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$Eyes on Math Grades 6â8 - Teachers College Press$

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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 Language and Literacy Series Also by Catherine Compton-Lilly: See Author Index 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 Language and Literacy Series 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 Language and Literacy Series 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 Language and Literacy Series 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 Language and Literacy Series 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.” —Teachers College Record 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 The Teaching for Social Justice Series All author royalties go to Synchronicity Performance Group’s Playmaking for Girls Program and The Medea Project: Theater for Incarcerated Women. 20 For full book descriptions, visit www.tcpress.com
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.” —From the Foreword by 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 Multicultural Education Series 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 large format, photos Language and Literacy Series (Practitioner’s Bookshelf) A joint publication with NWP (National Writing Project) Also by this author: See Author Index 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 Language and Literacy Series A joint publication with IRA (International Reading Association) 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.” —Teachers College Record 2004/240 pp./PB, $27.95/4391-1 HC, $52/4392-8 Language and Literacy Series Critical Literacy/ Critical Teaching Tools for Preparing Responsive Teachers 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 Language and Literacy Series 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 Foreword by Gloria Ladson-Billings “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 Practitioner Inquiry Series 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 A joint publication with IRA (International 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 Language and Literacy Series 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 Language and Literacy Series 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 Practitioner Inquiry Series 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 Practitioner Inquiry Series Literature 2010 Richard A. Meade Award, CEE/NCTE Critical Encounters in High School English Teaching Literary Theory to Adolescents, Second Edition 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 Language and Literacy Series 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 Foreword by Gloria Ladson-Billings 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 Language and Literacy to order: 800.575.6566 or www.tcpress.com 21
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