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

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

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 University of Wisconsin–Madison “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, University of Wisconsin–Madison “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 Contents & Contributors: 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 William H. Watkins 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 The Teaching for Social Justice Series 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, Columbia University “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 Book Features: • 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 For full book descriptions, visit www.tcpress.com
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 See page 26 for full description 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.” —Linda Darling-Hammond, Stanford University 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 School Administrator 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 Foreword by Gloria Ladson-Billings 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 Administration, Leadership, and Policy to order: 800.575.6566 or www.tcpress.com 51
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