Search results for ""Teachers College Press""

The use of protocols has quickly spread from conferences and workshops to everyday school and university settings. Now in its third edition, this perennial bestseller features substantial updates that take into account recent developments in the field of facilitative leadership. The authors have also added eleven totally new protocols, including the “Peer Review Protocol” and “Looking at Student Work with Equity in Mind.”This essential teaching and professional development tool includes: step-by-step descriptions of how educators can use protocols to study together, work on problems of practice, teach well, and explore students' work, explanations of the particular purpose of each protocol, discussions of the value that educators have found in using them, and helpful tips for facilitators, a free supplement on the Teachers College Press website with ""Abbreviated Protocols"" that can be downloaded and customised to suit each facilitator's needs.

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Given the present-day threats to American democracy and the deep political divisions ahead of the 2024 presidential election, Teachers College Press is publishing this federal report with a new introduction. This federal report is being reissued to accompany the new book edited by Alan Curtis, Creating Justice in a Multiracial Democracy.

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This popular text continues using the format of the three approaches - The Executive, The Facilitator, and The Liberationist. For the Fifth Edition, the authors add four new case studies: 'Scripted Teaching', 'Accountability and Merit', 'What is the Value of Caring Relationships?' and 'School Funding'. Using these and other realistic case studies, they explore the strengths and weaknesses of each approach so that teachers can critically assess their own philosophical positions on teaching. Teachers are urged to ask themselves such questions as: What is the main goal of teaching? What is the most important purpose of education? What do I expect my students to eventually become? Is the way I structure my teaching influenced by how I view my role and goals? This updated edition also adds a new section called 'Topics and Resources' to encourage further inquiry into teaching.Approaches to Teaching is one of the five books in the highly regarded Teachers College Press THINKING ABOUT EDUCATION SERIES, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice.

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A much-needed guide providing the specific skills and materials necessary to facilitate effective dialogues across identity differences. By capturing conversations among leaders in the field and emergent practitioners, this book emanates optimistic energy and time-tested wisdom from the fields of Intergroup Relations and Intergroup Dialogue.

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An essential understanding of the uses and practices of algebra remain out of reach for many students. In this book, Dr. Nicole Fonger addresses the issue of how to support all learners to experience algebra as meaningful. In a highly visual approach, the book details four research-based lenses with examples from 9th-grade algebra classrooms.

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This book uses the water crisis in Flint, Michigan, as a touchstone for the importance and value of including place-based education in the social studies curriculum. Whitlock scrutinizes this local environmental issue to not only drive critical inquiry in the classroom, but also to show how the curriculum can propel valuable social change in the community. Each part of this book highlights critical place inquiry and place-based education with an overall inquiry question: How can schools respond to a community's needs? How can schooling be reimagined to center "place?" How can teacher preparation be place-based? What did we learn from the Flint crisis and where do we go from here? Individual chapters investigate the inquiry question by examining Flint and the Flint water crisis more specifically, as well as the lessons we can learn from Flint educators. Social studies teachers (Pre-K-16) can use these experiences to inform their own approach to understanding their own places.Book Features: Employs narrative inquiry, including interviews with school officials, teachers, parents, and teacher educators. Offers key "takeaways" in every chapter to assist educators in applying place-based education principles to their classrooms. Written in an accessible journalistic style that is both scholarly and personal. Includes photographs taken by the author of real people and places in Flint that illustrate the story.

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Schools of Opportunity builds an argument for shifting the way that excellent schools are recognized and built. The National Education Policy Center's Schools of Opportunity project was designed to highlight public high schools that are using research-based practices for closing opportunity gaps in student learning. The project recognizes schools working to address the needs of all students, whether or not those schools have high average test scores. This approach thus embraces a shift away from the nation's myopic focus on outcomes. This follows from research findings that schools alone cannot fix the problems created by the stark inequalities in our society. Instead, schools should be expected to do their part by responding to inequities with research-based practices. With these shifts in mind, this book provides case studies of schools that demonstrate key criteria that other schools can emulate, such as an inclusive school climate, support for language-minority students, performance-based assessment, teacher professionalism, a commitment to detracking, and supports for students in need. Book Features: Provides accounts of school reform, jointly told by researcher–practitioner teams, connecting current research with successful efforts of educators to create outstanding learning environments. Brings together the voices of principals and school leaders who share stories of how their work has unfolded in their school, district, and state contexts. Identifies the school leadership and teacher practices that close opportunity gaps for student learning, and what it takes to implement them.

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Help 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, recognizing that every culture has its own narrative tradition of oral and written classics that inform its literature. The author introduces readers to the LIST Paradigm, a guided approach to culturally responsive reading that encourages readers to access and analyze a text by asking significant questions designed to foster close, critical reading. By combining aspects of both literary analysis (exploring the elements of fiction such as plot, setting, and character) and literary criticism (exploring works from multiple perspectives such as historical, psychological, and archetypal), the LIST Paradigm helps educators "unlock" literature with four keys to culture: Language, Identity, Space, and Time. In Culturally Responsive Reading, Washington exposes cultural myths, reveals racist and culturally biased language, dismantles stereotypes, and prevents the egregious misreading of works written by people of color.Book Features: Describes a unique approach to culturally responsive reading, including specific teaching strategies and rich classroom examples. Explores numerous texts by writers of color that are rarely included as required reading in literature courses. Provides examples and illustrations of innovative ways to incorporate multicultural texts into an introductory literature course. Incorporates epigraphs and questions that highlight each component of the LIST approach. Includes a critical essay that guides teachers through the process of teaching a complex postmodern novel (Junot Díaz's The Brief Wondrous Life of Oscar Wao).

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Grounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martínez-Álvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into "boxes," particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners.Book Features: Combines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective. Includes activity invitations to help teachers create high-quality learning spaces. Provides sample work from diverse elementary school–aged children, as well as children's responses to the learning activity. Proposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies.

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What happens when learning is approached as a transaction between teachers, students, texts, and methods? Based on classroom action research conducted in a diverse suburban school district, the author shares a framework that encourages teachers to approach their work with a restorative mindset by focusing on four elements of instruction: methods; literature; relationships; and culture, identity, and language. In each chapter, Faughey shares a scenario or problem from her ELA classroom, the action she took to address it, and the outcomes. Examples include a 9th-grade classroom where students developed podcasts to share their thinking about Romeo and Juliet, a 10th-grade classroom where multilingual learners created graphic essays to share their comparative analysis of Things Fall Apart and the film Black Panther, and a 12th-grade classroom where students reimagined Dracula in order to connect personally with the text through restorying. This accessible text provides resources, lesson plans, and examples of student work, as well as suggestions for teacher preparation programs.Book Features: Shares the perspective of a classroom teacher who understands the daily interactions teachers have with students, as well as the possibilities and limitations of teaching in today's schools. Demonstrates a problem-solving thought process with a step-by-step explanation of the author's teaching process. Includes vivid anecdotes about students, pictures of students working together, and examples of student work. Situates each scenario within a body of theoretical and research literature, introducing concepts such as cosmopolitan theory, reader response theory, and literary theory. Offers lesson plans, rubrics, and handouts that teachers can use to inform their own practice. Provides lists of podcasts, videos, articles, and books that can be used when teaching classic texts such as The Great Gatsby and The Yellow Wallpaper, as well as multicultural texts like Things Fall Apart."

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Young Investigators has been expanded to guide today’s teachers through the process of conducting meaningful investigations with young children. This fourth edition of the bestseller begins with a new chapter, “How Children Really Learn,” which summarizes insights from mind-brain education research, showing how experiences firmly rooted in children’s curiosity and interest build intellectual capacity. The book then introduces the Project Approach with step-by-step guidance for incorporating child initiation and direction into curriculum while simultaneously addressing content standards. A new focus on critical Teacher Decision Points uses fresh-from-the-classroom examples to show how teachers think through project work. The emphasis on STEM experiences has been expanded to include STEAM through a new chapter, “The Role of Project Work in the Arts” This book makes project-based learning possible with the youngest children (toddlers through 2nd grade) who are not yet proficient in reading and writing, but capable of deep, focused thinking. Throughout, readers empathize with teachers’ concerns, witness how they find solutions to challenges, and feel the excitement of children during project work. Young Investigators is appropriate for teachers new to using the Project Approach, as well as for those who already have experience. Book Features: • Examples of projects from child care centers and preschool, K–2, and special education classrooms. • Instructions for incorporating standards and STEAM skills into project work. • A variety of experiences to help children connect to the natural world. • Toddler projects that reflect knowledge from recent mind-brain research. • Tools for integrating required curriculum goals and for assessing achievement. • A Teacher Project Planning Journal that leads teachers through the major decision points of project work. • Full-color photographs of children engaged with projects. • A study guide for pre- and inservice teachers (available at www.tcpress.com).

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Help adolescents learn and use the academic words that will assist them in school and beyond. The author argues that "words worth using" must matter to adolescents' authentic work in the disciplines and connect to their lived experiences. Rather than using a model of vocabulary instruction that positions students as passive recipients who must simply memorize definitions, Townsend outlines a metalinguistic approach that shows students how to learn words by using them in ways that are meaningful to their identity, language background, and individual interests. The book provides research-based instructional routines to support adolescents as they learn and use new words in their disciplinary learning. It explores how academic vocabulary can position students as "insiders" or "outsiders," and how culturally sustaining instruction can welcome all students into discovering and using language. Words Worth Using will be a popular resource for teachers who feel stymied by the sheer volume of words they are expected to teach.Book Features: An engaging exploration of adolescents and the kinds of powerful word learning that endure. Metalinguistic awareness as an underleveraged approach to helping adolescents develop word knowledge in engaging ways. A culturally sustaining pedagogy framework with specific attention to emergent bilinguals. "Words Worth Using" boxes that share the etymology and morphology of many important words throughout the text. A careful review and explanation of research accompanied by classroom anecdotes, real-world examples, and templates for teachers and instructional leaders to use in their own contexts.

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High Attention Reading offers a new way to get students of all reading levels to independently read informational texts with more effort, attention, and stamina. Hale argues that increasing the number of informational texts children read is important but not enough to achieve this goal. In order to prepare students for the reading demands of high school, it is essential that we provide strategic scaffolding for the habits of mind required to read this genre at a high level and the motivation to do so. The author introduces elementary and middle school teachers to a format called HART (High Attention Reading through Talking) that uses purposeful, intermittent student talk to heighten engagement and accountability during independent reading. The book includes easy-to-implement lessons to get started with HART, as well as discussions about the relationships among motivation, engagement, and content area reading. Chapters describe how HART scaffolds and supports student ownership of background knowledge, content vocabulary, and critical thinking about texts. Teachers will learn how to create conditions that foster motivation and engagement with informational text, while also creating authentic accountability to help students read to their potential. Book Features: An approach to independent reading that can be incorporated into any reading curriculum, from reading workshop to more structured comprehensive programs. Practical information for how to impact a difficult to reach aspect of reading—the internal effort students make while reading complex text independently. Strategies for building students' critical thinking through discussion and writing. Guidance for how to increase student ownership of attending to background knowledge and content vocabulary. A framework that can be used by reading and content (science and social studies) teachers in both elementary and middle school. Dedicated discussions on how to differentiate HART for English Learners. Lessons that include descriptive transcripts, reproducible supportive materials, and access to downloadable PowerPoints.

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If we teach in the way that human brains learn, both students and their teachers will thrive! This book aligns evidence from the learning sciences on how and what students need to learn with classroom practice (pre-K–12). It demonstrates, with hands-on examples, how a change in educational mindset (rather than in curriculum) can improve student outcomes on both standardized tests and a breadth of 21st-century skills skills. Written collectively by classroom teachers, administrators, parents, and learning scientists, this book shows readers how to co-construct and reimagine an optimal educational system. Making Schools Work offers three case studies of schools, including a statewide system, that are all realizing a 6 Cs approach to learning focused on collaboration, communication, content, critical thinking, creative innovation, and confidence. The text documents the ever-evolving implementation process, as well as outcomes and the ongoing work of stakeholders. Readers can use this resource to create an education for all children that is culturally responsive, inclusive, effective, and fun.Book Features: Helps educators teach in the way that human minds learn. Jointly written in accessible language by teachers, administrators, parents, and learning scientists. Offers hands-on ways to reimagine classrooms without investing in new curricula. Puts teachers in the driver's seat, reminding them of why they teach. Provides culturally responsive, inclusive, effective, and fun strategies. Offers children the possibility of learning the skills they will need for 21st-century skills success.

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Children are intrigued by switches that power a light source and by items that reflect light and sparkle, and they take notice of personal shadows cast on the playground. Many fields in STEM draw upon understanding of light and shadow, such as astronomy, biology, engineering, architecture, and more. This second volume in the STEM for Our Youngest Learners Series shows 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. The text offers guidance for integrating literacy learning and investigations and for building partnerships with administrators. Each volume in this new series includes vignettes showing educators and children engaging in inquiry learning, guidance for selecting materials and arranging the learning environment, modifications and accommodations for diverse learners, establishing adult learning communities to support professional development, and more.

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This powerful resource is for researchers and educational leaders who are interested in understanding and applying research methods that emphasize youth voice. The authors argue that most educational research either omits critical understandings of youth or, even worse, presents inaccuracies due to faulty techniques. Researching how youth experience their schools and communities requires specific conceptual tools that address researcher bias, power dynamics, and the contextual considerations that impact meaning-making processes. Responding to these issues, the authors present the Student Voice Research Framework—an approach that both novice and advanced researchers can use to address assumptions and overcome bias as they engage with youth. Readers are provided with clear steps for implementing the framework, as well as examples of how some of the most innovative qualitative and quantitative researchers in the world are using it. The text includes numerous interview, survey, and other protocols with strategies that researchers can use immediately or adapt for their own studies. This comprehensive volume is a must-have for anyone doing research about and with youth. Book Features: Guidance for addressing persistent problems of bias in educational inquiry to better engage in study about and with students. Examination of student voice research as its own field with its own typologies and research questions. Chapters highlighting innovative qualitative and quantitative research methods and strategies with ready-to-use protocols and other tools. A forward-looking conversation about social justice and what democracy could look like in schools. A toolkit of research methods and school change processes to address difficult questions in education.

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This second edition is essential 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. It combines historical, contemporary, theoretical, and practical information to help educators address exclusionary practices in schools related to gender identity, sexuality, racism, sexism, and other forms of bias that shape student experiences. To enable educators to better understand their obligations to students in relation to policy, staff training, daily school climate, pedagogy, and curriculum, the author has extensively revised this popular text to include updated information on the impact of same-sex marriage legalization and increasing federal recognition of transgender student rights. And because the legal terrain regarding transgender youth has been especially volatile, Mayo provides strategies educators can use to maintain ethical trans-inclusive teaching, even when local regulations appear to impede transgender inclusivity.Book Features: An examination of the pedagogical, curricular, and policy changes that can improve school experiences for LGBTQ (lesbian, gay, bisexual, transgender, queer) and ally students. A new chapter on gender identity and transgender, nonbinary, and gender expansive student experiences. Current policy and legal information, data, and justification for LGBTQ-equitable and inclusive teaching.

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This inspirational book is about engaged pedagogies, an approach to teaching and learning that centers dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. The authors share their story of working with students, teachers, teacher educators, families, community members, and union leaders to create transformative practices within and beyond public school classrooms. This collaborative work occurred within various spaces—inside school buildings, libraries, churches, community gardens, nonprofit organizations, etc.—and afforded opportunities to grapple with engaged pedagogies in times of political crisis. Featuring descriptions from a district-wide initiative, this book offers practical and theoretical resources for educators wanting to center justice in their work with students. Through question-posing, color images, empirical observations, and use of scholarly and practitioner-driven literature, readers will learn how to use these resources to reconfigure schools and classrooms as sites of engagement for equity, justice, and love.Book Features: Provides a sound approach to deeply taking up the work of justice and engaged pedagogies. Presents linguistic, cultural, theoretical, and practical ideas that can be used and implemented immediately. Includes reflective questions, found poetry, lesson ideas, storytelling as narrative, and examples of engaged pedagogies. Shares stories from a district-wide initiative that embedded engaged pedagogies within classrooms, counseling offices, and libraries. Showcases original artwork and images in full color by Grace D. Player, one of the coauthors.

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The Art of Reflective Teaching examines what it means to be present in one’s teaching. The book begins with an in-depth definition of presence from several different angles. The text goes on to delineate what a teacher may be present to, providing a map for useful discussions among teachers and between teachers and students. The book then outlines the structure of reflection, its intentional practice, and its importance to presence. Finally, it provides a detailed outline for teaching presence to new and preservice teachers. Rodgers’s curriculum integrates mindfulness practice with reflection, using presence as a bridge between the two. Drawing on her own experiences and those of her students, the author demonstrates how reflective teaching is grounded in a living and evolving philosophy of practice.Book Features: Shows educators how to mentally and emotionally connect themselves to their students, their classroom, and their teaching. Provides a tested structure for reflective practice based on the work of both John Dewey and the author’s own practice. Includes a course outline for teaching presence that can be used by teacher educators, professional developers, and teacher inquiry groups. >

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Rooted in examples from their own and others' classrooms, the authors 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, including designing literature-based units that emphasize racial literacy, selecting literature that highlights voices of color, analyzing Whiteness in canonical literature, examining texts through a critical race lens, managing challenges of race talk, and designing formative assessments for racial literacy and identity growth.Book Features: Specific classroom scenarios and transcripts of race-related challenges that teachers will recognize to help situate suggested strategies Sample racial literacy objectives, questions, and assessments to guide unit instruction. A literature-based unit that addresses societal racism in A Raisin in the Sun. Assignments for exploring Whiteness in the teaching of The Adventures of Huckleberry Finn. Questions teachers can use to examine To Kill a Mockingbird through a critical race lens. Techniques for managing difficult moments in whole group discussions. Collaborative glossary and exploratory essay assignments to build understanding of race-based concepts and racial identity development.

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With lots of examples and color images, this resource is both a foundational text and a practical guidebook for bringing contemporary art into elementary and middle school classrooms as a way to make learning joyful and meaningful for all learners. The author shows how asking questions and posing problems spark curiosity and encourage learners to think deeply and make meaningful connections across the curriculum. At the center of this approach is creativity, with contemporary visual art as its inspiration. The text covers methods of creative inquiry-based learning, art and how it connects to the "big ideas" addressed by academic domains, flexible structures teachers can use for curriculum development, creative teaching strategies using contemporary art, and models of art-based inquiry curriculum. Book Features: Provides research-based project ideas and curriculum models for arts integration. Shows how Project Zero's flexible structures and frameworks can be used to develop creative inquiry and an arts integration curriculum. Explains how contemporary visual art connects to the four major disciplines—science, mathematics, social studies, and language arts. Includes full-color images of contemporary art that are appropriate for elementary and middle school learners. Demonstrates how arts integration can and should be substantive, multi-dimensional, and creative.

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Explore how one classroom community played with and collaboratively engaged in authorship. The authors illustrate how curriculum can be authentically and meaningfully integrated. They also offer a unique perspective on the development of language and literacy practices by framing children’s play narratives as the foundation from which rich curricula can grow.

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Chapter modules cover 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 that consider caregivers’ and students’ underlying needs.

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This practical resource will assist secondary educators in creating equitable schooling environments for racially diverse youth. The authors identify key aspects of successful strategies and offer recommendations for tackling the many challenges of implementing effective school change. Chapters include vignettes and questions to help readers reflect on their own experiences and perspectives.

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Music is a powerful means for educating citizens in a multicultural society and meeting many challenges shared by teachers across all subjects and grade levels. By celebrating heritage and promoting intercultural understandings, music can break down barriers between various ethnic, racial, cultural, and language groups within elementary and secondary schools. This book provides important insights for educators in music, the arts, and other subjects on the role that music can play in the curriculum as a powerful bridge to cultural understanding. The author documents key ideas and practices that have influenced current music education, particularly through efforts of ethnomusicologists in collaboration with educators, and examines some of the promises and pitfalls in shaping multicultural education through music. The text highlights World Music Pedagogy as a gateway to studying other cultures as well as the importance of including local music and musicians in the classroom.

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Compared to their more sociable counterparts, shy children are at greater risk for a variety of difficulties in elementary school, including internalizing problems, difficulties with peer relationships, and poorer academic performance. Written by a developmental and an educational psychologist with decades of experience between them, this book demystifies the latest research on shyness. It offers a comprehensive and accessible guide to everything teachers should know about shy children. Topics covered include how shyness develops in childhood, the unique challenges faced by shy children at school, and general strategies and specific techniques for improving shy children’s social, emotional, and academic functioning at school. Despite an increase in research on shyness, shy children are still not well understood by teachers and other school personnel. Quiet at School offers research-based practices for creating safe and inclusive learning environments that will help shy students thrive.

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The trauma-sensitive schools movement is the result of a confluence of forces that are changing how educators view students’ academic and social problems, including the failure of zero-tolerance policies to resolve issues of school safety, bullying, and academic failure, as well as a new understanding of adolescents’ disruptive behaviour. In this follow-up to her bestseller, Trauma-Sensitive Schools, Susan Craig provides secondary school teachers and administrators with practical ideas for how to improve students’ achievement by implementing a trauma-sensitive approach to instruction. Along with clear explanations of the role that childhood adversity and trauma play in determining academic success, readers will find dozens of concrete strategies to help them: View poor academic and social progress through a trauma-sensitive lens. Create a school climate that fosters safety and resiliency in vulnerable teenagers. Establish relationships with students that support their efforts to self-regulate. Design instruction that reflects the social nature of the brain. Work with the brain’s neuroplasticity to increase adolescents’ executive functioning. Reduce teacher attrition in high-risk schools by decreasing secondary traumatic stress. Influence educational reforms by aligning them with current research on childhood trauma and its effects on learning. Provides an overview of the effects of three types of trauma on adolescent development: early childhood adversity, community violence, and systemic inequities. The book links the effects of trauma on students’ cognitive development to educational reform efforts, integrates research on adolescents’ neurodevelopment and current educational best practices, and builds the capacity of education professionals to successfully manage the behaviour of adolescents with symptoms of complex developmental trauma.

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This guidebook on family–professional partnerships has beenused as a go-to early intervention resource in university coursework, for inservice professional development, and as a support to families in (or considering) early intervention. This new edition has been completely revised to reflect recent research and respond to feedback that the author accumulated from users of the book, including practicing professionals and university instructors. With a focus on how families and professionals can collaborate effectively so that infants and toddlers (0–3) learn, grow, and thrive, chapters address: child learning and development, family functioning and priorities, early intervention as a support and not a substitute, and planning “what’s next” after early intervention. Specific components of early intervention—evaluation and assessment, program planning, intervention implementation, service coordination, and transition—are also discussed. This hands-on resource uses stories of families in early intervention to illustrate key concepts and provides checklists that readers can use to assess their experiences in early intervention. New for the Second Edition: The most recent research and related implications for practice. Content directly aligned with new recommended practices of the Division for Early Childhood (DEC) of the Council for Exceptional Children. Two versions of the same scenario to clarify the differences between hoped-for and usual practices. Specific tips that the family–professional partnership can implement right away. A new chapter that describes how families and professionals, university instructors, and inservice providers can use the Guidebook

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This fascinating historical study traces the rise and fall of the theory of recapitulation and its enduring influence on American education. The theory of recapitulation was pervasive in the social sciences at the turn of the twentieth century when early progressive educators uncritically adopted its basic tenets. Inherently ethnocentric and racist, the theory pointed to the West as the developmental endpoint of history and depicted people of color as ontologically less developed than their white counterparts. Building on cutting-edge scholarship, this is the first major study to trace the racial worldviews of key progressive thinkers, such as Colonel Francis W. Parker, John Dewey, Charles Judd, William Bagley, and many others.

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This book examines how commonly applied approaches to parent involvement in schools do not easily transfer to bilingual and bicultural families. The authors--respected scholars in the field of educational equity--challenge commonly accepted boundaries of bicultural parent involvement. They provide real-life examples, practical strategies, discussion questions, and suggestions for ensuring that schools welcome and value bicultural families. This timely resource is a hopeful vision of what authentic and democratic parent engagement can become, and how parents can be transformative change agents for their children and their schools.

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Drawing on work from educational psychology as well as several other fields, Rueda identifies three primary reasons for the stubborn failure of most school reform efforts: 1) a fragmentation of approaches, 2) a misalignment of approaches and goals, and 3) a failure to match solutions to problems. He argues that most performance and achievement problems are rooted in knowledge gaps, motivation gaps, and institutional gaps, or a combination thereof. This book provides an overview of each of these three dimensions, and discusses ways that they can affect performance. It then discusses a problem-solving framework that helps pinpoint where gaps exist in school efforts to improve performance, and then targets development of solutions and successful outcome loops that are customised to the specific areas that are problematic. The book concludes with a discussion of cultural and contextual considerations that must be taken into account when addressing school-based problems.At a time of shrinking budgets and growing accountability, this practical book provides a way to assure that scarce resources are targeted appropriately.

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This book offers a definitive, scientifically grounded guide for better teaching and learning practices. Drawing from thousands of documents and the opinions of recognized experts worldwide, it explains in straight talk the new Mind, Brain, and Education Science--a field that has grown out of the intersection of neuroscience, education, and psychology. While parents and teachers are often bombarded with promises of ""a better brain,"" this book distinguishes true, applicable neuroscience from the popular neuromyths that have gained currency in education. Each instructional guideline presented in the book is accompanied by real-life classroom examples to help teachers envision the direct application of the information in their own schools. The authors offer essential tools for evaluating new information as it flows from research and adds to what we know. Written by a teacher for teachers, this easy-to-use resource: Documents the findings of the top experts in the field of neuroscience, psychology, and education; Addresses the confusion around the misuse of concepts in brain-based education; Applies well-substantiated findings about the brain to classroom practice and teaching.

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The second edition of Unraveling the ""Model Minority Stereotype: Listening to Asian American Youth"" extends Stacey Lee's groundbreaking research on the educational experiences and achievement of Asian American youth. Lee provides a comprehensive update of social science research to reveal the ways in which the larger structures of race and class play out in the lives of Asian American high school students, especially regarding presumptions that the educational experiences of Koreans, Chinese, and Hmong youth are all largely the same. In her detailed and probing ethnography, Lee presents the experiences of these students in their own words, providing an authentic insider perspective on identity and inter ethnic relations in an often misunderstood American community. This second edition is essential reading for anyone interested in Asian American youth and their experiences in U.S. schools.

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The more teachers understand about how children learn to talk, the more they can help children become avid, joyful readers and writers. Drawing on a large body of research and her own volunteer work at a family shelter, Lindfors concisely identifies several important commonalities across oral and written language. Taking the compelling perspective that it's all language, she traces children's emergent literacy from infancy through the early school years. The book incorporates abundant examples from a diverse range of children engaged in authentic literacy experiences. Lindfors describes a set of language principles that teachers can build on as they help young students learn to read and write using the oral language processes they already know.The book contains a new, more positive ""language acquisition perspective"" on children's linguistic and literary capacities, fascinating and insightfully framed quotes, writings, and drawings from children, a 24-page Guide for Instructors and Teacher Study Groups, and an Appendix containing an interview with shelter staff from SafePlace and offering basic information on how to identify children who are living in situations of violence and what teachers can do about it.

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Offers culturally responsive processes and concrete tools to address disproportionality and create more equitable schools. The authors draw on their work with school districts to demonstrate how using a theory of change can address disproportionate outcomes of special education placement and exclusionary discipline for students of colour.

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This practical guide shows teachers how to introduce academic language to young children, with an emphasis on appreciating and leveraging linguistic diversity. New educational standards are asking students to master content-area concepts and increasingly complex texts in earlier grades. This practitioner-friendly text provides instructional materials, sample dialogs, and assessment tools to facilitate academic language use in PreK–3 classrooms. The authors describe the word, sentence, and discourse levels of academic language, while encouraging teachers and students to consider purpose, participants, discipline, and context. Strategies are provided to help readers adapt language for a variety of academic purposes across mathematics, science, play, mealtimes, and ELA instruction. The text includes discussion questions, reproducible activities, planning materials, assessment tools, and handouts to facilitate smooth implementation into classroom practice. From Words to Wisdom will empower teachers to build bridges to academic success for all young learners. Book Features: Expands teachers' understanding of academic language beyond vocabulary to include syntax and discourse-level features. Includes specific strategies, activities, and suggestions for teaching from and with academic language across multiple settings and disciplines. Addresses all students, including multilingual and linguistically diverse speakers. Incorporates user-friendly features, such as text boxes, vignettes, assessment protocols, and sample teaching materials.

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Questions are the most important tool a teacher can use to build a community of thinkers. This practical guide provides teachers with a step-by-step process for implementing a set of questioning strategies known as the Questioning Cycle. This strategy supports teachers in planning and asking questions, assessing students responses, and following up those responses with more questions to extend thinking. In this book, you will see students become more curious and actively involved with learning because they are allowed to use their skills to question, examine, and argue about different aspects of a topic. K-8 teachers across all disciplines can use this book to create a challenging learning climate and lively class discussions.

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Now more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The book's first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK–12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social Studies Futures, contributors outline their dreams for the future of social studies, envisioning an unapologetically Indigenous field that centers Black futures and liberation and is free from the violence that has plagued the field and communities for centuries.Book Features: Offers race-focused analyses from a wide range of perspectives and contexts of study related to social studies education. Highlights innovations, branches, and future directions of critical race theories and methods. Explores how race and racism have been situated within the field of social studies since the publication of Gloria Ladson-Billings's 2003 edited volume, Critical Race Theory Perspectives on the Social Studies.

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Great teachers will tell you that you can learn a lot about students from the questions they ask. This book shares 400 of the most important questions kids ask about their brains, along with answers that can be shared with students from ages 3 to 18.

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Education policies have too often ignored how conditions outside of school can alter life chances for young people, especially students of color, before they even reach the classroom. More recently, COVID-19 has made it impossible to overlook the needs of the whole child, both inside and outside of school. The authors assert 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. Our Children Can't Wait urges readers to reconsider what education policy is, what it could be, who it is for, and who should be directly shaping it at all levels of government. Experts present a new equity roadmap by bridging scholarship, ideas, and original thinking on education policy as a vehicle for setting a redemptive path forward for reckoning with race in America.Book Features: Presents a new, evidence-based blueprint for addressing persistent gaps in education opportunity through a number of interrelated social policies. Includes contributing authors from 17 organizations and universities, representing a powerful national network of scholars. Goes beyond diagnosing or identifying challenges to present solutions in the form of tools and promising models. Offers strategies for preventing more students from experiencing homelessness or entering the criminal justice system through strategic investments. Addresses timely issues that are in the hearts and minds of many key stakeholders in no small part due to the COVID-19 pandemic.

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This collection of groundbreaking essays brings together a diverse group of experts who are researching, theorizing, and enacting anti-oppressive education in "elite" schooling environments—that is, schools imbued with wealth and whiteness. This volume explores how those who are in a position of power can be educated to take active steps that reduce and disrupt oppression. Each essayist, writing with practitioners in mind, responds to one of four guiding questions from their unique point of view as an educator, student, or researcher: Why does this work matter? What is needed to start and sustain it? What does it look like in practice? What are the common pitfalls and how can they be avoided? Readers are encouraged to mull over various perspectives and experiences to find answers that fit their own contexts. This important book addresses the need to educate for social justice within economically privileged settings where power can be leveraged and repurposed for the benefit of a diverse society.Book Features: Identifies ethical and effective pedagogical and curricular approaches to use with students in "elite" school settings. Examines what it means to work or learn in "elite" educational spaces for those who hold nondominant identities. Explores the special obligations and responsibilities these schools require furthering justice. Looks at how teachers can navigate the unique challenges that arise, the conditions needed to support them, and what counts as success for anti-oppressive education in "elite" schools.

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At a time of bitter national polarization, there is a critical need for leaders who can help us better communicate with one another. In A Search for Common Ground, Rick Hess and Pedro Noguera, who have often fallen on opposing sides of the ideological aisle over the past couple of decades, candidly talk through their differences on some of the toughest issues in K-12 education today-from school choice to testing to diversity to privatization. They offer a sharp, honest debate that digs deep into their disagreements, enabling them to find a surprising amount of common ground along the way. Written as a series of back-and-forth exchanges, this engaging book illustrates a model of responsible, civil debate between those with substantial, principled differences. It is also a powerful meditation on where 21st-century school improvement can and should go next. Book Features: Modeling dialogue: Rick and Pedro provide a model for how to sort through complicated issues and find common ground in today's atmosphere of distrust. Deliberate, sustained exchange: Rick and Pedro demonstrate how deliberate, sustained reflection allows them to respectfully flesh out differences and sharpen their own thoughts. Left and Right Politics: Rick (generally Right) and Pedro (generally Left) offer a window into where they do and don't agree on education and point the way to principled cooperation. Readable and conversational: Rather than pushing a partisan agenda, Rick and Pedro have crafted a stimulating read for education newcomers and experts alike. Unique approach: While other books about the different sides of the education debates simply present paired essays, Rick and Pedro actually engage with each other to strive for a deeper understanding of their differences.

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When teachers and students are both engaged in the educational enterprise, every day has the potential to be transformative. Lesson Planning with Purpose takes readers on a journey through many pathways to engaging and meaningful educational experiences. The text first discusses Perceptive Teaching: the belief that teachers must know themselves and their students while cultivating culturally sensitive, safe, and inviting spaces for learning for all students. Next, five unique approaches to lesson planning are explored: behaviorist, constructivist, aesthetic, ecological, and integrated social–emotional learning. Each chapter provides the rationale for the approach, its theoretical background, practical applications, and critiques and considerations. Chapters end with a sample lesson that can be compared across approaches. Winner of the 2021 American Association for Teaching and Curriculum (AATC) O.L. Davis Outstanding Book Award. Book Features: A comprehensive examination of multiple approaches to lesson planning. Guidance for teachers on when to choose various approaches, as well as how they might mix and match and blend ideas. User-friendly lesson plan templates, sample lessons, and discussion questions. An appendix with lesson plan examples written by practicing teachers across content areas and age groups.

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Topics 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. This practical resource can be used as a professional development tool for student affairs, academic affairs, health and wellness centers, and other campus-based support services.

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This resource offers 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 (MTSS) and other interventions.

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Drawing 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 and wide-ranging curriculum in a variety of classrooms, work spaces, and organizations with diverse participants.

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This widely used text has been expanded to include the most important issues in contemporary schooling, including new end-of-chapter sections for Further Reading and new references added to the useful Additional Resources section.School and Society, Fifth Edition uses realistic case studies, dialogues, and open-ended questions designed to stimulate thinking about problems related to school and society, including curriculum reform, social justice, and competing forms of research. Written in a style that speaks directly to today’s educator, this book tackles such crucial questions as: Do schools socialize students to become productive workers? • Does schooling reproduce social class and pass on ethnic and gender biases? • Can a teacher avoid passing on dominant social and cultural values? • What besides subjects do students really learn in schools?School and Society is one of the five books in the highly regarded Teachers College Press Thinking About Education Series, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice.

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