estsellers - Teachers College Press

FoundationsofEducation
of Related Interest
Is Everyone Really Equal 63
Teaching Minds
How Cognitive Science
Can Save Our Schools
Roger Schank was the founder of the renowned
Institute for the Learning Sciences at Northwestern
University, where he is John P. Evans Professor
Emeritus in Computer Science, Education, and
Psychology. Visit Dr. Schank’s website
(www.rogerschank.com) and blog
(educationoutrage.blogspot.com).
New
Edition
NEW
Best
Seller
“Professor Roger Schank
has long been one of the
world’s most innovative
thinkers about education.
This book is the
culmination of his
lifetime of thinking
about teaching and
learning. Although I’ve
known Roger for over 20
years, I’ve learned a lot
from this book and I
know that you will too.”
—Ray Bareiss, Professor and Director of
Educational Programs, Carnegie Mellon
Silicon Valley
“Finally, some FRESH thinking about teaching
and learning. You will come away understanding
what’s wrong with how we teach today and what
an effective pedagogy looks like. If you care about
education, you will love, love, love this book!”
—Elliot Soloway, Arthur F. Thurnau
Professor, University of Michigan
“Roger’s insights tend to be a decade or two
ahead of the insights of others. You can find his
insights in current machine translation technologies,
recommender systems, game-based learning
environments, on-line courses, and even intelligence-gathering
systems. The insights in this book
are likely to be equally prescient and enduring.”
—Janet L. Kolodner, Regents’ Professor,
Georgia Institute of Technology
From grade school to graduate school, from
the poorest public institutions to the most
affluent private ones, our educational system
is failing students. In his provocative new book,
cognitive scientist and bestselling author Roger
Schank argues that class size, lack of parental
involvement, and other commonly-cited factors
have nothing to do with why students
are not learning. The culprit is a system of
subject-based instruction, and the solution is
cognitive-based learning. This groundbreaking
book defines what it would mean to teach
thinking. The time is now for schools to start
teaching minds!
Audience: Teachers, teacher educators, curriculum
developers, school administrators, policymakers,
and parents; courses in cognitive science,
educational foundations, teacher education, psychology,
and computer science.
2011/240 pp./PB, $26.95/5266-1/HC, $58/5267-8
Streetsmart Schoolsmart
Urban Poverty and the Education of
Adolescent Boys
Gilberto Q. Conchas is associate professor of
education and chancellor’s fellow at the University
of California, Irvine. James Diego Vigil is professor
of social ecology at the University of California,
Irvine.
New
Edition
NEW
Best
Seller
“If the cogent messages
of this searing and compelling
book are heeded
and implemented by
educational researchers,
policymakers, and practitioners,
our nation will
be greatly enriched by
the abundant gifts of
young men of color.”
—James A. Banks,
University of
Washington, Seattle
“This insightful book helps readers understand
why many young men turn to gangs and how
schools and community-based organizations can
counter the lure of the streets to expand opportunities
for young men of color.”
—Pedro A. Noguera, New York University
“Provides an important testament to the power we
have to change lives and to the remarkable resiliency
that brings hope in the face of hardship.”
—Rachel F. Moran, UCLA School of Law
Two respected scholars present original
research on youth gangs and school success
to explain why some boys become disengaged
and join gangs while others do not. Chapters
vividly describe how urban boys from different
ethnic backgrounds (Asian, African American,
and Latino) approach schooling and identify
the sociocultural factors that affect their
choices. The authors concentrate on three
areas: (1) the role of marginalized communities
in the formation of urban gang youth, (2)
the role of community-based organizations
in re-engaging urban youth, and (3) the role
of schools in creating opportunities for urban
boys to succeed despite disparities in their
economic and social circumstances.
Audience: Teachers, school leaders, after-school
coordinators, community organizers, social workers,
policymakers, and researchers; courses in
youth development, anthropology, sociology, ethnic
studies, educational policy, urban education,
public policy, and qualitative methods.
2012/216 pp./PB, $33.95/5318-7/HC, $76/5319-4
Multicultural Education Series
Also by Gilberto Conchas: See Author Index
Doing Case Study
Research
A Practical Guide for Beginning
Researchers, Second Edition
Dawson R. Hancock, chair, Department of
Educational Leadership, University of North
Carolina at Charlotte, and Bob Algozzine, director,
Behavior and Reading Improvement Center,
University of North Carolina at Charlotte
New
Edition
“A highly accessible
introductory text and a
very quick read....
Hancock and Algozzine
are pedagogically savvy
when introducing readers
to case study
research.”
—Journal of College
Student Development
(on first edition)
NEW
“Novice researchers need
a step-by-step guide like
this one to help them with their own research,
and professors of research always need more textbooks
about research methods to use with their
students. The Second Edition is a definitive guide
that will help across many fields.”
—M. Elizabeth Hendrix, Missouri Western
State University
“It is a perfect fit for the early-stage researchers
that I teach in public policy. This book tackles the
breadth of coverage that I need in this capstone
course that takes students from identifying a
research topic and question to collecting and
analyzing data.”
—Billie Gastic, University of Massachusetts
Boston
This popular handbook has been updated to
provide today’s beginning researchers with
everything they need to plan and implement
case studies. Starting with how to establish
a rationale for conducting a systematic case
study and identify literature that informs the
research effort, this resource shows students
how to determine an appropriate research
design and conduct informative interviews,
observations, and document analyses. It also
describes methods for deriving meaning from
data and communicating the results. Finally,
the authors delineate the ways to verify the
results attained. Students and advisors can use
these easy-to-follow steps to shape a thesis,
dissertation, or independent project from conceptualization
to completion.
Audience: Professors and novice researchers in
education, sociology, anthropology, psychology,
health care, and social work; courses in research
methods and qualitative and quantitative research.
2011/128 pp./PB, $24.95/5268-5
Best
Seller
57
Foundations of Education
to order: 800.575.6566 or www.tcpress.com
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