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

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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 the series on school reform 38 For full book descriptions, visit www.tcpress.com
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 the series on school reform 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.” —Linda Darling-Hammond, Stanford University “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 2011 AESA Critics’ Choice Award 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.” —Harvard Educational Review “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 Teacher Education to order: 800.575.6566 or www.tcpress.com 39
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