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

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

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 The Teaching for Social Justice Series 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 See page 30 for description Big Science for Growing Minds Constructivist Classrooms for Young Thinkers Jacqueline Grennon Brooks Foreword by Doris Pronin Fromberg See page 6 for description Teaching Minds How Cognitive Science Can Save Our Schools Roger Schank See page 57 for description 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 Selma Wassermann 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 For full book descriptions, visit www.tcpress.com
Designing Groupwork Strategies for the Heterogeneous Classroom Second Edition 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 Multicultural Education Series 2004 Outstanding Academic Title, Choice Magazine The Social Studies Wars What Should We Teach the Children Ronald W. Evans “Highly recommended.” —Choice “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 “Highly recommended.” —The Midwest Book Review 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 Multicultural Education Series 2005 Outstanding Academic Title, Choice Magazine 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.” —Harvard Educational Review 2005/144 pp./PB, $22.95/4522-9 31 Curriculum and Instruction to order: 800.575.6566 or www.tcpress.com 31
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Series Index For listings and descr
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