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John Wiley & Sons Raising Race Questions Whiteness and Inquiry in Education Practitioner Inquiry Practitioner Inquiry Series
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John Wiley & Sons Diversity and Education A Critical Multicultural Approach
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John Wiley & Sons Changing Minds and BrainsThe Legacy of Reuven F Higher Thinking and Cognition Through Mediated Learning
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John Wiley & Sons Why We Teach Now
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John Wiley & Sons Teaching in the Flat World Learning from HighPerforming Systems
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John Wiley & Sons Teaching the Tough Issues
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John Wiley & Sons Mathematics Professional Development Improving Teaching Using the ProblemSolving Cycle and Leadership Preparation Models
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John Wiley & Sons Eight Essential Techniques for Teaching with Int What Makes Reggio and Other Inspired Approaches Effective
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John Wiley & Sons DisCritDisability Studies and Critical Race Theory in Education
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John Wiley & Sons Squandering Americas FutureWhy ECE Policy Matters for Equality Our Economy and Our Children
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John Wiley & Sons Identity Work in the Classroom Successful Learning in Urban Schools
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John Wiley & Sons After the AtRisk Label Reorienting Educational Policy and Practice Disability Culture and Equity Series
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John Wiley & Sons Professional Learning in Action An Inquiry Approach for Teachers of Literacy
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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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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.
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John Wiley & Sons Literacy Leadership in Changing Schools 10 Keys to Successful Professional Development
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John Wiley & Sons Smarter Teacher Leadership Neuroscience and the Power of Purposeful Collaboration
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John Wiley & Sons Literacy and History in Action
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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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John Wiley & Sons Quiet at School An Educators Guide to Shy Children
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John Wiley & Sons Teaching for Equity in Complex Times Negotiating Standards in a HighPerforming Bilingual School
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John Wiley & Sons Inclusive Literacy Teaching Differentiating Approaches in Multilingual Elementary Classrooms
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John Wiley & Sons Professional Development in Relational Learning Teachers in Connection
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John Wiley & Sons The Heart and Science of Teaching Transformative Applications That Integrate Academic and SocialEmotional Learning
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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
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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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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
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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
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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
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John Wiley & Sons Doing College Right
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John Wiley & Sons Descriptive Inquiry in Teacher Practice Cultivating Practical Wisdom to Create Democratic Schools
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John Wiley & Sons The Comprehensive Guide to Working With Student Tools and Templates to Support Reflective Professional Growth
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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
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John Wiley & Sons Teacher Educators as Critical Storytellers Effective Teachers as Windows and Mirrors
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John Wiley & Sons What Educators Need to Know About Immigration Law
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John Wiley & Sons A Guide to Teaching Art at the College Level
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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.
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John Wiley & Sons Parenting in Privilege or Peril
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John Wiley & Sons Apoyo Sacrificial Sacrificial Support How Undocumented Latinx Parents Get Their Children to College
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John Wiley & Sons Flux Leadership
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