Educational strategies and policy Books

Book SynopsisA powerful technique for encouraging students to show action that peaks and resolves, storyboards free young writers to focus on language and build skills essential to highly visual media, where words, few but apt, must resonate. Get Graphic! dem­onstrates how to use storyboards in all stages of the creative process, from brainstorming ideas to using thumbnail sketches to develop, revise, and finalize stories. Step-by-step instructions on how to generate action-filled pages and streamlined plots, as well as suggestions for planning drawings and using collage, help students create their own personalized stories and books.

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Book SynopsisPolitical theorist, philosopher, and feminist thinker Hannah Arendt''s On Violence is an analysis of the nature, causes, and significance of violence in the second half of the twentieth century. The public revulsion against violence and nonviolent philosophies continues to diminish in the twenty-first century. In this classic and still all too resonant work, Hannah Arendt puts her theories about violence into historical perspective, examining the relationships between war and politics, violence and power. Questioning the nature of violent behavior, she reveals the causes of its many manifestations, and ulitmately argues against Mao Zedong''s dictum power grows out of the barrel of a gun, proposing instead that power and violence are opposites; where one rules absolutely, the other is absent.“Incisive, deeply probing, written with clarity and grace, it provides an ideal framework for understanding the turbulence of our times.”—The Nation

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisLoose Parts cross the boundaries of gender, age, abilities, and socioeconomic challenges. Loose Parts 3, the newest addition to the wildly popular Loose Parts series, helps teachers make a conscious effort to create culturally sustainable environments that allow children to grow and to conquer a dynamic world.Over 400 full-colour photographs beautifully illustrate the ongoing need for educational pedagogy that: creates a sense of belonging supports children's identities is culturally responsive and sustainable Loose Parts 3 contains inspiration and guidance on how to create culturally sensitive and culturally sustainable early childhood environments through six key terms: aesthetic, authenticity, equity, dynamic, praxis, and critical reflection. Use your environment to promote a sense of wonder, curiosity and joy, and allow children to explore their identities.*2018 Foreword Reviews Indies Finalist in the Education category.

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Book SynopsisCreate an inclusive classroom for all with this resource, full of ideas for engaging and accessible English lessons. Each lesson is tailored to objectives for children working below National Curriculum levels and includes a learning objective, the resources needed, the main activity, a plenary and a consolidation activity to help support children's understanding.When working with children, and especially those with SEN, lessons need to meet their interests as well as their needs by containing visual stimulus and promoting fine and gross motor skills, and the activities in this book have been specifically designed with this in mind. This straightforward and practical book offers you 101 creative classroom activities for teaching English to pupils who are achieving at P Levels 4 - 8, as well as mapping the range of additional skills they will acquire.Trade ReviewBrewer and Bradley's new book should be an essential daily resource for both teachers and TAs working with children with SEND in the inclusive classroom, because these are lessons in which every child can join. This book does exactly what it says in the title. -- Peter Imray, freelance trainer, adviser and writer on special educational needsSimple yet brilliant ideas that are evidence based and have proven results ... For anyone looking to transform their teaching practice to be more inclusive, this is your ultimate guidebook! -- Bavaani Nanthabalan, Executive Headteacher, Netley Primary School & Center for Autism and Robson House PRUA great resource which busy teachers will dip into again and again. The authors are experienced teachers and provide a no-nonsense fast track to some fantastic tried and tested ideas ... An excellent book! -- Adele Devine, special needs teacher, author and co-founder of the multi-award-winning SEN Assist autism softwareTable of ContentsIntroduction. What Do We Mean By Additional Skills? Resources. 1. Starters. 2. Speaking. 3. Listening. 4. Reading. 5. Writing. References.

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Book SynopsisTrade Review"One of Tyler Cowen's Best Non-Fiction Books of 2018""One of Bloomberg Opinion's Favorite Nonfiction Books of 2018 (Stephen L. Carter)""Bryan Caplan raises an important question in [his] controversial new book, The Case Against Education. How much of the benefits of a degree comes from the skills you acquire in studying for it? And how much from the piece of paper at the end – what your degree certificate signals to employers about the skills and attributes you might have had long before you filled in a unviersity application form?"---Sonia Sodha, The Guardian"Would-be students and their parents are rethinking the assumption that a good life is impossible without an expensive degree--not to mention the chase for college admission that begins at kindergarten if not before. [This new book] may help to let out a little more air."---Naomi Schaefer Riley, Wall Street Journal"You probably won’t agree with everything he says . . . but his broadside is worth considering carefully given that the U.S. spends $1 trillion or so a year on education at all levels, more than the budget for defense."---Peter Coy, Bloomberg Businessweek"It is an excellent book, on an important topic. Beyond such cheap talk, I offer the costly signal of having based an entire chapter of our new book on his book. That’s how good and important I think it is. . . . Caplan offers plausible evidence that school functions to let students show employers that they are smart, conscientious, and conformist. And surely this is in fact a big part of what is going on."---Robin Hanson, Overcoming Bias"A book that America has needed for a long time. If we ever reach a turning point where most of us reject the idea that government should mandate and subsidize certain kinds of education, Bryan Caplan will have a lot to do with it."---George Leef, Forbes"Economist Bryan Caplan of George Mason University has crunched the data for years from every angle and argues devastatingly . . . that college is, for many of those who go there, a boondoggle."---Kyle Smith, National Review Online"Excellent argument by Bryan Caplan, but missed something central: convexity of trial-and-error & heuristic learning."---Nassim Nicholas Taleb"It's like the case against parenting's role in shaping children: I don't want to believe it, but the data force you take it seriously. Good book."---Charles Murray"Like most fascinating authors, Caplan, too, has scrumptious contradictions. . . . Whatever the truth is, this book is recommended to parents, high school teachers, and college professors for gaining valuable insights into the dynamics of ‘useless’ education."---L. Ali Khan, NY Journal of Books"[Caplan] is also frequently infuriating. But when he is right, he is very right. The Case Against Education, a book 10 years in the making, is a case of Caplan being right."---Charles Fain Lehman, Washington Free Beacon"The Case Against Education lays the groundwork for readers to think anew about education, what it does and ought to do, what place it holds and ought to hold in American society. It ought to be a wake-up call for all Americans, especially those who seek to champion ‘education’ without explaining why it’s a worthy cause."---Ian Lindquis, The Weekly Standard"Caplan delivers a tightly knit, compelling indictment of the vastly inflated, scandalously over-priced and often socially deleterious Ponzi scheme that American higher education has become."---Aram Bakshian Jr., Washington Times"His words might be hard to digest. But with dismal school performance and achievement year after year, it’s worth challenging the assumptions we make about the education systems that now envelop childhood."---Kaitlyn Buss, Detroit News"The Case Against Education is a brilliant book that you should read, though you’ll probably reject its conclusions without really considering them."---Jake Seliger"[Caplan’s] evidence, trends and intuition suggest he has an important point."---Ryan Bourne, The Telegraph"Bryan Caplan is perhaps the most natural ‘social science book writer’ I have met, besides myself of course. Not only does he want people to agree with him, he insists that they agree with him for the right reasons."---Tyler Cowen, Marginal Revolution"The Case Against Education is powerfully argued, provocative but not polemical, marrying a wealth of evidence with an engaging writing style. . . . After 300 pages, Caplan's outlandish proposals seem not just plausible but natural conclusions, whether or not you share his ideological commitments."---Aveek Bhattacharya, London School of Economics Review of Books"Cogently argued."---Megan McArdle, Washington Post"A persuasive indictment of his own industry."---Gene Epstein, City Journal"I’m not sure he’s right, especially about education being almost entirely for the purpose of signaling, but goodness does he make a strong case. Agree with him or not, you’ll never look at the schools and colleges in quite the same way."---Stephen L. Carter, Bloomberg Opinion

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Book SynopsisFormative assessment is a powerful pedagogical tool whose purpose is to inform learning as it takes place, with the goal of moving learning forward on the basis of matching instruction to the edge of a student’s current understanding. A Fresh Look at Formative Assessment in Mathematics Teaching takes this frequently overlooked and often misunderstood methodology from a generic set of techniques to a potent, efficient, and effective course of action by explicating its role in effective mathematics teaching and learning, describing what it looks like in practice, and demonstrating how teachers can be supported in developing the knowledge and skills needed for its successful implementation.The book is specifically intended for educators who wish to improve mathematics teaching and learning. In particular, it is designed to provide mathematics teacher educators and professional development specialists with examples of where and how formative assessment can be integrated into a variety of professional learning efforts to support its effective use as a critical component of daily instructional decision-making. The chapters within A Fresh Look at Formative Assessment in Mathematics Teaching illustrate how formative assessment is deeply connected to many other instructional frameworks, tools, and approaches with which mathematics teachers and teacher educators are familiar, such as cognitively guided instructions (CGI) and the mathematical tasks framework, among others.

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Book SynopsisHelps parents and teachers understand children's learning processes, and provides practical ways to nurture them in the first seven years, using teachers' own etheric bodies.Trade Review'I have been pleased to discover that this new book (...) reflects on work with under seven year olds in a way which I found fresh and illuminating...This book offers coherent sections of short chapters that are ideal for study and include "research questions" to make it easy for a group of an individual to use...I recommend this book to kindergarten teachers first of all, as they will instantly appreciate the illumination thrown on our work by this approach. Kindergarten trainees and parents will also find it very interesting and will find plenty to work on here. I would like to see it used on training courses and a source of study material for practicing teachers. It also has value for anyone seeking a deeper understanding of Rudolf Steiner's four-fold picture of the human being by shining a fresh light on the normally unconscious world of etheric forces.'-- Jill Tina Taplin, New View

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Book SynopsisWhile the high cost of education draws headlines, the cost of not educating America''s children goes largely ignored. The Price We Pay remedies this oversight by highlighting the private and public costs of inadequate education. In this volume, leading scholars from a broad range of fieldsincluding economics, education, demography, and public healthattach hard numbers to the relationship between educational attainment and such critical indicators as income, health, crime, dependence on public assistance, and political participation. They explore policy interventions that could boost the education system''s performance and explain why demographic trends make the challenge of educating our youth so urgent today. Improving educational outcomes for at-risk youth is more than a noble goal. It is an investment with the potential to yield benefits that far outstrip its costs. The Price We Pay provides the tools readers need to analyze both sides of the balance sheet and make informed decisions about which policies will pay off. Contributors include Thomas Bailey (Teachers College, Columbia University), Ronald F. Ferguson (Harvard University), Irwin Garfinkel (Columbia University), Jane Junn (Rutgers University), Brendan Kelly (Columbia University), Enrico Moretti (UCLA), Peter Muennig (Columbia University), Michael Rebell (Teachers College, Columbia University), Richard Rothstein (Teachers College, Columbia University), Cecilia E. Rouse (Princeton University), Marta Tienda (Princeton University), Jane Waldfogel (Columbia University), and Tamara Wilder (Teachers College, Columbia University).

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Book SynopsisLeading figures in the digital humanities explore the field’s rapid revolutionTrade Review"Is there such a thing as ‘digital’ humanities? From statistical crunches of texts to new forms of online collaboration and peer review, it’s clear something is happening. This book is an excellent primer on the arguments over just how much is changing—and how much more ought to—in the way scholars study the humanities." —Clive Thompson, columnist for Wired and contributing writer for the New York Times Magazine "I look forward to the day when anxieties about the disruptive nature of ‘digital humanities’ fade into memory and the innovative methods, theories, and approaches championed by those who have contributed to this valuable volume are respected across academia for their rigor and utility. This book will go a long way toward clarifying the debates within and about digital humanities." —Siva Vaidhyanathan, author of The Googlization of Everything—and Why We Should Worry"Though Debates in the Digital Humanities is well over 500 pages in length, there is no fat in it; all essays contain important information and concepts relating to DH. Taken together, the book as a whole and every essay in it is a must-read for anyone who claims to be a digital humanist whether she or he works in theory, pedagogy, and/or practice." —Leonardo ReviewsTable of ContentsContentsIntroduction: The Digital Humanities MomentMatthew K. GoldPart I. Defining the Digital Humanities1. What Is Digital Humanities and What’s It Doing in English Departments?Matthew Kirschenbaum2. The Humanities, Done DigitallyKathleen Fitzpatrick3. This Is Why We Fight: Defining the Values of the Digital HumanitiesLisa Spiro4. Beyond the Big TentPatrik SvenssonBlog PostsThe Digital Humanities SituationRafael AlvaradoWhere’s the Beef? Does Digital Humanities Have to Answer Questions?Tom ScheinfeldtWhy Digital Humanities Is “Nice”Tom ScheinfeldtAn Interview with Brett BobleyMichael Gavin and Kathleen Marie SmithDay of DH: Defining the Digital HumanitiesPart II. Theorizing the Digital Humanities5. Developing Things: Notes toward an Epistemology of Building in the Digital HumanitiesStephen Ramsay and Geoffrey Rockwell6. Humanistic Theory and Digital ScholarshipJohanna Drucker7. This Digital Humanities which Is Not OneJamie “Skye” Bianco8. A Telescope for the Mind?Willard McCartyBlog PostsSunset for Ideology, Sunrise for Methodology?Tom ScheinfeldtHas Critical Theory Run Out of Time for Data-Driven Scholarship?Gary HallThere Are No Digital HumanitiesGary HallPart III. Critiquing the Digital Humanities9. Why Are the Digital Humanities So White?, or, Thinking the Histories of Race and ComputationTara McPherson10. Hacktivism and the Humanities: Programming Protest in the Era of the Digital UniversityElizabeth Losh11. Unseen and Unremarked On: Don DeLillo and the Failure of the Digital HumanitiesMark L. Sample12. Disability, Universal Design, and the Digital HumanitiesGeorge H. Williams13. The Digital Humanities and Its UsersCharlie EdwardsBlog PostsDigital Humanities Triumphant?William PannapackerWhat Do Girls Dig?Bethany NowviskieThe Turtlenecked HairshirtIan BogostEternal September of the Digital HumanitiesBethany NowviskiePart IV. Practicing the Digital Humanities14. Canons, Close Reading, and the Evolution of MethodMatthew Wilkens15. Electronic Errata: Digital Publishing, Open Review, and the Futures of CorrectionPaul Fyfe16. The Function of Digital Humanities Centers at the Present TimeNeil Fraistat17. Time, Labor, and “Alternate Careers” in Digital Humanities Knowledge WorkJulia Flanders18. Can Information Be Unfettered?: Race and the New Digital Humanities CanonAmy E. EarhartBlog PostsThe Social Contract of Scholarly PublishingDaniel J. CohenIntroducing Digital Humanities NowDaniel J. CohenText: A Massively Addressable ObjectMichael WitmoreThe Ancestral TextMichael WitmorePart V. Teaching the Digital Humanities19. Digital Humanities and the “Ugly-Stepchildren” of American Higher EducationLuke Waltzer20. Graduate Education and the Ethics of the Digital HumanitiesAlexander Reid21. Should Liberal Arts Campuses Do Digital Humanities?: Process and Products in the Small College WorldBryan Alexander and Rebecca Frost Davis22. Where’s the Pedagogy?: The Role of Teaching and Learning in the Digital HumanitiesStephen BrierBlog PostsVisualizing Millions of WordsMills KellyWhat’s Wrong with Writing EssaysMark L. SampleLooking for Whitman: A Grand, Aggregated ExperimentMatthew K. Gold and Jim

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Book SynopsisTrade ReviewAbrams’s book is the best, most insightful and comprehensive analysis of the modern-day efforts to manage schools like businesses. It is beautifully written and documented with careful research. -- Diane Ravitch, author of The Death and Life of the Great American School SystemAbrams describes eloquently the disconnect between the optimism underlying for-profit companies’ efforts to improve urban education and the realities that their schools faced. He also describes the history of KIPP charters, their accomplishments, and the limits of the KIPP model as a strategy for improving the life chances of urban children growing up in low-income families. -- Richard J. Murnane, co-author of Restoring OpportunityLucid, thorough, and balanced, Education and the Commercial Mindset is a riveting analysis of current education policy and how we got here. It will serve as an invaluable resource for policymakers involved in urban school reform. -- David Rogers, author of 110 Livingston StreetAbrams provides a comprehensive and insightful analysis of the private sector’s foray into public education. His analysis of Edison Schools, an educational management organization, demonstrates why private sector practices may easily be applied to purchasing scheduling software or contracting bus service, but why they cannot be easily applied to the management of schools where the purpose and process of education is much more complex and opaque. He also examines charter school organizations, the use of publicly funded vouchers for students to attend private schools in Chile and Sweden, and the application of business practices to schools in Finland. Altogether, Abrams makes a compelling case on the limits of private sector practices in public education. -- Russell W. Rumberger, author of Dropping OutGrounded in meticulous research in Finland and Sweden as well as the United States, Education and the Commercial Mindset is a bracing assessment of contemporary education reform and its consequences. -- Pasi Sahlberg, author of Finnish LessonsGiven the near-complete absence of public information and debate about the stealth effort to privatize public schools, this is the right time for the appearance of [this book]. Samuel E. Abrams, a veteran teacher and administrator, has written an elegant analysis of the workings of market forces in education in his book Education and the Commercial Mindset. -- Diane Ravitch * New York Review of Books *[An] outstanding book. -- Carol Burris * Washington Post *In Education and the Commercial Mindset, Abrams provides a detailed, informative and insightful account of the rise and fall of The Edison Project, as a case study of for-profit schools…Abrams demonstrates that for-profit schools have no incentives to consider long term educational or social goals. Obsessed with achievement metrics that might persuade consumers to purchase their product, they often exclude students with cognitive, emotional or behavioral problems. Or with failing grades…Running schools like businesses won’t solve the problem, Samuel Abrams makes clear. -- Glenn C. Altschuler * Huffington Post *In 1962, Raymond Callahan’s classic text Education and the Cult of Efficiency argued that the goal of efficient operations had become a first order priority in public education. Callahan’s work is now joined by a new definitive account, the brilliant book Education and the Commercial Mindset by Samuel E. Abrams...His arguments are exceptionally balanced, meticulously researched, and rooted in a deep understanding of the historical, cultural, and social antecedents of the widespread use of business practices and norms in education...Abrams has provided a thoughtful, critical, and rigorous explanation of crucially important distinctions that will be invaluable to scholars, policymakers, administrators, and teachers alike. -- Megan Tompkins-Stange * Teachers College Record *Education and the Commercial Mindset provides the most detailed and comprehensive analysis of the school privatization movement to date. Students of American education will learn a great deal from it. -- Leo Casey * Dissent *This is a book that all supporters as well as opponents of school choice and educational privatization should read, because the hypotheses and findings are expressed so convincingly that they may serve as a field trial for testing one's own opinions. -- Tommaso Agasisti * Educational Researcher *Essential to understanding the new challenges facing American politics, with the future of the education system being a central issue…Abrams not only offers a historical overview of the education system crisis under the Reagan administration, but also a reminder of the failure of privatization attempts in the 1990s. * Progressive Post *In recent years, several books have been published that explore the corporate influence on public education. Few are as in depth and as evenhanded as Education and the Commercial Mindset. * American Educator *

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Book Synopsis

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Book SynopsisGrounded in the belief that all students can learn to read and write print, this book is a thorough yet practical guide for teaching students with significant disabilities. It explains how to provide comprehensive literacy instruction addressing these students' needs, whether they are emergent readers and writers or students acquiring conventional literacy skills. General and special educators, speech-language pathologists, and other professionals will find concise research synopses and theoretical frameworks, practical lesson formats, guidance on incorporating assessment and using assistive technology, and more.Table of Contents About the Downloads About the Authors Foreword — David E. Yoder Introduction Acknowledgments Section I Core Understandings Chapter 1 All Children Can Learn to Read and Write: A Theoretical Rationale Chapter 2 Establishing the Environment for Successful Literacy Learning Section II Building a Foundation Chapter 3 Alphabet Knowledge and Phonological Awareness Chapter 4 Emergent Reading Chapter 5 Emergent Writing Section III Learning to Read and Write Chapter 6 Comprehensive Literacy Instruction: A Research-Based Framework Chapter 7 Reading Comprehension and Vocabulary Instruction Chapter 8 Self-Directed Reading: Supporting Motivation and Fluency Chapter 9 Writing Chapter 10 Decoding, Word Identification, and Spelling Section IV Implementation Chapter 11 Using Assistive Technology Effectively to Support Literacy Chapter 12 Organizing and Delivering Effective Instruction References Index

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Book SynopsisIn the newest installment of the popular, award-winning Loose Parts series, Lisa Daly and Miriam Beloglovsky focus on family engagement and competency building. With inspiring full-color photographs Loose Parts 4 is organized around competencies and life skills children need for success in the future: knowingness engagement risk connections leadership innovative thinking creativity Lisa and Miriam explain the value of loose parts, detail how to integrate loose parts into the environment and children’s play, and specifically focus on loose parts for children in family environments—helping educators engage families and extend learning beyond the classroom.Trade Review“This book brings back memories of my own open-ended play as a child and explains how this type of play builds the skills needed for becoming successful adults. It provides a wonderful combination of practicality and theory. It could be highly useful for teachers, families and those who develop policy.” —Julie Powers, professor, University of Hawaii Maui College, author of Parent Engagement in Early Learning and co-author of Nature-Based Learning for Young Children “Loose Parts 4 provides parents and families with simple, accessible, inspiring and creative inspiration to help their children experience the skills needed for success in more than just their education, but throughout their entire life. I highly recommend Loose Parts 4, and all the other Loose Parts series, for all educators to keep their practice fresh, inspired and filled with wonder for both themselves and the children.” —Mary Muhs, department Chair, Early Childhood Education, Rasmussen College- Twin Cities Office and author of Family Engagement in Early Childhood Settings “Lisa and Miriam have taken mountains of research and magically condensed it and made it relevant to all who have young children. Their introductory chapter is the best summary of research for the whole child that I have come across. They put all the articles, studies, and thinking into simple and understandable language. I loved this book.” —Robin Chappele Thompson, PhD, co-author of StoryMaking, and director of early learning in Manatee County school district “A book bursting with inspiration on how parents and educators supporting families can repurpose and upcycle the materials found in the home to create powerful play experiences. The authors encourage us to look for the simple and open-ended materials right inside our cupboards to create play spaces that help unleash the child’s creative spirit and foster 21st century skills.” —Michelle Kay Compton, MA, co-author of StoryMaking, and early specialist in the Manatee school district

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Book SynopsisWhich One Doesn't Belong? has won the Mathical Book Prize, which will be presented to Christopher Danielson at the National Math Festival in Washington, DC on April 22, 2017. The Mathical Book Prize is an annual award for fiction and nonfiction books that inspire children of all ages to see math in the world around them.Every colorful page of Christopher Danielson's children's picture book, Which One Doesn't Belong?, contains a thoughtfully designed set of four shapes. Each of the shapes can be a correct answer to the question 'Which one doesn't belong?' - Because all their answers are right answers, students naturally shift their focus to justifications and arguments based on the shapes' geometric properties.In the companion teacher's guide,(978-1-62531-081-1) Danielson shows how to facilitate rich discussions and teach mathematical argumentation using Which One Doesn't Belong? He models how to listen closely and respectfully to students' ideas about shapes. Danielson synthesizes research about how children learn geometry, discusses the role of geometry in the mathematics curriculum, and gives plenty of practical advice about different ways to implement Which One Doesn't Belong? in classrooms.He also discusses the mathematical ideas likely to emerge on each page and, drawing from his direct experience using Which One Doesn't Belong? at several different grade levels, helps teachers anticipate and think about students' likely answers. Most curricula treat geometry as little more than vocabulary lessons. Which One Doesn't Belong? and its accompanying guide are powerful, flexible resources teachers can use to provoke lively discussions and deep learning about shapes with students of all ages.Trade Review'Stenhouse just released Christopher Danielson’s book, Which One Doesn’t Belong?. It’s a must-have if you’re a parent or a teacher with any interest in helping your children or students learn to speak mathematically. There are few tasks that offer so much mathematical value yet require so few instructions as Which One Doesn’t Belong? You see four mathematical objects. You ask kids, “Which one doesn’t belong?” You help them negotiate their overlapping and conflicting answers, developing vocabulary and the capacity for argument and abstraction along the way. That’s it. You can find loads of great WODB prompts online but you can’t find Christopher’s unique presentation, narrative, and teacher’s guide, which is its own kind of graduate-level course in pedagogy. Highly recommended.'- Dan Meyer ‘Which One Doesn't Belong? is a brilliant new math book from Stenhouse. A MUST-HAVE if you teach math at any age I think.The book is a picture book to use with kids along with a Teacher's Guide that is really a professional book by Christopher Danielson (whose website is also brilliantly amazing and one you'll want to visit often if you are a math teacher.) Which One Doesn't Belong? is a book of conversation starters around geometry. Each page of the picture book gives readers 4 shapes and asks the questions, "Which One Doesn't Belong?" I know this opener and love it and have used lots of the resources on the website.Which One Doesn't Belong? and other resources and I've always found the routine to be a good one for math learning and supporting conversations around math. But there was so much I didn't know! This teacher guide--which is not so long but long enough to have depth and lots of new learning--helped me to understand how much more powerful this routine could be if I were more intentional as a teacher. The focus on geometry is interesting to me because it is an area of math teaching that I need to learn more about. The book has an entire chapter called "How Children Become Geometers". This chapter helped me see the big jump kids do from elementary school to high school geometry and how much better we can do to help them build understanding by understanding the levels of understanding kids have and build around geometry. The book is not a teacher's manual. Instead it is a way for teachers to use this routine in ways that empower students. Christopher Danielson shares language he uses when he introduces Which One Doesn't Belong. He shares examples from classrooms and he helps us better understand how children make sense of geometry through inquiry. He also puts the teacher in the decision-making chair as he invites us to make our own decisions about which pages to introduce to children when. He also has tips for creating your own WODB set. I love the answer key in this book. The thing about this WODB sets is that they are designed so every answer could be the correct answer. So the answer key shares insights kids may notice about each shape and how they might respond. It is a great resource and a great place to understand how to create your own sets (and help kids create their own.) I love so much about this set of books. We had a conversation around the first page of the picture book last week and it was incredible. I introduced it as Danielson suggests in the book and we could have gone on for a very long time with ideas and thinking around these 4 shapes. I am excited to see where the conversation goes over the next several months. This was a great way for me to take a routine I know and really deepen my understanding of it which will help my students. Not only that but it helped me understand geometry in general and I now see the connection between this and several of Danielson's blog posts. I can't recommend this book enough. If you are interested in inquiry-based thinking and routines that empower kids AND if you want to learn more about quality talk in the math classroom, you need this book immediately!’ - A Year of Reading, Franki Sibberson ‘I received Danielson’s shapes book Which One Doesn’t Belong (WODB) with anticipation. I had been noticing Twitter activity on the math twitter blogosphere around the hashtag #wodb, and I was curious. The picture book includes a teachers’ guide, which I found valuable, especially the chapter on how to use the book in the classroom. It also explains the progression of a student’s geometry thinking, gives tips and examples of how to guide conversations, and defines some geometry terms to give rigor to my own knowledge. I referred back to the teachers’ guide many times when using the book in classroom settings. Danielson writes, “I made this book to spark conversations, thinking and wonder” (p. 36). He has succeeded. I enjoyed using this book to facilitate conversations with first and fourth graders. Students were engaged and were eager to communicate their ideas and listen to others. I noticed improvement in their ability to craft mathematical arguments in support of their choices. In the end, the fourth graders composed their own set of shapes to challenge others with “which one doesn’t belong.” I also shared the book with colleagues and even brought it out at a family party. This bold-color shapes book is, as the author had hoped, “a resource that can make a meaningful contribution to geometry instruction” (p. 16) but can also reside in an elementary school library. It allows for meaningful conversations, unanswered questions, and deep dives into the subtle and complex similarities and differences between shapes. - Laurel Pollard, Hanover Street School, Lebanon, New Hampshire. ‘I recently had the privilege of sharing Christopher Danielson’s book Which One Doesn’t Belong with my 5th grade math classes. Each page in his deceptively simple layout has four different figures. He asks the readers to choose “which one doesn’t belong” and tell why. There’s also an accompanying teacher’s guide, with teaching ideas across the grades from kindergarten to high school. (Look inside the guide here.) I thought the WODB activity might generate some interesting conversations and serve as a review for our geometry unit which we were concluding. So we gave it a try! Some of our observations Even though the book says “every answer can be correct,” my students had a hard time believing that two, three, or four different answers could all be correct. We decided to find out! We started off with the first set of figures and I asked everyone to think silently about which figure didn’t belong. I called on Noah to share his thoughts. Noah chose a figure and explained why that figure was different than the rest. Sarah quickly chimed in saying, “I disagree! I think the third figure doesn’t belong.” She gave her reasons for choosing the third figure. After several of these disagreements, I asked the students to think about why they disagree. I asked them if they understood Noah’s reasoning. They all agreed that, based on Noah’s reasoning, he was correct. They also agreed that Sarah’s reasoning was correct. One student then said, “You mean we are all correct?” The conversation had reached a turning point. As we explored more sets of figures, I didn’t hear, “I disagree” or “I think you’re wrong”. Instead, I heard “ Wow, I didn’t think of that” and “I saw something different”. A WODB chat at Hibbett Middle School Another observation I found very interesting was how students borrowed vocabulary from one setting and tried to apply (maybe misapply) it to a new setting. Have you ever heard of a scalene quadrilateral? Neither had I! But I knew what the student meant, and so did the rest of the class. When I asked him to explain, he said a scalene triangle is a triangle with all three sides having different lengths. A scalene quadrilateral, therefore, is a quadrilateral with all four sides having different lengths. Makes sense, doesn’t it? But, is it mathematically correct? I don’t know. My students gave me some pretty good arguments justifying their reasoning! We decided we needed to do some research on the word scalene. Does it only apply to triangles?Planning for next year I plan to continue exploring this book and use it again next year, but with a few changes. I think it would be very beneficial to do this activity first, as a pre-assessment to our geometry unit. What do they already know? What misconceptions do they have? At the conclusion of the unit, I would like to repeat the activity and see how their answers and explanations change. Will I see any growth in their vocabulary? Will they notice new differences based on the properties of the figures? I think it would also be very interesting to have the students write their own reflections. Did they find this activity interesting and why? What do they think they learned from this activity? My classes thoroughly enjoyed this book and our conversations about shapes. It generated deep thinking and brought up a few questions that we are still wondering about. In a good way!’ - Marti Smith, An Innovative Math Book Sparks Some Great Class Chat about Geometry, Guest BloggerTable of ContentsWhich one doesn't belong? Label and Pictures book.

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Book SynopsisApplying Indigenous Research Methods focuses on the question of How Indigenous Research Methodologies (IRMs) can be used and taught across Indigenous studies and education. In this collection, Indigenous scholars address the importance of IRMs in their own scholarship, while focusing conversations on the application with others. Each chapter is co-authored to model methods rooted in the sharing of stories to strengthen relationships, such as yarning, storywork, and others. The chapters offer a wealth of specific examples, as told by researchers about their research methods in conversation with other scholars, teachers, and community members.Applying Indigenous Research Methods is an interdisciplinary showcase of the ways IRMs can enhance scholarship in fields including education, Indigenous studies, settler colonial studies, social work, qualitative methodologies, and beyond.Table of ContentsPART I Palm Upwards: "Reaching Back to Receive Lessons" 1 Hands Back, Hands Forward for Indigenous Storywork as Methodology Jo-ann Archibald Q’um Q’um Xiiem [Stó:lo- and St’at’imc] and Amy Parent Nox Ayaaw´ ilt [Nisga’a] 2 Community Relationships within Indigenous Methodologies Elizabeth Fast [Métis/Mennonite] and Margaret Kovach [Plains Cree/Saulteaux/member of Treaty Four in southern Saskatchewan] 3 K’é and Tdayp-tday-gaw: Embodying Indigenous Relationality in Research Methods Leola Roberta Rainbow Tsinnajinnie [Diné/Filipina and accepted into Santa Ana Pueblo], Robin Starr Zape-tah-hol-ah Minthorn [Kiowa/Apache/Umatilla/Nez Perce/Assiniboine], and Tiffany S. Lee [Dibé Łizhiní Diné/Oglala Lakota] PART II Palm Downwards: "The Challenge and Opportunity to Live These Teachings" 4 Enacting Indigenous Research Methods: Centering Diné Epistemology to Guide the Process Valerie J. Shirley [Diné] and Deidra Angulo [Diné] 5 Research Before and After the Academy: Learning Participatory Indigenous Methods Sandi Wemigwase [Waganakising Odawa] and Eve Tuck [Unangax] 6 Indigenous Methodologies in Graduate School: Accountability, Relationships, and Tensions Daniel Piper [White], Jacob Jacobe [White], Rose Yazzie [Diné], and Dolores Calderon [Tigua/Mexican] PART III Palms Joined: "Responsibility to Pass Those Teachings to Others" 7 Indigenous Teachers: At the Cross-Roads of Applying Indigenous Research Methodologies Jeremy Garcia [Hopi/Tewa], Samuel Tenakhongva [Hopi], and Bryant Honyouti [Hopi] 8 Re-centering Tribally-Specific Research Methodologies within Dominant Academic Systems Michael M. Munson [Séliš, Ql´ispé, and non-Native ancestries] and Timothy San Pedro 9 Moʻolelo: Continuity, Stories, and Research in Hawaiʻi Sunnie Kaikala Ma-kua [‘O - iwi Hawai‘i], Manulani Aluli Meyer [‘O - iwi Hawai‘i], and Lynette Lokelani Wakinekona [‘O - iwi Hawai‘i] Afterword: To Be an Indigenous Scholar Cornel Pewewardy [Comanche-Kiowa] List of Contributors

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Book SynopsisCreating Caring Classrooms is committed to building respectful relationships among students, teachers, and the school community. Through active, engaging, imaginative, and open-ended activities, students will be encouraged to explore events, ideas, themes, texts, stories, and relationships from different perspectives and then represent those new understandings in innovative and creative ways. Teachers will learn how to establish inclusive classrooms, initiate and maintain respectful dialogue, promote collaboration over competition, and confront difficult issues such as bullying and exclusion.

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Book SynopsisCreating schools that are secure, safe, and peaceful is crucial if all pupils are going to benefit from their education. This is especially important for those who might be vulnerable, traumatised and unable to settle into normal school routine. Key to this whole process, though, are our teachers. Unless teachers feel secure, valued and peaceful in their classrooms, they will not be in a position to extend these key qualities to those they teach. But over the last couple of decades, the well-being of teachers - and all support staff engaged in relating to pupils - has been compromised in a number of ways: multiple changes of curriculum, new school structures, changes in conditions of service and pensions, school management styles that reflect anxiety over forthcoming outcomes, results and inspections. The pressures are relentless, and hardly allow any breathing space. In School as a Secure Base, Kevin Street argues that only when staff can find their own security and value, will any efforts to improve pupils' education succeed. Drawing on day-to-day classroom experience, the author provides evidenced ways through which teaching professionals can start to experience internal peace, and so extend this into their classrooms and schools, regardless of external pressures, expectations and demands. He also provides techniques to use with pupils, based on a sound understanding of what can overcome the factors that impede learning. The pupils' learning outcomes will reflect the feelings of attachment, peace and relaxation that these techniques create. Supported by the practical, tried-and-tested techniques the author describes, teachers will be able to find their joy in teaching again, and achieve a healthy and more peaceful balance in their lives, with the result that their schools can become beacons of emotional stability and learning excellence. Who Should Read It? All teachers and support staff who are engaged in the daily process of classroom work throughout all Key Stages. Additionally, head teachers, governors, and local authority advisors will benefit from the insights shared in this book.

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Book SynopsisThe mental well-being of children and adults is shockingly poor. Marc Brackett, author of Permission to Feel, knows why. And he knows what we can do. We have a crisis on our hands, and its victims are our children.Marc Brackett is a professor in Yale University's Child Study Center and founding director of the Yale Center for Emotional Intelligence. In his 25 years as an emotion scientist, he has developed a remarkably effective plan to improve the lives of children and adults a blueprint for understanding our emotions and using them wisely so that they help, rather than hinder, our success and well-being. The core of his approach is a legacy from his childhood, from an astute uncle who gave him permission to feel. He was the first adult who managed to see Marc, listen to him, and recognize the suffering, bullying, and abuse he'd endured. And that was the beginning of Marc's awareness that what he was going through was temporary. He wasn't alone

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Book SynopsisWith 29 real life and relatable stories at its heart, this practical resource is designed to help build self-esteem and body confidence in children aged 5-11. Each story is the focus of a ready-to-use lesson plan, covering common issues that affect children such as a lack of body confidence, feeling pressured by peers and worries about puberty. The stories are preceded by guidance on how to introduce the topic and the learning outcomes, and they are followed by a range of activities to reinforce the messages being taught. The stories can either be read aloud to a class or group or photocopied and shared for individual reading.Perfect for use in PSHE lessons with groups of children, or in one-to-one settings in the therapy room or at home, this book is a useful resource for PSHE co-ordinators, teachers, school counsellors, pastoral care teams, youth workers as well as parents.Trade ReviewA treasure trove of stories for opening up discussions with 5 to 11 year olds about a wide range of issues which may be troubling them. These accessibly short stories about kids "just like me" are a great resource for teachers and parents alike and are enhanced by guidance notes and questions for exploration for supporting adults. I'll be keeping my copy close to hand and sharing it widely. -- Dr Pooky Knightsmith, Child & Adolescent Mental health Specialist and Advisor to the PSHE AssociationTable of ContentsIntroduction. Part 1: Body Image. 1. Sticky Outie Tummy. 2. A Short Story. 3. Head in the Clouds. 4. Butterflies and Balloons. 5. Being Pretty is Everything...I Think. 6. Chameleons and Stick Insects. Part 2: Puberty. 7. PE Blues. 8. Changes. Part 3: Self-Esteem and Self-Worth. 9. I'm Not Like Her...or her...or her. So I Don't Like Me. 10. Talent Show. 11. Tongue Tied and...Scared. 12. I know I Can't so I Won't. Part 4: Peer Pressure. 13. Boy Talk. 14. Under Pressure. Part 5: Being Unique. 15. Wish Upon a Star. 16. Style Statement. 17. Just Me. 18. Make a Stand. Part 6: Friendship. 19. BFFs. Where's Mine? 20. Please Let It Be Me...Please Let It Be Me... 21. Tribes. 22. Odd One Out. Part 7: Bullying. 23. Sticks and Stones. 24. Chinese Whispers. 25. Connecting. 26. Safety Net. Part 8: Fitting In. 27. The Numbers Game. 28. After You. 29. Figuring It Out.

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Book SynopsisHigher education has seen better days. Harsh budget cuts, the precarious nature of employment in colleague teaching, and political hostility to the entire enterprise of education have made for an increasingly fraught landscape. Radical Hope is an ambitious response to this state of affairs, at once political and practice — the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice. Kevin Gannon asks that the contemporary university's manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are the primary audience and beneficiaries of teaching, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from impostor syndrome to cell phones in class to allegations of a campus 'free speech crisis'. Throughout, Gannon translates ideals into tangible strategies and practices (including key takeaways at the conclusion of each chapter), with the goal of reclaiming teachers' essential role in the discourse of higher education.Trade ReviewA must-read for pedagogues and theorists alike. Gannon's explorations into history, power, and academia place students and the environments in which they learn front and center for the rest of us to consider. This work isn't about reform, but transformation, and Gannon's book pushes us in the right direction." — JosÉ Luis Vilson, author of This Is Not A Test: A New Narrative on Race, Class, and Education"This is the book I needed to read—it was a fresh drink of water in a time of turmoil and despair in education. Gannon grounds his calls for radical hope in the work of educational scholars like Freire, hooks, and Giroux, and offers helpful examples and recommendations based on his years of teaching experience. He tackles real issues we are facing at our institutions head-on without capitulating to clichÉs or trendy solutions often offered in books about higher education." — Amy Collier, Middlebury CollegeTable of Contents Acknowledgments Introduction 1. Classrooms of Death 2. The Things We Tell Our Students 3. Cultivating Transformative Teaching 4. Teaching and Learning Inclusively 5. Making Access Mean Something 6. Encouraging Choice, Collaboration, and Agency 7. A Syllabus Worth Reading 8. Pedagogy Is Not a Weapon 9. Platforms and Power 10. I Don’t Know . . . Yet. Coda: Radical Hope, Even When It Seems Hopeless Notes Index

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Book SynopsisOffers K-12 teachers both the foundations for differentiating their instruction and the means to maximize learning opportunities by getting to know students beyond the labels and stereotypes that often accompany them into the classroom.

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Book SynopsisDiscover simple ways to create rich, imaginative play experiences for your child using things you already have on hand. What makes childhood feel magical? One simple word: PLAY! Play is crucial for children—it is fun, allows them to work through complex ideas and emotions, leads to a sense of mastery, and is also a key way kids learn. Regrettably, the technology and busyness of our modern lives leave little room for this fundamental and important part of childhood. Pretend Play Workshop for Kids offers a remedy with hours of dramatic play scenarios paired with simple crafts and fun activities—a rich resource for easy, ready-to-go alternatives to screentime. Along the way, you will learn the benefits of these experiences, including the social and emotional learning taking place, the fine and gross motor practice, the language development, the mathematical thinking, and the scientTable of ContentsIntroduction How to Use This Book What Is Pretend Play and Why Is It Important? Supplies1 Detective Office Tools for Play Setting the Scene Make Your Own Pretend Briefcase and Badge Fingerprinting Activity Take a Scavenger Hunt Create Invisible Ink Messages2 Post Office Tools for Play Setting the Scene Create a Mail Carrier and Mailbox Letter-Sorting Activity Fine Motor Stamps and Stickers Make Your Own Postcard Packing Peanut Creations3 Spaceship Tools for Play Setting the Scene Make Your Own Command Center Create a Foil-Stamped Moon Decorate Moon Rocks Have Fun with Galaxy Oobleck4 Coffee Shop Tools for Play Setting the Scene Make Pretend Coffee Shop Treats Design Your Own Coffee Bags Pom-Pom Coffee Play Sensory Jar Smell Experience5 Art Museum Tools for Play Setting the Scene Curate a Collection and Create Your Own Frames Sculpt an Artifact Craft Create Monochromatic Artwork6 Laundry Time Tools for Play Setting the Scene Make a Pretend Iron Soapsuds Sensory Bin Laundry Color Sort Practice Laundry Folding Clothespin Matching Activity 7 Ice Cream Shop Tools for Play Setting the Scene Make Your Own Ice Cream Make an Ice Cream Shop Hat Ice Cream Sorting Activity8 Doctor’s Office Tools For Play Setting the Scene Make Your Own Doctor’s Coat and Badge X-Ray Craft Pom-Pom Prescription Sorting Activity Fine Motor Bandage Activity Make a Pretend Cast Weight and Measuring Activity9 Hair Salon Tools For Play Setting the Scene Pretend Hair Dryer and Razor Craft Have Fun with Yarn Haircuts Build a Hair Tie Tower Shaving Cream Play PRETEND PLAY10 Car Wash Tools for Play Setting the Scene Make a Pretend Car with a Cardboard Box Build a Pay Station Make a Car Wash Hose Sponge Squeezing Transfer Activity Toy Car Wash Sensory Bin11 Train Station Tools for Play Setting the Scene Build a Train Map Route Make Your Own Luggage Tags Practice Punching Tickets Make Train Whistles Gross Motor Train Track Activity12 Toy Store Tools for Play Setting the Scene Receipt Writing Activity Make a Shopping Basket Set Up a Gift-Wrapping Station Opening and Closing Time ActivityAcknowledgments About the Authors Index

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Book SynopsisHelp young children develop a growth mindset, cope with making mistakes, and learn how to persevere.Oops! We all make mistakes.

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Book SynopsisAwareness of the rise of Critical Race Theory (CRT) in public schools and how it has shaped our education system took the U.S. by storm over the last few years. Parents truly became aware for the first time how deeply entrenched CRT was in the classrooms, and their eyes were opened to the insidious agenda thoroughly embedded in public schools. As a result, CRT and parental rights in education became some of the most explosive issues facing Americans today.Kenny Xu is a perceptive and relentless critic of CRT and our culture's war on meritocracy. And now, in School of Woke, Xu exposes how CRT is transforming public schools and having a destructive impact on our children's education-and their future.In School of Woke, Xu provides historical context to the rise of Critical Race Theory in education, tracing it back to elite graduate schools in the 1970s and showing how the ideology became institutionalized and credentialed. Xu covers the battles taking place in the most problematic and contested school districts in the nation, including Loudoun and Fairfax County Public Schools in Northern Virginia and Santa Barbara High School in California. He also exposes the lucrative business model behind the diversity consulting industrial complex that is instrumental in the curricular wars, revealing how educators and administrators have been gaslighting the public about the prevalence of this radical ideology in the classrooms, where children as young as five are being segregated in the classroom by race and are being taught that whiteness is inherently evil.A work of colourful reportage, historical analysis, and cultural commentary, School of Woke reveals what it will take to extricate our next generation from the destructive trends in our once-vaunted public school education system.

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Book SynopsisTrade Review"One of The Wall Street Journal's Best of the February Bookshelf""An engaging apologia for liberal education. . . . [Marks] blends humor with argument as he makes his case for a renewed vision of higher learning."---John J. Miller, Wall Street Journal"Marks’s vision of a newly energized liberal education is appealing, and Let’s Be Reasonable is an important and timely book. Blending anecdote and theory in a superb accessible style, Marks comes across as the professor we all wish we had: the one who gets students excited about Plato or Rousseau, who challenges them to think more deeply and often gets them to meet that challenge."---Andrew Pessin, Commentary"Instead of attempting to rule our opponents out of line, we might try reasoning with them. Thankfully [Let’s Be Reasonable] explains and models how to do it"---Damon Linker, The Week"A thoughtful . . . contribution to debates about the value of higher education." * Kirkus Reviews *"Jonathan Marks’s Let’s Be Reasonable: A Conservative Case for Liberal Education shows what higher education can be at its best. . . . Marks shows why academic freedom is worth fighting for – he documents what a liberal education can do."---Kenneth S. Stern, The Times of Israel"An important and timely book that should interest anyone, left, right, or center, concerned about higher education in general and the campus anti-Israel movement in particular. Let’s Be Reasonable is indeed a calming voice of reason amidst the frenetic shouting occurring both on and about campuses. Blending anecdote and theory in a superb and accessible style . . . Marks comes across as the professor we all wish we had."---Andrew Pessin, Times of Israel"Let’s Be Reasonable: A Conservative Case for Liberal Education is, indeed, a reasonable book. . . . Everyone needs to be exposed to his ideas on higher education’s ultimate purpose."---Jay Schalin, The James G. Martin Center for Academic Renewal"Marks’s dual status as both a man of the right and a longtime academic positions him well to argue that universities must commit themselves more fully to the task of shaping reasonable people and that, despite their present flaws, all is not lost. Marks can speak both to university insiders and to their outside (often right-leaning) critics."---Thomas Koenig, The Bulwark"In straddling both sides of the debate, Marks has his work cut out for him. It’s a tribute to his wit, good sense, and, indeed, reasonableness that he largely succeeds. . . . Marks’ hopeful argument is a timely rebuttal to the kind of scorched-earth conservatism now ascendant on the intellectual right."---Richard Aldous, American Purpose"Let’s Be Reasonable offers an incisive analysis of the terrain of the contemporary American university, one that anyone interested in understanding higher education should read."---Jenna Silber Storey, Society"Marked by good humor, engaging anecdotes, and reassuring evidence that all is not lost in higher education."---Matthew Stewart, University Bookman"Recommended." * Choice *

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Book SynopsisInstead of private gain or corporate profits, what if we set public values as the goal of leadership?Leadership means many things and takes many forms. But most studies of the topic give little attention to why people lead or to where they are leading us. In Public Values Leadership, Barry Bozeman and Michael M. Crow explore leadership that serves public valuesthat is to say, values that are focused on the collective good and fundamental rights rather than profit, organizational benefit, or personal gain. While nearly everyone agrees on core public values, there is less agreement on how to obtain them, especially during this era of increased social and political fragmentation. How does public values leadership differ from other types of organizational leadership, and what distinctive skills does it require? Drawing on their extensive experience as higher education leaders, Bozeman and Crow wrestle with the question of how to best attain universally agreed-upon public values like freedoTable of ContentsPrefaceIntroductionChapter 1. Public Values Theory: A Short, Practical HistoryChapter 2. Three Premises of Public Values–Based ManagementChapter 3. Public Values Management Propositions IChapter 4. Public Values Management Propositions IIChapter 5. Mutable LeadershipChapter 6. Case Studies in Public Values Leadership Chapter 7. Public Values Case: St. Mary's Food Bank and the Durability of the Public Values LeadershipChapter 8. The Starbucks-ASU Alliance Chapter 9. Public Values Management and Leadership: A ConversationAfterword. COVID-19 and Public Values LeadershipNotesReferencesIndex

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Book SynopsisThe disturbing truth: school suspension does more than impede Black students'' academic achievementit also impacts their parents'' employment and can violate state and federal laws.Finalist of the C. Wright Mills Award by the Society for the Study of Social ProblemsDecades of urban disinvestment and poverty have made educational attainment for Black youth more vital than at any time in recent history. Yet in their pursuit of quality education, many Black families are burdened by challenging barriers to success, most notably the frequency and severity of school punishment. Such punishment is meant to be a disciplinary tool that makes schools safer, but it actually does the oppositeand is particularly harmful for Black students and their families.Focusing on schools in inner-city and suburban Detroit, Charles Bell draws on 160 in-depth interviews with Black high school students, their parents, and their teachers to illuminate the negative outcomes that are Table of ContentsPrefaceAcknowledgments Introduction. The Battleground of LifeChapter 1. The Burden of PunishmentChapter 2. The Code of ViolenceChapter 3. Educator-Targeted ViolenceChapter 4. The Failure of School Safety MeasuresChapter 5. Failed Reforms and Black Educational FlightConclusion. Rethinking School Punishment and SafetyAppendixes A. MethodologyB. Interview GuideC. K–12 School Punishment Transparency Bill Proposal (Michigan House of Representatives, November 2020)NotesReferencesIndex

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Book SynopsisLooks at the development of mathematical thinking in infants and toddlers, with an emphasis on the earliest stage, when mathematical thinking and problem solving first emerge as natural instincts. The text explores four precursor math concepts, with an emphasis on how development occurs when it is nurtured by loving knowledgeable others.

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Book SynopsisFor those working with children, effective communication is a crucial part of building relationships and encouraging children's emotional and intellectual development.This practical guide identifies the child and their relationship with the adult as the basis upon which real communication can be made. Topics covered include non-verbal communication, attentive listening, empathy, the part played by questions, working constructively with conflict and criticism, and communicating in groups. It also draws on the innovative ideas found in social pedagogic theory and practice, such as communicating with your head, hands and heart and how to differentiate between the personal, the professional and the private in your interactions. The book contains exercises, topics for personal reflection or group discussion, and suggestions for observations.This will be an excellent source of advice and ideas for all those in the children's workforce including early years professionals, teachers, social workers, counsellors and practitioners working with children in care, including foster carers.Trade ReviewPetries's book, now in its third edition, is intended for people who work with or intend to work with children and young people in settings that range from nurseries to child minding, adventure playgrounds, clubs, play schemes, fostering and residential care. The third edition enlarges on previous editions with ideas from social pedagogy and interpersonal communication... The book aims to introduce ideas and values of social pedagogy that help practitioners become aware of the centrality of relationships and interpersonal communication to their practice, understand that effective interpersonal communication depends on acquiring relevant skills, and learn to communicate with respect and recognition of service users' equal worth... Petrie's deceptively simple approach succeeds in explaining how to deal with some complex practice situations... Petrie succeeds in conveying useful knowledge that could help practitioners to develop their skills. -- European Journal of Social WorkThis book makes social pedagogy accessible, and places "relationships" as the central core of all work with children and young people. It is aimed at individuals and groups and is a good, easy to read introduction to the theories of social pedagogy. It should be accessible to all workers who are either in training, learning how to understand children, and for more experience workers who wish to reflect on their own practice by taking as its central tenet how we understand "ourselves" in relation to those children... This book appears to offer a simple approach to learning about supporting children's pro-social development, relationships and language growth. It is much more than that. It challenges our individual conceptual frameworks of "who we think we are" and "what we think we are doing" when we work with children. There is much tolerant here. -- Young Minds MagazineA range of practitioners working with children and young people can use this book. In supporting students, supervisors and workforce development it offers a wealth of sources for courses and study... It is wonderful that this book does not assume that all problems can be solved but is grounded in the reality that things can be made better. It includes frequent reminders about how to overcome everyday obstacles to communicating with each other... Using this book we will help practitioners to start in the right place, as the development of children starts with communication. -- Children & Young People Now[This] is a clearly written and well-structured introduction to developing interpersonal communication skills in the "people work" of health, social care and education... The book is an excellent resource for workers at all levels in these settings, and could also be used to develop training days for staff. Full of practical tips and examples, observations tasks, opportunities for reflection, and learning exercises, the reader is helped to apply the ideas in a very practical way. -- Chris Taylor, children’s home manager, trainer, and author of A Practical Guide to Caring for Children and Teenagers with Attachment DifficultiesThis is a most accessible and readable book that will reach and engage the very wide range of professionals who work with children, young people and families. Pat Petrie has managed to make a practical handbook lively with excellent and imaginative case studies. It should prove to be very useful stimulating course material, drawing students into the kaleidoscopic world of social pedagogy. The author’s realistic, optimistic and thorough understanding of the subtleties of interpersonal relations and group dynamics gives the reader many insights and confidence in her professional expertise. -- Mary Fawcett, early years consultant and author of Learning Through Child ObservationPeople who are new to working with children and young people, and those interested in understanding and developing social pedagogical practice, will find that Petrie's Communication Skills for Working with Children and Young People provides excellent foundational reading, with related topics to reflect on and suggestions for activities to test out some of the theories and concepts... Petrie's narrative voice speaks well to less experienced practitioners by clearly explaining the concepts and ideas, and examining them in different practice settings and situations. -- Robyn Kemp, Consultant and Director, Kemp Consultancy Ltd. * Special Issue of SIRCC Journal (Scottish Journal of Residential Child Care) *Table of ContentsAcknowledgements. Introduction. 1 Interpersonal communication and social pedagogy. 2. Preverbal communication. 3. Careful listening. 4 Being an encouraging listener. 5. Feedback. 6. Reflecting feelings. 7. Communications about yourself. 8. Questions. 9 Messages about power, messages about equality. 10. Conflict: when you are criticised. 11. Conflict: confronting problems. 12. Communicating in groups and meetings. 13. Confidentiality. 14. Interpersonal communication in children's services – overview. References. Index.

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Book SynopsisPresents an original, compelling vision of schools where teaching and learning are centered on creativity. Drawing on the latest research and his studies of jazz and improvised theater, Sawyer describes curricula and classroom practices that will help educators get started with a new style of teaching - guided improvisation.Table of Contents Foreword Tony Wagner Acknowledgments 1. Introduction Teaching Creative Knowledge 2. Teaching Creative Knowledge Creative Knowledge and Shallow Knowledge Moving Beyond the Coverage Trap The Noisy Library: Learning Creativity and State Standards Creative Habits of Mind Creative Knowledge in Math, Science, and History Teaching for Creativity in Every Subject 3. Guided Improvisation Learning to Improvise Improvisation is an Ensemble Art Improv Techniques for Teachers When Teachers Need to Break the Rules Lesson Planning for Guided Improvisation Scaffolding: Balancing Structure and Improvisation Summary 4. Mastering the Teaching Paradox Scaffolding: The Structures of Guided Improvisation Project-Based Learning and the Teaching Paradox Different Balances of Structure and Improvisation From Novice Teacher to Expert Improviser Pedagogical Content Knowledge Conclusion 5. Schools for creativity What Creative Schools Look Like A Case Study: Keels Elementary Conclusion 6. A Call to Action References Index About the Author

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Book SynopsisHow being “nice” in school and university settings works to reinforce racialized, gendered, and (dis)ability-related inequities in education and society Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity. In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities. Grounded in data, personal narrative, and theory, the chapters show that Niceness, as a raced, gendered, and classed set of behaviors, functions both as a shield to save educators from having to do the hard work of dismantling inequity and as a disciplining agent for those who attempt or even consider disrupting structures and ideologies of dominance. Contributors: Sarah Abuwandi, Arizona State U; Colin Ben, U of Utah; Nicholas Bustamante, Arizona State U; Aidan/Amanda J. Charles, Northern Arizona U; Jeremiah Chin, Arizona State U; Sally Campbell Galman, U of Massachusetts; Frederick Gooding Jr., Texas Christian U; Deirdre Judge, Tufts U; Katie A. Lazdowski; Román Liera, U of Southern California; Sylvia Mac, U of La Verne; Lindsey Malcolm-Piqueux, California Institute of Technology; Giselle Martinez Negrette, U of Wisconsin–Madison; Amber Poleviyuma, Arizona State U; Alexus Richmond, Arizona State U; Frances J. Riemer, Northern Arizona U; Jessica Sierk, St. Lawrence U; Bailey B. Smolarek, U of Wisconsin–Madison; Jessica Solyom, Arizona State U; Megan Tom, Arizona State U; Sabina Vaught, U of Oklahoma; Cynthia Diana Villarreal, U of Southern California; Kristine T. Weatherston, Temple U; Joseph C. Wegwert, Northern Arizona U; Marguerite Anne Fillion Wilson, Binghamton U; Jia-Hui Stefanie Wong, Trinity College; Denise Gray Yull, Binghamton U.Trade Review"Niceness compels educators to focus on the dream, the possibility, and the effort of each individual student. Niceness deters educators from grappling with the red flags that consistently emerge in achievement, behavioral, and other data. Niceness, in other words, both enables avoidance and shields educators from doing the hard work of confronting inequity."—from the Introduction

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Book SynopsisSan Francisco is the endgame of gentrification, where racialized displacement means that the Black population of the city hovers at just over 3 percent. The Robeson Justice Academy opened to serve the few remaining low-income neighborhoods of the city, with the mission of offering liberatory, social justice--themed education to youth of color. While it features a progressive curriculum including Frantz Fanon and Audre Lorde, the majority Latinx school also has the district''s highest suspension rates for Black students. In Progressive Dystopia Savannah Shange explores the potential for reconciling the school''s marginalization of Black students with its sincere pursuit of multiracial uplift and solidarity. Drawing on ethnographic fieldwork and six years of experience teaching at the school, Shange outlines how the school fails its students and the community because it operates within a space predicated on antiblackness. Seeing San Francisco as a social laboratory for how Black cTrade Review"By locating the everyday mechanisms of the neoliberal state in a progressive school in San Francisco, Savannah Shange brings the lived experiences of social actors often only talked about as 'Black and Brown bodies' into discussions of the afterlife of slavery. And in so doing, she reveals the fissures in Afropessimism and critical anthropology. Progressive Dystopia is scholarship at its finest and an essential contribution." -- Aimee Meredith Cox, author of * Shapeshifters: Black Girls and the Choreography of Citizenship *“Who's afraid of dystopia? Not Savannah Shange, whose provocative and audacious book exposes ‘progressive’ multiracial social justice initiatives for what they are: a golden noose. ‘Winning,’ she argues, does not disrupt state logics of captivity, containment, accumulation, and antiblackness. And fighting for utopias yet to be without attending to the dystopian present that is for the folks trapped in this ongoing settler-colonial catastrophe will not make us free. Instead, Shange applies an abolitionist frame to reveal how Black and Brown kids who defy their saviors, disrupt liberal teleologies, and map new territory make the road toward freedom by walking, talking, dancing, fighting, and thinking. Unsettling, persuasive, and beautiful, Progressive Dystopia is one of those rare books that will make you rethink everything.” -- Robin D. G. Kelley, author of * Freedom Dreams: The Black Radical Imagination *“At the center of Savannah Shange's powerful analysis in progressive dystopia: abolition, anthropology, and race in the new San Francisco are the multiple and seemingly conflicting forces brought to bear on the Black girls and boys who attend the Robeson Justice Academy in the contested space that makes up Frisco. Shange theorizes a set of ‘common sense’ ‘progressive’ logics that reproduce the carceral—what she names progressive dystopia and carceral progressivism—and then the willful defiance that characterizes the refusals and political demands of the Black girl students, in particular, who refuse to bear and internalize what Hartman names as ‘burdened individualism.’ This is a profoundly important book.” -- Christina Sharpe, author of * In the Wake: On Blackness and Being *"Progressive Dystopia is a discerning and devoted read for scholars interested in progressive politics, studies of statecraft, and abolitionist approaches to combating anti-Blackness. Shange’s work is a powerful project with serious ramifications for scholars across many fields of study." -- Julio Alicea * Antipode *"[Progressive Dystopia] is radically different from other school ethnographies. ... Shange operates in a different discursive universe. ... [It] is one of the most ambitious ethnographies I have read: it creates new territory for what to do with and through ethnography. It is a decolonizing act." -- Annegret Staiger * Anthropological Quarterly *“In her pathbreaking first book, Savannah Shange calls for an abolitionist anthropology that begins at the end of the world, with what Black folks teach us about how to survive the apocalypse…. This text will benefit a variety of readers. Undergraduates can learn from thorough readings of the Black anthropological canon and germinal Black studies scholarship. Graduate students will benefit from the model of abolitionist anthropology as ethic and methodology and ethnographic research that is at once agile, grounded, and accountable. It will also be of use to educators, activists, and anyone working within, against, and beyond the state in the service of Black lives.” -- Amelia Simone Herbert * Transforming Anthropology *"Progressive Dystopia casts an honest light on the realities of progressive educational initiatives based around social and racial justice. This book is a must-read for anyone who cares about the complexities and limitations of anti-racist efforts in the age of neoliberalism, and especially anyone with an interest in anti-racist or social-justice education.… This book would also be valuable to anyone interested in qualitative research, and particularly as an example of participant observation in an educational setting." -- Amy Ernestes * Ethnic and Racial Studies *Table of ContentsAcknowledgments ix 1. #OurLivesMatter: Mapping an Abolitionist Anthropology 1 2. "A Long History of Seeing": Historicizing the Progressive Dystopia 22 3. "Why Can't We Learn African?": Academic Pathways, Coalition Pedagogy, and the Demands of Abolition 44 4. The Kids in the Hall: Space and Governance in Frisco's Plantation Futures 66 5. Ordinary Departures: Flesh, Bodies, and Border Management at Robeson 92 6. Black Skin, Brown Masks: Carceral Progressivism and the Co-optation of Xicanx Nationalism 123 7. My Afterlife Got Afterlives 151 Appendix 161 Notes 169 References 183 Index 201

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Book SynopsisWritten by an award-winning authority on reading instruction, this book shows teachers how to make small changes to teach more words and also how words work. Each chapter includes descriptions of teachers' implementation of small changes to support big gains in students' vocabulary.Table of Contents Contents Preface ix 1. Learning Words and How Words Work 1 Vocabulary and Texts: A Two-Way Relationship 2 Vocabulary Instruction: A Focus on Relationships Among Words,   Not Individual Words 4 How to Implement New Vocabulary Insights:  Small Changes = Big Results 8 The Last Word 10 2. Making Small Changes in Vocabulary Instruction 11 Small Changes = Big Results: WHY 12 Small Changes = Big Results: WHAT 13 Small Changes = Big Results: HOW 15 The Last Word 20 3. Why a Small Group of Word Families Is So Important  25 The Evidence 25 Small Changes = Big Results 35 The Last Word 38 4. A Short History of English and Why It Matters 41 The Evidence 42 Small Changes = Big Results 49 The Last Word 53 5. Recycling and Remixing:   Multiple Meanings and Uses of Words 54 The Evidence 56 Small Changes = Big Results 61 The Last Word 64 6. The Vocabulary Networks of Narrative Texts 66 The Evidence 67 Small Changes = Big Results 77 The Last Word 80 7. The Vocabulary Networks of Informational Texts 82 The Evidence 83 Small Changes = Big Results 91 The Last Word 94 8. Vocabulary and Text Complexity Systems 98 The Evidence 99 Small Changes = Big Results 107 The Last Word 111 9. Different Labels But the Same Concepts: English Learners 113 The Evidence 114 Small Changes = Big Results 119 The Last Word 123 Children’s Literature and Instructional Texts 125 References 131 Index 139 About the Author 154

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Book SynopsisBe the instructional coach multilingual students and their teachers need.As the population of multilingual learners (MLs) in K12 schools continues to grow, instructional coaches must support content teachers to recognize these students' assets and address their linguistic, cultural, academic, and social-emotional needs. Leveraging her decades of facilitating and coaching experience in the fields of language, literacy, and professional learning, Margarita Calderón meets this urgent need with practical, evidence-based strategies to leverage the power of coaching in support of ML excellence.Through the individual chapters dedicated to academic language, reading, and writing instruction and strategies to promote student discourse and social-emotional learning embedded throughout, this book will give coaches what they need to guide all teachers toward ML excellence. Additional features include A step-by-step framework designed to help coaches promote teacher efficacy with MLs regardless of program setting or instructional approach Clear guidance for how to structure coaching sessions with teachers, driven by research-based approaches and observation and feedback protocols for accelerating student comprehension Myth-busting facts about the do's and don'ts of effective coaching for ML success Spotlights on the experiences of veteran coaches focusing on successes, challenges, and tips to remain resilient Individual and group reflection questions and tools at the close of each chapter Offering solutions to the challenges faced by MLs that content area teachers must be prepared to address, this book is a powerful tool coaches can use to move multilingual instruction beyond compliance to excellence.

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Book SynopsisExamining teacher education in an international context, this book captures the diversity of the world's educators. Many countries confront surprisingly similar challenges in preparing K12 educators for success, while national contexts also make for surprising differences. In Teaching the World's Teachers, education historians Lauren Lefty and James W. Fraser and their contributors make a convincing case for approaching these shared challenges from a more global and historically minded perspective. Written by education scholars from eleven different countriesArgentina, Brazil, Catalonia-Spain, China, England, Finland, Ghana, Israel, Singapore, South Africa, and the United Statesthis book provides histories of teacher education reforms between roughly 1980 and 2020. The authors show how international trends that emerged during this period collided with national and regional contexts to produce unique teacher education systems in different nations. While in some countries the embrace oTable of ContentsPreface. Why Look at Teacher Preparation Globally? Acknowledgments Introduction. Teaching the World's Teachers: A Long and Global HistoryLauren LeftyChapter 1. ArgentinaContinuities and Transformations of Argentina's Teacher Education: Policies and Reforms since the Mid-EightiesGustavo E. Fischman and Paula RazquinChapter 2. BrazilTeacher Formation in Brazil: "Old" and "New" Approaches to Teacher Training Given Today's Challenges for the Teaching ProfessionSilvana Mesquita and Maria Inês Marcondes Chapter 3. Catalonia-SpainPreparing Teachers for the Schools We Have or for the Schools We Want? Challenges and Changes in Catalonia (Spain)Eduard ValloryChapter 4. ChinaTeacher Education Reform and National Development in China (1978-2017): Four MetaphorsWei Liao and Yisu Zhou Chapter 5. EnglandCrisis and Opportunity in Teacher Preparation in EnglandRichard AndrewsChapter 6. FinlandTeacher Education in Finland: Persistent Efforts for High-Quality TeachersHannele Niemi and Jari LavonenChapter 7. GhanaTransforming Teacher Preparation and Development in Ghana: Progress and ProspectsKwame AkyeampongChapter 8. IsraelFrom Traditional to Dialogical-Reflective Teacher Training: The Case of Teacher Education in IsraelArie Kizel and Lily Orland-BarakChapter 9. SingaporeTeacher Education for a Knowledge-Based Economy: The Singaporean CaseJason Loh and Guangwei HuChapter 10. South AfricaReforming South Africa's Teaching: The Difficult Dilemmas of Teacher Education Policy Reform Post-1994 Azeem Badroodien and Carol Anne SpreenChapter 11. United StatesChanging Paths and Enduring Debates in US American Teacher EducationLauren Lefty and James W. FraserA Concluding WordLauren Lefty and James W. Fraser ContributorsIndex

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Book SynopsisPacked with hundreds of illustrated definitions about astronomy and space, Space Dictionary for Kids is certain to spark any kid''s enthusiasm for the solar system and galaxy. Explore cosmology, stars and galaxies, the solar system, space exploration, and exoplanets and astrobiology. Hop on an astronomy timeline to learn the story of how primitive ancient beliefs evolved over centuries to become a high-technology science. Crack up over the humorous sidebars that expand on the topic of space with examples, explanations, diagrams, quizzes, and even short activities to enhance understanding. Use the references and further reading recommendations at the end to help find more information about astronomy, perfect for assignments or those just wanting to know more about the coolest topic in the galaxy! Divided into sections for quick access to the easy-to-understand definitions and amazing full-color illustrations, Space Dictionary for Kids is a must-have for any kid''s home library!Grades 3-6NSTA Recommends

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Book SynopsisFilipino Americans have a long and rich history with and within the United States, and they are currently the second largest Asian group in the country. However, very little is known about how their historical and contemporary relationship with America may shape their psychological experiences. The most insidious psychological consequence of their historical and contemporary experiences is colonial mentality or internalised oppression. Some common manifestations of this phenomenon are described below: Skin-whitening products are used often by Filipinos in the Philippines to make their skins lighter. Skin whitening clinics and businesses are popular in the Philippines as well. The ""beautiful"" people such as actors and other celebrities endorse these skin-whitening procedures. Children are told to stay away from the sun so they do not get ""too dark."" Many Filipinos also regard anything ""imported"" to be more special than anything ""local"" or made in the Philippines. In the United States, many Filipino Americans make fun of ""fresh-off-the-boats"" (FOBs) or those who speak English with Filipino accents. Many Filipino Americans try to dilute their ""Filipino-ness"" by saying that they are mixed with some other races. Also, many Filipino Americans regard Filipinos in the Philippines, and pretty much everything about the Philippines, to be of ""lower class"" and those of the ""third world."" The historical and contemporary reasons for why Filipino -/ Americans display these attitudes, beliefs, and behaviours - often referred to as colonial mentality - are explored in Brown Skin, White Minds. This book is a peer-reviewed publication that integrates knowledge from multiple scholarly and scientific disciplines to identify the past and current catalysts for such self-denigrating attitudes and behaviours. It takes the reader from indigenous Tao culture, Spanish and American colonialism, colonial mentality or internalized oppression along with its implications on Kapwa, identity, and mental health, to decolonization in the clinical, community, and research settings.This book is intended for the entire community - teachers, researchers, students, and service providers interested in or who are working with Filipinos and Filipino Americans, or those who are interested in the psychological consequences of colonialism and oppression. This book may serve as a tool for remembering the past and as a tool for awakening to address the present.

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Book SynopsisWith the rise of teacher stressors, new and changing state standards, and high-stakes testing, it is more important than ever to remind literacy teachers and teacher-librarians about the reason that brought them to this profession: the love of story.The Gift of Story: Exploring the Affective Side of the Reading Life, by John Schu (affectionately known as Mr. Schu all over reading communities), invites readers to consider literacy beyond its academic benefits and explore how universal truths found in stories can change us, inspire us, connect us to others, answer our deepest questions, and even help us heal along the way. Using his experience as a teacher, librarian, book lover, and story ambassador, Mr. Schu asks readers to reflect on what it means to share their hearts through stories and how it can connect us to individuals and learning communities.The Gift of Story is presented through a study of five affective elements: Healer, Inspiration, Clarifier, Compassion, and Connector. Along the way, readers will encounter insightful contributions from educators, children's writers, and illustrators, as well as recommendations for sharing the gift of story with learning communities including: treasured book suggestions that stir reflection, engaging tips for celebrating literacy, and heart-growing applications to lift classroom and library practices.Celebrate the way we define and imagine ourselves through literacy by using stories to connect to others, build and strengthen community, and honor the children we were called to teach.Table of ContentsChapter 1: Book of Your Heart; Chapter 2: Story as Healer; Chapter 3: Story as Inspiration; Chapter 4: Story as Clarifier; Chapter 5: Story as Compassion; Chapter 6: Story as Connector; The Story Continues …

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