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2
New Release
New
Nov 2012/112 pp./PB, $26.95/5378-1
HC, $60/5388-0 large format
The Practitioner’s Bookshelf
(Language and Literacy Series)
“The real heroes are the
librarians and teachers who,
at no small risk to themselves,
refuse to lie down and play dead
for censors.”
—Bruce Coville,
bestselling author
“Sooner or later every reading
and literature teacher will
encounter someone who wants
to limit students’ experiences
with a text. Keep Them Reading
lays out a very common-sense
proactive mechanism that is
both respectful of parents
and community values and
students’ and teachers’ rights.
Every teacher and administrator
should read this handbook
and then establish the processes
that Lent and Pipkin
recommend.”
—Nancy G. Patterson,
co-editor, Language Arts
Journal of Michigan
Keep Them Reading
An Anti-Censorship Handbook
for Educators
ReLeah Cossett Lent, national consultant and
author, and Gloria Pipkin, former teacher and author.
Together, they were honored with intellectual freedom
awards from the National Council of Teachers of
English as well as the American Library Association.
Foreword by Pat Scales
“There are no easy answers, but there are lessons
to be learned from the ‘good fight’ of classroom
teachers who have been victims of the censorship
wars.... Keep Them Reading offers sage advice and
guidance about what to do when the censor calls.”
—From the Foreword by Pat Scales, past president,
ALSC at American Library Association
Keep Them Reading is a concise handbook for
teachers, librarians, administrators, and district
personnel about how to prevent censorship in a
school or district—and what to do if it happens.
Written by two award-winning authors who have
devoted much of their careers to anti-censorship
work, this book discusses the overall importance
of reading in all academic endeavors and demonstrates
how challenges and censorship can derail
even the best literacy program.
Each chapter contains practical tools, advice,
and resources for building understanding about
issues of intellectual freedom and for creating a
plan to help all parties work through challenges
before they turn into damaging censorship
incidents. The last chapter contains advice from
authors who have dealt with censorship, such
as Judy Blume, and experts on the subject, such
as Joan Bertin, executive director of the National
Coalition Against Censorship.
Book Features:
• Procedures for dealing with censorship
challenges before they arise.
• Protocols to help teachers and librarians
meet challenges and resist censorship.
• Samples of actual letters teachers can
use to defend their selection of a text.
• Detailed suggestions for conducting meetings
with parents and district personnel.
• Helpful lists of books dealing with censorship,
relevant court cases, and national organizations
offering support and resources.
Also by Releah Cossett Lent
Literacy for Real
Reading, Thinking, and
Learning in the Content Areas
(Middle- through High-School)
Foreword by Jeffrey D. Wilhelm
144 pp./PB, $20.95/4943-2
large format, 10 photographs
Language and Literacy Series
(Practitioner’s Bookshelf)
Professors Request Exam Copies at www.tcpress.com/form1.html

New Release
3
New
Dec 2012/144 pp./PB, $27.95/5374-3
Language and Literacy Series
Copublished with the International Reading
Association (IRA)
“Summer Reading shows us how
to make voluntary reading
programs work, especially for
low-achievers. This could be
the foundation of a reform
movement that stands a chance
of closing the achievement gap
between rich and poor that
haunts American schools.”
—P. David Pearson, University
of California, Berkeley
“Few interventions hold such
promise for narrowing the growing
reading achievement gap
between low- and high-socioeconomic-status
students. This
book draws attention to this
worthy topic and offers ways
to channel that attention into
concrete policies and practices.
As a scholar focused on issues
of equity in literacy education, I
will definitely have a copy of this
book on my shelf.”
—Nell K. Duke,
University of Michigan
Summer Reading
Closing the Rich/Poor Reading
Achievement Gap
Edited by Richard L. Allington, professor of
literacy studies at the University of Tennessee and
past president of the National Reading Conference
and the International Reading Association, and
Anne McGill-Franzen, professor and director of the
Reading Center at the University of Tennessee
Foreword by Gerald G. Duffy
“The solution to the problem of the achievement
gap in literacy development is right here: Simple,
obvious, and supported by massive evidence.”
—Stephen Krashen, professor emeritus,
The University of Southern California
“Give a copy of this book to every parent, teacher,
school administrator, and policymaker you can
find and urge them to read it.”
—Peter Johnston, The University at Albany,
State University of New York
Summer reading loss accounts for roughly 80%
of the rich/poor reading achievement gap. Yet
far too little attention is given to this pressing
problem. This timely volume now offers not only
a comprehensive review of what is known about
summer reading loss, but also provides reliable
interventions and guidance.
Written by acknowledged experts and researchers
on reading, remedial reading, and special education,
this collection describes multiple models of
innovative summer reading and book distribution
initiatives. It also provides research-based guidelines
for planning a successful summer reading
program, including tips on book selection, distribution
methods, and direction for crucial follow-up.
Most important, the authors clearly show how
schools and communities can see greater academic
gains for students from low-income families
using the methods described in this book than
from much more costly interventions.
Contributors: Richard L Allington • Lynn
Bigelman • James J. Lindsay • Anne McGill-
Franzen • Geraldine Melosh • Lunetta Williams
Also by Richard L. Allington
No Quick Fix
Rethinking Literacy Programs
in America’s Elementary Schools
The RTI Edition
Edited by Richard L. Allington
and Sean A. Walmsley
288 pp./PB, $27.95/4844-2
Language and Literacy Series
Copublished with IRA
(International Reading Association)
Order online www.tcpress.com Order by phone 800.575.6566

4
New Releases
New
“The ideas and reflections
that come with each
chapter guide teachers
and students to specific
roles and responsibilities
that generate respect and
hope...”
—From the Foreword
by Shirley Brice
Heath, Stanford
University
Socially Responsible Literacy
Teaching Adolescents for Purpose and Power
Paula M. Selvester, professor of teacher education, School of
Education, California State University, Chico, and Deborah G.
Summers, professor of secondary adolescent literacy and director
of the School of Education at California State University, Chico.
Foreword by Shirley Brice Heath
The authors draw on the voices of adolescent readers to
discover how teachers can encourage their students to explore
their identities, face injustices, and contribute to their communities.
Readers learn how to incorporate the core issues of a
socially responsible pedagogy into their own curricula to support
strong literacy skills across the content areas. Each chapter
includes reflection questions that move the reader toward
personal and professional development, along with classroom
applications that provide specific strategies and ideas for
engaging literacy projects.
This dynamic book: • Outlines a socially responsible pedagogy
that will motivate even the most disengaged students •
Recognizes the importance of explicitly addressing issues of
power and identity • Examines effective school-wide models
that promote a climate of responsibility.
Nov 2012/208 pp./PB, $29.95/5372-9/HC, $65/5373-6
Language and Literacy Series
photographs
New
“Provides insights about
how we must focus on
literacy in order to make a
real difference in the lives
of students.”
—Linda B. Gambrell,
Clemson University
“Should be required
reading for anyone who
cares about the lives of
children and the health of
our society.”
—Kyle Zimmer,
President and CEO,
First Book
Giving Our Children a Fighting Chance
Poverty, Literacy, and the Development of
Information Capital
Susan B. Neuman, professor of Educational Studies at the
University of Michigan, and has served as the U.S. Assistant
Secretary for Elementary and Secondary Education.
Donna C. Celano, assistant professor of Communication at La
Salle University in Philadelphia.
“Groundbreaking and sobering...a must-read for anyone who
cares about equal opportunity.”
—Eugenia Kemble, Executive Director,
Albert Shanker Institute
This book takes you inside two communities with drastically
different economic resources to provide powerful insights into
the role that literacy can play in giving low-income students
a fighting chance. Over the course of a 10-year investigation,
the authors of this important new work came to understand
that the disparity between affluence and poverty had created
a knowledge gap—far more important than mere achievement
scores—with serious implications for students’ economic
prosperity and social mobility. At the heart of this knowledge
gap is the limited ability of students from poor communities to
develop information capital.
Sep 2012/176 pp./PB, $29.95/5358-3/HC, $64/5359-0
Also by Susan Neuman
photographs
Changing the Odds for Children at Risk
Seven Essential Principles of Educational Programs
That Break the Cycle of Poverty
240 pp./PB, $23.95/5048-3 the series on school reform
Professors Request Exam Copies at www.tcpress.com/form1.html

New Release
5
New
Nov 2012/176 pp./PB, $23.95/5375-0
large format, illustrations
Language and Literacy Series
Copublished with the International Reading
Association (IRA), Center for Applied Linguistics
(CAL), and Teachers of English to Speakers of
Other Languages (TESOL)
“If teachers are teaching vocabulary,
why do students not know
the words they need to read their
texts... Anyone faced with that
challenge should jubilate at the
appearance of this book.”
—From the Foreword by
Catherine E. Snow, Harvard
Graduate School of Education
“A timely, comprehensive, and
readable account of what we
know about teaching vocabulary
to students in general and
English learners in particular.
No one should underestimate
the enormity of the challenge
English learners face and this
book will provide educators with
an important foundation to help
meet this challenge.”
—Claude Goldenberg,
Stanford University,
School of Education
Teaching Vocabulary to
English Language Learners
Michael F. Graves, Professor Emeritus of Literacy
Education, University of Minnesota, Diane August,
Managing Director affiliated with the American
Institutes for Research in Washington, DC., and
Jeannette Mancilla-Martinez, Assistant Professor
of Language, Literacy, and Technology, University of
California, Irvine
Foreword by Catherine E. Snow
“The Common Core State Standards have ushered
in an era of rigorous performance standards for
all students, including English learners. But the
conversation has taken place almost exclusively
in policy and academic circles, leaving teachers
without a roadmap on how to translate these
standards into successful practices in the
classroom. The authors of this book successfully
address this gap. They provide practical, researchbased
strategies to build a solid foundation for the
education of English learners.”
—Rosa Aronson, TESOL Executive Director
This resource is broad enough to include
instruction for students who are just beginning
to build their English vocabularies, as well as
for students whose English vocabularies are
approaching those of native speakers. The authors
describe a four-pronged program that follows
these key components: providing rich and varied
language experiences; teaching individual words;
teaching word learning strategies; and fostering
word consciousness. This user-friendly book
integrates up-to-date research on best practices
for the K–12 classroom and includes vignettes,
classroom activities, sample lessons, a list of
children’s literature, and more.
Also by Michael Graves
The Vocabulary Book
Learning and Instruction
“Broad enough to instruct students with
small vocabularies, exceptional vocabularies,
and every child in between.”
—Reading Today
2006/192 pp./PB, $23.95/4627-1/HC, $48/4628-8
Language and Literacy Series
Copublished with IRA (Int’l Reading Assoc.) and NCTE
(Nat’l Council of Teachers of English)
Teaching Individual Words
One Size Does Not Fit All (K–8)
Foreword by James F. Baumann
2009/120 pp./PB, $15.95/4930-2
large format, 10 photographs
Language and Literacy Series
(Practitioner’s Bookshelf)
Copublished with IRA
Order online www.tcpress.com Order by phone 800.575.6566

6
New Releases
New
“A must for any educator
who needs to understand
the significant link
between language and
achievement in schooling
contexts.”
—From the Foreword
by Eugene García,
Arizona State
University
Language Building Blocks
Essential Linguistics for Early Childhood Educators
Anita Pandey, professor of linguistics and coordinator of Professional
Communication, Department of English and Language Arts, Morgan
State University, Baltimore, Maryland
Foreword by Eugene García
“Informativo! Educators must know how to break down language,
how discourse mirrors culture, and how Spanish and other languages
promote success in core content areas.”
—Rossana Ramirez Boyd, president,
National Association for Bilingual Education (NABE)
Language Building Blocks is an accessible resource that familiarizes
early childhood professionals with linguistics, the scientific study
of language. Knowledge of linguistics will enable educators to
successfully teach young children core competencies, such as phonemic
awareness, reading, math, health literacy, and intercultural
awareness. The online Resource Guide provides hands-on activities
and contributions by top scholars in the field. This resource shows
teachers how to systematically empower and include all children.
Nov 2012/224 pp./PB, $29.95/5355-2/HC, $62/5356-9
Early Childhood Education Series
New
“This book is the oracle
on accelerating language
development for students
who have lacked the
experiences needed to
build the critical language
repertoire required
for deep reading and
academic achievement.”
—Yvette Jackson, CEO,
National Urban
Alliance for Effective
Education
A Think-Aloud and Talk-Aloud Approach
to Building Language
Overcoming Disability, Delay, and Deficiency
Reuven Feuerstein, founder and director, The Feuerstein Institute
(formerly ICELP) and Professor of Psychology, Bar Ilan University’s
School of Education (Ramat Gan, Israel), Louis H. Falik, emeritus professor
of Counseling, San Francisco State University, and senior scholar,
The Feuerstein Institute, Refael S. Feuerstein, deputy chairman of
The Feuerstein Institute, and Krisztina Bohács, lectures at Juhasz
Gyula Teachers Training College and the University of Szeged, and head
of the Foundation for Mediated Learning in Budapest, Hungary
Foreword by Yvette Jackson
“The authors present an application of mediated learning
experience (MLE) to the development of language in young
children, particularly those who experience delays or deficiencies
in receptive and expressive skills.”
—Patricia Edwards, 2010–2011 president,
International Reading Association (IRA)
“From his vantage point as a pioneer in cognitive theory and practice,
Reuven Feuerstein provides this text for guiding the language
development of children and youth who most need assistance.”
—Donna Wilson, educational and school psychologist
Based on neuroscience and their own innovative work, the authors
provide the rationale and a step-by-step process for using intentional
self-talk and think-aloud methods to improve both language
and cognitive development in normal and language-delayed children,
as well as in older individuals with disabilities.
Dec 2012/160 pp./PB, $29.95/5393-4/HC, $64/5410-8
Professors Request Exam Copies at www.tcpress.com/form1.html

New Releases
7
New
“This is a book about
opening doors, about
demystifying writing
tasks that can keep many
students on the outside.”
—Thomas Newkirk,
University of New
Hampshire
Copublished with the National
Writing Project (NWP)
Real World Writing
for Secondary Students
Teaching the College Admission Essay
and Other Gate-Openers for Higher Education
Jessica Singer Early, assistant professor of English Education,
Arizona State University and director of the Central Arizona Writing
Project, and Meredith DeCosta, teaching fellow of the Louisville
Writing Project
Foreword by Charles Bazerman
“This important book describes a readily replicable set of activities
that provides motivated, meaningful opportunities for writing
development and helps potential first-generation higher education
students gain university admission.”
—From the Foreword by Charles Bazerman,
University of California Santa Barbara
“This is a groundbreaking book of practical wisdom and engaging
lessons for teaching writing to a diverse population of secondary
students. It is certain to inspire and instruct all English teachers
and composition researchers.”
—Sheridan Blau, Teachers College, Columbia University
The authors present both the theoretical grounding and the
concrete strategies teachers crave, including an outline of specific
workshop lessons, teaching calendars, and curricular suggestions.
This text encourages secondary teachers to think of writing
as a vital tool for all students to succeed academically and
professionally.
Nov 2012/144 pp./PB, $28.95/5386-6/HC, $69/5387-3
Language and Literacy Series
New
“VanDerPloeg doesn’t
just inspire us with cool
perspectives and ideas
about social justice
teaching, she shows
us how it works in real
classrooms.”
—From the Foreword
by David Schaafsma,
University of Illinois
at Chicago
Literacy for a Better World
The Promise of Teaching in Diverse Classrooms
Laura Schneider VanDerPloeg, national consultant with extensive
experience working with schools and districts to improve student reading,
writing, and thinking.
Foreword by David Schaafsma
“A wonderfully clear and practical guide to building secondary
classrooms that foster deep understanding, strong student voices,
impressive academic rigor, and passionate commitment to creating
a better world.” —Randy Bomer, The University of Texas at Austin
This book brings literacy research and culturally relevant pedagogy
together to offer a comprehensive vision of what socially just
teaching can look like in the secondary English classroom. Written
by an experienced professional developer and teacher, this book
features:
• A focus on the challenges teachers are likely to face,
particularly in schools with struggling, disengaged students.
• Guidance for navigating the everyday
complexities of the classroom.
• Strategies for responding to critical moments in the classroom.
• Lesson plans and vignettes from urban schools.
Sep 2012/192 pp./PB, $31.95/5351-4/HC, $72/5352-1
Language and Literacy Series
Order online www.tcpress.com Order by phone 800.575.6566

8
New Releases
New
“Educators of ELLs from
preschool to high school
will find something to
learn from in this book.”
—Kathy Escamilla,
University of Colorado
at Boulder
Learning from Culturally and
Linguistically Diverse Classrooms
Using Inquiry to Inform Practice
Edited by Joan C. Fingon, professor, Reading and Education at
California State University–Los Angeles, and Sharon H. Ulanoff,
professor, Bilingual/Multicultural and Literacy Education, California
State University–Los Angeles
Foreword by Douglas Fisher
“Takes us inside classrooms and helps us identify what quality
instruction for diverse learners should look like.”
—From the Foreword by Douglas Fisher,
San Diego State University
“Fingon and Ulanoff have compiled a set of bold and authentic
classroom studies to inform teaching and learning practices, and
ultimately to improve education for minoritized children.”
—Christian Faltis, editor of Teacher Education Quarterly
The authors demonstrate how teachers and researchers develop
instructional practices based on multiple languages and the
literacy contexts of their schools. They describe classrooms where
literacy and learning is encouraged and respected, highlighting best
practices for classrooms that include English language learners.
This valuable book will inform all educators interested in classroom
literacy research and how it supports achievement for diverse
students. It features contributions from authors at the forefront of
teacher research that hold the most promise for initiating change.
Aug 2012/208 pp./PB, $36.95/5344-6/HC, $80/5345-3
Language and Literacy Series
“Teaching to take advantage
of the linguistic and
cultural diversity present
in your classroom makes
it more likely that your
students will become
readers. It will also make
you a more effective
teacher. This book will
assist you in achieving
both goals.”
—Richard L Allington,
University of Tennessee
Be That Teacher!
Breaking the Cycle for Struggling Readers
Victoria J. Risko, professor of education emerita at Vanderbilt
University’s Peabody College, Nashville, Tennessee, and 2011–2012
president of the International Reading Association, and
Doris Walker-Dalhouse, associate professor of reading, Department
of Educational Policy and Leadership, Marquette University College of
Education, Milwaukee, Wisconsin
Forewords by Richard L. Allington and Timothy V. Rasinski
“I hope every teacher and every teacher-in-training has the
opportunity to engage in thoughtful reading, discussion, and
planned action related to the content of this powerful volume.”
—Timothy V. Rasinski, Kent State University
The authors include case studies from diverse primary and intermediate/middle
school classrooms to show how instruction can be
implemented and adjusted to accommodate students’ individual
differences—differences that are influenced by their schools and
instructional backgrounds, their cultural and linguistic histories,
their interests and activities, their reading and writing habits in and
out of school, and their understandings and misunderstandings
about texts, print, and digital media. Pre- and inservice teachers
are invited to analyze and reflect about each case presented to
help them provide the type of instruction that will change the
trajectory for students who continue to fail in reading.
May 2012/224 pp./PB, $33.95/5322-4
large format
Professors Request Exam Copies at www.tcpress.com/form1.html

Literacy & Leadership
9
New
Oct 2012/208 pp.
PB, $34.95/5360-6
HC, $76/5361-3
Bridging the English Learner
Achievement Gap
Essential Lessons for School Leaders
Ray Garcia, professor and chair of the Department of Educational
Leadership at California State University, East Bay
“I highly recommend this work to school and district leaders.”
—Parvin Ahmadi, superintendent, Pleasanton Unified School District, CA
“Ray Garcia has helped us reach students that we were previously
underserving.”
—David Grissom, Principal, Santa Clara High School, CA
Despite decades of school reform, the achievement gap between
English learners and English-proficient students has narrowed little.
This book introduces a reform sustainability framework that focuses on
the examination of fundamental school structures required to ensure
English learner success. The framework helps school leaders to deftly
navigate the reform terrain, identify patterns and trends in the deployment
of reforms, and make necessary adjustments to extend, accelerate,
or terminate a given reform.
New
Dec 2012/144 pp.
PB, $27.95/5389-7
HC, $67/5390-3
Youth Held at the Border
Immigration, Education, and the Politics of Inclusion
Lisa (Leigh) Patel, associate professor of education at Boston College.
She has been a journalist, a teacher, and a state-level policymaker. Visit her
website at Lisapatel.org
Foreword by Michelle Fine
Illegal. Undocumented. Remedial. DREAMers. All of these labels have
been applied to immigrant youth. Using a combination of engaging
narrative and rigorous analysis, this book explores how immigrant youth
are included in, and excluded from, various sectors of American society,
including education. Instead of the land of opportunity, immigrant youth
often encounter myriad new borders long after their physical journey to
the United States is over. With an intimate storytelling style, the author
invites readers to rethink assumptions about immigrant youth and what
their often liminal positions reveal about the politics of inclusion in
America.
New
Dec 2012/360 pp.
PB, $39.95/5392-7
Regarding Educación
Mexican-American Schooling, Immigration,
and Bi-national Improvement
Edited by Bryant Jensen, assistant professor of teacher education at
Brigham Young University, and Adam Sawyer, assistant professor of
education in the Bard College Master of Arts in Teaching Program
Foreword by Patricia Gándara and Eugene García
This book brings together voices that are rarely heard on the same
stage—Mexican and U.S. scholars of migration, schooling, and human
development—to articulate a new approach to Mexican-American
schooling: a bi-national focus that highlights the interpersonal assets
of Mexican-origin children. Contributors provide a framework for
crossing national and disciplinary borders to improve scholarship, policy,
and practice associated with PreK–12 schooling.
Order online www.tcpress.com Order by phone 800.575.6566

10
Teacher Education & Professional development
New
Dec 2012/208 pp.
PB, $37.95/5394-1
HC, $76/5395-8
Practitioner Inquiry Series
Copublished with NWP
(National Writing Project)
A Critical Inquiry Framework
for K–12 Teachers
Lessons and Resources from the U.N. Rights of the Child
Edited by JoBeth Allen, professor of language and literacy education at the
University of Georgia and co-director of the Red Clay Writing Project, and
Lois Alexander, high school English teacher and director of Project
Outreach: Literacy and Social Class for the Red Clay Writing Project
Foreword by Ernest Morrell
“This is a timely resource for all who want to teach in hopeful and
transformative ways.”
—Mariana Souto-Manning, Teachers College, Columbia University
Vivid portraits of K–12 classrooms illustrate how teachers developed a
critical content framework using the UN Convention on the Rights of
the Child. Chapters highlight lively classroom and community action
projects designed around relevant social issues, such as immigration
rights, religious tolerance, racial equality, countering the effects of
poverty, and respect for people with disabilities.
New
Oct 2012/240 pp.
PB, $29.95/5366-8
HC, $66/5367-5
illustrations
High-Expectation Curricula
Helping all Students Succeed with Powerful Learning
Edited by Curt Dudley-Marling, professor at the Lynch School of
Education at Boston College, and Sarah Michaels, professor of education
and senior research scholar at the Jacob Hiatt Center for Urban Education at
Clark University, Worcester, Massachusetts
Foreword by Alan Luke
Chapters by emerging and well-known researchers document specific
classroom strategies that make a difference in the learning of students
from low socioeconomic backgrounds and cultural and linguistic
minority communities. While the book focuses on language and literacy
instruction, key chapters on math and science also demonstrate highexpectation
teaching across the curriculum.
Contributors: Richard L. Allington • Subini Annamma • Alison
Boardman • Suzanne H. Chapin • Eric DeMeulenaere • Debra Goodman •
Sophie Haroutunian-Gordon • Chris Kliewer • Janette Klingner • Hugh
Mehan • Anne McGill-Franzen • Catherine O’Connor • Nadeen T. Ruiz •
Marty Rutherford • Richard Sohmer • Jennifer Urbach
New
Sep 2012/144 pp.
PB, $24.95/5357-6
Going Online with Protocols
New Tools for Teaching and Learning
Joseph P. McDonald, New York University’s Steinhardt School of Culture,
Education, and Human Development; Janet Mannheimer Zydney,
University of Cincinnati’s College of Education, Criminal Justice, and Human
Services (CECH); Alan Dichter, consultant in educational leadership; and
Elizabeth C. McDonald, department of Teaching and Learning at New
York University’s Steinhardt School
“This book is really wonderful...a must in any teacher’s repertoire.”
—Bena Kallick, Institute for Habits of Mind
“Eduplanet21 has already included some of the protocols in its instructional
design. Thanks for all of the ideas!” —Jeff Colosimo, Eduplanet21
Many users of the popular professional development book The Power of
Protocols have discovered that protocols are also very useful for online
teaching. This new book, by three of the same authors, focuses on using
protocols to enhance learning with students in multiple environments
including online. The authors provide online adaptations for such traditional
protocols as the Tuning Protocol, the Collaborative Assessment
Conference, and the Consultancy Protocol. They also offer entirely new
protocols unique to the online environment.
Professors Request Exam Copies at www.tcpress.com/form1.html

Bestsellers!
11
Educating
Emergent
Bilinguals
Policies, Programs,
and Practices for
English Language
Learners
Ofelia García and
Jo Anne Kleifgen
Foreword by
Jim Cummins
“An excellent resource for policymakers,
researchers, and educators who are interested
in taking specific action to improve the education
of English learners.”
—Linguistics and Education
Offers alternative practices that would transform
our schools, such as building on students’
home languages and incorporating curricular
and pedagogical innovations, new approaches
to parent and community engagement, and
alternative assessment tools.
2010/192 pp./PB, $26.95/5113-8/HC, $60/5114-5
Language and Literacy Series
Don’t Leave
the Story in
the Book
Using Literature
to Guide Inquiry
in Early Childhood
Classrooms
Mary Hynes-Berry
Foreword by Jie-Qi Chen
“If you want to bring
powerful stories into your classroom that
inspire curiosity and questions, spark deep
thinking and cultivate thoughtful conversations,
embrace this book!”
—Anne Goudvis, consultant and author
Drawing from 30 years of teaching and professional
development experience, the author
offers a roadmap for using children’s literature
to provide authentic learning. Featuring a “storyteller’s
voice,” each chapter includes a case
study about how a particular fiction or nonfiction
work can be used in an early childhood
classroom; a series of open-ended questions to
help readers construct their own inquiry units;
and a bibliography of children’s literature. This
book provides a unique synthesis of ideas based
on constructivist approaches to learning.
2011/216 pp./PB, $29.95/5287-6/HC, $64/5288-3
illustrations
Early Childhood Education Series
Teaching
Literacy for
Love and
Wisdom
Being the Book and
Being the Change
Jeffrey D. Wilhelm and
Bruce Novak
Foreword by
Sheridan Blau
“If you yearn, as I do, for an education that
encourages students to come alive to themselves,
to others, and to the world, you must read this
book.”
—Parker J. Palmer, bestselling author
“Reminds me as nothing else has lately what it
means to be an English teacher.”
—Jim Burke, founder,
English Companion Ning
Wilhelm and Novak call for nothing short of a
revolution in our understanding of the aims and
methods of the English classroom. With moving
portraits and practical strategies and advice, they
provide a roadmap to educational transformation.
2011/272 pp./PB, $27.95/5236-4/HC, $60/5237-1
Language and Literacy Series
Copublished with the National Council of Teachers of English (NCTE)
and the National Writing Project (NWP)
Bestseller by Jeffrey Wilhelm
“You Gotta BE the Book”
Teaching Engaged and Reflective
Reading with Adolescents, Second
Edition
Jeffrey D. Wilhelm
““This important book remains on the
must-read list for literacy teachers
working with adolescent learners.”
—Choice
2008/264 pp./PB, $23.95/4846-6 Language and Literacy Series
Copublished with the National Council of Teachers of English (NCTE)
Burned In
Fueling the Fire
to Teach
Edited by
Audrey A. Friedman
and Luke Reynolds
Readers will hear inspiring
stories of veteran
public school teachers
as well as powerful
research findings
about what teachers need to succeed in today’s
classrooms. Never before has a single volume
brought together the experiences of so many
renowned teachers, scholars, and bestselling
authors. Includes essays by Jim Burke, Peter
Elbow, James Loewen, Gregory Michie, Sonia
Nieto, Kirsten Olson, and Parker Palmer.
2011/168 pp./PB, $21.95/5196-1/HC, $48/5197-8
Order online www.tcpress.com Order by phone 800.575.6566

12
Recently Published
Effective Questioning
Strategies in the
Classroom
A Step-by-Step Approach to
Engaged Thinking and
Learning, K–8
Esther Fusco
Foreword by
Lawrence F. Lowery
“This book reads like a blueprint for transformative
teaching and belongs on every educator’s desk.”
—Margaret-Mary Sulentic Dowell,
Louisiana State University
K–8 teachers across all disciplines can use this
book to create a challenging learning climate.
It features: Guidance for using and developing
effective questions • Reflections from teachers •
Scripts of teacher questions and student responses
• Suggested activities • Evaluation checklists and
forms.
2012/160 pp./PB, $26.95/5329-3
Crossing Boundaries—
Teaching and Learning
with Urban Youth
Valerie Kinloch
Valerie Kinloch sheds light
on the ways urban youth
engage in “meaning-making”
experiences as a way to
assert critical, creative,
and highly sophisticated
perspectives on teaching, learning, and survival.
The text features examples of classroom
engagements, student writings and presentations,
discussions of texts and current events,
and conversations on skills, process, achievement,
and underachievement.
2012/168 pp./PB, $27.95/5294-4/HC, $60/5295-1
The Teaching for Social Justice Series
What Should I Do
Confronting Dilemmas of
Teaching in Urban Schools
Anna Ershler Richert
“Have you ever been waiting
for THE book This is
that book.... These are real
dilemmas that real teachers
struggle with everyday.”
—Gloria Ladson-Billings,
University of Wisconsin–Madison
This practical guide 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.
2012/144 pp./PB, $29.95/5325-5
the series on school reform
Teaching for
the Students
Habits of Heart, Mind, and
Practice in the Engaged
Classroom
Bob Fecho
Foreword by Deborah
Appleman
“Bob Fecho offers CPR to
teachers caught in the
madness of national testing regimes.”
—Michelle Fine, City University of New York
In this follow-up to his popular book, “Is This
English,” Bob Fecho provides a framework to help
teachers develop the necessary focuses, perceptions,
and intellectual habits that will result in an
ever-enriching dialogue with their practice. With
anecdotes and scenarios from the author’s own
experience teaching adolescents and preservice
teachers, this engaging book will resonate with
today’s busy educators.
2011/144 pp./PB, $21.95/5244-9
Copublished with NWP (National Writing Project)
The 3 Dimensions of
Improving Student
Performance
Finding the Right Solutions to
the Right Problems
Robert Rueda
Foreword by P. David Pearson
Using literacy and other program
examples from urban
schools, Robert Rueda offers
a multidimensional, more systematic model to help
every school leader address local achievement
gaps and low student performance. He shares a
problem-solving framework and then targets the
development of solutions and successful outcome
loops that are customized to problematic areas.
2011/144 pp./PB, $23.95/5240-1
Crossing the
Vocabulary Bridge
Differentiated Strategies
for Diverse Secondary
Classrooms
Socorro G. Herrera,
Shabina K. Kavimandan, and
Melissa A. Holmes
Foreword by Candace Harper
This book provides a framework for academic
vocabulary and language instruction in today’s
diverse classrooms. Nationally known literacy
expert Socorro Herrera presents a set of strategies
and tools that work effectively across all content
areas to support enhanced comprehension and
academic success. The strategies have evolved
from over a decade of research and classroom
implementation to provide teachers with multiple
avenues for making content and academic vocabulary
both accessible and relevant for all students.
2011/208 pp./PB, $27.95/5217-3
large format, photos
Professors Request Exam Copies at www.tcpress.com/form1.html

Recently Published
13
“Trust Me! I Can Read”
Building from Strengths in the
High School English
Classroom
Sally Lamping and
Dean Woodring Blase
Foreword by Cathy Fleischer
“This book presents a lowtech,
practical curriculum that
celebrates the hard work that
goes into the independent reading cycle.”
—Dixie Goswami, Bread Loaf Teacher Network
This innovative guide shows teachers how to transform
high school English students into passionate
readers with a trust-based approach that honors
both student choice and teacher expertise. The
text includes “Extend Your Thinking” sections that
will assist teachers in creating their own trustbased
curriculum.
2012/128 pp./PB, $27.95/5327-9 large format
Language and Literacy Series
Understanding the
Language Development
and Early Education of
Hispanic Children
Eugene E. García and
Erminda H. García
In this important collaboration,
a renowned researcher
and a seasoned practitioner
focus on specific instructional
interventions that are associated with reducing
the achievement gap for young Hispanic children.
Chapters emphasize educational practices, including
teacher competencies, instructional strategies,
curricular content, parent involvement, and related
policy. The text includes teacher-friendly artifacts,
instructional organizers, and lesson descriptions.
2012/208 pp./PB, $29.95/5346-0
Early Childhood Education Series
Literacy Instruction
in Multilingual
Classrooms
Engaging English Language
Learners in Elementary
School
Lori Helman
Foreword by Alison L. Bailey
This hands-on guide will help
elementary school teachers
build a language-rich classroom environment. It
provides guidance for scaffolding reading and writing
tasks to match students’ needs and for using
students’ language backgrounds as a bridge to
literacy learning in English. This resource includes
many user-friendly features such as bulleted summaries
and checklists, as well as depictions of
classrooms modeling the types of instructional
interactions described in the book.
2012/144 pp./PB, $26.95/5336-1 large format
The Practitioner’s Bookshelf (Language and Literacy Series)
Reading Girls
The Lives and Literacies of
Adolescents
Hadar Dubowsky Ma’ayan
Foreword by Margaret Finders
“Will help readers see their
own schools, classrooms, and
students through a new lens
that invites a stance of critical
literacy.”
—Ruth Shagoury, Lewis & Clark College
The author intertwines investigations of multiple
literacies, technologies, race, class, gender, sexuality,
and gender expression to provide a provocative
look at what helps and what hurts adolescent
girls in school. This important book updates and
expands the seminal work done by Margaret
Finders in her bestselling book, Just Girls.
2012/160 pp./PB, $29.95/5314-9/HC, $66/5315-6
illustrations Language and Literacy Series
A Call to Creativity
Writing, Reading, and
Inspiring Students in an Age
of Standardization
Luke Reynolds
Foreword by Jim Burke
Based on his own journey as
an English teacher, this practical
guide shows teachers how
they can encourage and support
students’ creativity in the English/language
arts classroom. This inspirational book features:
Adaptable projects tested in diverse school environments
• Guiding questions at the end of each
chapter • Lesson plans for creative writing assignments
• Over 30 pages of worksheets and sample
assignments.
2012/120 pp./PB, $26.95/5305-7/HC, $58/5306-4
large format
Language and Literacy Series
Bridging Literacy
and Equity
The Essential Guide to
Social Equity Teaching
Althier M. Lazar,
Patricia A. Edwards, and
Gwendolyn Thompson
McMillon
Foreword by Geneva Gay
Bridging Literacy and Equity
synthesizes the essential research and practice
of social equity literacy teaching in one succinct,
user-friendly volume.
Extraordinary K–12 teachers show us what
social equity literacy teaching looks like and how it
advances children’s achievement. Chapters identify
six key dimensions of social equity teaching that
can help teachers see their students’ potential and
create conditions that will support their literacy
development. Each chapter includes a “Reflection
and Inquiry” section with exercises to help readers
relate chapter concepts and issues to their own
teaching practices.
2012/160 pp./PB, $29.95/5347-7/HC, $68/5348-4
Language and Literacy Series
Order online www.tcpress.com Order by phone 800.575.6566

14
Classics&Bestsellers
Critical Encounters in
High School English
Teaching Literary Theory to
Adolescents, Second Edition
Deborah Appleman
2009 / 240 pp. / PB, $25.95 / 4892-3
Language and Literacy Series
Copublished with the National Council
of Teachers of English
The Administration
and Supervision of
Reading Programs
Fourth Edition
Edited by
Shelley B. Wepner and
Dorothy S. Strickland
Foreword by Jack Cassidy
2008 / 288 pp. / PB, $30.95 / 4849-7
large format, 16 photos
Language and Literacy Series
Understanding English
Language Variation in
U.S. Schools
Anne Harper Charity Hudley
and Christine Mallinson
Foreword by William Labov
Afterword by Walt Wolfram
2011/192 pp./PB, $29.95/5148-0
HC, $70/5149-7 photos
Multicultural Education Series
Children, Language,
and Literacy
Diverse Learners in
Diverse Times
Celia Genishi and
Anne Haas Dyson
2009 / 176 pp. / PB, $22.95 / 4974-6
HC, $54 / 4975-3
Language and Literacy Series
Cpublished with the National Association
for the Education of Young Children
The Practitioner’s Bookshelf
Hands-On Books for P–12 Teaching
Celia Genishi/Donna E. Alvermann, Eds.
Dorothy S. Strickland, Founding Ed.
“ The Practitioner’s Bookshelf Series has
actionable research on every aspect of
literacy, from vocabulary to digital literacy,
and is the place teachers turn for readable
and reproducible ideas.“ —Douglas Fisher
User-friendly features include classroom
vignettes • lesson examples •
checklists • photographs • teacher
handouts • suggested reading lists.
Please visit the TC Press website
for books in this series:
www.tcpress.com/practitioner_
bookshelf_series.html
“ We believe this collection will be useful
to a wide range of researchers: graduate
students, novice researchers, and experienced
researchers who want to learn
about an unfamiliar research tradition or
methodology.“
—JoBeth Allen and Donna E. Alvermann
The NCRLL Collection
Approaches to Language
and Literacy Research
JoBeth Allen/Donna E. Alvermann, Eds.
Please visit the TC Press website for books in
this series: www.tcpress.com/ncrll_series.html
All royalties on books in The NCRLL Collection
go to the National Conference on Research
in Language and Literacy.

Fall/Winter 2012–2013 • ISBN Prefix: 978-0-8077
Teachers College
Columbia University
Bringing Excellence to Education
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