Educational strategies and policy Books
Johns Hopkins University Press From Campus to Capitol The Role of Government
Book SynopsisAnecdotes and interviews with other government relations officers illustrate the challenges they face on and off campus.Table of ContentsPrefaceAcknowledgmentsIntroduction: The Rise of Government Relations OfficesYou Can Run, but You Can't Hide: University Presidents2. You, You Can Hide: University Faculty3. Enmesh: Local Governments4. Ensare: State Governments5. Enslave: The Federal Government6. No Such Thing as a Free Lunch: Lobbyist Today7. Free Lunches: The Higher Education Associations8. Community Colleges, Private Universities, and Signs of the Apocalypse9. Economic Development: The Crux of Politics10. Interviews with Higher Education GovernmentRelations Professionals11. Have a Nice Life: The Government Relations Officer's CareerBibliographyIndex
£33.75
University of Toronto Press Federalism and Policy Development
Book SynopsisIn 1966 the Canadian government announced the abrupt termination of a longstanding conditional grant relationship with the provinces in the domain of technical and vocational education. It sought to substitute a radically new arrangement whereby it would purchase occupational training for adults as an integral part of an over-all manpower policy. This book examines what ensued with particular reference to the province of Ontario and offers unique insights into the conduct of federal-provincial relations from the level of first ministers through that of operating officials down to the grass roots of individual Canadian communities. It also assesses the opportunities and limitations attendant upon a major departure in manpower policy. By focusing on the role of public servants with quite distinct professional orientations – economists and educationists – the book yields new insights into the contribution of appointed specialists to policy development.
£24.29
Stanford University Press Between Race and Reason
Book SynopsisBetween Race and Reason engages the work of diverse intellectuals who challenge the university's past and present collusion with racism, violence, militarization, and war and seeks to re-imagine the academy as a uniquely privileged site for critique in the interests of today's urgent imperatives for peace and justice.Trade Review"This thought-provoking work addresses the complex negotiation of race and politics in the contemporary academy, particularly the anti-intellectualism that has emerged not only in right-wing attacks on the university but also from the academy itself. Giroux takes on the contradictions and folly of academic anti-intellectualism in ironic and dialectical fashion, for implicit in her critique is an affirmation of the value of intellectual work. Between Race and Reason brings to the fore a series of repressed terms in the conjunction of race and politics—racial-politics, politics-of-race, and many more—and shows that the effort to banish politics from universities has made them more political than ever, provocatively observing that 'political correctness' has mutated into 'patriotic correctness.'" -- Lewis Ricardo Gordon"Race is changing in our midst and it is crucial that we understand its shifting nature, and the implications for the future of the US as a racialized nation state. A response is in order and Between Race and Reason provides it. We speak of legal citizenship, cultural citizenship, and now, with the advent of this book, we can add intellectual citizenship." -- Zeus Leonardo, University of California"In this highly articulate and cogently argued study, Susan Searls Giroux shows how the politics of higher education, since the Civil Rights Movement victories of the 1960s, have re-fashioned the university into something far removed from the ideal of a haven for independent thought and research." -- Ruth Tait * Ethnicity and Race in a Changing World: A Review Journal *
£22.79
Stanford University Press Inequality in the Promised Land
Book SynopsisExamines why the Black middle class and poor students fail to reap the benefits of idyllic suburban schools.Trade Review"In this important new book, Lewis-McCoy reminds us that as America's suburbs have become increasingly diverse, the challenge of providing all children with access to a high quality education has not gone away. Through his nuanced analysis of one community and its schools he shows us why even in these affluent enclaves race and class disparities in academic outcomes persist, and resentments over frustrated hopes and dreams fester. For those who seek to understand why suburbia has not fulfilled the promises that so many have hoped would be possible, Inequality in the Promised Land will be an invaluable resource." -- Pedro Noguera * New York University *"This is an impressive and important book about racial inequality within several public elementary schools in a suburb in the Midwest . . . [Lewis-McCoy] is unfailingly balanced and thorough in his presentation of evidence . . . [His] excellent book raises the debate about race and class in education to a new and higher level." -- Paul Attewell * Sociological Forum *"Inequality in the Promised Land meticulously reveals hidden dimensions of unequal power and influence among black and white parents as they attempt to advocate for their children's educational welfare in a presumptively evenhanded suburban school. Lewis-McCoy's rich ethnographic data highlights an entirely new style of 'concerted-cultivation' as he shows that white parents are uniquely able to 'cultivate' school administrators who are desperate to preserve the racial balance (read: majority white status) of their schools, while black parents are deflected as the 'fortunate beneficiaries' of public largesse. An original, powerful, and troubling indictment of suburban school patterns that are too often downplayed and rarely, if ever, confronted directly." -- Deirdre A. Royster * New York University *"R. L'Heureux Lewis-McCoy makes an important contribution with his new book, Inequality in the Promised Land. The book provides a case study of the ways in which classrooms, schools and districts create unequal pathways to resources for families of different racial backgrounds and socio-economic statuses . . . [T]he patterns and pitfalls Lewis-McCoy uncovers are no doubt common in many locations across the country. The book is a worth-while read for researchers, stakeholders and activists, who should reflect on ways that other districts may share some of these dynamics of inequality." -- Halley Potter * Poverty and Race *"In this well-researched and well-written book, Lewis-McCoy does a good job of combining an academic framework with interviews with dozens of parents, students, and educators in one such suburban school district . . . [T]he questions and supporting evidence that Lewis-McCoy develops would make excellent starting points for further research into evidence-based solutions . . . Recommended." -- H. M. Miller * Choice *"A major contribution of Lewis-McCoy's book is that it helps reveal not only how schools shape families' participation, but also how they determine the outcome of parent engagement . . . The book is a welcome addition to current scholarship on suburban schooling and racial inequality and will be an appreciated and engaging resource for researchers, parents, and policy makers." -- Simone Ispa-Landa * American Journal of Sociology *"As Lewis-McCoy digs into Rolling Acres [...], it seems less and less a promised land. Despite all of its ostensible advantages, the district and its broader community reveal how much inequality exists under the surface . . . Lewis-McCoy does us a great service in tackling his difficult and complicated task. More to his credit, he succeeds, to a considerable extent, in making this more subtle and elusive form of inequality come alive for the reader . . . For that we owe him thanks." -- Paul L. Tractenberg * Journal of Sociology & Social Welfare *
£77.35
Stanford University Press Inequality in the Promised Land
Book SynopsisExamines why the Black middle class and poor students fail to reap the benefits of idyllic suburban schools.Trade Review"In this important new book, Lewis-McCoy reminds us that as America's suburbs have become increasingly diverse, the challenge of providing all children with access to a high quality education has not gone away. Through his nuanced analysis of one community and its schools he shows us why even in these affluent enclaves race and class disparities in academic outcomes persist, and resentments over frustrated hopes and dreams fester. For those who seek to understand why suburbia has not fulfilled the promises that so many have hoped would be possible, Inequality in the Promised Land will be an invaluable resource." -- Pedro Noguera * New York University *"This is an impressive and important book about racial inequality within several public elementary schools in a suburb in the Midwest . . . [Lewis-McCoy] is unfailingly balanced and thorough in his presentation of evidence . . . [His] excellent book raises the debate about race and class in education to a new and higher level." -- Paul Attewell * Sociological Forum *"Inequality in the Promised Land meticulously reveals hidden dimensions of unequal power and influence among black and white parents as they attempt to advocate for their children's educational welfare in a presumptively evenhanded suburban school. Lewis-McCoy's rich ethnographic data highlights an entirely new style of 'concerted-cultivation' as he shows that white parents are uniquely able to 'cultivate' school administrators who are desperate to preserve the racial balance (read: majority white status) of their schools, while black parents are deflected as the 'fortunate beneficiaries' of public largesse. An original, powerful, and troubling indictment of suburban school patterns that are too often downplayed and rarely, if ever, confronted directly." -- Deirdre A. Royster * New York University *"R. L'Heureux Lewis-McCoy makes an important contribution with his new book, Inequality in the Promised Land. The book provides a case study of the ways in which classrooms, schools and districts create unequal pathways to resources for families of different racial backgrounds and socio-economic statuses . . . [T]he patterns and pitfalls Lewis-McCoy uncovers are no doubt common in many locations across the country. The book is a worth-while read for researchers, stakeholders and activists, who should reflect on ways that other districts may share some of these dynamics of inequality." -- Halley Potter * Poverty and Race *"In this well-researched and well-written book, Lewis-McCoy does a good job of combining an academic framework with interviews with dozens of parents, students, and educators in one such suburban school district . . . [T]he questions and supporting evidence that Lewis-McCoy develops would make excellent starting points for further research into evidence-based solutions . . . Recommended." -- H. M. Miller * Choice *"A major contribution of Lewis-McCoy's book is that it helps reveal not only how schools shape families' participation, but also how they determine the outcome of parent engagement . . . The book is a welcome addition to current scholarship on suburban schooling and racial inequality and will be an appreciated and engaging resource for researchers, parents, and policy makers." -- Simone Ispa-Landa * American Journal of Sociology *"As Lewis-McCoy digs into Rolling Acres [...], it seems less and less a promised land. Despite all of its ostensible advantages, the district and its broader community reveal how much inequality exists under the surface . . . Lewis-McCoy does us a great service in tackling his difficult and complicated task. More to his credit, he succeeds, to a considerable extent, in making this more subtle and elusive form of inequality come alive for the reader . . . For that we owe him thanks." -- Paul L. Tractenberg * Journal of Sociology & Social Welfare *
£20.89
Stanford University Press Enhancing Campus Capacity for Leadership
Book SynopsisThis book uncovers and makes visible grassroots leadership and change on college campuses.Trade Review"[This book] provides insightful critique of status quo organizations, and theoretical and practical strategies for making differences and building capacity throughout an institution. . . Overall, Kezar and Lester make a significant contribution to the literature that connects to prior work by Tull, Hirt, and Saunders, Amey and Reesor, Hirt, Kuk, Banning and Amey, and others who remind readers of the importance of understanding your context, how it works, what is of value in it, and how to create opportunities and influence regardless of your location in the organization. . . It is an important book for all of us in higher education."—Marilyn J. Amney, Journal of College Student Development"[Enhancing Campus Capacity for Leadership] is the first research book of its kind to look at how bottom-up leadership (leadership from faculty and staff) can operate and succeed within the academy . . . The authors are to be congratulated for bringing us such a thoroughly researched study about non-positional, bottom-up leadership in higher education."—Helen S. Astin, The Review of Higher Education"Grassroots leadership is one of the most promising approaches to replenishing higher learning by helping to bring greater clarity and cohesion to our nation's colleges and universities. Ideas are precious, and this text advances several promising ones—not only for enriching the literature on leadership for change, but also the daily lives of those of us who believe that we need to work together to bring about a meaningful future. What a pleasure to read a book in which one feels that one is in conversation with the authors. This is an exemplary piece of work."—Clifton Conrad, University of Wisconsin-Madison and co-editor of The SAGE Handbook on Research in Education: Ideas as the Keystone of Exemplary Inquiry, Second Edition"This exemplar of case study design examines grassroots change initiatives in higher education to reveal the shifting nature of faculty and staff leadership in increasingly corporatized colleges and universities. Kezar and Lester highlight the dynamics of power in contemporary institutions, offering strategies for negotiating those dynamics. The voices of the research participants authentically and vividly demonstrate the power and process of leadership without formal authority."—Suzanne Estler, University of Maine
£25.19
John Wiley & Sons Globalizations and Education Collected Essays on
Book SynopsisCollects seminal essays by the author, a critical theorist and scholar devoted to interpreting the work of Paulo Freire and has done much over the years to raise the visibility of Freire's contribution to educational theory. This title contains the strands of the author's thinking, with his commitment to employing scholarship for social change.
£26.59
Teachers' College Press Children Language and Literacy Diverse Learners
Book SynopsisCelebrates the genius of young children as they learn language and literacy in the diverse contexts that surround them. This book features stories of children whose language learning is impossible to standardize, and introduces teachers who do not follow scripts but observe, assess informally, respond to, and grow with their children.
£22.79
John Wiley & Sons Heres the Story Using Narrative to Promote Young
Book SynopsisExamines teacher quality, work norms, and professional learning opportunities using data from 47 countries around the globe. This work compares and contrasts the United States with two high-achieving countries - Japan and Australia - that have implemented very different approaches to improving teacher quality.
£24.69
John Wiley & Sons Playing Their Way into Literacies Reading
Book SynopsisTrade Review“A must read for anyone worried about what parents and administrators will say about the infusion of play in their curriculum.” ―Jerome C. Harste, Indiana University“Provides a theoretical and empirical foundation for the development of new and exciting pedagogical approaches.” ―From the Foreword by Jackie Marsh, the University of Sheffield
£28.01
John Wiley & Sons Literacy Playshop New Literacies Popular Media
Book Synopsis
£28.86
Teachers' College Press Race Empire and English Language Teaching
Book Synopsis
£33.25
Teachers' College Press Teaching and Learning in a Diverse World
Book SynopsisHow can we create truly multicultural classrooms? In this new edition of her popular text, early childhood educator Patricia Ramsey draws on a wide range of research and practice from different communities around the world to further explore the complexities of raising and teaching young children in a world fraught with societal divisions and inequities.
£27.54
John Wiley & Sons DisCritDisability Studies and Critical Race
Book SynopsisExamines the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the over representation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude).
£41.22
John Wiley & Sons How to Prevent Special Education Litigation
Book SynopsisIt is essential that today’s educators and school leaders are more informed about the legal rights and entitlements of students with disabilities. This resource provides eight easy-to-implement lesson plans on special education law that require no legal knowledge and can be facilitated by school principals, special education directors, teachers, or university instructors.
£32.26
John Wiley & Sons The New Meaning of Educational Change
Book SynopsisNow in its fifth edition, Michael Fullan’s The New Meaning of Educational Change is the definitive textbook on the study of educational change. Based on practical and fundamental work with education systems in several countries, the text captures the dilemmas and leading ideas for successful large-scale systemic reform.Trade ReviewIn The New Meaning of Educational Change, Fullan makes clear his meanings for collaboration, partnership, deep learning, educational changes, and the changes necessary for whole system improvements." —Teachers College Record"In the First Edition of this classic work, Michael Fullan helped educators come to greater understanding of the complexity and dynamics of change in the educational system. In this Fifth Edition he shares the wisdom that he has accumulated over more than 3 decades as to the specific actions that can be taken at the school, district, state, and national levels for overcoming those challenges. It should be required reading for all educators." —Richard DuFour, educational author and consultant"In 1982 The Meaning of Educational Change transformed the way in which we thought about and practiced school improvement. In subsequent editions Michael Fullan continued to deepen his analysis with increasing precision, insight, and relevance. In this Fifth Edition of the The New Meaning he offers practitioners, policymakers, and researchers secure guidelines for the next decade. Fullan once again proves that he is the doyen of education change workers." —David Hopkins, professor emeritus, Institute of Education, University of London
£999.99
Teachers' College Press Personal Narrative Revised Writing Love and
Book SynopsisIn this inspirational book, LaMay shows readers how to transform classrooms and schools into places where youth can explore the intersection between literacy and their lives. This book is the culmination of a literacy curriculum that the author and her high school students wrote dialogically, beginning with their attempt to define love.
£24.69
John Wiley & Sons Assessing Writing Teaching Writers Putting the
Book SynopsisMany writing teachers are searching for a better way to turn student writing into teaching and learning opportunities. This book introduces a rubric designed by the National Writing Project - the Analytic Writing Continuum. The authors use sample student writing and multiple classroom scenarios to illustrate how teachers have adapted this flexible tool to meet the needs of their students.
£23.74
John Wiley & Sons Hard Questions on Global Educational Change
Book SynopsisFocuses on some of the most controversial issues in contemporary education reform around the world. Each educational change question sheds much-needed light on today's large-scale education policies and related reforms around the world. The authors focus on what makes each question globally significant, what we know from international research, and what can be inferred from benchmark evidence.Trade ReviewIn Hard Questions on Global Educational Change, Sahlberg, Hasak, and Rodriguez have provided a needed reminder that 21st Century education systems should be viewed within an international context, and that such systems will face ever changing hard questions. This reminder is particularly important for education students who wish to become change-makers . . . provides an excellent introduction to the preparation and encouragement of both undergraduate and graduate education students to become 21st Century changemakers.- Education Review / Reseñas Educativas;""This is an impressive, engaging book about hard questions and ideas with impact. It tackles the questions and ideas that matter to young scholars, educational entrepreneurs, and future policymakers on a global scale. If you care about the impacts of technology, testing, and teacher education designs, then this book will stretch your thinking and challenge your assumptions.""- Andy Hargreaves, Brennan Chair, Lynch School of Education, Boston College;""Hard Questions on Global Educational Change provides readers with smart answers to the most hitherto intractable challenges for our schools and societies. This is a must-read volume with fascinating case studies that open up our imagination and provide clues for the most sustainable pathways forward for educators in the years to come.”- Dennis Shirley, Lynch School of Education, Boston College;""Enlightening chapters with an international perspective, for educators and teacher educators alike. Highly recommended.""- David C. Berliner, bestselling author and Regents’ Professor Emeritus of Education at Arizona State University;""Pasi once again demonstrates why he is considered a world leader in the global education community. The insights contained in this book regarding public education and the possibilities for meaningful system change are valuable to active teachers, administrators, district leaders, and government. Hard Question on Global Education Change gives readers strategies and influences to consider when looking toward the future of public education. This book really does answer the question, is there a better way?""- Mark Ramsankar, president elect, Canadian Teachers' Federation;“Hard Questions on Global Educational Change is a must-read for current and aspiring changemakers. Presented with clarity and originality, the authors examine major educational change questions where there are no single answers or simple solutions. Pasi Sahlberg and co-authors demonstrate the importance of changemakers coping with complex issues, understanding global contexts, and communicating persuasively to influence educational improvement.”- Carol Campbell, associate professor, Ontario Institute for Studies in Education, University of Toronto
£25.16
Teachers' College Press Theyre All Writers Teaching Peer Tutoring in the
Book SynopsisExplores the power of writing centres. In this book, classroom teachers will find foundational information about the writing process with everything they need to begin and facilitate a peer tutoring writing centre. It includes specific lessons to teach students how to be effective peer tutors and how to be better writers.
£25.64
Teachers' College Press The Ethics of Special Education
Book SynopsisAddresses ethical issues that are most pressing to special education teachers and administrators. Using a case-based approach, students are encouraged to reason and collaborate about due process, the distribution of educational resources, institutional unresponsiveness, professional relationships, conflicts among parents and teachers, and confidentiality.
£24.69
John Wiley & Sons Before Words Wordless Picture Books and the
Book SynopsisAs an alternative to reductive views of emergent literacy, Lysaker explains how wordless books help young children to develop a range of comprehension abilities that are important for understanding narrative texts. Readers will find concrete methods to help them gauge, document, and respond to children as they make meaning of wordless books.
£29.71
John Wiley & Sons Schools of Promise for Multilingual Students
Book SynopsisDiscover the inner workings of schools that successfully serve multilingual students. They do this through school-wide initiatives that include developing students' home languages, recruiting community members to mentor students, establishing positive and respectful climates, and providing rigorous instructional interventions.
£28.49
Teachers' College Press Partnering with Families for Student Success 24
Book SynopsisCovers common challenges teachers face in a variety of situations, including conducting honest parent-teacher conferences, dealing with discipline issues, responding to confrontational parents, and educating neurodiverse students. Each module includes questions, worksheets, and background information for developing asset-based approaches.
£27.54
Teachers' College Press The Creative Classroom Innovative Teaching for
Book SynopsisPresents an original, compelling vision of schools where teaching and learning are centred on creativity. Drawing on the latest research and his studies of jazz and improvised theatre, 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
£68.40
Teachers' College Press Letting Go of Literary Whiteness Antiracist
Book SynopsisRooted in examples from their own and others' classrooms, the authors of this book offer discipline-specific practices for implementing antiracist literature instruction in White-dominant schools. Each chapter explores a key dimension of antiracist literature teaching and learning.Table of Contents Foreword Timothy J. Lensmire Acknowledgments 1. Teaching About Racism Through Literature in White Schools Why Focus on White Educational Contexts? Why Teach About Racism Via Literary Study? What Is a Critical Race Approach and Why Take It Up? Notes on Authorial Decisions Throughout the Book 2. Designing Racial Literacy Objectives and Assessments for Literature-Based Units Common Challenge: Glossing Over Complex Race Concepts Why This Matters from a Critical Race Perspective What You Can Do: Use Backward Planning to Design Literature-Based Units for Racial Literacy In the Classroom: Articulating Racial Literacy Objectives for A Raisin in the Sun Conclusion 3. Introducing a Racialized Reader Response Common Challenge: White Readers' Misreadings of Blackness in Literature Why This Matters from a Critical Race Perspective What You Can Do: Interrupt Whiteness Via Text Selection and Literary Response In the Classroom: Racializing White Readers' Responses to The Crossover Conclusion 4. Unearthing Whiteness in Canonical Texts about Racism Common Challenge: White Investments in Canonic White Savior Narratives Why This Matters from a Critical Race Perspective What You Can Do: Expose Whiteness in Canonic, White-Authored Texts In the Classroom: Exposing Whiteness in Adventures of Huckleberry Finn Conclusion 5. Applying a Critical Race Theory Lens for Literary Analysis Common Challenge: Reinforcing Racism via Traditional Literary Analysis Why This Matters from a Critical Race Perspective What You Can Do: Employ a CRT Lens for Literary Analysis In the Classroom: Applying a CRT Lens to To Kill a Mockingbird Conclusion 6. Planning for and Responding to Race Talk Common Challenge: Managing Race Talk Why It Matters from a Critical Race Perspective What You Can Do: Use Proactive and Reactive Strategies for Managing Race Talk Conclusion 7. Designing Assignments to Build Racial Literacy Common Challenge: Questioning White Racial Assumptions Why This Matters from a Critical Race Perspective What You Can Do: Design Assignments to Scaffold Racial Literacy In the Classroom: Using Collaborative Glossaries and Exploratory Essays Racial Identity Work for White Teachers A Beginning, Not an End References Index About the Author
£25.64
John Wiley & Sons Classroom Talk for Social Change Critical
Book SynopsisEncourages teachers to engage students in noticing and discussing harmful discourses about race, gender, and other identities. The authors take readers through a framework that includes knowledge about power, a critical learner stance, critical pedagogies, critical talk moves, and vulnerability.Table of Contents Contents Foreword Rebecca Rogers ix Acknowledgments xi 1. Introduction 1 Why Do We Need to Have Critical Conversations in Schools? 1 Book Overview 3 2. What Do Critical Conversations Look Like in Schools? 11 How are Critical Conversations Generative in ELA Classrooms? 13 Theories that Support Critical Conversations 16 Tensions of Critical Conversations 19 3. Building Knowledge About Power and Privilege: Confronting Dominant Narratives 23 Are All Perspectives Equally Valid? 27 Dominant Narratives of Gender and Sexuality 28 The Dominant Narrative of Individualism 30 Critical Conversations in Action: Intersections of Gender and Individualism 31 4. Engaging a Critical Learner Stance Through Racial Literacy 36 Practicing Critical Self-Reflection 36 What Is Critical Consciousness? 38 Engaging a Critical Learner Stance Through Racial Literacy 41 Strategies for Practicing a Critical Learner Stance 47 Try It Out: Engaging a Critical Learner Stance to Change Teaching Practice 52 5. Preparing Students for Critical Conversations: Creating a Critical Space 54 “Reading” Classroom Spaces with a Critical Lens 54 Establishing a Classroom Culture for Critical Conversations 56 Negotiating Tension and Modeling Repair 66 6. Making Meaning During Critical Conversations 73 Humanizing 74 Problematizing 78 Resistance During Critical Conversations 81 7. Sustaining Critical Conversations Through Critical Talk Moves 90 Critical Talk Moves 92 Critical Conversations: Carson’s Critical Talk Moves 98 Building Interactional Awareness about Critical Talk Moves 104 8. Studying Critical Conversations in Teacher Inquiry Groups Using Transcripts 106 What are Inquiry Groups? 106 What Did Teachers Say They Learned in the Inquiry Groups? 110 What Did Teachers Say They Learned from Analyzing Classroom Talk? 111 Final Thoughts 122 References 125 Index 135 About the Authors 145
£26.59
John Wiley & Sons Critical Leadership Praxis for Educational and
Book SynopsisWhy is naming and tackling inequity not at the forefront of every conversation about educational leadership? How do our social constructions of identity hierarchies and deficits (mis)shape what leaders think and do? How do leaders advocate for those who need and deserve advocacy? This volume considers these questions and more.Table of Contents Contents Acknowledgments vii Katie Pak and Sharon Ravitch Preface: Leadership in a Hurting World: Rupture, Reckoning, Reimagining xi Katie Pak and Sharon M. Ravitch 1. Critical Leadership Praxis for Educational and Social Change 1 Katie Pak and Sharon M. Ravitch DOMAIN I: TRANSFORMING SELF 27 Katie Pak and Sharon M. Ravitch 2. Critical Leadership for Transformation in Crisis 35 Sherry Coleman and Courtney Portlock 3. Asian American Women Leaders Reclaiming Leader Identities Through Collaborative Autoethnography 49 Katie Pak, Elaine W. Leigh, and Jennifer Phuong DOMAIN II: TRANSFORMING EDUCATORS 63 Katie Pak and Sharon M. Ravitch 4. On the Ground, Every Day: Five Pillars for Developing Culturally Sustaining, Critically Conscious Practitioners 73 Andrew J. Schiera, Elizabeth Simmons, Latricia Whitfield, and Hayden Frederick-Clarke 5. Raciolinguistic Perspectives in Leadership Development: Testimonios Within and Across Bilingual Education 87 Karla Venegas, Erica Saldívar García, and Iván Rosales Montes 6. Transformative Storytelling as Critical Praxis for Educational Leaders 101 Laura Colket, Janay M. Garrett, and Mia S. Shaw DOMAIN III: TRANSFORMING ORGANIZATIONS 115 Katie Pak and Sharon M. Ravitch 7. Developing Critically Inclusive, Anti-Ableist Organizations 123 Jennifer Phuong, Christa S. Bialka, and Megan MacDonald 8. Developing Education Organizations With Gender and Queer Inclusive Cultures 137 Charlotte E. Jacobs and Katie Clonan-Roy 9. Indigeneity, Engagement, and Responsiveness 151 Sia Elle Brown and Jacqueline G. Lopez DOMAIN IV: TRANSFORMING SYSTEMS 165 Katie Pak and Sharon M. Ravitch 10. Minding the School–Community Leadership Gap: Reframing for Critical Praxis 173 Ankhi Thakurta, Laura Ogburn, and Atenea Rosado-Viurques 11. Trauma-Informed Leadership: Balancing Love and Accountability 187 Nimet Suheyla Eren and Sharon M. Ravitch 12. Decolonizing Educational Mindsets 201 Reima Yosif Shakeir, Rehana Thembeka Odendaal, and Atenea Rosado-Viurques Conclusion 216 Katie Pak and Sharon M. Ravitch Afterword: Leadership Development for Critical Leadership Praxis 218 Kathy J. Rho and Nikole T. Booker About the Contributors 226 Index 233
£88.00
John Wiley & Sons Intersectionality in Education Toward More
Book SynopsisPresents a framework for addressing intersectionality within educational spaces to combat the cumulative effects of systemic marginalization due to race, gender, disability, class, sexual orientation, and other identity-based labels.
£27.90
Teachers' College Press Student Agency in the Classroom Honoring Student
Book SynopsisWhile student agency is considered an important aspect of classroom learning, opportunities to support and promote agency can be easily missed. This book addresses the inner dimensions of student agency to show what it is, why it is needed, and how it can be translated into instructional practices.
£24.69
Teachers' College Press The Administration and Supervision of Literacy
Book SynopsisAddresses literacy leaders' eternal quest to prepare all students for the demands of the 21st century. This updated sixth edition will help prospective and current literacy professionals understand how to organise and supervise literacy programs within the context of current state and federal mandates.
£31.35
John Wiley & Sons DisCrit Expanded Reverberations Ruptures and
Book SynopsisExplores how DisCrit has both deepened and expanded, providing increasingly nuanced understandings about how racism and ableism circulate across geographic borders, academic disciplines, multiplicative identities, intersecting oppressions, and individual and cultural resistances.Table of Contents Contents Foreword: The Future(s) of Disability: Of Complementary Representations, Heteroglossic Communities, and Moral Leadership ix Acknowledgments xix Introduction: Reflecting on DisCrit 1 Subini Annamma, Beth A. Ferri, & David Connor PART I: OUTWARD INQUIRIES 11 1. Toward a DisCrit Approach to American Law 13 Jamelia N. Morgan 2. Collusive Symbiosis: Notes on Disability as White Property in Higher Education 31 Lauren E. Shallish, Michael D. Smith, & Ashley Taylor 3. Disrupting Dominant Modes of Expression: Illuminating the Strengths and Gifts of Two Disabled Girls of Color 45 Amanda Miller, Sylvia Nyegenye, & Rose Mostafa-Shoukry 4. "It Feels Like Living in a Limbo": Exploring the Limits of Inclusion for Children Living at the Global Affective Intersections of Dis/ability, Language, and Migration in Italy and the United States 62 Valentina Migliarini, Chelsea Stinson, & David I. Hernández-Saca PART II: INWARD INQUIRIES 79 5. Does DisCrit Travel? The Global South and Excess Theoretical Baggage Fees 81 Tanushree Sarkar, Carlyn Mueller, & Anjali Forber-Pratt 6. Identity Politics: Exploring DisCrit's Potential to Empower Activism and Collective Resistance 96 Joy Banks, Phillandra Smith, & D'Arcee Charington Neal 7. A DisCrit Call for the Abolition of School Police 112 Christina Payne-Tsoupros & Najma Johnson 8. Perfect or Mocha: Language Policing and Pathologization 129 Jennifer Phuong & María Cioè-Peña PART III: MARGIN TO MARGIN 145 9. LatDisCrit: Exploring Latinx Global South DisCrit Reverberations as Spaces Toward Emancipatory Learning and Radical Solidarity 147 Alexis Padilla 10. Unveiling the Intersections of Race and Disability in Students with Significant Support Needs 163 Nitasha M. Clark, George W. Noblit, Charna D'Ardenne, David A. Koppenhaver, & Karen Erickson 11. Theorizing the Curriculum of Colonization in the U.S. Deaf Context: Situating DisCrit Within a Framework of Decolonization 179 Gloshanda Lawyer Conclusion 199 Beth A. Ferri, David J. Connor, & Subinni A. Annamma About the Authors 211 Index 219
£38.21
John Wiley & Sons Teaching Difficult Histories in Difficult Times
Book SynopsisDespite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K-12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult.Table of Contents Contents Foreword Cinthia Salinas ix Introduction: Framing Difficult Histories 1 Lauren McArthur Harris, Maia Sheppard, and Sara A. Levy PART I: CENTERING DIFFICULT HISTORY CONTENT 13 1. Representing Difficult History Through Images and Narratives With Museum Partners: Learning and Teaching at the 9/11 Memorial & Museum 15 Rebecca L. Rosen, Kevin W. Meuwissen, Megan C. Jones, and Jennifer M. Lagasse 2. Rethinking the Teaching of Black History: Teachers, Students, and the Development of a Black History and Literature Course Using a Black Historical Consciousness Framework 28 Gregory Simmons, LaGarrett J. King, and Mary Adu-Gyamfi 3. Teaching About the Nanjing Safety Zone to Introduce Human Rights 41 Jing A. Williams, Christian D. Pirlet, and Mary Johnson PART II: CENTERING TEACHER AND STUDENT IDENTITIES 53 4. "Step by Courageous Step": A Preservice Teacher's Understanding of the Story of Ona Judge 55 Amanda E. Vickery, Shalicia Hobby, and Marquita Foster 5. Pacific Learners, Identity, and Difficult Histories: A New Zealand Case Study 68 Bronwyn Houliston 6. Perpetual War as Difficult History: Teaching Against Militarism and for Peace 80 Scott T. Glew 7. Teaching the Holocaust: A Search for Its Redemptive Value 90 Doran Katz PART III: CENTERING LOCAL AND COMMUNITY CONTEXTS 103 8. From Praying Towns to the National Day of Mourning: Centering Indigenous Peoples' Survivance and Resistance Within American History 105 Taylor Collins and Christopher C. Martell 9. "When People Stay Silent, It Looks Like Newberry Is the Only One With This Problem": Confronting the Difficult History of Racial Violence in an African American History Course 117 Elizabeth Yeager Washington, Catherine G. Atria, Jordan Marlowe, and Christina Aulino 10. Comparing Historical Injustices: The Possibilities and Challenges of Teaching Multiple Injustices From an Anticolonial Perspective 129 James Miles and Rosie Thind 11. The Paradoxical Qualities of Teaching Difficult History 142 Tyler Moon and H. James (Jim) Garrett PART IV: CENTERING TEACHER DECISION-MAKING 153 12. "The 13th Amendment, It Don't Say That We Kings": Teaching the History of Mass Incarceration and Criminal Justice Reform Through Hip-Hop Pedagogy 155 Kelly R. Allen 13. Teaching Difficult Histories of Immigration at the Elementary Level 167 Tara Rich and Sohyun An 14. "If You're Not Talking About Those Things, You're Not Talking About History": Interrogating and Discussing Secondary Sources 179 Lance Weisend, Colleen Fitzpatrick, and Stephanie van Hover 15. "These Are Human Beings We're Talking About": 9th Graders Think and Write About the Middle Passage 191 Jennifer Hauver, Victoria Lisle, and Ga-Min Lee About the Contributors 204 Index 206
£33.11
Teachers' College Press Making Classroom Discussions Work Methods for
Book SynopsisExamines the importance of using quality dialogue as a tool to help students understand complex issues in social studies classrooms. The author provides a collection of well-known, evidence-based discussion techniques as well as classroom examples showing the methods in use.Table of Contents Contents Foreword Diana E. Hess vii Acknowledgments xi Introduction Jane C. Lo 1 Part I: Engaging in Classroom Discussions 1. Guiding Principles for Using Classroom Discussion 11 Bruce E. Larson 2. Preparing Teachers for Current and Controversial Issue Discussion 27 Kei Kawashima-Ginsberg, Mary Ellen Daneels, and Noorya Hayat 3. Supporting Civic Discussions With Younger Students 44 Terence A. Beck Part II: Unpacking Well-Known Discussion Techniques in the Social Studies 4. Socratic Seminar: Learning With and From Each Other While Interpreting Complex Text 63 Jada Kohlmeier 5. Structured Academic Controversy: What It Can Be 73 Walter C. Parker 6. Structure Matters: Comparing Deliberation and Debate 90 Paula McAvoy and Arine Lowery 7. Document-Based Discussions in History: Orienting Students to the Discipline 106 Abby Reisman 8. Embedding Discussion Throughout Inquiry 124 María del Mar Estrada Rebull, Chauncey Monte-Sano, Amanda Jennings, and Jeff Kabat Part III: Expanding Toward More Equitable Discussions 9. Talking Politics Online: Educating for Online Civic and Political Dialogue 143 Erica Hodgin 10. The Structures We Live In: Discussing Racialization of Neighborhoods to Transform the Null Curriculum 161 Jacob S. Bennett, H. Richard Milner IV, and Bryant O. Best 11. Get Out of Your Own Way: Sharing Power to Engage Students of Color in Authentic Conversations of Social Inequity 176 Dane Stickney, Elizabeth Milligan Cordova, and Carlos P. Hipolito-Delgado 12. Supporting Youth to Engage in Authentic Civic Dialogue in Our "Actually Existing" Democracy 192 Nicole Mirra and Antero Garcia Concluding Thoughts 209 Jane C. Lo Appendix A: Pledge of Allegiance Mini Unit 215 Appendix B: Ticket to Pledge Seminar 217 Appendix C: Pledge Discussion Guide 219 Appendix D: The Pledge of Allegiance Supreme Court Cases 223 Appendix E: You Be the Judge: Frazier v. Winn 225 About the Editor and Contributors 229 Index 235
£30.40
Teachers' College Press LGBTQ Youth and Education Policies and Practices
Book SynopsisEssential reading for educators and other school community members who are navigating the increasingly complicated laws and legal rulings related to LGBTQ students, employees, and community members. The book combines historical, contemporary, theoretical, and practical information.Table of Contents Contents Series Foreword James A. Banks ix Acknowledgments xv Introduction 1 Necessary Tensions 5 Layers of Responsibility and Professional Resources for Nondiscrimination 9 Students' Rights to Expression, Privacy, and Association 13 Preparing Teachers and Leaders to Be Advocates 16 1. Background to LGBTQ Movements for Equality With a Focus on K–12-Related Issues 19 Key Definitions, Often in Flux and Contested 22 Opening the Subject of Sexuality and Gender Through Theory, History, and Political Movements 24 Overlapping Histories of LGBTQ Movements 27 Schools and the Histories of Gender Identity and Sexual Orientation 34 2. Thinking Through Biases and Assumptions About LGBTQ People 37 Gender as Process 37 Sexuality, Normalcy, and Intersecting Differences 41 Transphobia in Schools 46 Queer Relationalities 49 3. Specific School-Related Challenges Facing LGBTQ Students 52 Intersecting Harassments and Biases 53 LGBTQ Youth and the Challenges of Accessing Education 56 Resituating "Bullying" in Sexual Harassment 57 Another Form of "Not" Education: "You Can't Say Gay" Policies 60 Recognizing Family Diversity: LGBTQ-Headed Households and School Exclusion 62 Living in Families Under Public Debate: Legal and Social Contexts 64 4. Educatively Addressing LGBTQ Issues 66 Zero Tolerance and Exacerbating Distance 66 Sex and Non-Sex 71 Critical Queer Thinking and Queer Disciplines 73 Religious Tensions 77 Teaching and Learning for Ethical Relations 79 5. Supporting Student Extracurricular and Creative Efforts to Educate Schools on LGBTQ Issues 83 Gay-Straight Alliances/Gender and Sexuality Alliances and Associations Across Difference 83 Gay-Straight Alliances and the Equal Access Act 86 Attempts to Restrict Gay-Straight Alliances 88 The Day of Silence: Resistance and Reconciliation (Hopefully) 90 LGBTQ Youth and Public Spaces 92 6. Recognizing and Respecting Transgender Students 95 Learning About Gender 96 Anti-Transgender Rules From the School Board 100 Administrator Refusal of Family and Physician-Supported Affirmation 101 Watching Teachers Debate Transgender Issues 102 Transgender Students' Resistance and Resourcefulness 104 Intersections and Transgender Theory 107 Conclusion: Unsettled Progress 111 References 113 Index 127 About the Author 137
£29.71
Teachers' College Press Culturally and Socially Responsible Assessment
Book SynopsisAnchored in a common-sense notion of validity, this book explains how current assessment practices are grounded in the language, experiences, and values of the dominant White culture. It presents a review of research on bias in classroom and large-scale assessments, and research on how students’ level of engagement influences their performances.Table of Contents Contents Series Foreword James A. Banks ix Acknowledgments xv Introduction 1 Necessary Tensions 5 Layers of Responsibility and Professional Resources for Nondiscrimination 9 Students' Rights to Expression, Privacy, and Association 13 Preparing Teachers and Leaders to Be Advocates 16 1. Background to LGBTQ Movements for Equality With a Focus on K–12-Related Issues 19 Key Definitions, Often in Flux and Contested 22 Opening the Subject of Sexuality and Gender Through Theory, History, and Political Movements 24 Overlapping Histories of LGBTQ Movements 27 Schools and the Histories of Gender Identity and Sexual Orientation 34 2. Thinking Through Biases and Assumptions About LGBTQ People 37 Gender as Process 37 Sexuality, Normalcy, and Intersecting Differences 41 Transphobia in Schools 46 Queer Relationalities 49 3. Specific School-Related Challenges Facing LGBTQ Students 52 Intersecting Harassments and Biases 53 LGBTQ Youth and the Challenges of Accessing Education 56 Resituating "Bullying" in Sexual Harassment 57 Another Form of "Not" Education: "You Can't Say Gay" Policies 60 Recognizing Family Diversity: LGBTQ-Headed Households and School Exclusion 62 Living in Families Under Public Debate: Legal and Social Contexts 64 4. Educatively Addressing LGBTQ Issues 66 Zero Tolerance and Exacerbating Distance 66 Sex and Non-Sex 71 Critical Queer Thinking and Queer Disciplines 73 Religious Tensions 77 Teaching and Learning for Ethical Relations 79 5. Supporting Student Extracurricular and Creative Efforts to Educate Schools on LGBTQ Issues 83 Gay-Straight Alliances/Gender and Sexuality Alliances and Associations Across Difference 83 Gay-Straight Alliances and the Equal Access Act 86 Attempts to Restrict Gay-Straight Alliances 88 The Day of Silence: Resistance and Reconciliation (Hopefully) 90 LGBTQ Youth and Public Spaces 92 6. Recognizing and Respecting Transgender Students 95 Learning About Gender 96 Anti-Transgender Rules From the School Board 100 Administrator Refusal of Family and Physician-Supported Affirmation 101 Watching Teachers Debate Transgender Issues 102 Transgender Students' Resistance and Resourcefulness 104 Intersections and Transgender Theory 107 Conclusion: Unsettled Progress 111 References 113 Index 127 About the Author 137
£29.45
Teachers' College Press Culturally and Socially Responsible Assessment
Book SynopsisAnchored in a common-sense notion of validity, this book explains how current assessment practices are grounded in the language, experiences, and values of the dominant White culture. It presents a review of research on bias in classroom and large-scale assessments, and research on how students’ level of engagement influences their performances.Table of Contents Contents Series Foreword James A. Banks ix Preface xv Acknowledgments xix 1. Theoretical Perspectives on Assessment in Diverse Classrooms 1 Diversity in Schools 2 What Is Assessment? 3 Validity Theory and Fair Assessment 3 The State of Classroom Assessment Practices 9 Improving the Validity of Classroom Assessment for Diverse Learners 15 Culturally Responsive Pedagogy and the Validity of Classroom Assessment 16 Communities of Practice and the Validity of Classroom Assessment Practices 18 Where Do We Go From Here? 19 2. Bias and Sensitivity Issues in Classroom Assessment 21 What Is Bias in Assessment? 22 Impact of Teacher Attitudes and Beliefs on Formal and Informal Assessment of Students 24 Bias in Students, Scores on Tests and Other Assignments 29 Strategies for Minimizing Cultural, Racial, Gender, and Language Bias in Large-Scale Tests 31 Potential for Bias in Computer-Administered Tests 44 Potential for Bias in Published Classroom Assessments 45 Minimizing Bias in Classroom Assessments 45 The Role of Community in Reducing Bias in Assessment 50 Conclusion 51 3. Culturally Relevant and Socially Responsive Assessment 52 Culturally Relevant Pedagogy 54 Culturally Responsive Pedagogy 57 Culturally Sustaining Pedagogy 61 Summary of Culturally Relevant, Responsive, and Sustaining Pedagogy 63 Culturally and Socially Responsive Assessment 64 Developing Culturally and Socially Responsive Assessment Tools 70 Culturally and Socially Responsive Assessment: Last Thoughts 81 4. Student Engagement and Assessment 84 Student Engagement: A Review of Research 84 Factors That Improve Engagement of Students 86 Strategies for Increasing Student Engagement During Assessment Events 94 The Challenges of Making Assessment Engaging for All Students 101 5. A Situative Perspective on Assessment in Diverse Classrooms 103 A Situative Perspective 104 Implications of a Situative Perspective on Classroom Assessment Practices 108 Communities of Practice and Culturally Responsive Assessment 112 Summary 117 6. Developing Assessments for Diverse Classrooms 120 Development of Culturally and Socially Responsive Assessment Tools 120 Unpacking Standards for Relevant and Responsive Assessment 124 Models for Culturally and Socially Responsible Reading Assessment 125 Culturally and Socially Relevant Assessment in Social Studies 140 Culturally and Socially Relevant Assessment in the Sciences 145 The Challenge for Culturally and Socially Relevant and Responsive Mathematics Assessment 151 Books by Authors With Diverse Cultural and Social Identities to Support Reading and Social Studies Assessment 167 Concluding Remarks 169 7. Resources and Tools 171 Part 1: Working in Communities of Practice to Examine Published and Teacher-Developed Classroom Assessments 171 Part 2: Resources for Teacher Learning Through Books About Assessment, Culturally Responsive Pedagogy, and Multicultural Education 176 Appendix A: Avoiding Bias in Grading Practices 185 Appendix B: Developing Culturally Relevant Performance Tasks 189 Appendix C: Bias and Sensitivity Reviews 196 Appendix D: Language Complexity Reviews 208 Appendix E: Questions for Accessibility Reviews 219 Appendix F: Academic Verbs Commonly Used in Testing 221 Notes 223 References 229 Index 255 About the Authors 267
£83.60
Teachers' College Press Teaching AntiFascism A Critical Multicultural
Book SynopsisExamines how fascist ideology has taken hold among certain segments of American society and how this can be addressed in curriculum and instruction. Vavrus presents educators and students with a conceptual framework for enacting a critical multicultural pedagogy by analysing discriminatory discourse and recommending steps people can take.Trade Review"(Vavrus) effectively helps readers comprehend the discrete elements of fascism in all its forms and how it clearly applies to current events internationally."—CHOICE
£31.41
John Wiley & Sons Culturally Sustaining Literacy Pedagogies
Book SynopsisA practical book to help literacy teachers operationalize research on culturally sustaining pedagogy (CSP) to reach all students. The authors guide pre- and in-service educators in creating classroom environments and learning experiences that foster students’ literacy and language development, engagement with school, and critical consciousness.Trade Review"This book is essential to the campaign for social justice. It is an indispensable resource for any literacy educator who aspires to incorporate culturally sustaining practices in their practice."—Teachers College RecordTable of Contents Contents Acknowledgments vii Introduction: Culturally Sustaining Literacy Pedagogy: From Relevance to Permanence 1 Althier M. Lazar, Doris Walker-Dalhouse, and Susan Chambers Cantrell Part I: Models of CSLP in Elementary Classrooms 1. Writing Their Stories: Using Culturally Sustaining Multimodal Composing Practices to Transform Writer's Workshop 19 Olivia Murphy, Jennifer D. Turner, and Chrystine Cooper Mitchell 2. Learning From Alina: Culturally Sustaining Pedagogy Within an Elementary Reading Intervention Context 33 Kelly K. Wissman Part II: Models of CSLP in Classrooms for Adolescents and Youth 3. Disciplinary Literacy and Culturally Sustaining Pedagogies: Tensions and Potentials 53 Britnie Delinger Kane and Rachelle S. Savitz 4. Making Arij Chaj N en Tres Idiomas: A Middle School Language Arts Lesson 75 Sarah N. Newcomer and Kathleen M. Cowin 5. Culturally Sustaining Pedagogies: Amplifying Youth Critical Consciousness in Classrooms 95 Aimee Hendrix-Soto, Erica Holyoke, Heather Dunham, and Melissa Mosley Wetzel Part III: Considerations, Practices, and Taking Action for CSLP 6. Collective Diamond Mining: Using Collaborative Curriculum Excavation to Embrace the Educator's Responsibility Toward Culturally Sustaining Literacy Pedagogy 123 Kelli A. Rushek and Ethan Seylar 7. Five Frames: A Multicultural Curricular Approach to Culturally Sustaining Literacy Practices 141 Susan V. Bennett, AnnMarie Alberton Gunn, Alexandra Panos, Steven M. Hart, and Jenifer Jasinski Schneider 8. Enacting Culturally Sustaining Literacy Practices: Toward More Socially Just Teaching 159 Susan Chambers Cantrell, Doris Walker-Dalhouse, and Althier M. Lazar References 171 Index 185 About the Editors and Contributors 196
£32.26
John Wiley & Sons Why Are So Many Students of Color in Special Edu
Book SynopsisBringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels.Table of Contents Contents Foreword to the Third Edition Alfredo J. Artiles ix Acknowledgments xi 1. Introduction 1 2. Overview: Racial/Ethnic Disproportionality in Special Education 39 3. School Structure: Institutional Bias and Individual Agency 58 4. Cultural Consonance, Dissonance, and the Nuances of Racism 74 5. In the Classroom: Opportunity to Learn 90 6. The Construction of Family Identity: Stereotypes and Cultural Capital 103 7. At the Conference Table: The Discourse of Identity Construction 122 8. Bilingual Issues and the Referral Process 143 9. Constructing Intellectual Disability: Cracks and Redundancies 153 10. Constructing Learning Disabilities: Redundancies and Discrepancies 161 11. Constructing Emotional/Behavior Disorders: From Troubling to Troubled Behavior 174 12. Into Special Education: Exile or Solution? 186 13. Conclusions and Recommendations 199 Epilogue. Research Methods: Who Are We, and How Did We Do This Research? 213 References 236 Index 252 About the Authors 259
£33.11
Teachers' College Press Becoming an Antiracist School Leader Dare to Be
Book SynopsisEradicating systemic racism in our schools requires a systemic response. This book describes an adaptive framework that includes ten tenets for developing structural and curricular antiracist leadership.Table of Contents Contents (Tentative) Series Foreword Introduction 1. My Racial Autobiography 2. Historical and Antiracist School Leadership Perspectives A Very Brief History of Antiracism in the United States A Very Brief History of AntiRacism in Public Education Perspectives: Racial Identity Identity Development and White People Identity Development for People of Color Identity Development for Multiracial People Theoretical Base: Critical Race Theory 3. Engaging in Antiracist Leadership Safe and Sacred Space Staff Collaboration 4. Critical Race Theory at Midwest High School Interest Convergence Whiteness as Property Critique of Liberalism Permanence of Racism 5. Racial Identity Development at Midwest High School White Racial Identity Identity Development for People of Color Conclusion 6. Tenets for Sustaining Antiracist School Leadership Systemic Implementation Support from the Top Common Language and Protocol Identity Development 7. The Story: A Gilded Age of Anti-Racism Prologue: Philadelphia Year One Year Two Year Three Epilogue: New Orleans Deepening Antiracist Leadership Shared Experiences Active Anti-Racist Leadership Active Anti-Racist Leadership Community/Family Engagement Conclusion Appendix References 549 Index 570 About the Author 571
£33.96
Teachers' College Press We Are the Change We Seek Advancing Racial
Book SynopsisA timely book to help early care and education teachers, leaders, administrators, coaches, and staff deliver on the promise of high-quality education for all children. The authors provide inspiration, practical tools, and resources through the antibias, antiracist, culturally responsive practices framework.Table of Contents Contents Acknowledgments vii Introduction 1 How to Use This Book 2 1. Racism's Past, Present, and Future 3 What Is Racism? 3 The Effects of Racism in the United States 11 An Intersectionality Lens 18 Now What? 21 2. Connecting Culturally Responsive, Anti-Bias, and Anti-Racist (CRABAR) Practices 23 Anti-Racism and Anti-Bias 24 Terminology Matters: Defining Bias and Racism 25 Racism in Early Childhood Education 26 Introducing the CRABAR Framework 27 Now What? 38 3. Creating CRABAR Learning Environments 41 Spaces for Belonging: Model Learning Environments 42 The Classroom Environment: A Review 43 Reflection on Afrocentric Classroom Environments 44 Prepare to Develop Anti-Racist Classroom Environments 45 Now What? 58 4. Developing a CRABAR Assessment View 61 Purposes of Assessment 62 Using a CRABAR Lens for Assessment of Classroom Quality 68 Emerging CRABAR Assessments 75 Now What? 79 How Assessments Should be Used 81 5. Valuing the Early Childhood Workforce to Sustain CRABAR Practices 83 The Vast Role and Limited Compensation for ECE Professionals 84 Low and Inequitable Wages for ECE Professionals Explained by Legacy of Racism and Sexism 85 Now What? 97 6. Using the RICHER Approach to Elevate the CRABAR Practices 99 Deference to Whiteness in ECE Settings 101 The RICHER Framework 103 Now What? 116 Conclusion 121 Resources 123 References 125 Index 143 About the Authors 155 Land Acknowledgement 155 Body Acknowledgment 157
£25.64
Teachers' College Press Critical Race Theory and Its Critics
Book SynopsisWhat and who is behind the attacks on Critical Race Theory? Why are attacks on the teaching of racism happening now and what can be done about them? In this book, Lopez and Sleeter answer these questions in an effort to intentionally and strategically provide readers with sustainable tools for teaching toward an equitable future.Trade Review"(A) relevant and timely text for education leaders today. . . . masterfully written."—NASSP Principal Leadership "(A) brilliant and well-researched exploration of Critical Race Theory (CRT) and those opposed to it, as well as the policy and historical ramifications of sensationalized racial discourse, that includes viable strategies for countering attacks against Critical Race Theory and antiracist teaching."—Teachers College Record
£27.54
John Wiley & Sons Critical Race Theory and Its Critics
Book SynopsisWhat and who is behind the attacks on Critical Race Theory? Why are attacks on the teaching of racism happening now and what can be done about them? In this book, Lopez and Sleeter answer these questions in an effort to intentionally and strategically provide readers with sustainable tools for teaching toward an equitable future.Trade Review"(A) relevant and timely text for education leaders today. . . . masterfully written."—NASSP Principal Leadership "(A) brilliant and well-researched exploration of Critical Race Theory (CRT) and those opposed to it, as well as the policy and historical ramifications of sensationalized racial discourse, that includes viable strategies for countering attacks against Critical Race Theory and antiracist teaching."—Teachers College Record
£74.70
Teachers' College Press Core Practices for Teaching Multilingual Student
Book SynopsisLearn how to teach multilingual students effectively and equitably with this practical and accessible resource. The authors share real-world examples from the classrooms of ESOL teachers, unpack the teachers’ thinking about their instruction, and identify core practices that are foundational to teaching multilingual students.Table of Contents Contents (Tentative) Foreword Acknowledgments Introduction 1. Knowing Students 2. Building a Positive Learning Environment 3. Content and Language Instruction 4. Language and Literacy Development 5. Assessment 6. Relationships and Advocacy 7. Putting It All Together 8. Humanizing the Teaching Experience: Challenges and Solutions Appendix Endnotes References Index About the Authors
£31.46
John Wiley & Sons Toward a Stranger and More Posthuman Social
Book SynopsisChallenges the field of social studies education to think differently about the precarious status of the world (climate crisis, racial equity, Indigenous sovereignty). By cultivating a greater sense of attunement to the more-than-human, educators and scholars can foster more ethical ways of teaching, learning, researching, being, and becoming.Table of Contents Contents (Tentative) Foreword. Becoming Posthuman Social Studies Introduction. Be(com)ing Strange(r): Toward a Posthuman Social Studies Bretton A. Varga, Timothy Monreal, and Rebecca C. Christ 1. Life Lessons: Posthuman Ideas About Life for an Enlivened Social Studies Education Mark E. Helmsing 2. A Thousand Deaths: Current Events and Racial Reproductions of the Dead and Dying Asilia Franklin-Phipps 3. Unsettling the "Social" in Social Studies Cathryn van Kessel 4. Toppling the (Hu)Man: Posthumanism and the Mattering of Historical Spaces Francisco A. Medina, Karen Zaino, and Debbie Sonu 5. Lives in/of Things Sandra J. Schmidt 6. Cities as Pedagogues: Materiality in Paris' Public Sphere as a Teacher of Consciousness Avner Segall 7. Mattering the Research 8. Set in Stone?: Social Studies Teacher Candidates' Conceptions of Matter Morgan P. Tate and Amelia H. Wheeler 9. Following for the Community Polina Golovátina-Mora 10. "I'm a Monster Now": The Construction of Spacetimemattering Through Intra-Action in Childhood Fernando Guzmán-Simón and Alejandra Pacheco-Costa 11. Arboreal Methodologies: The Promise of Getting Lost (With Feminist New Materialism and Indigenous Ontologies) for Social Studies Jayne Osgood and Suzanne Axelsson 12. Into the Sea: A Fictive Speculation on How to Cope at the End of the World Peter M. Nelson 13. Not as Strange as Dying: Reimagining U.S. Social Studies as Place-Based and Decolonialized Janice Kroeger and Christine Widrig 14. Possibilities for Knowing Differently With a More-Than-Human Ladybird-Pedagogue Karen E. Barr and Hannah Seat 15. (In)Separatable: Social Studies With/out the Human Sarah B. Shear 16. The (Self/Re)generating Sacred Energy Called Teotl: Using Nahua Philosophy to Introduce Posthumanist Thinking Timothy Monreal and Jesús Tirado 17. Beading Shkodé 18. Re/Membering Ethical Relationality: Re/Telling Stories of Dis/citizenship as Lived Muna Saleh 19. Non-Human Alliances Polina Golovátina-Mora 20. Youth Are Already Queer: Agentive Possibilities Amongst Queer TikTok Creators Sandra J. Schmidt, Eric Estes, and Isabel Gomez 21. Any/bodies: Posthumanism and Economics Education Erin C. Adams 22. Indeterminacy and Strangeness in the Posthuman Classroom: Thinking Toward Possibility Alexandra L. Page 23. Embracing Strangeness, but Not Becoming Strangers Alexander Butler Afterword: Afterward Nathan Snaza Appendix A. Guiding Concepts Endnotes Index About the Editors and Contributors
£42.46
Teachers' College Press Culturally Responsive Reading Teaching
Book SynopsisHelp students to explore the intertextuality of literature and to think more deeply and compassionately about the world. This book shows high school teachers and college instructors how to foreground a work’s cultural context, recognising that every culture has its own narrative tradition of oral and written classics that inform its literature.Table of Contents Contents (Tentative) Foreword Acknowledgments Preface: "Why Are We Reading This?" The Tar Baby Incident The LIST Paradigm: A Guided Approach to Teaching Literature Creating the LIST Paradigm Introduction: "Culturally Responsive Reading: What It Is and Why It Matters" "Moving Out Beyond Yourself": Coping With Culture Shock Defining "American Literature": Reading Western "Classics" Exploring Postcolonial Literature: Telling Our Own Stories Achieving Agency: Rejecting "The White Criterion" Misreading Multicultural Texts Challenging Censorship PART I: The LIST Paradigm: A Guide to Culturally Responsive Reading 1. Culture in the Classroom: Introducing the LIST Paradigm Teaching at the Academy Exploring Cultural Myths Exploring Definitions of "Culture" Teaching Values Introducing the LIST Paradigm Literary Analysis Literary Criticism List Paradigm Exercises Teaching Through the Lens of Culture 2. Telling Our Stories: Exploring the Power of Narrative Defining "Story" Bibliotherapy Mindful Reading Types of Stories 3. Readers, Reading, and the Reading Process Why We Read What We Read How We Read 4. "Interrogating the Text": Asking Significant Questions Conflicting Views on Reading Literature Engaging Questions From Other Disciplines Who Is "Qualified" to Speak? Questions for Writers Questions for Students Exploring "Subversive" Texts PART II: Exploring the LIST Paradigm: Four "Keys to Culture" Chapter 5: Language: "How Does the Author Contextualize Linguistic Signs and Symbols?" Language as Resistance Language in Postcolonial Studies Reading Ousamne Sembène's Niiwam Language Creation: Code-Switching and Code-Meshing Language Validation: Standard English and Vernacular Language Use: "The Transforming Power of Language" Significant Questions—General Significant Questions—Music 6. Identity: "Who Are These People and What Do They Want?" Identity Politics (Race, Racism, and Colorism) Literary Archetypes Cultural Stereotypes Significant Questions 7. Space: "How Do Characters Negotiate the Text's Physical, Psychological, and Cultural Landscapes?" Physical Space Domestic Space ("Home") Racialized Space Counterspaces (Third Space Theory) Psychological Space The Subaltern Cultural Landscapes: The Slave Ships Narrative Space Significant Questions 8. Time: "How Does an Author Manipulate Time" Exploring Time in Contemporary Fiction Cultural Perceptions of Time Historiography Historicity Time in A Lesson Before Dying Significant Questions PART III: Exploring the LIST Paradigm: Unlocking the Text 9. Cultural Contexts for The Brief Wondrous Life of Oscar Wao Reading Oscar Wao Language in Oscar Wao History: The Parsley Massacre Major Influences Author Background 10. Exploring the LIST Paradigm© : Reading The Brief Wondrous Life of Oscar Wao Introducing the Novel Narrative Structure Language: "How Does the Author Contextualize Linguistic Signs and Symbols?" Identity: "Who Are These People and What Do They Want" Space: "How Do Characters Negotiate the Text's Physical, Psychological, and Cultural Landscapes?" Time: "How Does the Author Manipulate Time?" Coda Appendix A.1: Exploring the LIST Paradigm: A Reader's Guide Appendix A.2: LIST Worksheet Appendix B: Defining Elements of Morrison's Fiction Appendix C: Notes on Narrative Structure Appendix D: Suggestions for Pairing Texts References Index About the Author
£25.64
Teachers' College Press Schools of Opportunity
Book SynopsisSchools should be expected to respond to inequities with research-based practices. This book features case studies that demonstrate key criteria that schools can emulate, such as an inclusive school climate, support for language-minority students, performance-based assessment, a commitment to detracking, and supports for students in need.Table of Contents Contents (Tentative) Introduction Introducing the Schools of Opportunity Project Matt Garcia and Michelle Renée Valladares 1. A Challenging, Supported, and Engaging Curriculum for All Kevin Welner and John Murphy 2. A Multipronged and Equity-Oriented Approach to Transforming School Climate: The Story of Revere High School Kathryn Wiley and Lourenço Garcia 3. Authentic and Equitable Engagement in Learning at Pocomoke High School Kellie Rolstad and Jenifer Rayne 4. Authentic Assessment Embedded in Project-Based Learning Jeffrey Palladino and Lorrie Shepard 5. Preserving, Deepening, and Growing a Professional Teaching Culture: Lessons From Casco Bay High School Linda Molner Kelley and Derek Pierce (with Matt Bernstein, Susan McCray, and Rebecca Lynch Nichols) 6. Clark Street Community School: A Place for All Students to Live, Learn, and Create Jill Gurtner and Julie Mead 7. A Holistic Approach to Learning and Development: Shifting Paradigms One School at a Time Kristen P. Goessling, Kate Somerville, Adam York, and Kimberly Grayson 8. Student Organizing and Leadership for Education Justice: Curriculum as a Site for Healing and Wellness Kate Somerville, Kristen P. Goessling, Adam York, and Kimberly Grayson 9. The High School in the Middle of Everywhere: Nebraska's Lincoln High Edmund T. Hamann, Janet Eckerson, and Mark Larson 10. "Like a Family": Sharing Leadership With Teachers, Students, Families and Community at Rainier Beach High School Ann M. Ishimaru and Dwane Chappelle Conclusion From Schools of Opportunity to Systems of Opportunity Jeannie Oakes and Kevin Welner Endnotes Index About the Editors and Contributors
£36.51
