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

$Eyes on Math Grades K–2 - Teachers College Press$

“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.” —From the Foreword by 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 A joint publication with NAEA (National Art Education Association) 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 A joint publication with NAEA (National Art Education Association) New Edition NEW Best Seller 28 For full book descriptions, visit www.tcpress.com
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 “Highly recommended.” —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 Also by this author: See Author Index 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.” —Rethinking Schools “Timely and important book on how to design and develop multicultural curriculum.” —Teachers College Record 2005/224 pp./PB, $26.95/4621-9 HC, $60/4622-6 Multicultural Education Series Also by this author: See Author Index 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 Multicultural Education Series 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, Second Edition 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 Curriculum and Instruction to order: 800.575.6566 or www.tcpress.com 29
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