Not Just Books Books
John Wiley & Sons Eight Essential Techniques for Teaching with Int What Makes Reggio and Other Inspired Approaches Effective
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£32.36
John Wiley & Sons DisCritDisability Studies and Critical Race Theory in Education
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£108.30
John Wiley & Sons Squandering Americas FutureWhy ECE Policy Matters for Equality Our Economy and Our Children
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£21.84
John Wiley & Sons Identity Work in the Classroom Successful Learning in Urban Schools
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£30.56
John Wiley & Sons After the AtRisk Label Reorienting Educational Policy and Practice Disability Culture and Equity Series
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£39.52
John Wiley & Sons Professional Learning in Action An Inquiry Approach for Teachers of Literacy
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£24.69
John Wiley & Sons Healthy Learners A Whole Child Approach to Reducing Disparities in Early Education
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John Wiley & Sons Transforming Teacher Education for Social Justice
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£62.70
Teachers' College Press Imagination and the Engaged Learner Cognitive
Book SynopsisStudents’ imaginations are often considered as something that might be engaged after the hard work of learning has been done. Countering such beliefs, Egan and Judson show that the imagination - one of the great workhorses of learning - can be used to make all learning and all teaching more effective.
£29.45
John Wiley & Sons Literacy Leadership in Changing Schools 10 Keys to Successful Professional Development
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£32.26
John Wiley & Sons Smarter Teacher Leadership Neuroscience and the Power of Purposeful Collaboration
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£26.96
John Wiley & Sons Literacy and History in Action
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£28.01
Teachers' College Press Facilitating for Learning Tools for Teacher
Book Synopsis
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John Wiley & Sons Teaching Outside the Box but Inside the Standard Making Room for Dialogue
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£24.69
John Wiley & Sons Quiet at School An Educators Guide to Shy Children
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£55.10
John Wiley & Sons Teaching for Equity in Complex Times Negotiating Standards in a HighPerforming Bilingual School
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£35.96
John Wiley & Sons Inclusive Literacy Teaching Differentiating Approaches in Multilingual Elementary Classrooms
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£33.26
John Wiley & Sons Professional Development in Relational Learning Teachers in Connection
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£28.49
John Wiley & Sons The Heart and Science of Teaching Transformative Applications That Integrate Academic and SocialEmotional Learning
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£28.76
Teachers' College Press Supporting English Learners in the Classroom
Book SynopsisOffers educators evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors include guidance and specific tools to help districts, schools, and classrooms use multi-tiered systems of support and other interventions.Table of Contents Contents Acknowledgments ix 1. Introduction 1 2. Problems in Identifying English Learner Students at Risk for Learning Disabilities and In Need of Special Education 9 English Learner Student Statistics 9 EL and Dual Identified Student Diversity 10 Factors Influencing EL and Dual Identified Student Success 11 Misidentification and Misplacement of Struggling EL Students 12 Changing Achievement and Contexts for EL and Dual Identified Students K–12 15 We Need to Improve EL and Dual Identified Student Education 20 3. Culturally and Linguistically Responsive Multi-Tiered Support Systems for English Learners: High-Quality Teaching Practices Across the Tiers 23 A Multi-Tiered System of Supports (MTSS) 25 Understanding Today’s Learners 28 Multi-Tiered System of Supports for English Learners: Unique Considerations 29 Using MTSS to Support All Students 45 Putting It All Together: The PLUSS Framework 60 Supporting All Students 62 4. Culturally and Linguistically Responsive Multi-Tiered Support Systems for English Learners: Assessment Across the Tiers 65 Understanding Assessment as a Process: Assessment Versus Testing 65 Basic Principles of Assessment: What Practitioners Need to Know 66 Determining Assessment Type: What’s the Question Being Addressed? 70 Assessment Across the Tiers of MTSS 77 Assessment at Tier 1 78 Assessment at Tier 2 85 Assessment at Tier 3 90 Equitable Opportunities Means Equal Standards 92 5. Effective Instruction for English Learner Students with Academic Challenges in General and Special Education: Collaborative Program Elements 95 Typologies of English Learners: Differences Across the Population That Impact Instruction and Achievement 97 Special Education 102 Process for Appropriate Special Education Referrals 108 After the Referral 115 The Culture-Language Test Classifications and Culture-Language Interpretive Matrix 120 Creating Culturally and Linguistically Appropriate Individual Education Plans 122 Specially Designed Instruction (SDI)—Program Models 129 Universal Design for Learning 132 Policies for Reclassifying EL Students with Disabilities 133 Differentiating Language Acquisition From Learning Disabilities 135 6. School-, District-, and Statewide Improvement: Lessons from State Manuals on Dual Identified Students 137 Overview of State Dual Identified Student Manuals 138 System Improvement Theory in Action in the State Manuals 141 System Improvement Beyond the Manuals 147 New Issues in the Near Future 151 7. Using Legal Rights and Responsibilities to Promote Effective Programs and Practices for EL Students at Risk for or Having a Learning Dis/Ability 153 ESSA and the Current Education Policy Environment 154 Legal Rights of EL students and Related Educator Responsibilities 158 Legal Rights of Students and Related Educator Responsibilities 162 8. Conclusion 169 Needs Assessment: Key Questions 169 Complementary Roles and Actions 170 Final Thoughts 171 Appendix: Collaborative Problem-Solving Form (CPSF) 173 Notes 185 References 189 Index 213 About the Authors 229
£27.99
John Wiley & Sons Feeding the Roots of SelfExpression and Freedom
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£19.94
Teachers' College Press We Dare Say Love Supporting Achievement in the
Book SynopsisChronicles the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District that created an environment with high expectations for the engagement and achievement of Black boys. The text features reflection chapters by leading experts on Black male achievement.
£28.99
John Wiley & Sons An UnCommon Theory of School Change Leadership for Reinventing Schools
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£26.59
Teachers' College Press Race Dialogues A Facilitators Guide to Tackling
Book SynopsisDrawing on decades of research and examples from their own practices, the authors provide best practices in race dialogue facilitation. Through concrete lesson plans and hands-on material, both experienced and novice facilitators can immediately use this inclusive curriculum in a variety of classrooms, work spaces, and organisations.Table of Contents Contents Foreword Patricia Gurin ix Acknowledgments xiii Introduction 1 Scope and Content 2 Dialogue: A Tool for Creating a Participatory Democracy 3 Note 4 1. Why Is There a Need for Race Dialogues? A Brief Primer on Race in The United States 5 What Is Race? It’s Complicated 6 Why Does Race Matter? Understanding Racism 9 Racial Inequality in Education 11 Conclusion 15 Notes 15 2. What Is Intergroup Dialogue? 17 Where Did Dialogue Come From? 20 What the Research Shows 20 Intergroup Dialogue Models 21 Our Research Findings 22 Conclusion 24 3. Setting Up an Inclusive Dialogue Space 25 Dialogue Nuts and Bolts 25 Preparing for Dialogue: Key Concepts and Activities 27 Conclusion 36 Note 37 4. Dialogue Facilitation: A Science and an Art 38 Facilitating a Dialogue vs. Teaching: A Freirean Model of Education 39 The Role of the Facilitator 40 Facilitation Training and Facilitator Models 40 What Good Facilitators Do 43 What Good Facilitators Do Not Do 51 Conclusion 52 5. The Power of Sharing Stories 54 The Importance of Storytelling 54 Vulnerability 54 Multiple Ways of Knowing 55 Expect and Name Emotion 55 Find Learning Edges 57 Connecting Personal Experiences with Structural Inequalities 57 Conclusion 61 6. Asking Good Questions and Responding to Participant Comments 62 Asking Better Questions 62 Responding to Participant Comments 67 Conclusion 71 7. Co-facilitation 73 Selecting Co-facilitators 74 Best Practices in Co-facilitation 76 Debrief Prompts for Facilitators 79 Conclusion 79 8. Encountering Conflict and Resistance 81 Why Is There Resistance? 82 Preparing for Pushback 86 The Art of the Apology 91 Conclusion 93 9. Responding to Conflict and Resistance 95 Immediate Response 95 Concrete Actions 101 When There Is Disruptive Behavior 102 Conclusion 104 10.Managing Resistance Among Different Stakeholders—Our Story: A Case Study 106 Program Development 106 Resistance 107 The Big Lesson Learned 112 11. Race Dialogues Curriculum 113 Dialogue Structure 114 How to Structure a Dialogue Session 114 Debriefing 117 Participant Journal 118 Grouping 118 Time Constraints 119 A Note for High School Educators 120 Lesson 1: Why Are We Talking About Race? 121 Lesson 2: How Do We Engage in Dialogues About Race? 124 Lesson 3:Developing Group Norms 131 Lesson 4:The History of Racism 136 Lesson 5: Understanding Social Identities 140 Lesson 6: Interpersonal Racism and Microaggressions 146 Lesson 7: Individual Racism: Implicit Bias and Cycle of Socialization 151 Lesson 8: Exploring Group Privilege and Oppression 156 Lesson 9: Institutional Racism 161 Lesson 10: Caucus Groups and Fishbowls 164 Lesson 11: Hot Topics 167 Lesson 12: Allyhood I—Interrupting Individual Racism 169 Lesson 13: Allyhood II—How to Be an Aspiring Ally 175 Lesson 14: Adjourning the Dialogue 177 Conclusion 180 Appendix A. Social Justice Concepts 183 Appendix B. Icebreakers/Community Builders 187 Appendix C. Closing Activities 190 Appendix D. Values List 192 Appendix E. Facilitator Feedback Form 193 Appendix F. Privilege Walk Statements 194 Appendix G. PASK: Facilitator Personal Assessment Chart 196 Appendix H. The PALS Approach 198 Appendix I. Videos 200 References 203 Index 212 About the Authors 223
£999.99
Teachers' College Press Addressing Homelessness and Housing Insecurity i
Book SynopsisTopics include trauma-informed frameworks, policies affecting homelessness and housing insecurity, transitioning to college, supporting college retention, collaborations and partnerships, and transitioning to life after college.Table of Contents Contents Foreword Timothy P. White ix 1. Introduction 1 Size of the Issue 2 Importance of Higher Education for Future Stability 5 You Play an Important Role 6 Preview of the Book 6 2. Housing Insecurity in Higher Education 8 Higher Education Housing Continuum 8 Categories of Housing Status in the Continuum 12 Person-First Language 22 Conclusion 23 3. Social and Political Context 24 Economic Context 24 Social Context 26 Impact on Education 29 Policies Framing Higher Education 31 Conclusion 39 4. Trauma-Informed and Sensitive Colleges 43 What Is (and Is Not) Trauma 43 Becoming a Trauma-Informed and Sensitive College 46 Conclusion 50 5. Localizing Housing Insecurity 52 Gathering a Team 53 Learning About the Issue 58 Conducting a Self-Study 60 Convincing Administration to Move to Evaluation Stage 65 Conclusion 66 6. Evaluating Housing Insecurity on Your Campus 68 Where to Begin 69 Comprehensive Evaluation Design 70 Using Existing Institutional Surveys 72 Evaluation Tools 72 Outcomes 76 Student Voices 77 Recruiting Participation 79 Writing the Final Report 80 Lessons Learned 82 Conclusion 85 7. Implementing Strategies to Improve Student Experiences 86 Student Input and Support 87 Students Considering and Enrolling in College 89 Developing a Single Point of Contact (SPOC) Model on Campus 90 Leveraging Existing Services 94 Developing New Programs to Address Housing Insecurity 99 Responses to Food Insecurity 104 Career Services and Life After Graduation 108 Potential Roadblocks 108 Conclusion 109 8. Sustaining Efforts Over Time 111 Avoid Isolated Services 112 Maintain Community Partnerships 112 Integrate Basic Needs Security into Strategic Planning 112 Connect with Advancement and Philanthropy Offices 113 Provide Training for Faculty and Staff 115 Use Media to Advance Your Message 116 Advocate for Higher Education Policies 116 Meet Regularly 117 Conduct Continuous Evaluation 118 Conclusion 118 9. Looking Forward 120 This Work Is Hard, But It Matters 120 Take Care of Yourself 121 Share Your Story 123 Appendix A: Measuring Homelessness and Housing Insecurity 125 Appendix B: Assessing Student Supports 127 Appendix C: Meeting Students’ Basic Needs 131 Appendix D: California State University, Long Beach, Basic Needs Program 133 References 135 Index 139 About the Authors 147
£28.76
Teachers' College Press Teachin It Breakout Moves That Break Down
Book SynopsisDiscover new strategies to create equitable, engaging, interactive classroom environments where students from all backgrounds are motivated to take risks, share their unique perspectives, and develop their own identities as powerful life-long learners.Table of Contents Contents Preface vii Acknowledgments ix Introduction 1 1. Educators Are Experts, Improvisational Artists, Researchers 5 Instructors Are Experts and Improvisational Artists 5 Instructors Are Researchers 8 2. Community College Students: Their Stories, Challenges, and Resilience 13 Challenges Community Colleges Face 14 Student Identities, Backgrounds, and Intersectionality 15 Community College Students: Stories from the Edge 16 3. Instructor and Student Mindsets That Bolster Student Success 23 Instructor Beliefs and an Equity Mindset 24 Fostering a Growth Mindset Classroom 26 Alleviating Stereotype Threat 37 Other Equity Moves 44 4. Ed Psych Theory 2.0 51 Four Approaches to Learning and Teaching 51 Five Key Theories for 21st-Century Learning and Teaching 56 5. 21st-Century Learning: Active, Inquiry-Based, Collaborative 71 Two Examples: One in English, One in Math 72 The Neuroscience Behind Interactive, Inquiry-Based Learning 77 Launching an Inquiry-Based, Interactive Learning Class 80 Principles, Practices, Preparation 81 Building a Community of Learners 90 6. Improving Retention and Engagement for First-Year Black Male Students in Higher Education 104 Michael L. Washington Discussing Marginalization 105 Institutional Challenges: Racial Demographics 106 Anti-Grit Narrative 108 Sociological Challenges 111 Psychological Challenges 113 Final Recommendations 115 7. Moving Beyond Access: Cultivating College Skills and Persistence for Latinx Students 119 Victoria Christine Rodriguez Introduction 119 Background—the Aspiration–Attainment Gap 121 Charters and School-Level and Policy Interventions 122 Case Study of Bay Area Charter School 124 Imposter Syndrome 125 Teaching Undergraduate Students 128 Five Strategies 130 8. Supporting the Success of Multilingual Students 132 Luz Navarette García An Introduction to the Power of Language 132 A Crash Course in Language Development Theories 137 Nine Suggestions to Support Multilingual Learners 139 9. Teaching College and Career Skills in Ways That Dignify Students 142 Bolstering College and Career Skills 142 Supporting Students with Learning Disabilities 150 Providing Support for Anxiety, Stress, and Trauma 15510. Beyond the Classroom 159 Toward the Next Course, Degree, Career, Life 159 Online and Hybrid Teaching and Learning 161 The Power of a Community of Practitioners 162References 167 Index 179 About the Authors 193
£19.49
Teachers' College Press Learning to Teach in an Era of Privatization
Book SynopsisEducation policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. In this book, scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how popular policies, practices, and ideologies have taken root.Table of Contents Contents Foreword: Teachers on the Move Janelle Scott vii Introduction: Teaching as a Profession in an Age of Privatization: Issues, Advocacy, and Approaches 1 T. Jameson Brewer and Christopher A. Lubienski Part I: Dispositions, Ideology, and Philosophy Driving Educational Reforms 1. Countering the Continued Corporate Assault on Schools: Endorsing Public Education, Ethical Altruism, and Critical Policy Studies 17 Deron Boyles 2.Common Core Creativity: What Are Preservice Teachers Learning? 43 Christopher H. Tienken and Dario Sforza 3. Toward the End of Teacher Education? edTPA as the Next Guardian Sentinel of Teacher Certification 67 Westry Whitaker and Jim Burns Part II: Impacts on Teacher Preparation and the Teaching Profession 4. Impacting Education Through Privatized Graduate Schools: Strategic Fields, Charter Networks, and the Relay Graduate School of Education 91Jamie C. Atkinson and Brian W. Dotts 5. Canaries in the Classroom: The Teaching Profession in Trouble 113 Anthony Cody 6. Teacher Preparation in Singapore: Lessons on Neoliberalism 127 Priya Goel La Londe and Warren Mark Liew 7. Teaching Toward Which Ends? Residency Candidates Navigating Competing Programmatic Aims 149 Hilary Conklin, Lauren Gatti, and Kavita Kapadia Matsko 8. The Inequitable Impact of Privatization and Marketization of Initial Teacher Preparation in Chile 171 Carmen Montecinos and M. Beatriz Fernández 9. Teach For America, the Education Entrepreneur Network, and the Reshaping of Teacher Preparation 189 Kerry Kretchmar, Beth Sondel, and Joseph Ferrare 10. Academic Achievement of Students Taught by Teachers from Differing Preparation Programs 213 Denise K. Whitford, Dake Zhang, and Antonis Katsiyannis< About the Editors and Contributors 229 Index 231
£33.26
John Wiley & Sons about Gender Identity Justice in Schools and Communities
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£59.00
Teachers' College Press Planting the Seeds of Equity Ethnic Studies and
Book SynopsisBringing together an inspirational group of educators, this book provides insights into what it means to implement social justice ideals with young children. Each chapter highlights a teacher's experience with an aspect of social justice and ethnic studies, including related research, projects, lesson plans, and implications for teacher education.Table of Contents Contents Foreword Patrick Camangian vii Preface xi Acknowledgments xv 1. Introduction 1 Ruchi Agarwal-Rangnath 2. Teaching to Heal, Healing to Teach: Ethnic Studies as a Healing Endeavor in and out of the Classroom 17 Farima Pour-Khorshid 3. Creating Something Beautiful 27 Amalia Medina-Glover 4. Little Children Have Big Hearts: Teaching for Equity and Justice in K–2 Classrooms 36 Cami Touloukian 5. Mindfulness and Yoga 44 Ruby Vyas 6. What It Means to Teach for Social Justice as a White Educator 51 Emily Starr Bean 7. Ethnic Studies in a Transitional Kindergarten Classroom: Learning About Race and Identity 68 Vilma Serrano 8. Exploring Gender 76 Dale Weiss 9. Teaching Your Community 83 Roxanne Cano 10. Changing the Narrative: Asian American Ethnic Studies in My 1st-Grade Classroom 90 Judy Yu 11. Creating a Democratic Classroom 96 Rosamund Looney About the Authors 105 Index 108
£26.96
Teachers' College Press Five Big Ideas for Effective Teaching Connecting
Book SynopsisThe second edition of the seminal text designed to empower educators with an innovative conceptual framework for teaching. The book is grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice: neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition.Table of Contents Foreword by Robert Calfee ix Acknowledgments xi Preface xiii Introduction 1 Teacher Education and Professional Development: Preparing, Developing, and Supporting Teachers by Providing Them with a Firm Foundation 1 Teachers as Learners: Enhancing Mindsets and Methods 4 Five Big Ideas from Research to Application 5 Prologue: Challenges and Opportunities in 21st Century Schooling 9 In Support of a Gold Standard for Educational Professionals: Teachers as Adaptive Experts and Lifelong Learners 11 Challenges in the Current System of Teacher Education and Schooling 12 Tools for Learning and Teaching in the 21st Century 14 Brain, Plasticity, Potential, and Intelligence 15 The Body-Brain System 17 Metacognition 19 The Challenges of Teaching Today 21 Opportunities Knock for Lifelong Learners 24 Connecting the Science of Learning to the Art of Teaching 27 1. Big Idea 1: Implications of Neural Plasticity for Learning and Teaching 28 Understanding the Science of Neural Plasticity 30 Brain Development Over the Life Span 33 Plasticity Research and the Classroom 37 From Research to Classroom Practice: Plasticity in Action 41 What's the Big Idea? 45 2. Big Idea 2: Recognizing Human Potential 48 Misunderstanding Potential: The Fixed Mindset 50 Defining Potential in the Classroom 51 Teacher Expectations About Their Students' Learning Potential 54 Educational Leadership: Beyond the Classroom 59 From Research to Classroom Practice: Guiding Students to Actualize Their Learning Potential 61 What's the Big Idea? 62 3. Big Idea 3: Understanding Intelligence 65 Conceptions of Intelligence 68 Dynamic, Changeable Intelligence 73 Malleable Intelligence, Growth Mindsets, and Student Learning 73 Malleable Intelligence, Motivation, and Effort 75 Rehearsal: Talent vs. Deliberate Practice 79 Using Formative Assessment for Intelligence-Building 81 Educational Leadership: Beyond the Classroom 82 From Research to Classroom Practice: Intelligence and a Growth Mindset for 21st Century Success 82 What's the Big Idea? 89 4. Big Idea 4: The Body-Brain System at Work for Learning 92 Social and Emotional Learning 93 Modeling and Teaching Practical Optimism 97 Managing Stress 99 Stronger Bodies, Sharper Minds 100 The Search for Causal Connections 103 High-Octane Fuel for Learning 105 Preparing for Learning with a Good Night's Sleep 107 From Research to Classroom Practice: Putting the Body-Brain System to Work 108 What's the Big Idea? 111 5. Big Idea 5: Metacognition as a Path to Becoming Functionally Smarter 115 Metacognition Through the Ages 116 Thinking About Thinking: Two Layers of Learning 117 Connecting Metacognition and Executive Function 119 Teaching and Facilitating the Use of Cognitive Strategies 121 Connecting Cognitive Strategies to Current Rigorous Standards 123 Gathering Information 124 Exploring and Elaborating 128 Communicating What You Have Learned 134 Teaching Cognitive and Metacognitive Strategies by Example 138 A Metacognitive Approach to Social and Emotional Learning 140 From Research to Classroom Practice: Learning by Teaching and Reflecting on Your Professional Practice 144 What's the Big Idea? 145 6. Teaching, Learning, and Neuroeducation Myth Busting 148 Becoming an "Apprentice" of Effective Education 149 There Is More to 21st Century Education Than the 3 Rs—A Lot More 150 You Can Get Better at Almost Anything If You Set Your Mind to It 152 Your Brain Is a Learning Muscle—Build It 153 Early Intensive Reading Instruction Can Open New Worlds 154 The Little Engine That Could Had the Right Idea 155 Don't Forget: You Can Remember 157 Support Physical Activity to Support Learning 160 Your Role as a Myth Buster 161 7. Your Journey of Learning and Teaching 162 The Importance of Learning Together 163 Connecting with a Worldwide Professional Learning Community 170 The Joy of Informal Learning 172 Rising to the Hope and Challenges of Your Professional Practice 173 References 176 Index 196 About the Authors 209
£78.85
Teachers' College Press Developing Effective Special Educators Building
Book SynopsisIn this guide, the authors outline a program of collaboration to enable novice teachers to gain insight from their experienced colleagues. The book argues that ""epistemic empathy"" is a core attribute to develop in practitioners at all levels of experience in order to apply principles of special education practice in thoughtful and innovative ways.
£23.99
John Wiley & Sons Schooling Teachers Teach For America and the Future of Teacher Education
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£33.26
Teachers' College Press Using Data to Improve Teacher Education Moving
Book SynopsisOffers concrete examples of how data can be used by faculty, staff, and program leaders to improve their collective work as teacher educators. Strong external accountability mandates often lead to tensions that undermine morale and motivation. This volume focuses on navigating these tensions so that valuable programmatic change can happen.Table of Contents Contents (Tentative) Foreword G. Williamson McDiarmid Acknowledgments part I: Conceptual and Empirical Foundations 1. Introduction and Overview of the Book Charles A. Peck 2. Building Organizational Capacity and Commitment to Data Use in Teacher Education Susannah C. Davis and Charles A. Peck Part II: Case Studies of High Data Use Programs 3. Reconceptualizing Teacher Education and Reculturing Schools of Education: Changing Teaching Institutions Into Learning Organizations Linda A. Patriarca, Kristen Cuthrell, and Diana Lys 4. Living in a Culture of Evidence and Outcomes: Engaging with Data at Alverno College Désirée H. Pointer Mace and Patricia Luebke 5. Program Portrait: University of California, Santa Barbara Tine Sloan and Jennifer Scalzo Part III: Promising Practices 6. Motivating Faculty Engagement With Data Susannah C. Davis and Kristen Cuthrell 7. Building (Useful) Data Systems Diana Lys and Désirée H. Pointer Mace 8. Making Time and Space for Data Use Tine Sloan, Kristen Cuthrell, and Désirée H. Pointer Mace 9. Leadership Strategy and Practice Tine Sloan, Diana Lys, and Ann Bullock 10. What We Learned About Getting Started With Data Use Through Self-Study Aaron Zimmerman, Tabitha Otieno, Jahnette Wilson, Chase Young, Jessica Gottlieb, Benjamin Ngwudike, and Marcelo Schmidt Part IV: New Directions 11. Improving Programs Through Collaborative Research and Writing Joy Stapleton, Diana Lys, Christina Tschida, Elizabeth Fogarty, Ann Bullock, and Kristen Cuthrell 12. Building Capacity and Commitment of Future Faculty to Program Improvement Research Jenny Gawronski and Starlie Chinen 13. Looking Back, Leaning Forward: A Conversation About Current and Future Challenges for Making Data a More Useful Tool for the Improvement of Teacher Preparation Programs Kristen Cuthrell, Diana Lys, Charles A. Peck, Désirée H. Pointer Mace, Tine Sloan, with G. Williamson McDiarmid About the Contributors Index
£33.26
John Wiley & Sons Doing College Right
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£67.50
John Wiley & Sons Descriptive Inquiry in Teacher Practice Cultivating Practical Wisdom to Create Democratic Schools
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£26.59
John Wiley & Sons The Comprehensive Guide to Working With Student Tools and Templates to Support Reflective Professional Growth
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£26.59
Teachers' College Press The Fractured College Prep Pipeline Hoarding
Book SynopsisWalks readers through the stages of the high school college prep pipeline that introduces interlocked structural barriers to students. The author shows how these barriers reinforce segregated structures that unfairly distribute the public good of education to some students and not others.Table of Contents Contents Prelude vi Acknowledgments vii 1. Introduction 1 21st-Century Education Policy, In Brief 2 Interlude: Words, Terminology, and Language Use 4 Contribution 9 Summary of Chapters 9 2. A Simmering Problem 11 with Kristi Donaldson College and Career Readiness = College for All 13 From High School “College For All” Expectation to Actually going to College 14 The Puzzle 18 Theoretical Framework 20 Methods 23 Case Studies: Four “Spotlight States” 26 3. The Landscape of College-Preparatory Curriculum in American High Schools 31 American High School Landscape 31 Spotlight States: High School Landscape 38 College-Prep Curriculum Landscape 42 The College-Preparatory Pipeline 47 Spotlight States: The AP and IB Landscape 48 4. The Foundation of Access to Opportunity 50 Historical Background on Access to Curriculum 50 District Access in the United States 51 District Resources: Concentration vs. Dilution 53 Unequal Consequences for Students Without Access 58 Summary: Stage 1 of the Pipeline 60 Spotlight States: How Does Access Work Within States? 61 Conclusion 66 5. In the Pipeline: Participating in AP and IB Courses 68 Brief Background on Curriculum Tracking 69 Student Enrollment in Schools with AP or IB Courses 70 Tracked-Out: No-CP Schools 71 AP and IB Participation in the United States 74 Concentration vs. Dilution of Curricula 76 Inside the Classrooms 78 Tracked-in: CP-Specialty Schools 80 Concentration vs. Dilution: Impact on Participation Rates 85 Summary: Stage 2 of the Pipeline 86 Spotlight States: How Does Participation Work Within States? 89 Conclusion 93 6. The Last Stage of the Pipeline: Passing the Exams 95 U.S. History on Testing Knowledge: States’ Rights 96 AP Exams 97 Summary: Stage 3 of the Pipeline 110 Spotlight States: How Does AP Testing Work Within States? 112 Conclusion 115 7. College-Prep Credentials: Who Gets Nothing, Who Gets Swindled, and Who Gets the Real Quality 117 Segregated Learning 120 New to the Educational Marketplace: The Counterfeit Credential 127 Research Implications 128 Reflection 130 Conclusion 130 8. Implications and Thoughts on Moving Forward 132 How Did We Get Here? 133 Data Analysis and Social Structures 134 College Admissions 136 Policies on the Horizon 136 Students and Families 138 Conclusion 139 Notes 140 References 144 Index 161 About the Author 168
£23.25
John Wiley & Sons Teacher Educators as Critical Storytellers Effective Teachers as Windows and Mirrors
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£22.79
John Wiley & Sons What Educators Need to Know About Immigration Law
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£27.54
John Wiley & Sons A Guide to Teaching Art at the College Level
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£27.54
Teachers' College Press Think Higher Feel Deeper Holocaust Education in
Book SynopsisApproaching the Holocaust in your classroom can be a difficult, often daunting task. Using anecdotes and empirical data, this practical guide offers advice for teaching the Holocaust in a way that is nuanced, socially responsible, and historically accurate.
£33.26
John Wiley & Sons Parenting in Privilege or Peril
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£35.06
John Wiley & Sons Apoyo Sacrificial Sacrificial Support How Undocumented Latinx Parents Get Their Children to College
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£31.46
John Wiley & Sons Flux Leadership
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£35.96
John Wiley & Sons Authentic Cari241o Transformative Schooling for Latinx Youth
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£35.96
Teachers' College Press Investigating Light and Shadow With Young
Book SynopsisShows teachers how to engage children (ages 3-8) with light and shadow in a playful way, building an early foundation for the later, more complex study of this phenomena and possibly piquing the curiosity of children that will ultimately lead to professions within the field of STEM.
£31.46
Teachers' College Press Our Children Cant Wait The Urgency of
Book SynopsisArgues that responding to a number of factors like air quality, housing, public health, community safety, segregation, and neighborhood conditions are essential to improving academic outcomes and student health. This volume urges readers to reconsider what education policy is, what it could be, who it is for, and who should be directly shaping it.Table of Contents Contents Foreword Becky Pringle v Acknowledgments vii 1. Our Children Can't Wait: The Urgency of Reinventing Education Policy in America 1 Joseph P. Bishop 2. Grappling With America's History to Inform Our Future Policies 11 Arnold F. Fege and John H. Jackson 3. Making Children a National Priority: Overcoming the Marginalization and Invisibility of Children 23 Bruce Lesley 4. Whose Vision of Racial Equity?: Reinventing Education Policy in Post–Civil Rights America 41 Sonya Douglass and Anna Kushner 5. Developing Policy for the Whole Child 58 Linda Darling-Hammond and Channa Mae Cook 6. Starting in School: Education Policies to Dismantle Systemic Racism 76 Tyrone C. Howard 7. Youths' Health and Learning Connection 92 Alexandra Mays and Rochelle Davis 8. Air Pollution, Exposure to Contaminants, and Education Policy 109 Sara Grineski and Timothy Collins 9. Promoting Equity and Justice Through Integrated Schools and Communities 133 Jennifer B. Ayscue and Erica Frankenberg 10. Housing Strategies as Education Policy 154 Megan Gallagher 11. Reimagining School Safety During and After the COVID-19 Pandemic: A Call for Policy Strategies to Address Racial and Social Justice 174 Heather M. Reynolds and Ron Avi Astor 12. Toward Transformative Justice in School Finance 194 Oscar Jiménez-Castellanos, Danielle Farrie, and David M. Quinn 13. Youth Wildin' in the (Re)Shaping of Policy: Toward a Critical Model of Racial Justice and Community Accountability 212 Justin A. Coles, Keisha L. Green, and Jamila Lyiscott 14. Youth Incarceration and Education Policy 232 Angela James 15. Students Experiencing Homelessness: A National Crisis 251 Matthew H. Morton, Earl J. Edwards, and Melissa Kull 16. Bringing the Vision Together: How to Reach the Policies We Need 269 Joseph P. Bishop About the Contributors 281 Index 285
£35.96
Teachers' College Press Reckoning With Racism in FamilySchool Partnersh
Book SynopsisDrawing from the experiences of Black parents as they engaged with their children’s schools, this book brings a critical race theory analysis to family-school partnerships. It examines racism and white supremacy at school, Black parents’ resistance, and ways school communities can engage in more authentic partnerships with Black and Brown families.Table of Contents Contents Series Foreword James A. Banks ix Preface xv Acknowledgments xix 1. The Racial Reality of Schools for Black Families 1 "The Most Livable City" . . . For Whites Only 2 The Parent Participants 3 Black Lives Matter: The 2014–15 School Year Context 4 Critical Race Theory 7 A More Liberatory Future With CRT 12 2. Racial Realist Parent Engagement 13 "Damned If You Do, Damned If You Don't, Apparently" 14 Parents' Approaches to Teaching Children About Anti-Black Racism 20 Racial Realist Parent Engagement as a Framework for School Partnerships With Black Families 26 3. Resisting Individualism and Engaging for the Collective 29 In Everyday School Involvement 30 When Choosing Schools and Extracurriculars 33 In the Community 35 In Parent Groups 37 Engaging for Collective Educational Justice 38 4. The Persistence of White Supremacy in Shared School Governance 40 Restrictive, Still-Restrictive, and Expansive Visions of Equality 42 Parent Teacher Organizations 44 African American Empowering Parent Groups 48 The African American Parent Council 52 BOSD's Still-Restrictive Visions of Equality 53 5. Five Years Later: The Ongoing Salience of Racial Realist Parent Engagement 55 The New Sociopolitical Context of 2019 56 Persistence of Racial Realist Parent Engagement Across Time and Space 57 Strategically Stepping Away From Shared School Governance 62 Calling on Educators to Join Black Families in Resisting 63 6. In Conclusion: Mapping More Liberatory Family–School Partnerships 64 Untethering Education Quality From Individual Parents' Engagement 65 Reorienting Toward Collective Educational Justice 67 Expansive Equality in Shared School Governance 69 Conclusion 72 Appendix: Study Methodology 73 Recruiting Participants 74 Participant Demographics 74 Data Collection 75 Data Analysis 77 Humanizing Research 77 Notes 79 References 81 Index 85 About the Author 89
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