committed to creating democratic 

schools and deepening democracy 

within our society.” 


“Ideas expressed in the book could 

result in some lively discussions about 

school reform.” 


In this insightful book, Kenneth 

Strike develops a new vision of 

school reform. Arguing that good 

schools are first and foremost 

strong communities, Strike maintains 

that the small schools movement 

is the best hope to create 

such schools. 

2010/208 pp./PB, $28.95/5058-2 

HC, $60/5059-9 



Dear Maxine 

Letters from 

the Unfinished 

Conversation 

with Maxine 

Greene 

Edited by 

Robert Lake 

Foreword by 

Sonia Nieto/ 

Prologue by 

Michelle Fine/Introduction by Nel 

Noddings 

“These letters give the reader a 

renewed appreciation of Maxine 

Greene’s passion and energy, and of 

those who have learned from her.” 

—A. G. Rud, Washington State 

University 

Maxine Greene has been referred 

to as “the most important American 

philosopher [on education] 

since John Dewey.” This wonderful 

collection continues the unfinished 

conversation that is her work with 

edgy, thoughtful letters by over 

75 teachers, students, colleagues, 

artists, and others, such as Gloria 

Ladson-Billings, Herb Kohl, Mike 

Rose, Deborah Meier, and William 

Ayers. 

2010/208 pp./PB, $25.95/5137-4 

HC, $55/5138-1 

New book by Robert Lake: 

Dear Nel, 58 

The Educational Thought 

of W.E.B. Du Bois 

An Intellectual History 

Derrick P. Alridge 

Foreword by V.P. Franklin 

“Highly recommended.”—Choice 

“A remarkable book.” 

—Journal of African American 

History 

“An excellent introduction to DuBois 

and his milieu...could even be used in 

high school classes.” 

—Book News, Inc. 

Historian Derrick P. Alridge illuminates 

Du Bois’s educational 

thought on a wide variety of 

issues, such as women and education, 

black leadership, black 

identity, civil rights, black higher 

education, community education, 

and academic achievement. 

2008/208 pp./PB, $27.95/4836-7 

HC, $58/4837-4 

Beyond Liberal 

Democracy in Schools 

The Power of Pluralism 

Barbara Thayer-Bacon 


In this unique union of philosophy 

and ethnographic research, Barbara 

Thayer-Bacon explains how the 

individualist legacy of liberal 

democracy, as conceived by Locke 

and Rosseau, ignores and excludes 

the needs of American students 

raised in cultures with strong communal 

traditions. 

2008/216 pp./HC, $44/4865-7 



Thinking 

The Foundation of Critical and 

Creative Learning in the Classroom 

Robert Boostrom 

This accessible volume addresses 

the current emphasis on standardized 

curriculum and how it discourages 

teachers from providing 

content that provokes thought, and 

discourages students from intellectual 

engagement. 

2005/192 pp./HC, $44/4569-4 



Educating Moral People 

A Caring Alternative to 

Character Education 

Nel Noddings 

In this collection of essential essays, 

Nel Noddings describes the similarities 

and differences between 

character education and care ethics 

and examines how moral education 

might be infused throughout the 

curriculum. 

2002/192 pp./PB, $26.95/4168-9 

Other Books by Nel Noddings: 


Perspectives 

on Research 

See also Language and Literacy/ 

Research, 24; Teacher Research, 

pp. 42; and Practitioner Inquiry 

Series, tcpress.com/browse.html 

New 

Edition 

NEW 

Best 

Seller 

Interviewing 

as 

Qualitative 

Research 

A Guide for 

Researchers in 

Education 

and the Social 

Sciences 

Third Edition 

Irving Seidman 

The Third Edition of this bestselling 

resource provides clear, stepby-step 

guidance for new and 

experienced interviewers to help 

them develop, shape, and reflect 

on interviewing as a qualitative 

research process. 

2006/176 pp./PB, $22.95/4666-0 

A Practical Guide to the 

Qualitative Dissertation 

Sari Knopp Biklen and Ronnie 

Casella 

This guidebook offers advice about 

and examples of the primary tasks 

and hidden complications in writing 

a qualitative dissertation. It takes 

you through the process—from the 

first formulation of the topic and 

selection of a committee, to development 

of an argument and, finally, 

to preparation for the defense. 

2006/160 pp./PB, $21.95/4760-5 

Other Books by Sari Biklen: See 

Author Index 

Liberating 

Scholarly Writing 

The Power of Personal Narrative 


Foreword by Carol S. Witherell 

This practical book teaches students 

how to use personal writing 

in order to analyze, explicate, and 

advance their ideas 

2005/192 pp./PB, $23.95/4525-0 

2007 AERA Research on Women and 

Education SIG Willystine Goodsell Award to 

Michelle Fine 

Speed Bumps 

A Student-Friendly Guide to 

Qualitative Research 

Lois Weis and Michelle Fine 

“This book will encourage both young 

and veteran researchers to confront 

their own speed bumps and promote 

social responsibility in qualitative 

research in the future.” 

—McGill Journal of Education 

2000/144 pp./PB, $21.95/3966-2 

61 





61

Ethics, Religion, 

and Moral 

Education 

“Real World” Ethics 

Frameworks for Educators and 

Human Service Professionals 



Foreword by Jonas F. Soltis 

The Second Edition of Robert 

Nash’s bestseller expands on his 

earlier work with the addition of an 

extensive “question-and-answer” 

epilogue where Nash responds to 

questions about the first edition. 

2002/240 pp./PB, $25.95/4256-3 


Moral Education 

in America 

Schools and the Shaping of 

Character From Colonial Times 

to the Present 

B. Edward McClellan 

Foreword by William J. Reese 

“Cogent overview of the place of moral 

education in America’s schoolhouses.” 

—Choice 

1999/160 pp./PB, $23.95/3820-7 

Reflective History Series 


Foundations of 

Education 

Bankston: Public 

Education—America’s 

Civil Religion 

A Social History 

Carl L. Bankston III and 

Stephen J. Caldas 

2009/216 pp./PB, $34.95/4947-0 

HC, $72/4948-7 

Beatty: When Science 

Encounters the Child 

Education, Parenting, and 

Child Welfare in 20th-Century 

America 

Edited by Barbara Beatty, Emily 

D. Cahan, and Julia Grant 

2006/264 pp./PB, 

$42.95/4691-2 


Boyd: The Emile of Jean 

Jacques Rousseau 

Selections 

Edited and translated by 

William Boyd 

1962/198 pp./PB, $14/1107-1/ 

CE No. 10 

Not for sale by TC Press in the UK, 

British Common wealth, Union 

of South Africa, Irish Republic, 

Burma, Egypt, Iraq, Israel, Jordan, 

or British Trusteeships 

Classics in Education Series 

Brown: Refusing Racism 

White Allies and the 

Struggle for Civil Rights 

Cynthia Stokes Brown 

2002/192 pp./PB, $21.95/4204-4 

The Teaching for Social Justice 

Series 

Bullough: Uncertain Lives 

Children of Promise, Teachers 

of Hope 

Robert V. Bullough, Jr. 


2001/144 pp./PB, $22.95/4045-3 

Carini: Starting Strong 

A Different Look at Children, 

Schools, and Standards 

Patricia F. Carini 

Foreword by Joseph 

Featherstone 

2001/240 pp./PB, $27.95/4132-0 


Cremin: The Republic 

and the School 

Horace Mann on the 

Education of Free Men 

Edited by Lawrence A. Cremin 

1957/112 pp./PB, $15/1206-1 


DeBray: Politics, Ideology, 

and Education 

Federal Policy During 

the Clinton and Bush 

Administrations 

Elizabeth H. DeBray 

Foreword by Carl Kaestle 

2006/240 pp./PB, 

$30.95/4667-7 

Doll: A Post-Modern 

Perspective on 

Curriculum 

William E. Doll, Jr. 

1993/232 pp./PB, $23.95/3447-6 

Advances in Contemporary 

Educational Thought Series 

Dworkin: Dewey on 

Education 

Selections 

Introduction and notes by 

Martin S. Dworkin 

1959/134 pp./PB, $15/1263-4 


Egan: Teaching and 

Learning Outside the 

Box 

Inspiring Imagination 

Across the Curriculum 

Edited by Kieran Egan, 

Maureen Stout, and Keiichi 

Takaya 

2007/168 pp./PB, $25.95/4781-0 

HC, $56/4782-7 

A joint publication with, and 

available in Canada from, the 

Althouse Press 

Eisner: Cognition 

and Curriculum 

Reconsidered 


Elliot W. Eisner 

1994/120 pp./PB, $21.95/3310-3 


Ireland, Europe, and Japan 

Fraser: Preparing 

America’s Teachers 

A History 

James W. Fraser 

2007/304 pp./PB, $35.95/4734-6 


Glickman: Those Who 

Dared 

Five Visionaries Who Changed 

American Education 

Edited by Carl Glickman 

Conclusion by George Wood 

2008/160 pp./PB, $18.95/4916-6 

HC, $44/4917-3 

Goodlad: In Praise of 

Education 

John I. Goodlad 

1997/208 pp./PB, $21.95/3620-3 


Greene: Landscapes of 

Learning 

Maxine Greene 

1978/255 pp./PB, $22.95/2534-4 

Hoffman: “You Won’t 

Remember Me” 

The Schoolboys of Barbiana 

Speak to Today 

Marvin Hoffman 

2007/120 pp./PB, $25.95/4814-5 

HC, $50/4815-2 

Between Teacher and Text Series 

Available from TC Press in the U.S. 

and Canada only 

Johnston: Education for 

a Caring Society 

Classroom Relationships 

and Moral Action 

D. Kay Johnston 

Foreword by Jo Anne Pagano 

2006/112 pp./PB, $26.95/4718-6 

Kliebard: Changing 

Course 

American Curriculum Reform 

in the 20th Century 

Herbert M. Kliebard 

2002/176 pp./PB, $27.95/4221-1 

HC, $54/4222-8 


Ladson-Billings: Education 

Research in the Public 

Interest 

Social Justice, Action, and 

Policy 

Edited by Gloria Ladson- 

Billings and William F. Tate 

2006/288 pp./PB, 

$30.95/4704-9 


Lockwood: The Case for 

Character Education 

A Developmental Approach 

Alan L. Lockwood 

2008/128 pp./PB, $25.95/4923-4 

Martin: Cultural 

Miseducation 

In Search of a Democratic 

Solution 

Jane Roland Martin 

2002/176 pp./PB, $24.95/4239-6 


Nash: Faith, Hype, and 

Clarity 

Teaching About Religion 

in American Schools and 

Colleges 


Foreword by Jonas F. Soltis 

1999/224 pp./PB, $25.95/3805-4 



Noddings: Educating for 

Intelligent Belief or 

Unbelief 

Nel Noddings 

Foreword by James M. Giarelli 

1993/176 pp./PB, $21.95/3271-7 


Polakow: Who Cares for 

Our Children 

The Child Care Crisis in the 

Other America 

Valerie Polakow 

Foreword by Barbara 

Ehrenreich 

2007/240 pp./PB, $22.95/4774-2 

Stengel: Moral Matters 

Five Ways to Develop the 

Moral Life of Schools 

Barbara S. Stengel and Alan 

R. Tom 


2006/192 pp./PB, $27.95/4720-9 

HC, $56/4721-6 

Tanner: Dewey’s 

Laboratory School 

Lessons for Today 

Laurel N. Tanner 

Foreword by Philip W. Jackson 

1997/216 pp./PB, $25.95/3618-0 

VanSledright: In Search of 

America’s Past 

Learning to Read History in 

Elementary School 

Bruce VanSledright 


2002/208 pp./PB, $27.95/4192-4 

Westheimer: Pledging 

Allegiance 

The Politics of Patriotism in 

America’s Schools 

Joel Westheimer, Editor 

Foreword by Howard Zinn 

2007/240 pp./PB, $22.95/4750-6 

HC, $50/4751-3 


Zubay: Creating the 

Ethical School 

A Book of Case Studies 

Bongsoon Zubay and Jonas 

F. Soltis 

Foreword by Robert J. Nash 

2005/144 pp./PB, $22.95/4513-7/ 

HC, $46/4514-4 

Cuban: How Teachers 

Taught 

Constancy and Change in 

American Classrooms, 1890– 

1990, Second Edition 

Larry Cuban 

Foreword by David Tyack 

1993/384 pp./PB, $29.95/3226-7 

62 


Culture,Society, 

andEducation 

also see new section: New 

English Language Learners, 14 

Is Everyone Really Equal 

An Introduction to Key Concepts 

in Social Justice Education 

Özlem Sensoy is an assistant professor of 

education at Simon Fraser University, Burnaby 

BC, Canada. Robin DiAngelo is an assistant 

professor of education at Westfield State University, 

Westfield, Massachusetts. 

New 

Edition 

NEW 

“Sings with insight, clarity, 

and humanity. This is 

a brilliant primer to help 

us consider what it 

means to think critically 

and to act for justice.” 

—Bill Bigelow, 

Curriculum editor, 

Rethinking Schools 

magazine 

“Supports teachers 

and their students in 

rethinking the ways in 

which the problems of inequality have been normalized 

as everyday practices.” 

—Carol Schick, University of Regina 

Best 

Seller 

“The most accessible book on social justice I have 

ever read! I can’t wait to use this text.” 

—Mara Sapon-Shevin, School of Education, 

Syracuse University 

This practical handbook will introduce readers 

to social justice education, providing tools for 

developing “critical social justice literacy” and 

for taking action towards a more just society. 

Accessible to students from high school 

through graduate school, this book offers a collection 

of detailed and engaging explanations 

of key concepts in social justice education, 

including critical thinking, socialization, group 

identity, prejudice, discrimination, oppression, 

power, privilege, and White supremacy. Based 

on extensive experience in a range of settings 

in the United States and Canada, the authors 

address the most common stumbling blocks to 

understanding social justice. 

User-Friendly Features: 

• Discussion questions and extension 

activities at the end of each chapter. 

• “Definition boxes” for key terms. 

• “Stop boxes” to remind readers of 

previously explained ideas. 

• “Perspective check boxes” to draw 

attention to alternative standpoints. 

Audience: Educators, activists, administrators, and 

diversity trainers; courses in educational foundations, 

multicultural education, leadership, diversity, 

gender/sexuality studies, race/ethnicity, nursing, 

public health, social work, child care, and business 

management. 

2011/240 pp./PB, $29.95/5269-2/HC, $66/5270-8 


Creating Solidarity Across 

Diverse Communities 

International Perspectives in Education 

Edited by Christine E. Sleeter is professor 

emerita at the College of Professional Studies, 

California State University, Monterey Bay, and president 

of the National Association for Multicultural 

Education. Encarnación Soriano is professor of 

research methods in education at the University of 

Almería, Spain. 

New 

Edition 

NEW 

“Provides profound 

insights into strategies 

for building consensus, 

efficacy, and reducing 

prejudice and conflict.” 

—Merry M. Merryfield, 

The Ohio State 

University 

Experts from around 

the globe come 

together to examine 

what solidarity in 

multicultural societies 

means and how it might be built. The authors 

present original research conducted in the 

United States, New Zealand, Spain, France, 

Chile, Mexico, and India. 

Best 

Seller 


1. Enacting Solidarity to Address Peer-to-Peer 

Aggression in Schools, 

Verónica López, Carmen Montecinos, 

José Ignacio Rodríguez, Andrés Calderón, 

& Juan Francisco Contreras 

2. Devaluated Solidarity, José Luis Ramos 

3. Multiculturalism and Education in France 

and Its Former Colonized States and 

Territories, Isabelle Aliaga & Martine 

Dreyfus 

4. Spanish Students Abroad, 

Maria Antonia Casanova 

5. Multicultural Coexistence in Schools in 

Spain, Encarnación Soriano 

6. Oral Histories in the Classroom, 

Judith Flores Carmona & Dolores Delgado 

Bernal 

7. Community Collaboration in School 

Improvement, Gina Elizabeth DeShera 

8. Build Me a Bridge 

Gilberto Arriaza & Alice Wagner 

9. Challenges to the Development of Solidarity, 

Anne Hynds 

10. Building Solidarity Between the Tribal 

Community and the School in India, 

Mahendra Kumar Mishra 

11. Building Solidarity for Education in Complex 

Societies, Christine E. Sleeter 


student teachers, and researchers; 

courses in sociology of education, comparative/ 

international education, multicultural education, 

home-school relationships, community development, 

politics of education, critical theory, and 

race and education. 

2012/240 pp./PB, $52.95/5337-8 

Also by Christine Sleeter: See Author Index 


The African American Struggle for Secondary 

Schooling, 1940–1980, 58 

Americans by Heart, 49 

Bicultural Parent Engagement, 12 

Black School White School, 47 

Bridging Literacy and Equity, 17 

Interrupting Hate, 19 

Literacy Instruction in Multilingual 

Classrooms, 14 

Streetsmart Schoolsmart, 57 

Understanding the Language Development 

and Early Education of Hispanic Children, 14 

Achieving Equity for Latino Students, 49 

Asians in the Ivory Tower, 67 

Biography-Driven Culturally Responsive 

Teaching, 15 

Dewey and the Dilemma of Race, 61 

“Ethnically Qualified”, 60 

Girl Time, 20 

The Great Diversity Debate, 64 

Learning in a Burning House, 64 

Our Worlds in Our Words, 26 

The Pedagogy of Confidence, 39 

Pedagogy of the Poor, 59 

Politics of Latino Education, 55 

Practicing What We Teach, 25 

Teaching the Taboo, 39 

Teaching with Vision, 40 

Urban Literacies, 20 

What If All the Kids are White, 4 

Words Were All We Had, 15 

63 

Culture, Society, and Education 


63

New 

Edition 

Multicultural 

Education 

Learning 

in a Burning 

House 

Educational 

Inequality, 

Ideology, and 

(Dis)Integration 

Sonya Douglass 

Horsford 

Foreword by 

Marian Wright Edelman 


—Choice 

“A must-read for those who desire to 

understand the subtle intricacies of 

race, racism, and educational policy.” 


With an engaging style that invites 

us on a journey of discovery, this 

book presents new insights into 

Black education and proposes leadership 

and policy solutions that can 

be immediately adopted to improve 

urban education. 

2011/144 pp./PB, $26.95/5176-3 

HC, $60/5177-0 

The Great 

Diversity 

Debate 

Embracing 

Pluralism in 

School and 

Society 

Kent Koppelman 

“A fascinating, 

detailed, and 

evenhanded account.” 

—Christine Sleeter, President, 

National Association for 


Based on research from multiple 

disciplines, this accessible book 

describes the presence and growth 

of diversity in the United States 

from the country’s earliest years 

to the present. Koppelman investigates 

the ways in which diversity is 

actually experienced and debated 

across critical sectors of social 

experience, including immigration, 

affirmative action, education, and 

national identity. 

2011/208 pp./PB, $31.95/5221-0/HC, 

$68/5222-7 

NEW 

Best 

Seller 

We Can’t Teach What We Don’t Know 

White Teachers, Multiracial Schools 


Gary R. Howard / Foreword by Sonia Nieto 

“Lively stories and compelling analysis...offers a healing 

vision for the future of education in pluralistic nations.” 


“An indispensable resource for anyone struggling to 

understand the role that Whites play in multicultural 

education.” 


“A wake-up call for those suffering from apathy and a confirmation for those 

who want to continue to serve as change agents in American society.” 

—Journal of Negro Education 

“Wonderful, compassionate...an excellent guide for anyone who wants to 

have a better understanding of how to lead and live in an increasingly multicultural, 

multiracial world.” 

—The Diversity Factor 

In this expanded Second Edition, Gary Howard outlines what good 

teachers know, what they do, and how they embrace culturally 

responsive teaching. 

2006/192 pp./PB, $23.95/4665-3 Multicultural Education Series 

New 

Edition 

NEW 

Best 

Seller 

1996/256 pp./PB, $25.95 /3526-8 

New 

Edition 

Con Respeto 

Bridging the Distances Between 

Culturally Diverse Families and Schools— 

An Ethnographic Portrait 


“This excellent ethnogra phy . . . raises issues deser ving 

serious consideration.” —MultiCultural Review 

This book presents a study of ten Mexican 

immigrant families, describing how such families 

go about the business of surviving and learning to 

succeed in a new world. 

2001 Outstanding Academic Title, Choice Magazine 

NEW 

Best 

Seller 


New 

Edition 

Learning and Not Learning English 

Latino Students in American Schools 


“The strengths of this book are not to be missed.” 

—Modern Language Journal 

The critically acclaimed author of Con Respeto 

examines both the policy and the instructional 

dilemmas that surround the English language education 

of immigrant children in this country. 

2001/192 pp./PB, $27.95/4105-4 


2001 Gold Book of the Year Award in Education—ForeWord Magazine 

NEW 

Best 

Seller 

“Why Don’t They Learn English” 

Separating Fact from Fallacy 

in the U.S. Language Debate 

Lucy Tse 

“Ideal for educators-in-training.... This clearly written 

and compelling book can be a foundation-source for 

caring practitioners.” 

—Anthropology & Education Quarterly 

“Debunks existing myths and provides an alternative 

frame for policymakers and practitioners.” 

—Harvard Education Review 

2001/120 pp./PB, $22.95/4096-5 / HC, $42/4097-2 


Author received NCTE 

Distinguished Award for 2007 

Culture, Literacy, 

and Learning 

Taking Bloom in the 

Midst of the Whirlwind 

Carol D. Lee 

Foreword by 


How can educators improve the 

literacy skills of students in historically 

underachieving urban high 

schools This book examines the 

complex ways that cultural knowledge 

is constructed and plays out 

in classroom life, in the life of a 

school, and in the life of a wholeschool 

reform initiative. 

2007/264 pp./PB, $32.95/4748-3 

HC, $67/4749-0 


Talking Race in the 

Classroom 

Jane Bolgatz 

“A must read for individuals who desire 

to become racially literate.” 


“Offers practical strategies, ideas, and 

activities for teaching and learning.” 

—Teaching Theology and Religion 

2005/168 pp./PB, $23.95/4547-2 

Building Racial and 

Cultural Competence in the 

Classroom 

Strategies from Urban Educators 

Edited by Karen Manheim Teel and 

Jennifer E. Obidah 

“A great resource for educators, 

administrators, and policymakers.” 

—Connect 

Contributors: Tarika Barrett • 

Ann Berlak • Jeffrey M. R. Duncan- 

Andrade • Kitty Kelly Epstein • 

Edward Fergus • Carl A. Grant 

• Kimberly Mayfield • Sekani 

Moyenda • Pedro A. Noguera • 

Jennifer E. Obidah • Christine 

Sleeter • Karen Manheim Teel 

2008/192 pp./PB, $26.95/4861-9 

HC, $58/4862-6 




Diversity and 

the New Teacher 

Learning from Experience 

in Urban Schools 

Catherine Cornbleth 


Featuring vignettes and interviews, 

this book offers in-depth descriptions 

of the issues white student 

teachers confront as they teach in 

urban settings. 

2008/192 pp./PB, $29.95/4896-1 


64 


E 

Educating Citizens in 

a Multicultural Society 


James A. Banks 

“Banks’ dual foci on group identity and 

pedagogy for active citizenship are 

instructive and crucial.” 


In this second edition, Banks 

argues that an effective citizenship 

education helps students to acquire 

the knowledge, skills, and values 

needed to function effectively 

within their cultural communities, 

nation states, regions, and the 

global community. 

2007/216 pp./PB, $30.95/4812-1 




Up Against Whiteness 

Race, School, and Immigrant Youth 

Stacey J. Lee 

Foreword by Lois Weis 

“A must read for those who have the 

goal of helping all children to reach 

their full potential.” 


This book explores the way a group 

of first- and second-generation 

Hmong students created their 

identities as “new Americans” 

in response to their school 

experiences. 

2005/168 pp./PB, $24.95/4574-8 




in Two Languages 

Bilingualism and Schooling in the 

United States 

Eugene E. García 

“This book is an excellent text for a 

graduate class in teacher education, 

bilingual and/or multicultural 

education.” 


2005/216 pp./PB, $30.95/4536-6 

HC, $64/4537-3 




Author Received 2008 AERA Division K 

Legacy Award 

Educating Teachers 

for Diversity 

Seeing with a Cultural Eye 

Jacqueline Jordan Irvine 

“This is an agenda that must be 

pursued.” —David G. Imig, AACTE 

2003/128 pp./PB, $22.95/4357-7 


Of Borders and Dreams 

A Mexican-American 

Experience of Urban Education 

Chris Liska Carger 

Foreword by William Ayers 

“An important addition to our 

understanding of the lives of 

immigrant children as they pursue the 

Ameri can Dream through education.” 

—MultiCultural Review 

1996/176 pp./PB, $22.95/3522-0 

2002 AERA “Outstanding Book in Curriculum 

Studies” • 2001 AESA Critics’ Choice Award 

The White Architects 

of Black Education 

Ideology and Power in America, 

1865-1954 


“Brash and unrelenting.” 

—Educational Researcher 

This provocative volume explores 

the men and ideas that helped 

shape educational and societal 

apartheid from the Civil War to the 

new millennium. 

2001/224 pp./PB, $26.95/4042-2 

HC, $50/4043-9 


2004 AERA Social Justice in Education Award 

Multicultural 

Education, 

Transformative 

Knowledge, and Action 

Historical and 

Contemporary Perspectives 

Edited by James A. Banks 

Includes case studies of individual 

pioneers such as Carter G. 

Woodson, Allison Davis, George 

I. Sán chez, Franz Boas, Mourning 

Dove, Ella Del oria, and Robert E. 

Park. 

1996/384 pp./PB, $29.95/3531-2 


NEW 

2010 AERA Paulo Freire SIG Distinguished Scholar Award 

The Light in Their Eyes 

Creating Multicultural Learning Communities 

10th Anniversary Edition 

Sonia Nieto 

“In search of a critical community, Sonia Nieto combines 

respect for what children bring to school with a desire to 

awaken each one and tap into their passion for learning.” 

—Maxine Greene 

“For educators in a multicultural program, and for veteran 

and novice teachers, Nieto’s book would be invaluable.” 

—Childhood Education 

In this 10th Anniversary Edition of her popular text, Sonia Nieto reviews 

where we have been and where we should be going in our pursuit of 

creating multicultural learning communities in our schools. With a new 

Introductory Chapter and a new Epilogue, Nieto addresses some of 

the changes we have experienced during the past decade. This edition 

focuses on the significant role of teachers in transforming students’ 

lives and includes updates on former students whose journal entries 

Best 

Seller 

New 

Edition 

were included in the first edition. 


Also by sonia Nieto: See Author Index 

NEW 

Culturally Responsive Teaching 

Theory, Research, and Practice, Second Edition 

Geneva Gay 


Combining insights from multicultural education theory 

and research with real-life classroom stories, this 

foundational book demonstrates that all students 

will perform better on multiple measures of achievement 

when teaching is filtered through their own 

cultural experiences. Geneva Gay has extensively 

revised her bestselling book to include: • Expanded coverage of student 

ethnic groups • A new section on standards and diversity • New 

examples of culturally diverse curriculum content • More examples of 

programs and techniques that exemplify culturally responsive teaching 

Best 

Seller 

New 

Edition 

• An emphasis on positive, action-driven possibilities in student–teacher 

relationships • New material on culturally diverse communication. 


NEW 

Best 

Seller 

Why Race and Culture Matter in Schools 

Closing the Achievement Gap in America’s 

Classrooms 

Tyrone C. Howard 

“This book is at times disheartening and other 

times inspiring; sometimes anguishing but always 

enlightening.” 

—From the Foreword by Geneva Gay, 

University of Washington–Seattle 

While race and culture remain important variables in how young people 

experience schools, they are often misunderstood by educators and 

school personnel. This accessible book presents empirical data from 

schools that have improved achievement outcomes for racially and 

culturally diverse students and focuses on ways in which educators can 

partner with parents and communities. It is important reading for anyone 

who is genuinely committed to promoting educational equity and 

excellence for all children. 

2010/208 pp./PB, $28.95/5071-1/HC, $62/5072-8 


65 

Culture, Society, and Education 

Professors: 

To request examination copies of any book in this 

catalog, visit us at: www.tcpress.com/form1.html 


65

Cultural Studies 

Unraveling the “Model 

Minority” Stereotype 

Listening to Asian American Youth, 


Stacey J. Lee 

Foreword by Christine Sleeter 

Lee provides a comprehensive 

update of social science research to 

reveal the ways in which the larger 

structures of race and class play 

out in the lives of Asian American 

high school students, especially 

regarding presumptions that the 

educational experiences of Koreans, 

Chinese, and Hmong youth are all 

largely the same. 

2009/176 pp./PB, $25.95/4973-9 

Black Youth Rising 

Activism and Radical Healing 

in Urban America 

Shawn A. Ginwright 

“Brilliant, shocking, tender, full of 

poetic fury.” 

—Susan L. Taylor, Editor-in-chief 

Emerita, Essence Magazine 

In this pathbreaking account, 

Shawn Ginwright details the powerful 

positive impact that community-based 

organizations can have 

in rebuilding the lives of urban 

black youth. 

2009/192 pp./PB, $26.95/5021-6 

HC, $62/5022-3 

2007 AERA Division B Outstanding Book 

in Curriculum Studies • 2006 AESA Critics’ 

Choice Award 

“To Remain an Indian” 

Lessons in Democracy from a 

Century of Native American 

Education 

K. Tsianina Lomawaima and 

Teresa L. McCarty 

“It offers a balm against despair [and] 

provides an inspiring theoretical 

frame for those who continue to fight 

for indigenous control.” 

—Tribal College Journal 

Features the voices and experiences 

of individuals that official history 

has silenced and pushed aside. 

2006/240 pp./PB, $31.95/4716-2 

HC, $70/4717-9 17 photos 


Adolescents’ Worlds 

Negotiating Family, Peers, 

and School 

Patricia Phelan, Ann Locke 

Davidson, and Hanh Cao Yu 

Foreword by George and 

Louise Spindler 

Provides a clear understanding of 

features in school and classroom 

environments that aid or impede 

students in making successful 

transitions among their social and 

academic worlds. 

1998/240 pp./PB, $25.95/3681-4 

Sociology 

of Education 

Unequal 

Fortunes 

Snapshots from 

the South Bronx 

Arthur Levine 

and Laura 

Scheiber 

“A compelling and 

worthwhile book, 

especially for those who teach in 

inner-city schools.” 

—Education Update 


—Choice 

In this powerful book, Arthur 

Levine (president of the Woodrow 

Wilson Foundation) revisits the 

South Bronx, where he grew up 

in the 1960s, and compares his 

experiences with those of a group 

of teenagers nearly 40 years later. 

The authors focus on the new 

social realities that have shaped 

Levine’s old neighborhood, and 

they conclude with the lessons that 

must be learned if we are to help 

today’s disenfranchised children. 

2010/192 pp./PB, $25.95/5075-9 

HC, $56/5076-6 photos 

New 

Edition 

NEW 

Jocks and 

Burnouts 

Social 

Categories and 

Identity in the 

High School 

Penelope Eckert 

“This insightful 

and original piece 

of research adds 

greatly to our understanding of stratification 

among adolescents.” 

—Contemporary Sociology 

This ethnographic study of a 

Michigan high school provides 

a brilliant perspective on a 

school’s institutional environment, 

opposing class cultures, and social 

tracking. 

Best 

Seller 

1989/208 pp/PB, $22.95/2963-2 

ASA Latino Section Award for Distinguished 

Contributions to Research, 2003 • 2002 

Outstanding Academic Title, Choice Magazine 

Manufacturing 

Hope and Despair 

The School and Kin Support 

Networks of U.S.-Mexican Youth 

Ricardo D. Stanton-Salazar 

“A wealth of material...of genuine 

value to those interested in the education 

of ethinic minority children.” 

—International Migration Review 

2001/352 pp./PB, $27.95/4108-5 

Sociology of Education Series 


Culture, Society, 

and Education 

Apple: Cultural Politics and 

Education 

Michael W. Apple 

1996/176 pp./PB, $23.95/3503-9 



Ireland, Japan, Europe, and the British 

Commonwealth 

A joint publication with OUP (Open University 

Press) 

Ball: Multicultural Strategies 

for Education and Social 

Change 

Carriers of the Torch in the 

United States and South Africa 

Arnetha F. Ball 


2006/208 pp./PB, $30.95/4669-1 


Banks: Improving 


Lessons from the Intergroup 

Education Movement 

Cherry A. McGee Banks 

2005/208 pp./PB, $32.95/4507-6 

HC, $67/4508-3 


Cortés: The Children Are 

Watching 

How the Media Teach about Diversity 

Carlos E. Cortés 

2000/224 pp./PB, $25.95/3937-2 


Dimitriadis: Friendship, Cliques, 

and Gangs 

Young Black Men Coming 

of Age in Urban America 

Greg Dimitriadis 

2003/128 pp./PB, $22.95/4385-0 

HC, $40/4386-7 

Fine: Echoes of Brown 

Youth Documenting and Performing the 

Legacy of Brown v. Board of Education 

Michelle Fine, Rosemarie A. Roberts, 

and María Elena Torre with Janice Bloom, 

April Burns, Lori Chajet, Monique 

Guishard, and Yasser Payne 

Available in: 

2004/HC/96 pp./$27.95/4497-0 

with full-length DVD 


Irvine: Growing Up African 

American in Catholic Schools 

Edited by Jacqueline Jordan Irvine and 

Michèle Foster 

Foreword by Janice E. Jackson 

1996/208 pp./HC, $39/3530-5 

Metz: Different by Design 

The Context and Character of Three 

Magnet Schools 

Mary Haywood Metz 

2003/304 pp./PB, $25.95/4344-7 

Sociology of Education Series 

Morris: The Price They Paid 

Desegregation in an African American 

Community 

Vivian Gunn Morris and Curtis L. Morris 

Foreword by Asa G. Hilliard, III 

2002/144 pp./PB, $21.95/4235-8 

Tobin: “Good Guys Don’t Wear 

Hats” 

Children’s Talk About the Media 

Joseph Tobin 

2000/176 pp./PB, $23.95/3886-3 

Not for sale by TC Press in the UK, Ireland, 

Europe, and the British Commonwealth 

66 


Higher&AdultEducation 


Better Together, 54 

Achieving Equity for Latino Students, 49 

Partnerships for New Teacher Learning, 

43 

What Is College For 

The Public Purpose of Higher 

Education 

Edited by Ellen Condliffe Lagemann, Levy 

Institute Research Professor, Bard College; senior 

scholar, Levy Economics Institute; and senior fellow, 

Bard Prison Initiative; and Harry Lewis, Gordon 

McKay Professor of Computer Science, Harvard 

University 

New 

Edition 

NEW 

“This eclectic set of 

essays offers an engaging 

call to sustain core 

values like civic education...even 

as a hugely 

different population with 

very different needs 

and desires fills college 

classrooms.” 

—Karen Arenson, 

former New York 

Times reporter and 

editor 

“A powerful, compelling case for the civic purpose 

of higher education and provides sensible strategies 

for renewing and strengthening that purpose.” 

—Ira Harkavy, Director, Netter Center for 

Community Partnerships, University of 

Pennsylvania 

Best 

Seller 

“Offers us a combination of exposition and provocation 

that is required reading for educators unafraid 

of asking ‘Why’.” 

—Lee S. Shulman, Stanford University 

At a time when higher education attendance 

has never felt more mandatory for career success 

and economic growth, this collection ask 

readers to consider the civic mission of higher 

education as equally vital to the nation’s wellbeing. 

Should higher education serve a greater 

public interest In what ways should colleges 

and universities be asked to participate in 

public controversies What should colleges 

do to foster greater intellectual curiosity and 

aesthetic appreciation in their students and 

communities, and why is this important for all 

Americans 


1. Renewing the Civic Mission of American 

Higher Education, Ellen Condliffe Lagemann 

and Harry Lewis 

2. Science, Enlightenment, and Intellectual 

Tensions in Higher Education, Douglas 

Taylor 

3. Liberated Consumers and the Liberal Arts 

College, Elaine Tuttle Hansen 

4. The Other 75%: College Education Beyond 

the Elite, Paul Attewell and David E. Lavin 

5. Professional Education: Aligning Knowledge, 

Expertise, and Public Purpose, William M. 

Sullivan 

6. Graduate Education: The Nerve Center of 

Higher Education, Catharine R. Stimpson 

Audience: Higher education deans, provosts, 

presidents, trustees, government officials, and 

foundation officers; courses in higher education 

administration, educational policy, sociology of 

education. 

2011/176 pp./PB, $30.95/5275-3/HC, $69/5276-0 

SAT Wars 

The Case for Test-Optional College 

Admissions 

Edited by Joseph A. Soares, Professor of 

Sociology, Wake Forest University, Winston-Salem, 

North Carolina 

Foreword by David Hawkins 

New 

Edition 

NEW 

Best 

Seller 

“This book is an important 

contribution to the 

reassessment of the use 

of standardized tests in 

college admissions…. 

Colleges that are wellprepared 

for a discussion 

about standardized 

admission tests will 

understand how their 

research aligns with the 

information provided in 

this publication” 

—David Hawkins, 

National Association for College 

Admission Counseling 

Are the best and the brightest students the 

ones who can check off the most correct boxes 

on a multiple-choice exam Or are there better 

ways of measuring ability and promise 

In this penetrating and revealing look at 

high-stakes standardized admissions tests, 

Joseph Soares demonstrates the far-reaching 

and mostly negative impact of the tests on 

American life and calls for nothing less than a 

national policy change. 


1. The Preferences of Privilege, Daniel Golden 

2. Reflections on a Century of College 

Admissions Tests 

Richard C. Atkinson and Saul Geiser 

3. SAT Wars at the University of California 

John Aubrey Douglass 

4. Abolishing the SAT, Charles Murray 

5. College Admissions Assessments 

Robert J. Sternberg 

6. The SAT, Jay Rosner 

7. The SAT as a Predictor of Success at a 

Liberal Arts College 

Kevin Rask and Jill Tiefenthaler 

8. The New SAT and Academic Performance 

at a Flagship Public University 

Christopher Cornwell, David B. Mustard, 

and Jessica Van Parys 

9. Predictors of Academic Success at a Highly 

Selective Private Research University 

Teresa Wonnell, Chloe Melissa Rothstein, 

and John Latting 

10. Test Scores Do Not Equal Merit 

Robert Schaeffer 

11. Going Test-Optional, Martha Allman 

12. Diversity Outcomes of Test-Optional 

Policies, Thomas J. Espenshade and Chang 

Young Chung 

Audience: College admissions counselors, high 

school guidance counselors, public policy 

researchers, and parents; courses in higher education, 

education policy, sociology of education, 

ethnic studies. 

2011/240 pp./PB, $29.95/5262-3/HC, $66/5263-0 

Asians in the 

Ivory Tower 

Dilemmas of Racial Inequality 

in American Higher Education 

Robert T. Teranishi 

Foreword by 

Marcelo M. Suárez-Orozco 

“It covers so much critical territory 

and shatters so many myths, 

prejudices, and misunderstandings 

that I simply cannot do justice to all it achieves.” 


Marcelo M. Suárez-Orozco, 


Robert Teranishi draws on his vast research to 

offer a unique empirical perspective on racial 

stratification in higher education through case 

studies that mix quantitative data with narratives 

of lived stories. He examines the educational 

experiences and routes to college for 

Asian Americans and Pacific Islanders, and looks 

at broader issues around racial inequality and 

debates about affirmative action. 

2010/216 pp./PB, $32.95/5130-5/HC, $68/5131-2 


Creating Effective Undergraduate 

Research Programs in Science 

The Transformation from Student to Scientist 

Edited by Roman Taraban and 

Richard L. Blanton 

The first comprehensive, data-based presentation 

of the benefits to students who actively participate 

in authentic science research programs. 


Becoming Adult Learners 

Principles and Practices for Effective 

Development 

Eleanor Drago-Severson 

Foreword by Larry Daloz 

“This book has wide appeal to educators and 

researchers alike.” —Harvard Educational Review 

Applying renowned Harvard University psychologist 

Robert Kegan’s constructive-developmental 

theory, Drago-Severson depicts an in-depth 

investigation into how and why adults develop 

“ways of knowing” to better prepare them for 

their work in the 21st century. This book provides 

practical suggestions for applying Kegan’s 

theory in adult education classrooms that will 

enable teachers, curriculum developers, program 

designers, and policymakers to better respond to 

adult learners’ strengths and learning needs. 

2004/240 pp./PB, $30.95/4484-0 

Viens: Multiple Intelligences 

and Adult Literacy 

A Sourcebook for Practitioners 

Julie Viens and Silja Kallenbach 


2004/168 pp./PB, $29.95/4346-1 

large format 

67 

Higher and Adult Education 


67

Comparativeand 


Educating Children in 

Conflict Zones 

Research, Policy, and Practice 

for Systemic Change— 

A Tribute to Jackie Kirk 

Edited by Karen Mundy, Director, Comparative, 

International, and Development Education 

Centre (CIDEC), Ontario Institute for Studies 

in Education, University of Toronto (OISE/UT), 

and Sarah Dryden-Peterson, Social Sciences 

and Humanities Research Council of Canada 

postdoctoral fellow affiliated with CIDEC 

New 

Edition 

NEW 

“This book captures the 

voices of children and 

teachers in their craving 

for a better world. 

Education is the key 

to that world. Inspiring 

and refreshing, this book 

is hopeful. Its new ideas 

give promise to children 

living in conflict for the 

chance at a quality education, 

a better future, 

and lives of peace.” 

—Archbishop Emeritus Desmond Tutu 

“This volume is a wonderful testimony to the 

passionate pursuit that animated Jackie Kirk...a 

remarkable collaboration of impressive colleagues.” 

—George Rupp, President and CEO, 

International Rescue Committee 

Best 

Seller 

Inspired by the work of the late Dr. 

Jacqueline Kirk, this book takes a penetrating 

look at the challenges of delivering quality 

education to the approximately 39 million 

out-of-school children around the world who 

live in situations affected by violent conflict. 

With chapters by leading researchers, the 

volume provides a comprehensive and critical 

overview of the links between conflict 

and children’s access to education, as well 

as a review of the policies and approaches 

taken by those offering international assistance 

in this area. Empirical case studies 

drawn from diverse contexts—Afghanistan, 

Sierra Leone, Rwanda, and Uganda (among 

others)—offer readers a deeper understanding 

of the educational needs of these children 

and the practical challenges to meeting 

these needs. 

Contributors: Lesley Bartlett • Stephanie 

Bengtsson • Lyndsay Bird • Peter Buckland 

• Dana Burde •Lynn Davies • Dorian Gay • 

Elisabeth King • Jackie Kirk • Claudia Mitchell 

• Mario Novelli • Susan Shepler • Morten 

Sigsgaard • Victoria Turrent • Charlotte 

Wilson • Rebecca Winthrop 


and comparative education scholars; 

courses in international and comparative education, 

peace and conflict studies, emergency 

education, educational policy, and globalization 

studies. 

2011/336 pp./PB, $36.95/5243-2 

International Perspectives on Education Reform Series 

2011 Upton Sinclair Award 

Finnish Lessons 

What Can the World Learn from 

Educational Change in Finland 

Pasi Sahlberg, Director General, CIMO 

(Centre for International Mobility and Cooperation), 

Finnish Ministry of Education and Culture 

Foreword by Andy Hargreaves 

New 

Edition 

NEW 

Best 

Seller 

“The story of Finland’s 

extraordinary educational 

reforms is one that 

should inform policymakers 

and educators 

around the world. No 

one tells this story more 

clearly and engagingly 

than Pasi Sahlberg. This 

book is a must read.” 

—Linda Darling- 

Hammond, 


“Pasi Sahlberg teaches us a great deal about what 

we need to know before engaging in national 

educational reforms.” 

—David Berliner, Arizona State University 

“This book is the antidote to the NCLB paralysis.” 

—Henry M. Levin, Teachers College, 


“Pasi Sahlberg is the best education policy expert to 

share the Finnish experience with the international 

community.” 

—Erkki Aho, Director General (1973–1991), 

Finnish National Board of Education 

“A balanced analysis of what really is behind the 

success of the Finnish educational system.” 

—Olli-Pekka Heinonen, Director, 

Finnish Broadcasting Company 

Finnish Lessons is a first-hand, comprehensive 

account of how Finland built a world-class 

education system during the past three 

decades. The author traces the evolution of 

education policies in Finland and highlights 

how they differ from the United States and 

other industrialized countries. He shows how, 

rather than relying on competition, choice, and 

external testing of students, education reforms 

in Finland focus on professionalizing teachers’ 

work, developing instructional leadership in 

schools, and enhancing trust in teachers and 

schools. This book details the complexity of 

educational change and encourages educators 

and policymakers to develop effective solutions 

for their own districts and schools. 

Audience: Policymakers, teacher educators, 

school principals, teachers, researchers, and 

professional developers; courses in school administration, 

leadership, policy, reform, comparative 

and international education, curriculum and 

instruction, teacher education, and philosophy of 

education. 

2011/192 pp./PB, $34.95/5257-9 


Creating Solidarity Across 

Diverse Communities 

International Perspectives in Education 

Edited by Christine E. Sleeter is professor 

emerita at the College of Professional Studies, 

California State University, Monterey Bay, and president 

of the National Association for Multicultural 

Education. Encarnación Sorianois professor of 

research methods in education at the University of 

Almería, Spain. 

New 

Edition 

NEW 

“Provides profound 

insights into strategies 

for building consensus, 

efficacy, and reducing 

prejudice and conflict.” 

—Merry M. Merryfield, 

The Ohio State 

University 

Experts from around 

the globe come 

together to examine 

what solidarity in 

multicultural societies 

means and how it 

might be built. The authors present original 

research conducted in the United States, New 

Zealand, Spain, France, Chile, Mexico, and India. 

Best 

Seller 


1. Enacting Solidarity to Address Peer-to-Peer 

Aggression in Schools, 

Verónica López, Carmen Montecinos, 

José Ignacio Rodríguez, Andrés Calderón, 

& Juan Francisco Contreras 

2. Devaluated Solidarity, José Luis Ramos 

3. Multiculturalism and Education in France 

and Its Former Colonized States and 

Territories, Isabelle Aliaga & Martine 

Dreyfus 

4. Spanish Students Abroad, 

Maria Antonia Casanova 

5. Multicultural Coexistence in Schools in 

Spain, Encarnación Soriano 

6. Oral Histories in the Classroom, 

Judith Flores Carmona & Dolores Delgado 

Bernal 

7. Community Collaboration in School 

Improvement, Gina Elizabeth DeShera 

8. Build Me a Bridge 

Gilberto Arriaza & Alice Wagner 

9. Challenges to the Development of Solidarity, 

Anne Hynds 

10. Building Solidarity Between the Tribal 

Community and the School in India, 

Mahendra Kumar Mishra 

11. Building Solidarity for Education in Complex 

Societies, Christine E. Sleeter 


student teachers, and researchers; 

courses in sociology of education, comparative/ 

international education, multicultural education, 

home-school relationships, community development, 

politics of education, critical theory, and 

race and education. 

2012/240 pp./PB, $52.95/5337-8 

Also by Christine Sleeter: See Author Index 

68 


Comparative and 


Issues for Teachers 

Edited by Karen Mundy, Kathy 

Bickmore, Ruth Hayhoe, Meggan 

Madden, and Katherine Madjidi 

“A timely, wellcrafted, 

and topically 

important 

work that adds so 

much to our 

understanding of 

the past trajectories, 

actual realities, 

and future 

prospects of comparative 

and international education. 

The book will undoubtedly serve the 

interests of scholars, students, and 

the wider public.” 

—Ali A. Abdi, University of Alberta 

“In our brave new globalized world, it 

is important for teachers to be aware 

of a variety of perspectives and how 

they may play out locally and in international 

settings. This book makes an 

important contribution to this necessary 

part of teacher education today.” 

—Suzanne Majhanovich, 

University of Western Ontario 

This groundbreaking, comprehensive 

text explores major issues in 

education today through international 

and intercultural research. 

Contributors draw on comparative 

research from the Americas, Africa, 

Asia, Europe, and the Middle East 

and touch on such themes as the 

history and philosophy of comparative 

education, the right to education, 

teacher formation, alternative 

pedagogies, gender, international 

assessments, Indigenous knowledge, 

peace building, and global citizenship. 

Featuring a vivid portrayal 

of global educational practices, 

contributions from preeminent 

scholars, and invaluable teaching 

resources, this collection is vital 

reading for teachers, teachers-intraining, 

and comparative education 

scholars. 

Additional contributors: Jean- 

Paul Restoule • Joseph P. Farrell 

• Sarfaroz Niyozov • Stephen 

Anderson • Kara Janigan • Vandra 

Lea Masemann • Mark Evans 

2008/416 pp./PB, $36.95/4881-7 

International Perspectives on Education 

Reform Series 

For sale by TC Press in the US only 

Teacher 

Education 

Matters 

A Study of 

Middle School 

Mathematics 

Teacher 

Preparation in 

Six Countries 

William H. 

Schmidt, Sigrid Blömeke, and 

Maria Teresa Tatto 

“The MT21 study provides us with 

valuable comparisons about the outcomes 

of teacher education programs 

across the participating nations.” 

—Wanda Ward, NSF Deputy 

Assistant Director 

Based on a major international 

teacher education research 

project—the Mathematics Teaching 

in the 21st Century Study 

(MT21)—this book investigates the 

preservice preparation of middle 

school mathematics teachers in the 

United States, South Korea, Taiwan, 

Germany, Bulgaria, and Mexico. 

The book includes a chapter on 

policy implications, with a special 

focus on teacher preparation in the 

United States. 

2011/352 pp./PB, $49.95/5162-6 

Challenges 

to 

Japanese 

Education 

Economics, 

Reform, 

and Human 

Rights 

Edited by June 

A. Gordon, 

Hidenori Fujita, Takehiko Kariya, 

and Gerald LeTendre 

“An acutely perceptive set of essays 

providing fresh insights into many 

of the most misunderstood facets of 

Japanese education today.” 

—Thomas P. Rohlen, Freeman 

Spogli Institute for 

International Studies 

In this volume, eight leading 

Japanese scholars present their 

research on profound and sensitive 

issues facing Japanese society, 

much of which has not been available 

to the English-speaking world. 

Traveling from Japan to engage in 

a unique forum at the University 

of California, they joined eminent 

Professors Befu, DeVos, and Rohlen 

to bring over 50 leading scholars 

up to date on the global challenges 

facing Japan and how education 

has and will play into the reformulation 

of its identity. 

2009/224 pp./PB, $45.95/5053-7 


Reform Series 

A joint publication with, and available in Japan 

from, Seori-shobo 

South–South 

Cooperation 

in Education 

and 

Development 

Edited by Linda 

Chisholm and 

Gita Steiner- 

Khamsi 

How real is the collaboration 

between developing countries 

Focusing on educational reform, 

this book turns the cutting-edge 

topic of South–South cooperation 

inside out with a set of challenging 

and diverse studies that explore 

what this concept means in 

practice. 

2008/312 pp./PB, $45.95/4921-0 


Reform Series 

A joint publication with HSRC (Human 

Sciences Research Council) 

Available in Africa from HSRC 

Politics of 

Educational 

Borrowing 

and Lending 

Edited by 

Gita Steiner- 

Khamsi 

Foreword by 

Thomas S. 

Popkewitz 

Contributors question the value of 

importing and exporting educational 

policies, analyze who benefits 

from these arrangements, and 

test their effectiveness. 

2004/256 pp./PB, $35.95/4493-2 

Improving 

Teacher 

Quality 

The U.S. 

Teaching Force 

in Global 

Context 

Motoko Akiba 

and 

Gerald LeTendre 

“In their work, the authors effectively 

outline elegantly simple policies 

that ought to lead to immediate 

improvements in U.S. educational 

achievement.” —Schools 

The authors compare and contrast 

the United States with two highachieving 

countries—Japan and 

Australia—that have implemented 

very different approaches to 

improving teacher quality. 

2009/176 pp./PB, $38.95/4988-3 

Beginning 

School 

U.S. Policies in 

International 

Perspective 

Edited by 

Richard M. 

Clifford and 

Gisele M. 

Crawford 

The United States is at a pivotal 

crossroads in determining the 

educational experiences of children 

aged 3 through 8. To help educators 

set goals and design effective 

policies, early childhood experts 

provide a concise history of early 

education and care in the United 

States and invite readers to consider 

early schooling in a global 

perspective. 

International contributors: 

Véronique Francis (France) • 

Michael Gaffney (New Zealand) • 

Inge Johansson (Sweden) • Hans- 

Guenther Rossbach (Germany) • 

Reiko Uzuhashi (Japan) 

2008/160 pp./PB, $37.95/4931-9 

HC, $62/4932-6 


Multicultural Strategies 

for Education and Social 

Change 

Carriers of the Torch in the 

United States and South Africa 

Arnetha F. Ball 


“This text is an important addition 

to the international multicultural 

and diversity literature, especially 

where the book offers a comparative 

examination of South African and U.S. 

education systems.” 


2006/208 pp./PB, $30.95/4669-1 

HC, $63/4670-7 


Torres: Globalizations 

and Education 

Collected Essays on Class, Race, 

Gender, and the State 

Carlos Alberto Torres 

Foreword by Michael W. Apple 

2009/240 pp./PB, $33.95/4937-1 

69 

Comparative and International Educaiton 


69

SpecialEducation/ 

GıftedEducation 


Starting With Their Strengths, 4 

Special Education 

Action 

Research 

in Special 

Education 

An Inquiry 

Approach for 

Effective 

Teaching and 

Learning 

Susan M. Bruce 

and Gerald J. Pine 

The authors provide the historical 

and philosophical underpinnings of 

action research and then present a 

framework for conducting action 

research in special education. The 

text features four examples of 

actual teacher-researcher studies, 

as well as a “how-to” chapter that 

outlines the basic principles needed 

for conducting action research. 

2010/160 pp./PB, $28.95/5091-9 

HC, $62/5092-6 


Progress Without 

Punishment 

Effective Approaches for 

Learners with Behavior Problems 

Anne M. Donnellan, 

Nanette Negri-Shoultz, Lynette 

Fassbender, and Gary LaVigna 

New 

Edition 

NEW 

Best 

Seller 

“Promises to 

have significant 

and widespread 

impact on the 

improvement 

of intervention 

programs 

designed to 

modify problem 

behaviors.” 

—Mental 

Retardation 

1988/184 pp./PB, $22.95/2911-3 

Special Education Series 

A Parents’ Guide to Special 

Education in New York City 

and the Metropolitan Area 

Laurie DuBos and Jana Fromer 

“Provides the information parents need 

to determine which schools cater to 

their child’s particular needs, thus 

saving precious time for both parents 

and directors.” —New York Family 

2006/208 pp./PB, $22.95/4685-1 

Why Are So Many Minority 

Students in Special 

Education 

Understanding Race and Disability 

in Schools 

Beth Harry and Janette Klingner 

Foreword by Lisa D. Delpit 

The authors present compelling 

stories representing the range of 

experiences that culturally and linguistically 

diverse students are apt 

to face in school. It concludes with 

recommendations for improving 

educational practice and teacher 

training and for policy renewal. 

2006/224 pp./PB, $30.95/4624-0 

Case Studies of Minority 

Student Placement in 


Beth Harry, Janette Klingner, and 

Elizabeth Cramer, with Keith M. 

Sturges and Robert F. Moore 

These vivid case studies bring to 

life real children, school personnel, 

and family members from 

the bestselling book Why Are So 

Many Minority Students in Special 

Education 

2007/144 pp./PB, $21.95/4761-2 

Play and Imagination 

in Children with Autism 


Pamela J. Wolfberg 

“An absolute must for many educators 

and educational administrators.” 

—Midwest Book Review 

The second edition of this classic 

text has been thoroughly revised to 

reflect major new developments in 

the field. 

2009/216 pp./PB, $25.95/4941-8 

HC, $56/4942-5 

A joint publication with AAPC (Autism 

Asperger Publishing Company) 

Howe: The Ethics of 


Kenneth R. Howe and Ofelia 

Miramontes 

1992/176 pp./PB, $21.95/3179-6 


Naumburg: An Introduction to 

Art Therapy 

Studies of the “Free” Art Expression 

of Behavior Problem Children and 

Adolescents as a Means of Diagnosis 

and Therapy 

Margaret Naumburg 

1973/240 pp./PB, $22.95/2425-5 

Kliewer: Schooling Children with 

Down Syndrome 

Toward an Understanding of Possibility 

Christopher Kliewer 

Foreword by Douglas Biklen 

1998/192 pp./PB, $23.95/3731-6 

Special Education Series 

Safford: A History of Childhood 

and Disability 

Philip Safford and Elizabeth Safford 

Foreword by Seymour Sarason 

1996/352 pp./HC, $36/3485-8 

Gifted Education 

Nurturing Talent 

in High School 

Life in the Fast Lane 

Laurence J. Coleman 

Foreword by Joyce VanTassel- 

Baska 

“Coleman’s work seems destined to 

become a seminal work in the field of 

gifted education.” 


2005/144 pp./HC, $40/4612-7 

Education and Psychology of the Gifted Series 

Teaching Talented 

Art Students 

Principles and Practices 

Gilbert Clark and Enid Zimmerman 

Based on more than 25 years of 

work and research in the field, the 

authors provide practical information 

on how teachers and administrators 

can develop curriculum and 

programs that help students realize 

their visual-arts talents. 

See page 33 for more information 

The Nature 

and 

Nurture of 

Giftedness 

A New 

Framework for 

Understanding 


David Yun Dai 

“Intellectually 

satisfying and practically useful.... 

Recommended.” 

—Choice 

Dr. Dai systematically redefines 

giftedness and proposes a new 

framework for the field of gifted 

education. Sure to be a milestone 

in the field, this book identifies nine 

essential tensions, revolving around 

three core questions: What do we 

know about the respective roles 

of natural ability, environment and 

experiences, and personal effort 

in talent development How do 

we identify the gifted and talented 

and study the process of gifted and 

talent development How do we 

define the aims of gifted education 

and promote excellence 

2010/312 pp./HC, $63/5087-2 


Rethinking 


Edited by James H. Borland 

“Readers are left prepared for 

thoughtful revision of gifted education 

policies wherever they exist. Highly 

recommended.” 

—Choice 

This fresh and provocative volume 

contains essays by leading thinkers 

on gifted education and by writers 

outside the field who have examined 

it critically. 

Contributors include: Laurence J. 

Coleman • Tracy L. Cross • John F. 

Feldhusen • David Henry Feldman 

• Donna Y. Ford • Mara Sapon- 

Shevin • Joyce VanTassel-Baska 

2003/304 pp./HC, $48/4304-1 


Ford: Multicultural Gifted 

Education 

Donna Y. Ford and J. John Harris, III 

1999/264 pp./PB, $25.95/3850-4 


70 


Psychology, Counseling, 

andDevelopment 

New 

Edition 


Beyond Smarter, 30 

NEW 

Personality Theories 

Journeys Into Self 

(An Experiential 

Workbook) 


Willard B. Frick 

The author has revised 

this popular experiential 

workbook by adding Carl 

Jung and Karen Horney to 

his cast of major personality 

theorists—Freud, Adler, Erikson, Bandura, 

Allport, Maslow, and Rogers. Through exercises, 

projects, and group activities, students are given 

the means to relate abstract theories and concepts 

to their own personality development and 

experience. Many exercises deal with private 

aspects of students’ lives and are designed to be 

completed individually out of the classroom and 

reviewed by the instructor. 

Best 

Seller 

1991/144 pp./PB, $21.95/3088-1 

Healing the 

Soul Wound 

Counseling with 

American Indians and 

Other Native Peoples 

Eduardo Duran 

Foreword by Allen E. Ivey 

“Duran’s personal and engaging 

style captivates the reader as he 

or she catches a glimpse of what 

training with this master must be like.” 

—PsycCritiques 

Eduardo Duran—a psychologist working in 

Indian country—draws on his own clinical experience 

to provide guidance to counselors working 

with Native Peoples. Duran presents a culturespecific 

approach for dealing with common 

problems, such as substance abuse, intergenerational 

trauma, and the effects of oppression. 

This groundbreaking book outlines very different 

ways of serving American Indian clients, translating 

Western metaphor into Indigenous ideas 

that will make sense to Native People. 

2006/160 pp./PB, $34.95/4689-9 

HC, $70/4690-5 

Multicultural Foundations of Psychology and Counseling 

Clinical Practice 

with People of Color 

A Guide to Becoming Culturally Competent 

Madonna G. Constantine, Editor 

“This book will help therapists and counselors successfully 

integrate the American Psychological 

Association’s Multicultural Guidelines into their 

clinical practice.” —Family Therapy 

2007/272 pp./PB, $34.95/4753-7 

Multicultural Foundations of Psychology and Counseling Series 

Psychology, Poverty, 

and the End of Social 

Exclusion 

Putting Our Practice to Work 

Laura Smith 

Foreword by Isaac 

Prilleltensky 

“Beautifully written and structured 

in a way that provides 

solid information with digestible 

doses of in-your-face depictions of poverty.” 

—PsycCritiques 

“This groundbreaking book...should be required 

reading for anyone interested in economic and 

social justice.” 

—Heather Bullock, University of California, 

Santa Cruz 

This book charts the ebbs and flows of psychology’s 

consideration of poor clients, and then 

points to promising new approaches to serving 

poor communities that go beyond remediation, 

sympathy, and charity. Includes the author’s 

own experiences as a psychologist in a poor 

community. 

2010/192 pp./PB, $33.95/5124-4/HC, $74/5125-1 

Multicultural Foundations of Psychology and Counseling Series 

Full of Ourselves 

A Wellness Program to 

Advance Girl Power, Health, 

and Leadership 

Catherine Steiner-Adair 

and Lisa Sjostrom 

“A valuable addition to the 

repertoire of any school 

system, church-based 

program, or community 

organization seeking to strengthen girls to become 

independent, healthy adolescents.” 

—Contemporary Psychology 


Schulte: Ethics in School Counseling 

John M. Schulte and Donald B. Cochrane 

1995/168 pp./PB, $26.95/3432-2 


Wortham: Narratives in Action 

A Strategy for Research and Analysis 

Stanton E.F. Wortham 

Foreword by Kenneth J. Gergen 

2001/208 pp./PB, $30.95/4075-0 

Counseling and Development Series 

71 

Psychology, Counseling, and Development 


71

72 

Author Index 

A 

Abt-Perkins; Making Race Visible, 21 

Achinstein; Change(d) Agents, 41; 

Mentors in the Making, 44 

Adams, C.; Collective Trust, 51 

Adkins; Teacher/Mentor, 45 

Ahmed; Going Public with Our 

Teaching, 45 

Aikenhead; Science Education for 

Everyday Life, 33 

Akiba; Improving Teacher Quality, 69 

Alexander-Tanner; To Teach, in 

Comics, 39 

Algozzine; Doing Case Study 

Research, 57 

Allen, D.; Assessing Student Learning, 

45; Coaching Whole School 

Change, 51; Facilitator’s Book of 

Questions, 44; Looking Together 

at Student Work, 44; Teaching as 

Inquiry, 42 

Allen, J.; Creating Welcoming 

Schools, 13; Literacy in the 

Welcoming Classroom, 21 

Allington; No Quick Fix, 26 

Almy; Ways of Studying Children, 9 

Alridge; Educational Thought of 

W.E.B. Du Bois, 61 

Althouse; Colors of Learning, 8; 

Investigating Mathematics with 

Young Children, 9; Investigating 

Science with Young Children, 9 

Alvarez; Latino Children Learning 

English, 15 

Alvermann; Bring It to Class, 25 

Alvy; Positive Parent, 9 

Anand; Keeping the Struggle Alive, 

33 

Ancess; Authentic Assessment in 

Action, 56; Beating the Odds, 56 

Angelis; Best Practices from High- 

Performing High Schools, 51; Best 

Practices from High-Performing 

Middle Schools, 51 

Annenberg Institute for School 

Reform; Looking at Student Work, 

44 

Anyon; Ghetto Schooling, 54 

Apple; Cultural Politics and 

Education, 66 

Appleby; At the Heart of Teaching, 

45 

Appleman; Critical Encounters in 

High School English, 21 

Arrastía; Starting Up, 48 

Ataya; Pig Don’t Get Fatter the More 

You Weigh It, 45 

Athanases; Mentors in the Making, 

44 

Au; Literacy Achievement and 

Diversity, 21 

Ault; Assessment of Practices in 

Early Elementary Classrooms 

(APEEC), 6 

Ayers, R.; Teaching the Taboo, 39 

Ayers, W.; Become a Teacher, 41; 

Good Preschool Teacher, 4; 

Teaching for Social Justice, 60; 

Teaching the Personal and the 

Political, 41; Teaching the Taboo, 

39; To Teach, 3rd Edition, 39; To 

Teach, in Comics, 39 

B 

Bain; Learning Edge, 35 

Baker; Distance Learning in Higher 

Education, 36 

Baker-Doyle; Networked Teacher, 39 

Balaban; Everyday Goodbyes, 5; 

Observing and Recording the 

Behavior of Young Children, 6 

Ball; Multicultural Strategies for 

Education and Social Change, 66 

Ballenger; Puzzling Moments, 

Teachable Moments, 42; Teaching 

Other People’s Children, 42 

Banks, C.; Improving Multicultural 

Education, 66 

Banks, J.; Educating Citizens 

in a Multicultural Society, 

65; Multicultural Education, 

Transformative Knowledge, and 

Action, 65 

Bankston; Public Education— 

America’s Civil Religion, 62 

Bank Street College; Best Children’s 

Books of the Year, 22 

Baptist; Pedagogy of the Poor, 59 

Barrell; Teaching English Today, 26 

Barton; Teaching Science for Social 

Justice, 30 

Bastos; Transforming City Schools 

Through Art, 28 

Baum; Multiple Intelligences in the 

Elementary Classroom, 44 

Beach; Literacy Tools 

in the Classroom, 25; 

teachingmedialiteracy.com, 25 

Beane; Curriculum Integration, 29 

Beatty; When Science Encounters 

the Child, 62 

Bellamy; Principal Accomplishments, 

56 

Bellanca; Classrooms Without 

Borders, 35 

Ben-Avie; Child by Child, 56; Rallying 

the Whole Village, 56 

Beneke; Power of Projects, 7; 

Windows on Learning, 7 

Berg; Teaching Your Child to Love 

Learning, 9 

Bergen; Educating and Caring for 

Very Young Children, 7; Young 

Children in Action, 7 

Berry; Teaching 2030, 51 

Bers; Blocks to Robots, 7 

Bess; View from the Little Chair in 

the Corner, 4 

Beyer; Thinking-Based Learning, 30 

Bickmore; Comparative and 

International Education, 69 

Biklen; Practical Guide to the 

Qualitative Dissertation, 61 

Bitz; When Commas Meet 

Kryptonite, 25 

Blackburn; Acting Out!, 41; 


Blanton; Creating Effective 

Undergraduate Research Programs 

in Science, 29 

Blase; “Trust Me! I Can Read”, 16 

Bloome; On Discourse Analysis in 


Bloom, J.; Echoes of Brown, 66 

Bloom, P.; Business Administration 

Scale for Family Child Care (BAS), 

5; Escala de Evaluación de la 

Administración de Negocios, 5; 

Program Administration Scale, 2 

Blythe; Facilitator’s Book of 

Questions, 44; Looking Together 

at Student Work, 44; Teaching as 

Inquiry, 42 

Boehm; Classroom Observer, 6 

Bolgatz; Talking Race in the 

Classroom, 64 

Boostrom; Thinking, 61 

Borgmann; Literacy Tools in the 

Classroom, 25 

Borland; Rethinking Gifted Education, 

70 

Boston; Improving Instruction in 

Algebra, 33; Improving Instruction 

in Geometry and Measurement, 

33; Improving Instruction 


Proportionality, 33 

Bouie; After-School Success, 56 

Boyd; Emile of Jean Jacques 

Rousseau, 62 

Bradley; On Formative and Design 

Experiments, 24 

Braun; An Introduction to Standards- 

Based Reflective Practice..., 41 

Brock; Academic Literacy for English 

Learners, 15 

Brooks; Big Science for Growing 

Minds, 6; Black School White 

School, 47 

Broomhead; (Re)Imagining Content- 

Area Literacy Instruction, 22 

Brown; Refusing Racism, 62 

Brozo; RTI and the Adolescent 

Reader, 22 

Bruce; Action Research in Special 

Education, 70 

Bullough; First-Year Teacher, 45; 

Uncertain Lives, 62 

Buras; Pedagogy, Policy, and the 

Privatized City, 59 

Burkett; Teaching Science for Social 

Justice, 30 

Burns; Echoes of Brown, 66 

Burton; Exhibiting Student Art, 33 

Buxton; Diversity and Equity in 

Science Education, 29 

Byrne-Jiménez; Developing Effective 

Principals Through Collaborative 

Inquiry, 56 

C 

Cadwell; Bringing Learning to Life, 9; 

Bringing Reggio Emilia Home, 9; In 

the Spirit of the Studio, 8 

Cahan; When Science Encounters 

the Child, 62 

Cahnmann-Taylor; Teachers Act 

Up!, 43 

Caine; Natural Learning for a 

Connected World, 30 

Caldas; Public Education—America’s 

Civil Religion, 62 

Campano; Immigrant Students and 

Literacy, 15; Literacy Tools in the 

Classroom, 25 

Campos; Jump Start Health!, 12 

Capitelli; Latino Children Learning 

English, 15 

Carger; Of Borders and Dreams, 65 

Carini; From Another Angle, 42; 

Jenny’s Story, 41; Starting Strong, 

62 

Carlson; Understanding Education 

Indicators, 55 

Carlsson-Paige; War Play Dilemma, 

5 

Carnoy; Charter School Dust-Up, 56 

Carr; Leading for Inclusion, 49; Pig 

Don’t Get Fatter the More You 

Weigh It, 45 

Carter; On Discourse Analysis in 


Caruso; Supervision in Early 

Childhood Education, 5 

Casanova; ¡Sí Se Puede!, 51 

Casella; Practical Guide to the 

Qualitative Dissertation, 61 

Chajet; Echoes of Brown, 66 

Chao; Families, Schools, and the 

Adolescent, 12 

Chapman; Computer Clubhouse, 35 

Charity Hudley; Understanding 

English Language Variation in U.S. 

Schools, 25 

Chazan; Beyond Formulas in 

Mathematics and Teaching, 45 

Check; At the Heart of Teaching, 45 

Chen; Building on Children’s 

Strengths, 9; Early Learning 

Activities, 9 

Chisholm; South–South Cooperation 

in Education and Development, 69 

Christian; On Discourse Analysis in 


Cicchetti; Observation Drawing with 

Children, 32 

Clark, Caroline; Acting Out!, 41 

Clarke; Reading Turn-Around, 22 

Clark, G.; Teaching Talented Art 

Students, 33 

Clark, M.; Observation Drawing with 

Children, 32 

Cleverley; Visions of Childhood, 8 

Clifford; Beginning School, 69; Early 

Childhood Environment Rating 

Scale (ECERS–R), 10; Escala 

de Calificación del Ambiente 

de Cuidado Infantil en Familia, 

10; Escala de Calificación del 

Ambiente de la Infancia Temprana, 


Ambiente para Bebés y Niños 

Pequeños, 10; Family Child 

Care Environment Rating Scale 

(FCCERS–R), 10; Infant/Toddler 

Environment Rating Scale, 10 

Cobb; Improving Access to 

Mathematics, 33 

Cochrane; Ethics in School 

Counseling, 71 

Cochran-Smith; Inquiry as Stance, 

42; Inside/Outside, 42; Walking 

the Road, 45 

Cohen, D.; Observing and Recording 

the Behavior of Young Children, 6 

Cohen, E.; Designing Groupwork, 31 

Cohen, J.; Educating Minds and 

Hearts, 44; Making Your School 

Safe, 56 

Coldren; Diagnosis and Design for 

School Improvement, 53 

Colella; Adventures in Modeling, 33 

Coleman; Nurturing Talent in High 

School, 70 

Collins, A.; Rethinking Education in 

the Age of Technology, 35 

Collins, C.; Ethnically Qualified, 60 

Comer; Child by Child, 56; Rallying 


Commins; Restructuring Schools for 

Linguistic Diversity, 15 

Compton-Lilly; Bedtime Stories and 

Book Reports, 22; Reading Families, 

21; Reading Time, 20; Re-reading 

Families, 21 

Conchas; Color of Success, 52; 


Constantine; Clinical Practice with 

People of Color, 71 

Constantini; Coaching Whole School 

Change, 51 

Contreras; Achieving Equity for 

Latino Students, 49 

Cooper; Constructivist Leader, 53; 

Playing to Get Smart, 9 

Copeland; Connecting Emergent 

Curriculum and Standards in the 

Early Childhood Classroom, 7 

Coppola; Powering Up, 36 

Corbett; Effort and Excellence in 

Urban Classrooms, 54 

Cornbleth; Diversity and the New 

Teacher, 64; Teaching with Vision, 

40 

Cortés; The Children Are Watching, 

66 

Cosier; Transforming City Schools 


Costa; Thinking-Based Learning, 30 

Cramer; Case Studies of Minority 

Student Placement in Special 

Education, 70 

Crawford; Beginning School, 69 

Cremin; Republic and the School, 62 

Crocco; Teaching the Levees, 31 

Cross; Political Education, 55

Cryer; Early Childhood Environment 

Rating Scale (ECERS–R), 10; Escala 







Pequeños, 10; Infant/Toddler 

Environment Rating Scale, 10; 

Video Observations for the 

ECERS-R, 10; Video Observations 

for the FCCERS-R, 10; Family 

Child Care Environment Rating 

Scale (FCCERS–R), 10; Video 

Observations for the ITERS-R, 10 

Cuban, L.; Frogs into Princes, 56; 

How Can I Fix It, 53; How 

Teachers Taught, 62; Hugging 

the Middle, 56; Teachers and 

Machines, 60; Why Is It So Hard 

to Get Good Schools, 53 

Cuffaro; Experimenting with the 

World, 9 

Curtis; Joy of Movement in Early 

Childhood, 9 

D 

Dai; Nature and Nurture of 

Giftedness, 70 

Darling-Hammond; Authentic 

Assessment in Action, 56; Flat 

World and Education, 54; Learning 

to Teach for Social Justice, 41; 

Professional Development Schools, 

56 

Davidson; Adolescents’ Worlds, 66 

Davis, G.; Turning Points 2000, 52 

Davis, J.; Framing Education as Art, 

33; Ordinary Gifted Children, 41; 

Why Our High Schools Need the 

Arts, 28; Why Our Schools Need 

the Arts, 32 

Davis, S.; Raising Children Who 

Soar, 9 

DeBoer; History of Ideas in Science 

Education, 33 

DeBray; Politics, Ideology, and 

Education, 62 

Dede; Digital Teaching Platforms, 34 

DeFord; Partners in Learning, 26 

Del Prete; Improving the Odds, 54 

Demarest; A Learning-Centered 

Framework for Education Reform, 

55 

Derman-Sparks; Teaching/Learning 

Anti-Racism, 45; What If All the 

Kids Are White, 4 

Devine; Making Your School Safe, 56 

DeVries; Developing Constructivist 

Early Childhood Curriculum, 8; 

Moral Classrooms, Moral Children, 

3; Physical Knowledge in Preschool 

Education, 9 

Diamond; Distributed Leadership in 

Practice, 53 

DiAngelo; Is Everyone Really Equal, 

63 

Dichter; Power of Protocols, 43 

Dilg; Our Worlds in Our Words, 

26; Thriving in the Multicultural 

Classroom, 42 

Dimitriadis; Friendship, Cliques, and 

Gangs, 66; On Qualitative Inquiry, 

24 

Doll; Post-Modern Perspective on 

Curriculum, 62 

Donahue; Artful Teaching, 32 

Donaldson; Cultivating Leadership 

in Schools, 53; How Leaders Learn, 

56 

Donnellan; Progress Without 

Punishment, 70 

Douglas; Engaging Learners through 

Artmaking, 32 

Dowd; At the Heart of Teaching, 45 

Dozier; Critical Literacy/ Critical 

Teaching, 21 

Drago-Severson; Becoming Adult 

Learners, 67 

Draper; (Re)Imagining Content-Area 

Literacy Instruction, 22 

Drayton; Creating and Sustaining 

Online Professional Learning 

Communities, 44 

Dressman; Lets Poem, 25 

Dryden-Peterson; Educating 

Children in Conflict Zones, 68 

DuBos; Parent’s Guide to Special 

Education in New York City and 

the Metropolitan Area, 70 

Duckworth; “Tell Me More”, 42; 

“The Having of Wonderful Ideas”, 

29 

Duran; Healing the Soul Wound, 71 

Dworkin; Dewey on Education, 62 

Dwyer; Teaching with Technology, 

36 

Dyson; Children, Language, and 

Literacy, 26; On the Case, 24; 

Social Worlds of Children Learning 

to Write in an Urban Primary 

School, 26 

E 

Eckert; Jocks and Burnouts, 66 

Edmiaston; Developing 

Constructivist Early Childhood 

Curriculum, 8 

Edmiston; Literacy Tools in the 

Classroom, 25 

Edwards; Bridging Literacy and 

Equity, 17; Change Is Gonna Come, 

21 

Efland; History of Art Education, 32 

Egan; Teaching and Learning Outside 

the Box, 62 

Eisner; Cognition and Curriculum 

Reconsidered, 62 

Elliott; DIY Media in the Classroom, 

25 

Elmore; Redesigning Accountability 

Systems for Education, 56 

Engel; Playing for Keeps, 29 

Enriquez; Reading Turn-Around, 22 

Eppler-Wolff; Raising Children Who 

Soar, 9 

Ermer; Teaching Science for Social 

Justice, 30 

Evans, A.; Reading and Thinking, 33 

Evans, R.; Social Studies Wars, 31 

Ewald; Literacy and Justice Through 


F 

Fabricant; Charter Schools and the 

Corporate Makeover of Public 

Education, 47 

Faigenbaum; Going Public with Our 

Teaching, 45 

Falik; Beyond Smarter, 30 

Falk, B.; Authentic Assessment in 

Action, 56; Defending Childhood, 

2; Teaching the Way Children 

Learn, 41 

Falk, J.; Creating and Sustaining 



Fallace; Dewey and the Dilemma of 

Race, 61 

Fassbender; Progress Without 


Fauske; Leading for Inclusion, 49 

Fawcett; Supervision in Early 


Fecho; “Is This English”, 21; 


Feinberg; School and Society, 60 

Feldman; Project Zero Frameworks 

for Early Childhood Education, 9 

Fels; Successful High School Writing 

Center, 18 

Felton-Collins; Piaget Handbook for 

Teachers and Parents, 6 

Fenstermacher; Approaches to 

Teaching, 60 

Feuerstein; Beyond Smarter, 30; 


Finders; Just Girls, 26 

Fine; Charter Schools and the 

Corporate Makeover of Public 

Education, 47; Echoes of Brown, 

66; Keeping the Struggle Alive, 33; 

Speed Bumps, 61 

Firestone; New Agenda for Research 

in Educational Leadership, 56 

Fisher; Writing in Rhythm, 24 

Fletcher; Partnerships for New 

Teacher Learning, 43 

Flicker; Guiding Children’s Behavior, 

5 

Ford; Multicultural Gifted Education, 

70 

Forsyth; Collective Trust, 51 

Fosnot; Constructivism, 59 

Foster; Growing Up African 

American in Catholic Schools, 66 

Frank; Ethnographic Interviewing 

for Teacher Preparation and Staff 

Development, 38 

Fraser; Preparing America’s Teachers, 

62 

Frede; Young English-Language 

Learners, 7 

Freedman, K.; Teaching Visual 

Culture, 32 

French; Learning to Teach for Social 

Justice, 41 

Frick; Personality Theories, 71 

Friedman; Burned In, 40 

Friedrich; How Teachers Become 

Leaders, 40 

Fromer; Parent’s Guide to Special 

Education in New York City and 

the Metropolitan Area, 70 

Froschl; Suppporting Boys’ Learning, 

4 

Fruchter; Urban Schools, Public 

Will, 56 

Fucigna; Experience and Art, 8; 

Observation Drawing with 

Children, 32 

Fuhrman; Redesigning 

Accountability Systems for 

Education, 56 

Fujita; Challenges to Japanese 

Education, 69 

Fullan; New Meaning of Educational 

Change, 52; Professional Capital, 

46; What’s Worth Fighting For 

in the Principalship, 52; What’s 

Worth Fighting For in Your School, 

52; What’s Worth Fighting For Out 

There, 56 

Fulmer; Principal Accomplishments, 

56 

Fusco; Effective Questioning 

Strategies in the Classroom, 37 

G 

Gallas; Languages of Learning, 26; 

“Sometimes I Can Be Anything”, 9; 

Talking Their Way into Science, 21 

Gándara; Forbidden Language, 55 

Gandini; In the Spirit of the Studio, 8 

García, Erminda; Understanding the 

Language Development and Early 

Education of Hispanic Children, 14 

García, Eugene; Teaching and 

Learning in Two Languages, 65; 


Development and Early Education 

of Hispanic Children, 14; Young 

English-Language Learners, 7 

Garcia, J.; An Introduction to 


Practice..., 41 

García, O.; Educating Emergent 

Bilinguals, 15 

Garcia-Lopez; Learning to Teach for 

Social Justice, 41 

Gardner, H.; Project Zero 

Frameworks for Early Childhood 

Education, 9 

Gardner, M.; Constructivist Leader, 

53 

Garretón; Grow Your Own Teachers, 

43 

Gates; Gates-Peardon-LaClair 

Reading Exercises, 33 

Gay; Culturally Responsive Teaching, 

65 

Genishi; Children, Language, and 

Literacy, 26; Ways of Assessing 

Children and Curriculum, 9; Ways 

of Studying Children, 9 

Ginwright; Black Youth Rising, 66 

Glickman; Those Who Dared, 62 

Goffin; Ready or Not, 5 

Goldstein; Peer Review and Teacher 

Leadership, 43 

Gomez; Global Perspectives on 

Multilingualism, 26 

Gonzalez-Mena; Making Links, 9 

Goodlad; In Praise of Education, 62 

Goodman; Teaching Youth Media, 25 

Goodwin; Understanding 

Quantitative and Qualitative 

Research in Early Childhood 

Education, 9 

Gordon, E.; Collaborative Action 

Research, 45 

Gordon, J.; Challenges to Japanese 

Education, 69 

Goswami; On Teacher Inquiry, 24 

Graham; Teacher/Mentor, 45 

Grant; When Science Encounters the 

Child, 62 

Graves; Teaching Individual Words, 

23; Vocabulary Book, 23 

Greene, M.; Dialectic of Freedom, 

61; Landscapes of Learning, 62; 

Variations on a Blue Guitar, 32 

Greene, S.; Bedtime Stories and 

Book Reports, 22; Making Race 

Visible, 21 

Grolnick; Forever After, 45 

Gropper; Observing and Recording 

the Behavior of Young Children, 6; 

Supporting Boys’ Learning, 4 

Guishard; Echoes of Brown, 66 

Gullo; Understanding Assessment 

and Evaluation in Early Childhood 

Education, 6 

Guzzetti; DIY Media in the 

Classroom, 25 

H 

Haertel; Evaluating Educational 

Technology, 36 

Hagood; Bring It to Class, 25 

Haigh; We Are All Explorers, 8 

Halcón; Best for Our Children, 26 

Hall, E.; Seen and Heard, 6 

Hall, H.; On Critically Conscious 

Research, 24 

Haller; Ethics of School 

Administration, 52 

Halley; Observation Drawing with 

Children, 32 

Halverson; Rethinking Education in 

the Age of Technology, 35 

73 

Author/Title/Series Indexes 

73

Hammett; Teaching English Today, 

26 

Hancock; Doing Case Study 

Research, 57 

Hankins; Teaching through the 

Storm, 45 

Hansen; Call to Teach, 45; Ethical 

Visions of Education, 61 

Harby; Test Lessons in Primary 

Reading, 33 

Hargreaves; Professional Capital, 46; 

Teaching in the Knowledge Society, 

59; What’s Worth Fighting For in 

Your School, 52; What’s Worth 

Fighting For Out There, 56 

Harms; Early Childhood Environment 

Rating Scale (ECERS–R), 10; Escala 







Pequeños, 10; Infant/Toddler 

Environment Rating Scale, 10; 


ECERS-R, 10; Video Observations 

for the FCCERS-R, 10; Family Child 


(FCCERS–R), 10; School-Age 


(SACERS), 11; Video Observations 

for the ITERS-R, 10 

Harris, D.; Reasoning with 

Democratic Values, 33 

Harris, J.; Multicultural Gifted 

Education, 70 

Harry; Case Studies of Minority 


Education, 70; Why are So Many 

Minority Students in Special 

Education, 70 

Hatch; Going Public with Our 

Teaching, 45; Managing to Change, 

56 

Hatton; Teaching by Heart, 45 

Haynes; Child by Child, 56; Rallying 


Heath; On Ethnography, 24 

Hebert; Boss of the Whole School, 

56 

Helm; Building Support for Your 

School, 5; Power of Projects, 7; 

Teaching Your Child to Love 

Learning, 9; Windows on Learning, 

7; Young Investigators, 7 

Helman; Literacy Instruction in 

Multilingual Classrooms, 14 

Hemmeter; Assessment of Practices 

in Early Elementary Classrooms 

(APEEC), 6 

Henderson; Learning from Young 

Children in the Classroom, 4 

Henningsen; Implementing 

Standards-Based Mathematics 

Instruction, 29; Improving 

Instruction in Algebra, 33; 

Improving Instruction in Geometry 

and Measurement, 33; Improving 

Instruction in Rational Numbers 

and Proportionality, 33 

Heron-Hruby; Bring It to Class, 25 

Herrera; Biography-Driven Culturally 

Responsive Teaching, 15; Crossing 

the Vocabulary Bridge, 22 

Herrington; Teaching the New 

Writing, 24 

Herz; Looking at Art in the 

Classroom, 32 

Hetland; Studio Thinking, 32 

Higgins; Teaching for Competence, 

45 

Hildebrandt; Developing 

Constructivist Early Childhood 

Curriculum, 8 

Hillen; Improving Instruction 



Hill, L.; In the Spirit of the Studio, 8 

Hill, M.; Beats, Rhymes, and 

Classroom Life, 21 

Hill, N.; Families, Schools, and the 


Hill, S.; African American Struggle 

for Secondary Schooling, 

1940–1980, 58 

Hillocks; Teaching Writing as 

Reflective Practice, 24; Testing 

Trap, 26 

Himley; From Another Angle, 42; 

Jenny’s Story, 41 

Hobbs; Reading the Media, 25 

Hodgson; Teaching the New Writing, 

24 

Hoffman, J.; Guiding Children’s 

Behavior, 5 

Hoffman, M.; Starting Up, 48; “You 

Won’t Remember Me”, 62 

Hole; At the Heart of Teaching, 45 

Holmes; Crossing the Vocabulary 

Bridge, 22 

Honey; Data-Driven School 

Improvement, 36 

Hopkins; Collaborative Leadership in 

Action, 53; Forbidden Language, 55 

Hord; Learning Together, Leading 

Together, 56; Reclaiming Our 

Teaching Profession, 37 

Horsford; Learning in a Burning 

House, 64 

Horton; Long Haul, 58 

Housman; Young Children Reinvent 

Arithmetic, 8 

Howard, G.; We Can’t Teach What 

We Don’t Know, 64 

Howard, T.; Why Race and Culture 

Matter in Schools, 65 

Howe; Ethics of Special Education, 

70 

Howes; Culture and Child 

Development in Early Childhood 

Programs, 6; Matter of Trust, 9 

Hoy; Collective Trust, 51 

Huberman; Lives of Teachers, 45 

Hudson-Ross; Teacher/Mentor, 45 

Hughes; Improving Instruction in 

Algebra, 33 

Hull; School’s Out!, 26 

Hunt; Teaching for Social Justice, 60 

Hunter; On Critically Conscious 

Research, 24 

Hutzel; Transforming City Schools 


Hyde; Literacy and Justice Through 


Hynes-Berry; Don’t Leave the Story 

in the Book, 3 

Hyson; Emotional Development of 

Young Children, 5; Enthusiastic and 

Engaged Learners, 4 

I 

Irvine; Educating Teachers for 

Diversity, 65; Growing Up African 

American in Catholic Schools, 66 

Isberg; Building on Children’s 

Strengths, 9 

Isenberg; Major Trends and Issues in 

Early Childhood Education, 4 

J 

Jackson, A.; Turning Points 2000, 52 

Jackson, P.; Life in Classrooms, 42 

Jackson, Y.; Pedagogy of Confidence, 

39 

Jacobs; School-Age Care 

Environment Rating Scale 

(SACERS), 11 

Jacobsen; Charter School Dust-Up, 

56; Grading Education, 55 

Jalongo; Major Trends and Issues in 

Early Childhood Education, 4 

Jaquith; Engaging Learners through 

Artmaking, 32 

Jenkins; Redesigning Supervision, 43 

Jensen; (Re)Imagining Content-Area 


Jentleson; Better Together, 54 

Jiménez-Castellanos; Bicultural 

Parent Engagement, 12 

Johnson, M.; Colors of Learning, 8 

Johnston, D.; Education for a Caring 

Society, 62 

Johnston, P.; Critical Literacy/ 

Critical Teaching, 21 

Jones, A.; Becoming a Strong 

Instructional Leader, 48 

Jones, E.; Playing to Get Smart, 9; 

Play’s the Thing, 2 

Jones, P.; Leading for Inclusion, 49; 

Pig Don’t Get Fatter the More You 

Weigh It, 45 

Jones, S.; Reading Turn-Around, 22 

Joseph; YCCRA—2nd Grade, 9 

Joyner; Child by Child, 56; Rallying 


K 

Kafai; Computer Clubhouse, 35 

Kagan; Early Care and Education 

Teaching Workforce at the Fulcrum, 

9; Early Childhood Systems, 3 

Kali; Designing Coherent Science 

Education, 33 

Kallenbach; Multiple Intelligences 

and Adult Literacy, 67 

Kallick; Thinking-Based Learning, 30 

Kamberelis; On Qualitative Inquiry, 

24 

Kamii; Physical Knowledge in 

Preschool Education, 9; YCCRA— 

2nd Grade, 9; YCCRA—3rd 

Grade, 9; Young Children Reinvent 

Arithmetic, 8 

Kariya; Challenges to Japanese 

Education, 69 

Katz, L.; Young Investigators, 7 

Katz, M.; Justice and Caring, 60 

Kauerz; Early Care and Education 


9; Early Childhood Systems, 3 

Kavimandan; Crossing the 

Vocabulary Bridge, 22 

Keilty; Early Intervention Guidebook 

for Families and Professionals, 6 

Kelly; Assessing Teacher Quality, 38 

Kemple; Let’s Be Friends, 5 

Kendall; Diversity in the Classroom, 

5 

Kennedy; Experience and Art, 

8; Observation Drawing with 

Children, 32 

Kenney; Acting Out!, 41; Getting 

From Arithmetic to Algebra, 27 

Kinloch; Crossing Boundaries, 17; 

Harlem on Our Minds, 20; Urban 

Literacies, 20 

Kleifgen; Educating Emergent 

Bilinguals, 15 

Klein; Going to Scale with New 

School Designs, 56 

Kliebard; Changing Course, 62 

Kliewer; Schooling Children with 

Down Syndrome, 70 

Klingner; Case Studies of Minority 


Education, 70; Why are So Many 

Minority Students in Special 

Education, 70 

Klopfer; Adventures in Modeling, 33 

Kohl; Long Haul, 58 

Koplow; Bears, Bears Everywhere!, 

7; Creating Schools that Heal, 5; 

Unsmiling Faces, 5 

Koppelman; Great Diversity Debate, 

64 

Kostelnik; Children with Special 

Needs, 8 

Krechevsky; Building on Children’s 

Strengths, 9; Preschool 

Assessment Handbook, 9; 

Project Zero Frameworks for Early 


Kugelmass; Inclusive School, 56 

Kumashiro; Bad Teacher!, 47; 

Seduction of Common Sense, 59 

L 

LaBoskey; Narrative Inquiry in 

Practice, 45 

LaClair; Gates-Peardon-LaClair 


Ladson-Billings; Beyond the Big 

House, 45; Education Research in 

the Public Interest, 62 

Lagemann; What Is College For, 67 

Lake; Dear Maxine, 61; Dear Nel, 58 

Lambert, L.; Constructivist Leader, 

53 

Lambert, M.; Constructivist Leader, 

53 

Lamping; “Trust Me! I Can Read”, 16 

Langer; Envisioning Knowledge, 20; 

Envisioning Literature, 20 

Lapp; Academic Literacy for English 

Learners, 15 

LaVigna; Progress Without 


Lazar; Bridging Literacy and Equity, 

17; Practicing What We Teach, 25 

Leahey; Whitewashing War, 31 

Leal; Politics of Latino Education, 55 

Lee, C.; Culture, Literacy, and 

Learning, 64 

Lee, O.; Diversity and Equity in 


Lee, S.; Unraveling the “Model 

Minority” Stereotype, 66; Up 

Against Whiteness, 65 

Lehman; Children’s Literature and 

Learning, 26 

Lehu; Dr. Ruth’s Guide to Teens and 

Sex Today, 9 

Lensmire; Powerful Writing, 

Responsible Teaching, 33 

Lent; Literacy for Real, 23 

LeTendre; Challenges to Japanese 

Education, 69; Improving Teacher 

Quality, 69 

Levin, B.; Leading Technology-Rich 

Schools, 48 

Levin, D.; War Play Dilemma, 5 

Levine, A.; Unequal Fortunes, 66 

Levine, E.; One Kid at a Time, 52 

Lew; Using Assessments to Teach 

for Understanding, 45 

Lewin-Benham; Infants and Toddlers 

at Work, 8; Possible Schools, 9; 

Powerful Children, 8; Twelve 

Best Practices for ECE, 4; What 

Learning Looks Like, 37 

Lewis, C.; College and Career Ready 

in the 21st Century, 50; On Teacher 

Inquiry, 24 

Lewis, H.; What Is College For, 67 

Lickey; Starting With Their Strengths, 

4 

Lieberman; Going Public with Our 

Teaching, 45; How Teachers 

Become Leaders, 40; Inside 

the National Writing Project, 

45; Teachers in Professional 


74

Lin; More Good Questions, 29 

Lindfors; Children’s Inquiry, 26; 

Children’s Language, 21 

Linn; Designing Coherent Science 

Education, 33; WISE Science, 33 

Livingston; YCCRA—3rd Grade, 9 

Lobman; Unscripted Learning, 30 

Lockwood; Case for Character 

Education, 62; Reasoning with 

Democratic Values, 33 

Loewen; Teaching What Really 

Happened, 31 

Lomawaima; To Remain an Indian, 

66 

Lord, Lisa; Literacy and Justice 

Through Photography, 19 

Lord, Lois; Experience and Art, 8 

Lundquist; Unscripted Learning, 30 

Lyons, C.; Partners in Learning, 26 

Lyons, N.; Narrative Inquiry in 

Practice, 45 

Lytle; Inside/Outside, 42 

M 

Ma’ayan; Reading Girls, 19 

MacDonald; Mindful Teacher, 43 

Mace; Going Public with Our 

Teaching, 45; Teacher Practice 

Online, 45 

Mackin; Standards of Mind and 

Heart, 56 

Madden; Comparative and 


Madjidi; Comparative and 


Madrid; On Discourse Analysis in 


Mallinson; Understanding English 

Language Variation in U.S. Schools, 

25 

Mandinach; Data-Driven School 


Mangin; Effective Teacher 

Leadership, 44; Examining 

Effective Teacher Leadership, 43 

Marsh; (Mis)Understanding Families, 

12; Other Kinds of Families, 13 

Martin, D.; Reading Like a Historian, 

31 

Martin, J.; Cultural Miseducation, 62 

Marx; Health Is Academic, 13 

Maxwell; Assessment of Practices 


(APEEC), 6 

Mayher; Teaching English Today, 26 

McAdams; What School Boards Can 

Do, 54 

McCall; McCall-Crabbs Standard 

Test Lessons in Reading, 33; Test 

Lessons in Primary Reading, 33 

McCarty; To Remain an Indian, 66 

McClellan; Moral Education in 

America, 62 

McDonald, E.; Power of Protocols, 43 

McDonald, J.; Going to Scale with 

New School Designs, 56; Power of 

Protocols, 43; Teaching, 45 

McEntee; At the Heart of Teaching, 

45 

McKnight; Inequality for All, 51 

McLaughlin, M.; Building School- 

Based Teacher Learning 


McMillan; Formative Classroom 

Assessment, 56 

McMillon; Bridging Literacy and 

Equity, 17; Change Is Gonna Come, 

21 

McWhorter; Teacher/Mentor, 45 

Means; Evaluating Educational 


Meier, Daniel; Here’s the Story, 9; 

Learning from Young Children 

in the Classroom, 4; Learning 

in Small Moments, 45; Scribble 

Scrabble– Learning to Read and 

Write, 9; Teaching Children to 

Write, 6; Young Child’s Memory for 

Words, 7 

Meier, Deborah; Playing for Keeps, 

29 

Meier, K.; Politics of Latino Education, 

55 

Merseth; Facilitator’s Guide to 

Windows on Teaching Math, 30; 

Windows on Teaching Math, 30 

Metz; Different by Design, 66 

Meyer; Gender, Bullying, and 

Harassment, 53 

Michael; Art and Adolescence, 33 

Michie; Holler If You Hear Me, 41; 

See You When We Get There, 41 

Miller, L.; Teachers in Professional 


Mills; On Ethnography, 24 

Miramontes; Ethics of Special 

Education, 70; Restructuring 

Schools for Linguistic Diversity, 15 

Mishel; Charter School Dust-Up, 56 

Mitchell, S.; Colors of Learning, 8 

Mohr; Power of Protocols, 43 

Montavon; On Critically Conscious 

Research, 24 

Monte-Sano; Reading Like a 

Historian, 31 

Moore; Case Studies of Minority 


Education, 70 

Moran; Teaching the New Writing, 

24 

Morris, V. & C.; Price They Paid, 66 

Morrow; Beginning Reading and 

Writing, 26 

Mulcahey; Story in the Picture, 7 

Mundy; Comparative and 

International Education, 69; 

Educating Children in Conflict 

Zones, 68 

Murphy; Principal Accomplishments, 

56 

Muth; Principal Accomplishments, 

56 

N 

Nadeau; Restructuring Schools for 

Linguistic Diversity, 15 

Nash; Faith, Hype, and Clarity, 62; 

Liberating Scholarly Writing, 24; 

“Real World” Ethics, 62 

Nasir; Improving Access to 

Mathematics, 33 

Nathenson-Mejía; Literacy 

Essentials for English Language 

Learners, 15 

Naumburg; Introduction to Art 

Therapy, 70 

Neal; Writing Assessment and the 

Revolution in Digital Texts and 

Technologies, 24 

Negri-Shoultz; Progress Without 


Neuman; Changing the Odds for 

Children at Risk, 55 

Nieto; Light in Their Eyes, 65; What 

Keeps Teachers Going, 40; Why 

We Teach, 40 

Noddings; Challenge to Care in 

Schools, 59; Educating Citizens for 

Global Awareness, 60; Educating 

for Intelligent Belief or Unbelief, 

62; Educating Moral People, 61; 

Justice and Caring, 60; When 

School Reform Goes Wrong, 59 

Noguera; City Schools and the 

American Dream, 58 

Nokes; (Re)Imagining Content-Area 


Northrop; Health Is Academic, 13 

Novak; Teaching Literacy for Love 

and Wisdom, 23 

O 

Oakes; Learning Power, 59 

Obidah; Because of the Kids, 42; 

Building Racial and Cultural 

Competence in the Classroom, 64 

Ochoa; Bicultural Parent 

Engagement, 12 

O’Connor; Observation Drawing 

with Children, 32 

Ogawa; Change(d) Agents, 41 

Olivos; Bicultural Parent Engagement, 

12 

Olson; Wounded by School, 59 

Onaga; Children with Special Needs, 

8 

Orr; Developing Effective Principals 

Through Collaborative Inquiry, 56 

Ort; Coaching Whole School Change, 

51 

Osborne; Teaching Science for Social 

Justice, 30 

P 

Pahl; Artifactual Literacies, 24 

Pandya; Overtested, 14 

Parker; Teaching Democracy, 31 

Patrikakou; School-Family 

Partnerships for Children’s Success, 

13 

Payne; Echoes of Brown, 66; Teach 

Freedom, 59 

Peardon; Gates-Peardon-LaClair 


Peppler; Computer Clubhouse, 35 

Pérez; Americans by Heart, 49 

Perkins; Keeping the Struggle Alive, 

33 

Perrone; Teacher with a Heart, 13 

Peterson; Piaget Handbook for 

Teachers and Parents, 6 

Petrovich; Bringing Equity Back, 56 

Phelan; Adolescents’ Worlds, 66 

Phillips, C.; Teaching/Learning Anti- 

Racism, 45 

Phillips, D.; Perspectives on Learning, 

60; Visions of Childhood, 8 

Pine; Action Research in Special 

Education, 70 

Pinnell; Partners in Learning, 26 

Planty; Understanding Education 

Indicators, 55 

Plaut; Right to Literacy in Secondary 

Schools, 21 

Polakow; Who Cares for Our 

Children, 62 

Ponton; Distance Learning in Higher 

Education, 36 

Popkewitz; Struggling for the Soul, 

45 

Powell; Looking Together at Student 

Work, 44 

Powers; Starting With Their 

Strengths, 4 

Pradl; Teaching English Today, 26 

Proefriedt; High Expectations, 60 

Q 

Quinn; Teaching for Social Justice, 

60 

R 

Ramsey; Teaching and Learning in a 

Diverse World, 4; What If All the 

Kids Are White, 4 

Randels; Pedagogy, Policy, and the 


Reagan; Thinking-Based Learning, 30 

Rebell; NCLB at the Crossroads, 56 

Redding; School-Family Partnerships 

for Children’s Success, 13 

Reeves; Finding Your Leadership 

Focus, 52 

Rehmann; Pedagogy of the Poor, 59 

Reid; Educating and Caring for Very 

Young Children, 7; Young Children 

in Action, 7 

Reinking; On Formative and Design 


Resnick; Adventures in Modeling, 33 

Reyes; Best for Our Children, 26; 


Reynolds, G.; Play’s the Thing, 2 

Reynolds, L., 18; Burned In, 40 

Rice; What Was It Like, 26 

Richards; Digital Teaching Platforms, 

34 

Richert; What Should I Do, 38 

Riehl; New Agenda for Research in 

Educational Leadership, 56 

Riley-Ayers; Literacy Leadership in 

Early Childhood, 26 

Ringstaff; Teaching with Technology, 

36 

Riordan; Going to Scale with New 

School Designs, 56 

Risko; Be That Teacher!, 16 

Ritchie; Matter of Trust, 9 

Roberts; Echoes of Brown, 66 

Rodgers, A.; Effective Literacy Coach, 

22; Redesigning Supervision, 43 

Rodgers, E.; Effective Literacy Coach, 

22 

Rogers, R.; Critical Literacy/ Critical 

Teaching, 21 

Rohde; Children with Special Needs, 

8 

Roseman; Designing Coherent 


Rothstein, R.; Charter School Dust- 

Up, 56; Class and Schools, 54; 

Grading Education, 55 

Rovai; Distance Learning in Higher 

Education, 36 

Rowsell; Artifactual Literacies, 24 

Rubin; Teaching as Inquiry, 42 

Rudkin; Seen and Heard, 6 

Rueda; 3 Dimensions of Improving 

Student Performance, 53 

Rury; African American Struggle for 

Secondary Schooling, 1940–1980, 

58 

Rutherford; On Teacher Inquiry, 24 

S 

Safford; History of Childhood and 

Disability, 70 

Sahlberg; Finnish Lessons, 46 

Salaam; Pedagogy, Policy, and the 


Salas; Academic Literacy for English 

Learners, 15 

Sales; Developing Constructivist 

Early Childhood Curriculum, 8 

Sandholtz; Teaching with Technology, 

36 

Sanger; Approaches to Teaching, 60 

Sarason; Revisiting “The Culture 

of the School and the Problem 

of Change”, 56; Teaching as a 

Performing Art, 45 

Schaafsma; On Narrative Inquiry, 24 

Schank; Teaching Minds, 57 

Scheiber; Unequal Fortunes, 66 

Scheinfeld; We Are All Explorers, 8 

Schmidt, J.; Coaching Whole School 

Change, 51 

75 


75

76 

Schmidt, P.; Practicing What We 

Teach, 25 

Schmidt, W.; Inequality for All, 51; 

Teacher Education Matters, 69 

Schoonmaker; Curriculum and Aims, 

60 

Schrum; Leading Technology-Rich 

Schools, 48 

Schulte; Ethics in School Counseling, 

71 

Schultz, B.; Grow Your Own Teachers, 

43; Spectacular Things Happen 

Along the Way, 40 

Schultz, K.; Listening, 42; Rethinking 

Classroom Participation, 41; 

School’s Out!, 26 

Schuster; Assessment of Practices 


(APEEC), 6 

Schwall; In the Spirit of the Studio, 8 

Schwartz, J.; Getting From 

Arithmetic to Algebra, 27 

Schwartz, S.; Connecting Emergent 

Curriculum and Standards in the 

Early Childhood Classroom, 7 

Scott; School Choice and Diversity, 

55 

Scranton; Teaching Your Child to 

Love Learning, 9 

Seidel; Teaching as Inquiry, 42 

Seidman; Interviewing as Qualitative 

Research, 61 

Seligson; Bringing Yourself to Work, 

56 

Sensoy; Is Everyone Really Equal, 

63 

Sexton; Mobilizing Citizens for Better 

Schools, 56 

Shannon; Reading Wide Awake, 16 

Shaw; Taking Charge, 50 

Shearer; MI at 25, 59 

Sheridan, K.; Studio Thinking, 32 

Shirley; Mindful Teacher, 43 

Shuart-Faris; On Discourse Analysis 

in Classrooms, 24 

Shulman; Using Assessments to 

Teach for Understanding, 45 

Siebert; (Re)Imagining Content-Area 


Silva; At the Heart of Teaching, 45; 

Standards of Mind and Heart, 56 

Silver; Implementing Standards- 

Based Mathematics Instruction, 

29; Improving Instruction in 






Simmons; Breaking Through, 56 

Simon; Teaching as Inquiry, 42 

Sinclair; Mathematics and Beauty, 33 

Sipe; Storytime, 22 

Siraj-Blatchford; ECERS-E, 11 

Sisk-Hilton; Teaching and Learning in 

Public, 45 

Sjostrom; Full of Ourselves, 13 

Skinner; Grow Your Own Teachers, 

43 

Slatin; Multiple Intelligences in the 


Sleeter; Creating Solidarity Across 

Diverse Communities, 63; 

Teaching with Vision, 40; Un- 

Standardizing Curriculum, 29 

Sloan; Child as Critic, 26; Give Them 

Poetry!, 26 

Slotta; WISE Science, 33 

Small; Good Questions, 27; More 

Good Questions, 29 

Smith, F.; Book of Learning and 

Forgetting, 58; Glass Wall, 33; 

Reading: FAQ, 26; Reading 

Without Nonsense, 23; to think, 33 

Smith, J.; Acting Out!, 41 

Smith, L.; Psychology, Poverty, and 

the End of Social Exclusion, 71 

Smith, Mandy; On Discourse 

Analysis in Classrooms, 24 

Smith, Margaret; Implementing 

Standards-Based Mathematics 

Instruction, 29; Improving 

Instruction in Algebra, 33; 


and Measurement, 33; Improving 

Instruction in Rational Numbers 

and Proportionality, 33 

Smith, N.; Experience and Art, 

8; Observation Drawing with 

Children, 32 

Soares; SAT Wars, 67 

Soltis; Approaches to Teaching, 60; 

Creating the Ethical School, 56; 

Curriculum and Aims, 60; Ethics of 

School Administration, 52; Ethics 

of Teaching, 60 

Soriano; Creating Solidarity Across 

Diverse Communities, 63 

Souto-Manning; Teachers Act Up!, 

43 

Spalding; An Introduction to 


Practice..., 41 

Spielhagen; Algebra Solution to 

Mathematics Reform, 29 

Spillane; Diagnosis and Design 

for School Improvement, 53; 

Distributed Leadership in Practice, 

53 

Sprung; Supporting Boys’ Learning, 4 

Squire; Video Games and Learning, 

35 

Stahl; Bringing Yourself to Work, 56 

Stanton-Salazar; Manufacturing 

Hope and Despair, 66 

Steiner-Adair; Full of Ourselves, 13 

Steiner-Khamsi; Global Politics 

of Educational Borrowing and 

Lending, 69; South–South 

Cooperation in Education and 


Steinheimer; Windows on Learning, 

7 

Stein, M.; Implementing Standards- 

Based Mathematics Instruction, 

29; Improving Instruction in 






Stein, S.; The Culture of Education 

Policy, 56 

Stengel; Moral Matters, 62 

Stern; Observing and Recording the 


Stewart; Teacher/Mentor, 45 

Stirling; Classrooms Without 

Borders, 35 

Stoelinga; Effective Teacher 

Leadership, 44; Examining 


Stone; College and Career Ready in 

the 21st Century, 50 

Stonehouse; Making Links, 9 

Stout; Teaching and Learning 

Outside the Box, 62 

Street; On Ethnography, 24 

Strickland, C.; Teach Freedom, 59 

Strickland, D.; Administration and 

Supervision of Reading Programs, 

23; Beginning Reading and Writing, 

26; Literacy Leadership in Early 

Childhood, 26 

Strieb; Inviting Families into the 

Classroom, 12 

Strike; Ethics of School 

Administration, 52; Ethics of 

Teaching, 60; Justice and Caring, 

60; Small Schools and Strong 


Strong; Effective Teacher Induction 

and Mentoring, 45; The Highly 

Qualified Teacher, 43 

Stuart; Artful Teaching, 32 

Sturges; Case Studies of Minority 


Education, 70 

Sullivan; Teaching for Competence, 

45 

Supovitz; Implementation Gap, 52 

Surrey; Keeping the Struggle Alive, 

33 

Swail; Finding Superman, 46 

Swartz; Thinking-Based Learning, 30 

Sylva; ECERS-E, 11 

Szabo; Constructivist Leader, 53 

Szekely; How Children Make Art, 32 

T 

Taggart; ECERS-E, 11 

Takaya; Teaching and Learning 

Outside the Box, 62 

Talan; Business Administration 

Scale for Family Child Care (BAS), 

5; Escala de Evaluación de la 

Administración de Negocios, 5; 


Talbert; Building School-Based 

Teacher Learning Communities, 44 

Tanner; Dewey’s Laboratory School, 

62 

Taraban; Creating Effective 

Undergraduate Research Programs 

in Science, 29 

Tarrant; Early Care and Education 


9 

Tate; Education Research in the 

Public Interest, 62 

Tatto; Teacher Education Matters, 69 

Taylor; Playing for Keeps, 29 

TC Press; Forever After, 45 

Teel; Because of the Kids, 42; 



Teranishi; Asians in the Ivory Tower, 

67 

Terrill; Technology on a Shoestring, 

36 

Thayer-Bacon; Beyond Liberal 

Democracy in Schools, 61 

Theoharis; School Leaders Our 

Children Deserve, 53 

Thormann; Complete Step-by-Step 

Guide to Designing and Teaching 

Online Courses, 34 

Thornton; Teaching Social Studies 

that Matters, 31 

Tobia; Reclaiming Our Teaching 

Profession, 37 

Tobin; “Good Guys Don’t Wear 

Hats”, 66 

Tokuhama-Espinosa; New Science of 

Teaching and Learning, 30 

Tom; Moral Matters, 62 

Tomaino; Competent Classroom, 44 

Torelli; Educating and Caring for Very 

Young Children, 7; Young Children 

in Action, 7 

Torre; Echoes of Brown, 66 

Torres; Globalizations and Education, 

69 

Torres-Guzmán; Global Perspectives 

on Multilingualism, 26 

Townsend; Academic Literacy for 

English Learners, 15 

Trefil; Why Science, 33 

Tse; “Why Don’t They Learn 

English”, 64 

Turner; Change Is Gonna Come, 21 

Turner-Vorbeck; (Mis)Understanding 

Families, 12; Other Kinds of 

Families, 13 

U 

Uribe; Literacy Essentials for English 

Language Learners, 15 

V 

Valdés; Con Respeto, 64; Latino 

Children Learning English, 15; 

Learning and Not Learning English, 

64 

VanSledright; In Search of America’s 

Past, 62 

Veenema; Studio Thinking, 32 

Viens; Building on Children’s 

Strengths, 9; Multiple Intelligences 

and Adult Literacy, 67; Multiple 

Intelligences in the Elementary 

Classroom, 44 

Vigil; Streetsmart Schoolsmart, 57 

Villareal-Carman; Partnerships for 

New Teacher Learning, 43 

Vinovskis; From A Nation at Risk to 

No Child Left Behind, 55 

Vinz; On Narrative Inquiry, 24 

W 

Wade; Social Studies for Social 

Justice, 31 

Waff; On Teacher Inquiry, 24 

Walberg; Building Academic Success 

on Social and Emotional Learning, 

44; School-Family Partnerships for 

Children’s Success, 13 

Walker-Dalhouse; Be That Teacher!, 

16 

Walker, Deborah; Constructivist 

Leader, 53 

Walker, Decker; Curriculum and 

Aims, 60 

Walker, E.; Building Mathematics 

Learning Communities, 27 

Walmsley; No Quick Fix, 26 

Wang; Building Academic Success 

on Social and Emotional Learning, 

44 

Warschauer; Laptops and Literacy, 

26; Learning in the Cloud, 34 

Washington; Ready or Not, 5 

Wassermann; Serious Players in the 

Primary Classroom, 9; Teaching for 

Thinking Today, 30; This Teaching 

Life, 45 

Watanabe; “Heterogenius” 


Watkins, A.; Partnerships for New 

Teacher Learning, 43 

Watkins, W.; Assault on Public 

Education, 50; White Architects of 

Black Education, 65 

Weinbaum, A.; Teaching as Inquiry, 

42 

Weinbaum, E.; Implementation 

Gap, 52 

Weinberg; Classroom Observer, 6 

Weiner; Urban Teaching, 41 

Weis; Speed Bumps, 61 

Weissberg; Building Academic 

Success on Social and Emotional 

Learning, 44; School-Family 

Partnerships for Children’s Success, 

13 

Wells, A.; Bringing Equity Back, 56 

Wells, J.; Successful High School 

Writing Center, 18 

Welsch; DIY Media in the Classroom, 

25 

Wenglinsky; Using Technology 

Wisely, 36 

Wepner; Administration and 

Supervision of Reading Programs, 

23; Collaborative Leadership in 

Action, 53 

Westheimer; Dr. Ruth’s Guide to 

Teens and Sex Today, 9; Pledging 

Allegiance, 62

Weston; Learning Edge, 35 

Whiren; Children with Special Needs, 

8 

White, D.; School-Age Care 

Environment Rating Scale 

(SACERS), 11 

White, M.; Going Public with Our 

Teaching, 45 

Whittaker; Using Assessments to 

Teach for Understanding, 45 

Wien; Emergent Curriculum in the 

Primary Classroom, 9; Negotiating 

Standards in the Primary 

Classroom, 9 

Wilcox; Best Practices from High- 

Performing High Schools, 51; Best 

Practices from High-Performing 


Wilder; Grading Education, 55 

Wilhelm; Teaching Literacy for Love 

and Wisdom, 23; “You Gotta BE 

the Book”, 23 

Williams, B.; Effort and Excellence in 


Willis; On Critically Conscious 

Research, 24 

Wilson, B.; Effort and Excellence in 


Wilson, C.; Telling a Different Story, 

9 

Wilson, S.; “What About Rose” , 26 

Wineburg; Reading Like a Historian, 

31 

Winn; Girl Time, 20 

Winner; Studio Thinking, 32 

Wohlwend; Playing Their Way into 

Literacies, 18 

Wolfberg; Play and Imagination in 

Children with Autism, 70 

Wolff; NCLB at the Crossroads, 56 

Wood; Inside the National Writing 

Project, 45 

Wooley; Health Is Academic, 13 

Wortham; Narratives in Action, 71 

Y 

Yu; Adolescents’ Worlds, 66 

Z 

Zan; Moral Classrooms, Moral 

Children, 3 

Zimmerman; Complete Step-by-Step 

Guide to Designing and Teaching 

Online Courses, 34; Constructivist 

Leader, 53; Teaching Talented Art 

Students, 33 

Zins; Building Academic Success on 

Social and Emotional Learning, 44 

Zmuda; Competent Classroom, 44 

Zubay; Creating the Ethical School, 

56 

Title Index 

A 

Academic Literacy for English 

Learners, 15 

Achieving Equity for Latino Students, 

49 

Acting Out!, 41 

Action Research in Special Education, 

70 

Administration and Supervision of 

Reading Programs, 23 

Adolescents’ Worlds, 66 

Adventures in Modeling, 33 

African American Struggle for 

Secondary Schooling, 1940–1980, 

58 

After-School Success, 56 

Algebra Solution to Mathematics 

Reform, 29 

Americans by Heart, 49 

An Introduction to Standards-Based 

Reflective Practice..., 41 

Approaches to Teaching, 60 

Art and Adolescence, 33 

Artful Teaching, 32 

Artifactual Literacies, 24 

Asians in the Ivory Tower, 67 

Assault on Public Education, 50 

Assessing Student Learning, 45 

Assessing Teacher Quality, 38 

Assessment of Practices in Early 

Elementary Classrooms (APEEC), 

6 

At the Heart of Teaching, 45 

Authentic Assessment in Action, 56 

B 

Bad Teacher!, 47 

Bears, Bears Everywhere!, 7 

Beating the Odds, 56 

Beats, Rhymes, and Classroom 

Life, 21 

Because of the Kids, 42 

Become a Teacher, 41 

Becoming a Strong Instructional 

Leader, 48 

Becoming Adult Learners, 67 

Bedtime Stories and Book Reports, 

22 

Beginning Reading and Writing, 26 

Beginning School, 69 

Best Children’s Books of the Year, 22 

Best for Our Children, 26 

Best Practices from High-Performing 

High Schools, 51 

Best Practices from High-Performing 


Be That Teacher!, 16 

Better Together, 54 

Beyond Formulas in Mathematics 

and Teaching, 45 

Beyond Liberal Democracy in 

Schools, 61 

Beyond Smarter, 30 

Beyond the Big House, 45 

Bicultural Parent Engagement, 12 

Big Science for Growing Minds, 6 

Biography-Driven Culturally 

Responsive Teaching, 15 

Black School White School, 47 

Black Youth Rising, 66 

Blocks to Robots, 7 

Book of Learning and Forgetting, 58 

“Boss of the Whole School”, 56 

Breaking Through, 56 

Bridging Literacy and Equity, 17 

Bringing Equity Back, 56 

Bringing Learning to Life, 9 

Bringing Reggio Emilia Home, 9 

Bringing Yourself to Work, 56 

Bring It to Class, 25 

Brothers and Sisters Learn to Write, 

26 

Building Academic Success on Social 

and Emotional Learning, 44 

Building Mathematics Learning 


Building on Children’s Strengths, 9 



Building School-Based Teacher 

Learning Communities, 44 

Building Support for Your School, 5 

Burned In, 40 

Business Administration Scale for 

Family Child Care (BAS), 5 

C 

Call to Creativity, 18 

Call to Teach, 45 

Case for Character Education, 62 

Case Studies of Minority Student 

Placement in Special Education, 70 

Challenges to Japanese Education, 

69 

Challenge to Care in Schools, 59 

Change(d) Agents, 40 

Change Is Gonna Come, 21 

Changing Course, 62 

Changing the Odds for Children at 

Risk, 55 

Charter School Dust-Up, 56 

Charter Schools and the Corporate 

Makeover of Public Education, 47 

Child as Critic, 26 

Child by Child, 56 

Children Are Watching, 66 

Children, Language, and Literacy, 26 

Children’s Inquiry, 26 

Children’s Language, 21 

Children’s Literature and Learning, 

26 

Children with Special Needs, 8 

City Schools and the American 

Dream, 58 

Class and Schools, 54 

Classroom Observer, 6 

Classrooms Without Borders, 35 

Clinical Practice with People of 

Color, 71 

Coaching Whole School Change, 51 

Cognition and Curriculum 

Reconsidered, 62 

Collaborative Action Research, 45 

Collaborative Leadership in Action, 

53 

Collective Trust, 51 

College and Career Ready in the 21st 

Century, 50 

Color of Success, 52 

Colors of Learning, 8 

Comparative and International 

Education, 69 

Competent Classroom, 44 

Complete Step-by-Step Guide to 

Designing and Teaching Online 

Courses, 34 

Computer Clubhouse, 35 

Connecting Emergent Curriculum 

and Standards in the Early 

Childhood Classroom, 7 

Con Respeto, 64 

Constructivism, 59 

Constructivist Leader, 53 

Creating and Sustaining 




Research..., 29 


Research Programs in Science, 29 

Creating Schools that Heal, 5 

Creating Solidarity Across Diverse 


Creating the Ethical School, 56 

Creating Welcoming Schools, 12 

Critical Encounters in High School 

English, 21 

Critical Literacy/Critical Teaching, 21 

Crossing Boundaries, 17 

Crossing the Vocabulary Bridge, 22 

Cultivating Leadership in Schools, 53 

Culturally Responsive Teaching, 65 

Cultural Miseducation, 62 

Cultural Politics and Education, 66 

Culture and Child Development in 

Early Childhood Programs, 6 

Culture, Literacy, and Learning, 64 

Culture of Education Policy, 56 

Curriculum and Aims, 60 

Curriculum Integration, 29 

D 

Data-Driven School Improvement, 

36 

Dear Maxine, 61 

Dear Nel, 58 

Defending Childhood, 2 

Designing Coherent Science 

Education, 33 

Developing Constructivist Early 

Childhood Curriculum, 8 

Developing Effective Principals 

Through Collaborative Inquiry, 56 

Dewey and the Dilemma of Race, 61 

Dewey on Education, 62 

Dewey’s Laboratory School, 62 

Diagnosis and Design for School 


Dialectic of Freedom, 61 

Different by Design, 66 

Digital Teaching Platforms, 34 

Distance Learning in Higher 

Education, 36 

Distributed Leadership in Practice, 

53 

Diversity and Equity in Science 

Education, 29 

Diversity and the New Teacher, 64 

Diversity in the Classroom, 5 

DIY Media in the Classroom, 25 

Doing Case Study Research, 57 

Don’t Leave the Story in the Book, 3 

Dr. Ruth’s Guide to Teens and Sex 

Today, 9 

E 

Early Care and Education Teaching 

Workforce at the Fulcrum, 9 

Early Childhood Environment Rating 

Scale (ECERS–R), 10 

Early Childhood Systems, 3 

Early Intervention Guidebook for 

Families and Professionals, 6 

Early Learning Activities, 9 

ECERS-E, 11 

Echoes of Brown, 66 

Educating and Caring for Very Young 

Children, 7 

Educating Children in Conflict Zones, 

68 

Educating Citizens for Global 

Awareness, 60 

Educating Citizens in a Multicultural 

Society, 65 

Educating Emergent Bilinguals, 15 

Educating for Intelligent Belief or 

Unbelief, 62 

Educating Moral People, 61 

Educating Minds and Hearts, 44 

Educating Teachers for Diversity, 65 

Educational Thought of W.E.B. Du 

Bois, 61 

Education for a Caring Society, 62 

Education Research in the Public 

Interest, 62 

Effective Literacy Coach, 22 

Effective Questioning Strategies in 

the Classroom, 37 

77 


77

Effective Teacher Induction and 

Mentoring, 45 


Effort and Excellence in Urban 


Emergent Curriculum in the Primary 

Classroom, 9 

Emile of Jean Jacques Rousseau, 62 

Emotional Development of Young 

Children, 5 

Engaging Learners through 

Artmaking, 32 

Enthusiastic and Engaged Learners, 

4 

Envisioning Knowledge, 20 

Envisioning Literature, 20 


de Cuidado Infantil en Familia, 10 


de la Infancia Temprana, 10 


para Bebés y Niños Pequeños, 10 

Escala de Evaluación de la 

Administración de Negocios, 5 

Ethical Visions of Education, 61 

Ethics in School Counseling, 71 

Ethics of School Administration, 52 

Ethics of Special Education, 70 

Ethics of Teaching, 60 

Ethnically Qualified, 60 

Ethnographic Interviewing for 

Teacher Preparation and Staff 


Evaluating Educational Technology, 

36 

Everyday Goodbyes, 5 

Examining Effective Teacher 

Leadership, 43 

Exhibiting Student Art, 33 

Experience and Art, 8 

Experimenting with the World, 9 

F 

Facilitator’s Book of Questions, 44 

Facilitator’s Guide to Windows on 

Teaching Math, 30 

Faith, Hype, and Clarity, 62 

Families, Schools, and the 


Family Child Care Environment 

Rating Scale (FCCERS–R), 10 

Finding Superman, 46 

Finding Your Leadership Focus, 52 

Finnish Lessons, 46 

First-Year Teacher, 45 

Flat World and Education, 54 

Forbidden Language, 55 

Forever After, 45 

Formative Classroom Assessment, 

56 

Framing Education as Art, 33 

Friendship, Cliques, and Gangs, 66 

Frogs Into Princes, 56 

From A Nation at Risk to No Child 

Left Behind, 55 

From Another Angle, 42 

Full of Ourselves, 13 

F 

Gates-Peardon-LaClair Reading 

Exercises, 33 

Gender, Bullying, and Harassment, 

53 

Getting From Arithmetic to Algebra, 

27 

Ghetto Schooling, 54 

Girl Time, 20 

Give Them Poetry!, 26 

Glass Wall, 33 

Globalizations and Education, 69 

Global Perspectives on 

Multilingualism, 26 

Going Public with Our Teaching, 45 

Going to Scale with New School 

Designs, 56 

“Good Guys Don’t Wear Hats”, 66 

Good Preschool Teacher, 4 

Good Questions, 27 

Grading Education, 55 

Great Diversity Debate, 64 

Growing Up African American in 

Catholic Schools, 66 

Grow Your Own Teachers, 43 

Guiding Children’s Behavior, 5 

H 

Harlem on Our Minds, 20 

Healing the Soul Wound, 71 

Health Is Academic, 13 

Here’s the Story, 9 

“Heterogenius” Classrooms, 28 

High Expectations, 60 

Highly Qualified Teacher, 43 

History of Art Education, 32 

History of Childhood and Disability, 

70 

History of Ideas in Science Education, 

33 

Holler If You Hear Me, 41 

How Can I Fix It, 53 

How Children Make Art, 32 

How Leaders Learn, 56 

How Teachers Become Leaders, 40 

How Teachers Taught, 62 

Hugging the Middle, 56 

I 

Immigrant Students and Literacy, 15 

Implementation Gap, 52 

Implementing Standards-Based 

Mathematics Instruction, 29 

Improving Access to Mathematics, 

33 

Improving Instruction in Algebra, 33 


and Measurement, 33 

Improving Instruction in Rational 

Numbers and Proportionality, 33 

Improving Multicultural Education, 

66 

Improving Teacher Quality, 69 

Improving the Odds, 54 

Inclusive School, 56 

Inequality for All, 51 

Infants and Toddlers at Work, 8 

Infant/Toddler Environment Rating 

Scale, 10 

In Praise of Education, 62 

Inquiry as Stance, 42 

In Search of America’s Past, 62 

Inside/Outside, 42 

Inside the National Writing Project, 

45 


Interviewing as Qualitative Research, 

61 

In the Spirit of the Studio, 8 

Introduction to Art Therapy, 70 

Investigating Mathematics with 

Young Children, 9 

Investigating Science with Young 

Children, 9 

Inviting Families into the Classroom, 

12 

Is Everyone Really Equal, 63 

“Is This English”, 21 

J 

Jenny’s Story, 41 

Jocks and Burnouts, 66 

Joy of Movement in Early Childhood, 

9 

Jump Start Health!, 12 

Just Girls, 26 

K 

Keeping the Struggle Alive, 33 

L 

Landscapes of Learning, 62 

Languages of Learning, 26 

Laptops and Literacy, 26 

Latino Children Learning English, 15 

Leading for Inclusion, 49 

Leading Technology-Rich Schools, 

48 

Learning and Not Learning English, 

64 

Learning-Centered Framework for 

Education Reform, 55 

Learning Edge, 35 

Learning from Young Children in the 

Classroom, 4 

Learning in a Burning House, 64 

Learning in Small Moments, 45 

Learning in the Cloud, 34 

Learning Power, 59 

Learning Together, Leading Together, 

56 

Learning to Teach for Social Justice, 

41 

Let’s Be Friends, 5 

Lets Poem, 25 

Liberating Scholarly Writing, 24 

Life in Classrooms, 42 

Light in Their Eyes, 65 

Listening, 42 

Literacy Achievement and Diversity, 

21 

Literacy and Justice Through 


Literacy Essentials for English 

Language Learners, 15 

Literacy for Real, 23 

Literacy Instruction in Multilingual 


Literacy in the Welcoming 

Classroom, 21 

Literacy Leadership in Early 

Childhood, 26 

Literacy Tools in the Classroom, 25 

Lives of Teachers, 45 

Long Haul, 58 

Looking at Art in the Classroom, 32 

Looking at Student Work, 44 

Looking Together at Student Work, 

44 

M 

Major Trends and Issues in Early 


Making Links, 9 

Making Race Visible, 21 

Making Your School Safe, 56 

Managing to Change, 56 

Manufacturing Hope and Despair, 66 

Mathematics and Beauty, 33 

Matter of Trust, 9 

McCall-Crabbs Standard Test 

Lessons in Reading, 33 

Mentors in the Making, 44 

MI at 25, 59 

Mindful Teacher, 43 

(Mis)Understanding Families, 12 

Mobilizing Citizens for Better 

Schools, 56 

Moral Classrooms, Moral Children, 3 

Moral Education in America, 62 

Moral Matters, 62 

More Good Questions, 29 

Multicultural Education, 

Transformative Knowledge, and 

Action, 65 

Multicultural Gifted Education, 70 

Multicultural Strategies for 

Education and Social Change, 66 

Multiple Intelligences and Adult 

Literacy, 67 

Multiple Intelligences in the 


N 

Narrative Inquiry in Practice, 45 

Narratives in Action, 71 

Natural Learning for a Connected 

World, 30 

Nature and Nurture of Giftedness, 

70 

NCLB at the Crossroads, 56 

Negotiating Standards in the Primary 

Classroom, 9 

Networked Teacher, 39 

New Agenda for Research in 

Educational Leadership, 56 

New Meaning of Educational 

Change, 52 

New Science of Teaching and 

Learning, 30 

No Quick Fix, 26 

Nurturing Talent in High School, 70 

O 

Observing and Recording the 


Observation Drawing with Children, 

32 

Of Borders and Dreams, 65 

On Critically Conscious Research, 24 

On Discourse Analysis in 


On Ethnography, 24 

On Formative and Design 


On Narrative Inquiry, 24 

On Qualitative Inquiry, 24 

On Teacher Inquiry, 24 

On the Case, 24 

Ordinary Gifted Children, 41 

Other Kinds of Families, 13 

Our Worlds in Our Words, 26 

Overtested, 14 

P 

Parent’s Guide to Special Education 

in New York City and the 

Metropolitan Area, 70 

Partnerships for New Teacher 

Learning, 43 

Partners in Learning, 26 

Pedagogy of Confidence, 39 

Pedagogy of the Poor, 59 

Pedagogy, Policy, and the Privatized 

City, 59 

Peer Review and Teacher Leadership, 

43 

Personality Theories, 71 

Perspectives on Learning, 60 

Physical Knowledge in Preschool 

Education, 9 

Piaget Handbook for Teachers and 

Parents, 6 

Pig Don’t Get Fatter the More You 

Weigh It, 45 

Play and Imagination in Children 

with Autism, 70 

Playing for Keeps, 29 

Playing Their Way into Literacies, 18 

Playing to Get Smart, 9 

Play’s the Thing, 2 

Pledging Allegiance, 62 

Political Education, 55 

Politics, Ideology, and Education, 62 

Politics of Latino Education, 55 

Positive Parent, 9 

Possible Schools, 9 

Post-Modern Perspective on 

Curriculum, 62 

Powerful Children, 8 

78

Powerful Writing, Responsible 

Teaching, 33 

Powering Up, 36 

Power of Projects, 7 

Power of Protocols, 43 

Practical Guide to the Qualitative 

Dissertation, 61 

Practicing What We Teach, 25 

Preparing America’s Teachers, 62 

Preschool Assessment Handbook, 9 

Price They Paid, 66 

Principal Accomplishments, 56 

Professional Capital, 46 

Professional Development Schools, 

56 


Progress Without Punishment, 70 

Psychology, Poverty, and the End of 

Social Exclusion, 71 

Public Education—America’s Civil 

Religion, 62 

Puzzling Moments, Teachable 

Moments, 42 

R 

Raising Children Who Soar, 9 

Rallying the Whole Village, 56 

Reading and Thinking, 33 

Reading Families, 21 

Reading: FAQ, 26 

Reading Girls, 19 

Reading Like a Historian, 31 

Reading Time, 20 

Reading Turn-Around, 22 

Reading Wide Awake, 16 

Reading Without Nonsense, 23 

Ready or Not, 5 

“Real World” Ethics, 62 

Reasoning with Democratic Values, 

33 

Reclaiming Our Teaching Profession, 

37 

Redesigning Accountability Systems 

for Education, 55 

Redesigning Supervision, 43 

Refusing Racism, 62 

(Re)Imagining Content-Area Literacy 

Instruction, 22 

Republic and the School, 62 

Re-reading Families, 21 

Restructuring Schools for Linguistic 

Diversity, 15 

Rethinking Classroom Participation, 

41 

Rethinking Education in the Age of 


Rethinking Gifted Education, 70 

Revisiting “The Culture of the School 

and the Problem of Change”, 56 

Right to Literacy in Secondary 

Schools, 21 

RTI and the Adolescent Reader, 22 

S 

SAT Wars, 67 

School-Age Care Environment Rating 

Scale (SACERS), 11 

School and Society, 60 

School Choice and Diversity, 55 

School-Family Partnerships for 

Children’s Success, 13 

Schooling Children with Down 

Syndrome, 70 

School Leaders Our Children 

Deserve, 53 

School’s Out!, 26 

Science Education for Everyday 

Life, 33 

Scribble Scrabble, 9 

Seduction of Common Sense, 59 

Seen and Heard, 6 

See You When We Get There, 41 

Serious Players in the Primary 

Classroom, 9 

¡Sí Se Puede!, 51 

Small Schools and Strong 


Social Studies for Social Justice, 31 

Social Studies Wars, 31 

Social Worlds of Children Learning 

to Write in an Urban Primary 

School, 26 

“Sometimes I Can Be Anything”, 9 

South–South Cooperation in 

Education and Development, 69 

Spectacular Things Happen Along 

the Way, 40 

Speed Bumps, 61 

Standards of Mind and Heart, 56 

Starting Strong, 62 

Starting Up, 48 

Starting With Their Strengths, 4 

Story in the Picture, 7 

Storytime, 22 


Struggling for the Soul, 45 

Studio Thinking, 32 

Successful High School Writing 

Center, 18 

Supervision in Early Childhood 

Education, 5 

Supporting Boys’ Learning, 4 

T 

Taking Charge, 50 

Talking Race in the Classroom, 64 

Talking Their Way into Science, 21 

Teacher Education Matters, 69 

Teacher/Mentor, 45 

Teacher Practice Online, 45 

Teachers Act Up!, 43 

Teachers and Machines, 60 

Teachers in Professional 


Teacher with a Heart, 13 

Teach Freedom, 59 

Teaching, 45 

Teaching 2030, 51 

Teaching and Learning in a Diverse 

World, 4 


in Public, 45 

Teaching and Learning in Two 

Languages, 65 

Teaching and Learning Outside the 

Box, 62 

Teaching as a Performing Art, 45 

Teaching as Inquiry, 42 

Teaching by Heart, 45 

Teaching Children to Write, 6 

Teaching Democracy, 31 

Teaching English Today, 26 

Teaching for Competence, 45 

Teaching for Social Justice, 60 


Teaching for Thinking Today, 30 

Teaching Individual Words, 23 

Teaching/Learning Anti-Racism, 45 

Teaching Literacy for Love and 

Wisdom, 23 

teachingmedialiteracy.com, 25 

Teaching Minds, 57 

Teaching Other People’s Children, 42 

Teaching Science for Social Justice, 

30 

Teaching Social Studies That Matters, 

31 

Teaching Talented Art Students, 33 

Teaching The Levees, 31 

Teaching the New Writing, 24 

Teaching the Personal and the 

Political, 41 

Teaching the Taboo, 39 

Teaching the Way Children Learn, 41 

Teaching through the Storm, 45 

Teaching Visual Culture, 32 

Teaching What Really Happened, 31 

Teaching with Technology, 36 

Teaching with Vision, 40 

Teaching Writing as Reflective 

Practice, 24 

Teaching Your Child to Love Learning, 

9 

Teaching Youth Media, 25 

Technology on a Shoestring, 36 

“Tell Me More”, 42 

Telling a Different Story, 9 

Testing Trap, 26 

Test Lessons in Primary Reading, 33 

“The Having of Wonderful Ideas”, 29 

Thinking, 61 

Thinking-Based Learning, 30 

This Teaching Life, 45 

Those Who Dared, 62 

3 Dimensions of Improving Student 

Performance, 53 

Thriving in the Multicultural 

Classroom, 42 

To Remain an Indian, 66 

To Teach, 3rd Edition, 39 

To Teach, in Comics, 39 

to think, 33 

Transforming City Schools Through 

Art, 28 

“Trust Me! I Can Read”, 16 

Turning Points 2000, 52 

Twelve Best Practices for ECE, 4 

U 

Uncertain Lives, 62 

Understanding Assessment and 

Evaluation in Early Childhood 

Education, 6 

Understanding Democratic 

Curriculum Leadership, 29 

Understanding Education Indicators, 

55 

Understanding English Language 

Variation in U.S. Schools, 25 

Understanding Quantitative and 

Qualitative Research in Early 



Development and Early Education 

of Hispanic Children, 14 

Unequal Fortunes, 66 

Unraveling the “Model Minority” 

Stereotype, 66 

Unscripted Learning, 30 

Unsmiling Faces, 5 

Un-Standardizing Curriculum, 29 

Up Against Whiteness, 65 

Urban Literacies, 20 

Urban Schools, Public Will, 56 

Urban Teaching, 41 

Using Assessments to Teach for 

Understanding, 45 

Using Technology Wisely, 36 

V 

Variations on a Blue Guitar, 32 

Video Games and Learning, 35 

Video Observations for the ECERS-R, 

10 


FCCERS-R, 10 

Video Observations for the ITERS-R, 

10 

View from the Little Chair in the 

Corner, 4 

Visions of Childhood, 8 

Vocabulary Book, 23 

Walking the Road, 45 

W 

War Play Dilemma, 5 

Ways of Assessing Children and 

Curriculum, 9 

Ways of Studying Children, 9 

We Are All Explorers, 8 

We Can’t Teach What We Don’t 

Know, 64 

“What About Rose”, 26 

What If All the Kids Are White, 4 

What Is College For, 67 

What Keeps Teachers Going, 40 


What School Boards Can Do, 54 

What Should I Do, 38 

What’s Worth Fighting For in the 

Principalship, 52 

What’s Worth Fighting For in Your 

School, 52 

What’s Worth Fighting For Out 

There, 56 

What Was It Like, 26 

When Commas Meet Kryptonite, 25 

When School Reform Goes Wrong, 

59 

When Science Encounters the Child, 

62 

White Architects of Black Education, 

65 

Whitewashing War, 31 

Who Cares for Our Children, 62 

Why are So Many Minority Students 

in Special Education, 70 

“Why Don’t They Learn English”, 64 

Why Is It So Hard to Get Good 

Schools, 53 

Why Our High Schools Need the 

Arts, 28 

Why Our Schools Need the Arts, 32 

Why Race and Culture Matter in 

Schools, 65 

Why Science, 33 

Why We Teach, 40 

Windows on Learning, 7 

Windows on Teaching Math, 30 

WISE Science, 33 

With Portfolio in Hand, 45 


Wounded by School, 59 

Writing Assessment and the 

Revolution in Digital Texts and 

Technologies, 24 

Writing in Rhythm, 24 

Y 

“You Gotta BE the Book”, 23 

Young Children Continue to Reinvent 

Arithmetic—2nd Grade, 9 

Young Children Continue to Reinvent 

Arithmetic—3rd Grade, 9 

Young Children in Action, 7 

Young Children Reinvent Arithmetic, 

8 

Young Child’s Memory for Words, 7 

Young English-Language Learners, 7 

Young Investigators, 7 

“You Won’t Remember Me”, 62 

79 


79

Series Index 

For listings and descriptions 

of all books in these series, 

please visit 

www.tcpress.com/browse.html 




Athene Series* 

Between Teacher and Text 

Series 

Herbert Kohl and Rick Ayers, 

Editors 


Lawrence A. Cremin, Editor 

Counseling and 

Development Series* 

Allen Ivey, Editor 

Critical Issues in 

Curriculum Series* 

John Willinksy, Editor 

Critical Issues in 

Educational Leadership Series* 

Joseph Murphy, Editor 


Education Series 

Sharon Ryan, Editor 

Advisory Board: Mindy Blaise, 

Stephanie Feeney, Beatrice 

Fennimore, Doris Pronin Fromberg, 

Celia Genishi, Stacie G. Goffin, Susan 

Grieshaber, Dominic F. Gullo, Amita 

Gupta, Alice Sterling Honig, Elizabeth 

Jones, Carrie Lobman, Jackie Marsh, 

Rachel Thielheimer, Gail Yuen 

Education and Psychology 

of the Gifted Series 

James Borland, Editor 

Series Board: Nicholas Colangelo, 

David H. Feldman, Donna Y. Ford, 

Lannie Kanevsky, Ann Robinson, 

Wendy C. Roedell, Bruce M. Shore, 

Linda K. Silverman, Abraham J. 

Tannenbaum 

International Perspectives 

on Education Reform 

Gita Steiner-Khamsi, Editor 

John Dewey Lecture Series* 


Celia Genishi and Donna E. 

Alvermann, Editors • Dorothy S. 

Strickland, Founding Editor 

Advisory Board: Richard Allington, 

Kathryn Au, Bernice Cullinan, Colette 

Daiute, Anne Haas Dyson, Carole 

Edelsky, Shirley Brice Heath, Connie 

Juel, Susan Lytle, Timothy Shanahan 

NCRLL Collection: Approaches 

to Language and Literacy 

Research 

JoBeth Allen and Donna E. 

Alvermann, Editors 

All royalties on books in this series 

go to the NCRLL 

The Practitioner’s Bookshelf 

Celia Genishi and Donna E. 

Alvermann, Editors • Dorothy S. 

Strickland, Founding Editor 


James A. Banks, Editor 

Multicultural Foundations 

of Psychology and 

Counseling Series* 

Allen E. Ivey and Derald Wing Sue, 

Editors 

Politics of Identity 

and Education Series* 

Madeleine R. Grumet and 

Peter M. Taubman, Editors 


Marilyn Cochran-Smith and Susan 

L. Lytle, Editors 

Advisory Board: JoBeth Allen, Judy 

Buchanan, Curt Dudley-Marling, 

Robert Fecho, Susan Florio-Ruane, 

Sarah Freedman, Dixie Goswami, 

Joyce E. King, Sarah Michaels, Luis 

Moll, Susan Noffke, Sharon Ravitch, 

Marty Rutherford, Lynne Strieb, 

Dianne Waff, Ken Zeichner 

Professional Development 

and Practice Series 

See the series on school reform 

Professional Ethics 

in Education Series 

Kenneth A. Strike, Editor 

Reflective History Series* 

Barbara Finklestein and William J. 

Reese, Editors 


(incorporating books formerly in 

the Professional Development and 

Practice Series) 

Ann Lieberman, Patricia Wasley, 

and Joseph McDonald, Editors 

Editorial Board: Priscilla Ellington, 

Michelle Fine, Carl Glickman, Andy 

Hargreaves, Marilyn Hohman, Lynne 

Miller, Gary Sykes 

The Series on 

Social Emotional Learning* 

Jonathan Cohen, Editor 

Sociology of Education Series* 

Aaron M. Pallas, Editor 

Special Education Series* 

Peter Knoblock, Editor 

Teacher to Teacher Publications 

Ann Cook, Series Editor 

The Teaching for 

Social Justice Series 

William Ayers, Series Editor 

Therese Quinn, Associate Editor 

Editorial Board: Hal Adams, Barbara 

Bowman, Lisa Delpit, Michelle Fine, 

Maxine Greene, Caroline Heller, 

Annette Henry, Asa Hilliard, Rashid 

Khalidi, Gloria Ladson-Billings, 

Charles Payne, Mark Perry, Luis 

Rodriguez, Jonathan Silin, William 

Watkins 

Technology, Education— 

Connections (The TEC Series) 

Marcia C. Linn, Series Editor 

Advisory Board: Robert Bjork, Chris 

Dede, Carol Lee, Jim Minstrell, 

Jonathan Osborne (Stanford), Mitch 

Resnick 

Thinking About 

Education Series 


Approaches to Teaching, 58 

Curriculum and Aims, 58 

Ethics of Teaching, 58 

Perspectives on Learning, 58 

School and Society, 58 

Ways of Knowing in Science 

and Mathematics Series* 

Richard Duschl, Editor 

Yearbook in Early Childhood 

Education Series* 

Bernard Spodek and Olivia 

Saracho, Editors 

* TCPress no longer publishes titles in this series 

80

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