Teachers College Press, Education

Teachers College Press
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Education
Spring /Summer 2015
WI N N E R S!
Teachers College Press &

Also 2014 AACTE Outstanding Book Award Winner
Professional Capital
Transforming Teaching in Every School

Andy Hargreaves and Michael Fullan
2015
This book gives educators viable solutions and varied examples from around
the world.Principal
Engaging, challenging and stimulating. Particularly encouraging is the fact the
authors not only identify core problems in education but also, based upon their
own international experiences of being directly engaged in effective educational reform, suggest practical solutions.
School Administrator
winner
AUDIOBOOK AVAILABLE
AT DOWNPOUR.COM
2012/240 pp./PB, $31.95/5332-3/HC, $66/5333-0

A joint publication with the Ontario Principals Council.
See tcpress.com for availability outside the U.S.A.
Finnish Lessons 2.0
NEW EDITION OF THE

2013 AWARD WINNER
What Can the World Learn from Educational Change in Finland?

Second Edition
Pasi Sahlberg
N ew
Edition
Forewords by Diane Ravitch and Andy Hargreaves

Afterword by Sir Ken Robinson
The story of Finlands extraordinary educational reforms is one that should

inform policymakers and educators around the world. This updated edition
presents lessons in a vivid and inspiring style.
Linda Darling-Hammond, Stanford University
This second edition details the complexity of meaningful change by examining Finlands educational performance in light of the most recent international assessment data and domestic changes.
2015/264 pp./PB, $24.95/5585-3
The Flat World and Education
201n2er
win
How Americas Commitment to Equity

Will Determine Our Future
Linda Darling-Hammond
Contains a valuable lode of practical and research-based advice about how to

improve our schools.
The Washington Post
Darling-Hammond identifies the policies and the practices that could turn the
tide from educational mediocrity to educational excellence for all if we only had
the will.
The School Administrator
This book is a must for graduate education students, educators, [and]
policymakers. . . . Essential. Choice
2010/408 pp./PB, $26.95/4962-3/(T)Multicultural Education Series
E-BOOKS
20% off all ebooks at www.tcpress.com
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Cover photo courtesy of Nicolas Raymond, from freestock.ca, under a creative commons attribution license.
Whether or not you have read Finnish Lessons, you should read and ponder
this new edition right away. Howard Gardner, Harvard University
FE AT U R E D FO R S PRI N G
Teaching in
the Flat World
Learning from High-Performing Systems
Linda Darling-Hammond is the Charles E.

Ducommun Professor of Education at Stanford
University; Robert Rothman is senior fellow for the
Alliance for Excellent Education in Washington, DC.
With contributions by Pasi Sahlberg, Barry Pervin,
Carol Campbell, and Tan Lay Choo.
New
Apr 2015/120 pp./PB, $24.95/5647-8

HC, $54/5648-5
Anyone with a chance to influence

Americas educational policies
from school board members
and teachers associations to
governors and legislators should
read, discuss, and act on ideas
presented in this book. Not to do
so is irresponsible.
David C. Berliner,
Regents Professor Emeritus,
Arizona State University
Darling-Hammond and her

co-authors propose a systemic
and comprehensive approach
to put flesh on the American
dream of a high-quality, excellent
education for students of all
backgrounds. School systems,
colleges of education, and
policymakers can all learn from
these approaches.
Sonia Nieto, Professor

Emerita, University of
Massachusetts, Amherst
Teaching in the Flat World will help school

systems improve their teacher workforce by
drawing important lessons from nations with
high-performing educational systems, as well
as from successful state experiments in the
United States. The authors examine common
features and differences in the approaches of
high-performing systems that made education
a top priority and developed high-leverage
strategies to meet their goals. Their varied
solutions offer valuable ideas for how to create
a strong teacher and school administrator
corps from recruitment and preparation
through induction, professional development,
evaluation, and career advancement into
leadership roles.
Chapters focusing on systems in Finland,
Ontario, and Singapore are co-authored by
local scholars with extensive knowledge of the
history and current status of policy and practice in their nation. A final chapter highlights
attributes that are absolutely necessary for any
education system to flourish. The book will
be useful to policymakers, practitioners, and
researchers interested in strengthening the
quality of teaching.
RECENTLY PUBLISHED BY LINDA DARLING-HAMMOND:
2014 Delta Kappa Gamma Educators Award
Honorable Mention
Getting Teacher Evaluation Right
What Really Matters for Effectiveness and

Improvement
Darling-Hammond knows that we must get

teacher evaluation right and her book is as clear a guide
for doing that as we will ever see.
Ronald Thorpe, National Board for Professional
Teaching Standards
This is a top recommendation for any teachers education
library.
The Midwest Book Review
192 pp./PB, $26.95/5446-7/HC, $68/5447-4
ORDER BY PHONEIN THE U.S. 800.575.6566IN CANADA 800.565.9523
FE ATU R E D FO R S PR I N G
Looking Together
at Student Work
Third Edition
Tina Blythe develops and facilitates online
professional development courses for Harvard Project

Zero and is a consultant for schools, districts, and
organizations; David Allen, assistant professor,
College of Staten Island, City University of New York,
and; Barbara Schieffelin Powell, educational
consultant in curriculum development, teacher
education, and evaluation.
New
Edition
Forewords by Joseph P. McDonald,

David N. Perkins, and Kathleen Cushman
Apr 2015/96 pp./PB, $24.95/5646-1

the series on school reform
This is a book that is at once brief, elegant,

and useful.... These authors know as well as
anyone on Earth that the practice of collectively
accountable teaching is messy, but they also
appreciate the fact that people in the midst of it
nonetheless need some kind of map.
From the Foreword to the third edition by

Joseph P. McDonald, New York University
ALSO OF INTEREST:
The Facilitators
Book of Questions
Tools for Looking

Together at Student
and Teacher Work
David Allen
and Tina Blythe
Foreword by Gene Thompson-Grove
160 pp./PB, $25.95/4468-0
Dilemmas in
Educational
Leadership
The Facilitators Book of

Cases
Donna J. Reid
2014/120 pp.
PB, $29.95/5549-5
School leaders looking for systemic strategies

to improve student achievement would be wellserved by Looking Together at Student Work.
The School Administrator
This updated third edition provides teachers

and administrators with strategies and
resources for examining and discussing
student work, such as essays, math problems,
projects, artwork, and more. The authors
describe two ways of looking together at
student workThe Tuning Protocol and The
Collaborative Assessment Conferenceincluding how to choose work to present and
examples of groups using each protocol. This
new edition also offers suggestions for addressing some of the key challenges that emerge
when groups first begin to share and discuss
student work, as well as guidance for using
protocols once groups have progressed beyond
the initial stages.
New for the Third Edition:
The addition of The Microlab Protocol, a
relatively quick and easy way to introduce
groups to protocol-guided conversation.
Facilitation strategies and more detailed
notes for presenters about how to select
work and prepare for their roles.
Updated examples and a new case focused
on a schools use of protocols to develop
teachers understanding and application
of the Common Core State Standards.
Current research on the effectiveness of
practices that involve the collaborative
examination of student work.
Worth Striking For
Why Education Policy is Every Teachers

Concern (Lessons from Chicago)
Isabel Nuez, associate professor, Center for
Policy Studies and Social Justice (CPSSJ), Concordia
University Chicago, and associate editor for
Multicultural Perspectives; Gregory Michie, public
school teacher in Chicago, senior research associate
at the CPSSJ, and; Pamela Konkol, associate
professor of educational foundations and social policy
and director of the CPSSJ.
New
Foreword by Pedro Noguera
Feb 2015/160 pp./PB, $32.95/5626-3

HC, $70/5627-0
The Teaching for Social Justice Series
This book, written by teachers

who have been at the forefront of
the battle to stop market-based
reform, is yet another step in
the effort to reclaim the reform
agenda.
From the Foreword

by Pedro Noguera,
New York University
The analyses and narratives of
these Chicago activist-scholars
are a much-needed guide for the
rest of us. Spread the word!
Gary Anderson,
New York University
A must read for anyone who

believes the future of education
and our youth are worth fighting
for.
Stephanie Rivera,
future teacher and graduate
student, Rutgers University
Written by activist educators, Worth Striking

For speaks to teachers and teachers-to-be
about the drastic changes in the landscape of
public education and focuses on what they
need to know about the debates and complex
issues of reform affecting their lives and
professions.
The book identifies the most significant
shifts in education policy, including how
policy has helped or hindered the broader
educational purposes of schools. Using the
2012 Chicago teachers strike as a framing
device, the authors demonstrate how each
of the policy areas addressed is critically
important to teachers lives and work. Each
chapter describes one of the Chicago teachers
demands, and then explores a related policy
arena through the lens of an associated
philosophical purpose of education. The text
features individually authored vignettes that
juxtapose the authors personal experiences
with the issues, bringing policy and policy
activism to life.
This hopeful book will inspire and
empower teachers to take action in their
schools, communities, districts, and states.
Book Features:
An accessible introduction to education

policy for classroom teachers.
Grounded in the day-to-day human
experience of the teachers and students
affected by education policy.
An engaging style that presents research
and argument in a way that invites reflection
and conversation, perfect for courses.
A clear explanation of policy issues
and their relevance to teachers, helping
them feel confident to have a voice in the
broader conversation about education.
Building Proportional
Reasoning Across
Grades and Math
Strands, K8
Marian Small is the former dean of education at the

University of New Brunswick, and longtime professor
of mathematics education. Visit her website at
www.onetwoinfinity.ca for in-person and online
professional development.
New
Once again, Marian Small has created an

outstanding resource for anyone working with
elementary or middle grades mathematics
students.
Linda Sheffield, Regents Professor Emerita,

Northern Kentucky University
Apr 2015/128 pp./PB, $26.95/5660-7

large format
ccss
Available in Canada exclusively
from Nelson Education Ltd.
ALSO BY MARIAN SMALL:
Uncomplicating Algebra
to Meet Common Core Standards
in Math, K8
176 pp./PB, $27.95/5517-4 ccss
large format
Uncomplicating Fractions
to Meet Common Core Standards
in Math, K7
144 pp./PB, $26.95/5485-6 ccss
large format
Eyes on Math
A Visual Approach to Teaching Math

Concepts
Illustrations by Amy Lin
240 pp./PB, $30.95/5391-0 ccss
large format, color illustrations
Good Questions
Great Ways to Differentiate Mathematics

Instruction, Second Edition
Foreword by Diane Heacox
240 pp./PB, $31.95/5313-2 ccss
large format
More Good Questions
Great Ways to Differentiate Secondary

Mathematics Instruction
Marian Small and Amy Lin
224 pp./PB, $32.95/5088-9
These books are available in Canada

exclusively from Nelson Education Ltd.
Although proportional reasoning is not

formally introduced as a topic in the Common
Core and other mathematics curricula until
6th grade, introducing its fundamental ideas
in the early grades helps students develop
essential skills in ratios, percentages, and other
proportional representations when they reach
the upper grades. The author takes this complex subject and crafts examples and questions
that help teachers see the larger purpose in
teaching concepts, such as unitizing, and how
that understanding is essential for more complex ideas, such as ratios. Teachers and vertical
teams can see how the concepts can build year
after year. This new resource by well-known
professional developer Marian Small suggests
questions that are both interesting for students
and useful for providing diagnostic information to teachers. Chapters are organized by
grade level (K8) around the Common Core
State Standards for Mathematics to help teachers use the resource more easily.
Book Features:
Connections between proportional
reasoning and the NCTM strands.
Background information for teachers
on the mathematics of the standard
related to proportionality.
Suggestions for appropriate multiple
representations, including manipulatives,
for specific mathematical ideas.
Guidance for explaining ideas to students.
Alerts to frequent misconceptions
or situations to avoid.
What Kind of Citizen?

Educating Our Children
for the Common Good
Joel Westheimer is professor and university
research chair in democracy and education at the

University of Ottawa and education columnist for
CBC Radio.
How can schools teach the skills required for

a strong democracy to flourish? What Kind
of Citizen? asks readers to imagine the kind
of society they would like to live inand
then shows the ways in which schools can be
used to make that vision a reality. Westheimer
draws on groundbreaking research on school
programs and policies to sharply critique the
current direction of school reform. He points
to the many varied and powerful ways to teach
children and young adults to engage critically,
to think about social issues, and to participate
in authentic debate that acknowledges that
intelligent adults can have different opinions.
New
Apr 2015/128 pp./PB, $24.95/5635-5
ALSO BY JOEL WESTHEIMER:
Pledging Allegiance
The Politics of Patriotism in

Americas Schools
Joel Westheimer, Editor
Foreword by Howard Zinn
240 pp./PB, $24.95/4750-6/
HC, $50/4751-3
Book Features:
A comprehensive look at why schools

should be at the forefront of public
engagement and how educators and
policymakers can make that happen.
Accessible and engaging discussions
based on consultations with hundreds
of school teachers and civic leaders.
Empirical research from one of the most
influential frameworks for citizenship and
democratic education, Three Kinds of
Citizens, that emerged from collaboration
between the author and Dr. Joseph Kahne.
Advance Praise for What Kind of Citizen?

If you are tired of reading
books about education
reforms that promise quick
fixes and improved efficiency
in education, this book by
Joel Westheimer is for you.
Pasi Sahlberg,
Harvard Graduate
School of Education
Westheimer issues a
welcome invitation to connect
our conception of the ideal
school to its impact on our
broader society.
Alfie Kohn, educator
and bestselling author
Joel Westheimer has written

a necessary and brilliant
book.
Henry Giroux,
McMaster Univeristy
Joel Westheimer argues

persuasively that the
current emphasis on
standardization in the schools
not only diminishes teacher
professionalism, but conflicts
with citizenship education.
Diane Ravitch,
New York University
This book is compelling, very

accessible, full of inspiring
examples, and sometimes
even funny. Its a book that
every teacher should have.
Will provide an invaluable

roadmap for anyone who
asks the big questions, no
matter what they think of his
answers.
Jonathan Zimmerman,
New York University
In this persuasive book, Joel

Westheimer reminds us
that, in our zeal for higher
test scores, we seem to have
forgotten the highest aim of
educationto produce better
people, more thoughtful
citizens.
Nel Noddings,
Stanford University
Andy Hargreaves,
Boston College
Common Core Dilemma
Who Owns Our Schools?
Mercedes K. Schneider is a secondary school

teacher at St. Bernard Parish, Louisiana, an
education blogger, and holds advanced degrees
in education and statistics. Visit her blog at
deutsch29.wordpress.com
Foreword by Carol Corbett Burris
New
Jun 2015/264 pp./PB, $29.95/5649-2
HC, $68/5650-8
ccss
Mercedes Schneider is the right

person to take a close look at
the controversies around the
Common Core. She is not only
a high school teacher but also
holds a Ph.D. in research methods
and statistics. No one digs deeper
than she to understand the
politics, money, and personalities
behind big issues.
Diane Ravitch,
New York University
Schneider makes the case that
it is time to turn the page on
this ill-begotten, educational
experiment. And as readers turn
the pages of the fascinating and
meticulously prepared account,
they will be compelled to agree.
From the Foreword by

Carol Corbett Burris,
South Side High School,
Rockville Centre, New York
In her new book, bestselling author Mercedes

Schneider provides little-known details
about the history of the Common Core
State Standards. She lifts the veil on how the
Common Core was developed, who was present in the back room, the push to copyright
it so that test-makers could profit, and the
urgency for governors to sign commitments
before the standards were even completed.
CCSS is publicized as being a state-led,
teacher-developed approach guaranteed to
ensure that all students are college- and careerready. By the end of this eye-opening book,
readers will come to understand the CCSS and
its attendant assessments as something very
different.
Common Core Dilemma will appeal to
readers across the political spectrum who want
to better understand the role of corporations,
nonprofits, big donors with strings attached,
and the federal government in exercising
control in our schools. It is essential reading
for courses on education and government, and
education and special interests.
Chapters:
Introduction: Lets Talk Core
1. Gradually Leaving Education Behind:
No Child Left Behind and Its Predecessors
2. Achieve and Its Common Core of
Standards Master PlanPart One
3. Achieve and Its Common Core of
Standards Master PlanPart Two
4. Playing in the Achieve Sandbox:
Education Trust and Fordham Institute
5. The State-Led Lock-In: The Common
Core Memorandum of Understanding
6. The Invisible Architects and Visible PR
Machine: Student Achievement Partners
7. America, Stay the Course (Dont Remove
That Noose): The Common Core Surveys
8. NGA and CCSSO:
Legal Owners of Common Core
9. Bill Gates Likes the Idea
10. Arne Wants In:
Common Core and Race to the Top
11. Those Powerful Market Forces:
Pearson Wins
Conclusion: So What Have We Learned Here?
Research-Based Practices
for Teaching Common
Core Literacy
Edited by P. David Pearson is a professor and
former dean at the Graduate School of Education
at the University of California, Berkeley.
Elfrieda H. Hiebert is president and CEO of
TextProject, Inc. and a research associate at the
University of California, Santa Cruz.
New
Foreword by Nell K. Duke

May 2015/288 pp./PB, $33.95/5644-7
HC, $74/5645-4large format
ccss
This book gets way beyond

generalities and polemics about
the Common Core, taking a deep
and measured dive into a wide
range of essential topics within
the Standards. I read a lot, and
I cant think of the last time I
read anything about the CCSS as
engaging and thought-provoking
as this.
Nell K. Duke,
University of Michigan
This one-of-a-kind resource will be invaluable

to every teacher educator, every curriculum
director, and every literacy coach, whether
or not they must meet Common Core State
Standards.
Bringing together perspectives from literacy luminaries, each addressing their specialty,
Research-Based Practices for Teaching Common
Core Literacy offers an accessible fund of rich
practices in literacy instruction. The book
serves two purposes: First, it assembles a
body of knowledge and wisdom from leading
literacy researchers who each draw from a
long career in the field to address topics of
central importance to good literacy instruction.
Second, these research-to-practice leaders
connect established best practices and foundational research to the current challenge of
instruction to meet Common Core Standards
and other rigorous curriculum guidelines.
The contributors point out strengths of the
Common Core as well as issues and oversights
of which educators should be aware. Closing
chapters situate the Common Core within
a continuum of educational policy and
legislation.
Contributors: Richard L. Allington,
Monica T. Billen, Jay S. Blanchard, Robert
Calfee, Gina N. Cervetti, Michael F. Graves,
John T. Guthrie, Elfrieda H. Hiebert, James
V. Hoffman, Rosalind Horowitz, Michael L.
Kamil, Barbara Kapinus, Richard Long, Leigh
Ann Martin, Kimberly McCuiston, James
Nageldinger, David Paige, P. David Pearson,
Timothy Rasinski, S. Jay Samuels, Barbara
Taylor, Joanna P. Williams, Kathleen Wilson
10
Helping English
Learners to Write
Meeting Common Core Standards,

Grades 612
Carol Booth Olson is an associate professor in the
New
Mar 2015/192 pp./PB, $31.95/5633-1
photos/illustrations
The Common Core State Standards

in Literacy Series
ccss
This book is a tour de force. Its

up-to-the-minute in offering what
teachers and administrators need,
and what parents want.
Judith A. Langer,
director, Center on English
Learning and Achievement,
University at Albany
These authors are at the very

forefront of scientifically testing
and validating instructional
practices for improving
the writing and reading of
adolescents who are English
learners. Why is their research
so good? It is informed by years
of experience in the classroom
and working with hundreds of
teachers across California. What
a powerful combination. My
advice: Ingest, consider, and
employ the strategies described
here. Your students will become
better writers if you do.
From the Foreword

by Steve Graham,
Arizona State University
School of Education at the University of California,

Irvine, and director of the UCI site of the National
Writing Project; Robin C. Scarcella is a professor
in the School of Humanities at the University of
California, Irvine, and director of the Program in
Academic English; Tina Matuchniak is the director
of research for the UCI Writing Project and a lecturer
at California State University, Long Beach.
Foreword by Steve Graham
Using a rich array of research-based practices,

this book will help secondary teachers improve
the academic writing of English learners. It
provides specific teaching strategies, activities,
and extended lessons to develop EL students
narrative, informational, and argumentative
writing, emphasized in the Common Core
State Standards. It also explores the challenges
each of these genres pose for ELs and suggests
ways to scaffold instruction to help students
become confident and competent academic
writers.
Showcasing the work of exemplary school
teachers who have devoted time and expertise
to creating rich learning environments for the
secondary classroom, Helping English Learners
to Write includes artifacts and written work
produced by students with varying levels
of language proficiency as models of what
students can accomplish. Each chapter begins
with a brief overview and ends with a short
summary of the key points.
Readers can use this book to:
Help ELs meet the writing demands of
the Common Core State Standards.
Plan and set goals for instruction.
Supplement existing English language
arts or English language development
curricula with teacher-tested
strategies, activities, and lessons.
Develop a community of learners.
Create safe classroom spaces in which
students are encouraged to participate,
even with less-than-perfect English.
Design and implement culturally responsive
instruction, building on students strengths.
Race to the Bottom
Corporate School Reform and the Future of

Public Education
Michael V. McGill is director of the Program
for District Leadership and Reform at Bank Street

Graduate School of Education, founder of the Global
Learning Alliance, and former superintendent of
schools in the Scarsdale Union Free School District.
New
Apr 2015/192 pp./PB, $32.95/5637-9
An acute analysis of the failure

of corporate school reform, a
sobering tale of its damages, and
an urgent call for changing course,
all from a veteran education
leader of the nations best
schools.
Yong Zhao,
internationally known
scholar, author, and speaker
How did the country that invented the modern

public school end up embracing policies that
weaken it? What alternatives are there to
current corporate reform policies? How can
we give Americas children an education that
will truly prepare them and our nation for the
challenges of tomorrow?
In Race to the Bottom, McGill successfully
traces the emergence of corporate reform and
describes how its tenets run counter to what
he believes are the key elements of a highquality education. McGill draws from a wealth
of experience as a school superintendent for
over 40 years, including his tenure in Scarsdale
during the 2001 districtwide boycott of New
York State standardized tests. Showing how
strong leaders working with teachers and
the community have been able to strengthen
schools, the author offers a model of school
reform that will prepare students for the 21st
century.
Book Features:
Provides a frontline superintendents
view of how current state and federal
reform policies play out in the field.
Reflects the perspective of a school
and a district that were among
the first in the nation to resist the
abuses of high-stakes testing.
Describes the characteristics of excellent
schools and excellent education from the
perspective of the leader of one of the
nations highest-performance public districts.
Offers concrete recommendations for a
more enlightened education reform.
2015/192 pp./PB, $32.95/5637-9
11
FOUNDATIONS OF EDUCATION
12
New
Race and the

Origins of
Progressive
Education,
18801929
available
June
Teaching and Learning

on the Verge
Democratic Education in Action
Shanti Elliott directs the Civic Engagement program
at the Francis W. Parker School in Chicago. She also

co-leads the Teachers Inquiry Project and teaches
in the School of Education and Social Policy at
Northwestern University.
Our changing world demands that all students

become agile thinkers who can grow sturdy
interpersonal and civic relationships. This book
proposes that teachers who think of learning
as playing with power tap the creative and
subversive energies of young people, making academic work far more consequential than a piece
of paper with a grade on it. Young people must
learn to play democracy just as they might play a
violin or a sport: not as a game of lets pretend,
but fully participating in the language, spaces,
and possibilities of public life.
Based on 20 years of teaching experience and
research in schools across the country, Teaching
and Learning on the Verge demonstrates how
educators in all disciplines can integrate civic
engagement, multicultural literacy, and leadership
into their classrooms and programs. Featuring
voices from literature and philosophy in dialogue
with the living stage of classrooms, streets, and
community spaces, this book offers an imaginative and practical guide to democratic education.
Teaching and Learning on the Verge will help
educators to:
Apply models for breaking down
walls between school and society.
Provide students with experiences
that deepen their understanding of
identity, justice, and relationships.
Make learning meaningful to students
by bridging communities, generations,
and other social divides.
Resist a narrow focus on achievement and
make space for students as independent
thinkers and leaders of social change.
Make schools stronger by challenging
the processes that people in power use
to thwart movements for equality.
Jun 2015/224 pp./PB, $39.95/5641-6/HC, $84/5642-3
Multicultural Education Series
New
Thomas D. Fallace is an
associate professor of social

studies education at William
Paterson University of New
Jersey.
In this bold and brilliant study, Thomas Fallace

uses our present-day racial lens to critique our
historic dogmas about progressive education. We
might not like what we see, but we should not look
away.
Jonathan Zimmerman, New York University
In this meticulously researched and compelling
book, Thomas Fallace reveals how popular 20th
century programs of progressive education were
developed according to antiquated scientific models
of human race.
Zo Burkholder, Montclair State University
Inherently ethnocentric and racist, the theory of
recapitulation was pervasive in the social sciences
at the turn of the 20th century when early progressive educators uncritically adopted its basic
tenets. 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.
Chapter Summaries:
Roots traces the intellectual
context from which the new, childcentered education emerged.
Recapitulation explains how racially
segregated schools were justified and a
differentiated curriculum was rationalized.
Reform explores some of the most
successful early progressive educational
reforms, as well as the contents of childrens
literature and popular textbooks.
Racism documents the constancy of the
idea of racial hierarchy among progressive
educators, such as Edward Thorndike,
G. Stanley Hall, and William Bagley.
Relativity documents how scholars
such as W. E. B. Du Bois, Carter Woodson,
Horace Kallen, and Randolph Bourne
outlined a new inclusive ideology of cultural
pluralism, but overlooked the cultural
relativism of anthropologist Franz Boas.
Refashioning examines the enduring
effects of recapitulation on education,
such as child-centered teaching and the
deficit approach to students of color.
Apr 2015/216 pp./PB, $42.95/5651-5
TEACHER EDUCATION
Teaching the
Tough Issues
New
Problem Solving from

Multiple Perspectives
in Middle and High
School Humanities
Classes
Jacqueline Darvin is
associate professor of
secondary literacy, program
director for adolescent
literacy education, and deputy chair of the Secondary
Education and Youth Services (SEYS) Department at
Queens CollegeCity University of New York.
Foreword by Douglas Fisher
Darvin has provided us all with a powerful tool

for guiding students as they explore their identity,
unafraid to explore what it means to be human.
From the Foreword by Douglas Fisher,
San Diego State University
Teaching the Tough Issues introduces a groundbreaking teaching method intended to help
English, social studies, and humanities teachers
address difficult or controversial topics in their
secondary classrooms.
Because these issues are rarely addressed
in teacher preparation programs, few teachers
feel confident facilitating conversations around
culturally and politically sensitive issues in ways
that honor their diverse students voices and lead
to critical, transformative thinking. The author
describes a four-step method to help teachers
structure discussions and written assignments
while concurrently assisting them in addressing
Common Core State Standards. Designed to aid
students in both developing their own viewpoints
on contentious issues and in actively critiquing
those of their teachers and peers, these practices
will enhance any humanities curriculum.
Book Features:
Offers guidance for exploring difficult and/
or controversial aspects of course content.
Provides an excellent means of differentiating
instruction and promoting critical literacy.
Helps teachers to foster positive behavior
and decision-making with their students.
Enables students to improve their
reading, writing, speaking, listening,
and observation skills.
Assists teachers in attaining the CCSS
and other curricular mandates in their
secondary humanities classrooms.
Apr 2015/160 pp./PB, $34.95/5653-9
HC, $76/5654-6
ccss
13
Mathematics
Professional
Development
New
Improving Teaching Using

the Problem-Solving
Cycle and Leadership
Preparation Models
Hilda Borko is a professor
of education at Stanford
University and pastpresident of the American
Educational Research Association (20032004).
Jennifer Jacobs is a research faculty associate with
the Institute of Cognitive Science at the University of
Colorado at Boulder. Karen Koellner is a professor
of mathematics education at Hunter College, City
University of New York. Lyn E. Swackhamer is a
research associate at RMC Research Corporation in
Denver, Colorado.
Forewords by Jennie Whitcomb and Paul Cobb
This will surely be a valuable resource for

educational leaders and professional development
specialists seeking research-based ways to assist
teachers to engage effectively in ambitious
mathematics instruction.
Edward A. Silver, University of Michigan
This resource will help school leaders and other
professional development providers conduct
ongoing, structured learning opportunities
for mathematics teachers (K12). The authors
present models for professional development
and the preparation of PD leaders designed
and field-tested as part of two research projects
supported by the National Science Foundation.
The Problem-Solving Cycle model and the
Mathematics Leadership Preparation model
focus on topics of primary interest to mathematics teachersmathematics content, classroom
instruction, and student learning. They are
intentionally designed so that they can be tailored
to meet the needs and interests of participating
teachers and schools. Through engaging vignettes,
the authors describe the models, summarize key
research findings, and share lessons learned. The
book also includes detailed examples of workshop activities for both teachers and PD leaders.
Book Features:
Supports teachers learning and teaching of
math in line with current reform principles.
Develops math teachers capacity
to foster students learning of the
CCSSM content and practices.
Prepares teacher leaders to facilitate
professional development.
Illustrates the use of video as part
of professional development.
Includes examples of workshop activities
for teachers and teacher leaders.
Apr 2015/160 pp./PB, $32.95/5655-3
the series on school reform
ccss
SCHOOL LEADERSHIP & POLICY
14
From Charity
to Equity
Squandering
Americas
Future
Race, Homelessness, and

Urban Schools
Ann Aviles de Bradley
New
is assistant professor of
educational foundations
in the Department of
Educational Inquiry and
Curriculum Studies at
Northeastern Illinois
University.
Foreword by Marvin Lynn
Dr. Aviles de Bradley succinctly captures a conversation many in the United States are afraid
to engage in: the relationship between race and
homelessness. Her research contributes to the larger
project of justice in education by challenging conventional notions of educational policy formation
and implementation with dexterity and care.
David Stovall,
University of Illinois at Chicago
A groundbreaking interdisciplinary work by an
emerging scholar. This book will completely transform the way we think about how to address the
needs of homeless youth in our schools. Bravo, Dr.
Aviles de Bradley!
Marvin Lynn, dean, School of Education,
Indiana University South Bend
Students experiencing homelessness often face
overwhelming obstacles that limit both their
access to education and their prospects for success in life.
The McKinneyVento Act (1987) was created
to ensure that schools provide services that
support students in unstable housing situations,
but, unfortunately, effective implementation of
important provisions continues to be elusive. In
addition, adults charged with McKinneyVento
implementation in schools voice frustration
with overload and lack of support or consistent
resources.
Through interviews with youth experiencing
homelessness, Aviles de Bradley introduces readers to their remarkable resilience under fire and
their determination to thrive despite the systemic
inequities they encounter daily. The book also
explores how poor people of color experience
and interface with social institutionsnamely,
schoolsand uncovers important connections
between homelessness and racism using a Critical
Race Theory framework. Readers are challenged
to see McKinneyVento implementation not as
charity but as an issue of legislated social justice.
Book Features:
Shows how homelessness interacts with
and impacts teaching and learning.
Brings to life the personal stories and
struggles of homeless youth.
Examines school practices in
light of existing federal law.
Jun 2015/160 pp./PB, $31.95/5639-3
Why ECE Policy Matters

for Equality, Our Economy,
and Our Children
New
Susan Ochshorn is the
founder of the consulting

firm ECE PolicyWorks. A
former journalist, Ochshorn
blogs at the Huffington Post
and ECE Policy Matters.
Foreword by David Kirp
A must-read for all who care about kids.

Nancy Carlsson-Paige, professor emerita,
Lesley University
This book needs to be read widely, and right away.
Deborah Meier, MacArthur awardwinning teacher, principal, and author
Susan Ochshorn shows us how a few dedicated
people, schools, agencies, and institutions have
made a difference in childrens lives.
Samuel J. Meisels, Buffett Early Childhood
Institute, University of Nebraska
Indispensable for policy makers, educators, and all
who care about our future.
Riane Eisler, social scientist, attorney, author
This unconventional book is sharp eyed, warm, and
livelya delightful read on a dead-serious topic.
Janet Grolnick, Graduate Center,
City University of New York
Diane Ravitch called Susan Ochshorn a tireless
advocate for children, and her writing brilliant.
In Squandering Americas Future, Ochshorn offers
a pioneering guide to the big issues in contemporary early childhood policy. Written in a lively,
personal style, the book drives home the importance of the earliest years for developing human
capitalthe nations future. Her policy tales
highlight the abject failure of the United States to
support parents and early educators, the nations
real wealth producers and will inspire a new generation of leadership. With her 360-degree view,
Ochshorn boldly and clearly shows how early
care and education is an issue of social justice
that also impacts Americas ability to compete on
the world stage.
Book Features:
An accessible introduction to the big issues
in contemporary ECE policy for students of
early childhood education and public policy
A straightforward look at the effects
of push-down academics on childrens
healthy development, including
the critical ability to play.
Historical, social, and cultural
obstacles to achieving equity for
young children and their families.
Profiles of innovative initiatives and people that
are making a difference across the United States.
Jun 2015/192 pp./PB, $27.95/5670-6
EARLY CHILDHOOD EDUCATION
In the Spirit of
the Studio
Teaching and
Learning in a
Diverse World
Learning from the

Atelier of Reggio Emilia,
Second Edition
Edited by Lella Gandini,
Reggio Children U.S. liaison

for dissemination of the
Reggio Emilia Approach;
Lynn Hill, educational
consultant; Louise Cadwell,
co-founder, Cadwell
Collaborative: Sustainability
Education and School Design, and; Charles Schwall,
pedagogical curator at the St. Michael School of
Clayton in St. Louis.
New
Edition
Foreword by Steven Seidel
This book will help to promote a vibrant and

creative approach to learning that will enrich
American childrens educational experience.
Barbara and Eric Carle, author and
illustrator of The Very Hungry Caterpillar
This books great illustrations and enthusiasm for
learning make it difficult to put it back on the
shelf! SchoolArts
This critically acclaimed, lavishly illustrated book
will help educators create the highest quality
learning opportunities for a new generation of
children. The Second Edition features substantial
and important changes, including the addition of
new chapters by pioneers of the work that happens in the atelier who draw on several decades
of experience.
The atelier or studio is a key element of the
renowned preschools and infant-toddler centers
of Reggio Emilia, Italy. This beautiful, full-color
resource explores how the experiences of children
interacting with rich materials in the atelier affect
an entire schools approach to the construction
and expression of thought and learning. The
authors provide examples of projects and address
practical aspects of the atelier, including organizing the environment and using materials. No
other book presents a more thorough examination of the philosophy, practice, and essential
influence of the Reggio-inspired studio.
Book Features:
A comprehensive approach that
addresses learning, collaboration,
relationships, and community.
The writing and practice of influential
educators from Reggio Emilia, including
a new chapter by Vea Vecchi.
A window into many ateliers/studios within
the United States that have created settings
and experiences to suit their unique contexts.
Contributors: Pauline Baker, Barbara Burrington,
Susan Harris MacKay, Carlina Rinaldi, Lori
Geismar Ryan, and Vea Vecchi.
Mar 2015/224 pp./PB, $35.95/5632-4
large format, color photos and illustrations
Early Childhood Education Series
New
Edition
Multicultural Education
for Young Children,
Fourth Edition
Patricia G. Ramsey is
professor of psychology and

education at Mount Holyoke
College.
Foreword by Sonia Nieto
At a time when our country seems increasingly

polarized over the value and meaning of justice for
all, these insights and suggestions are as needed as
ever.
Louise Derman-Sparks,
international consultant
A timely, relevant resource for anyone who works
with young children in any capacity.
Takiema Bunche Smith, director,
Early Education Leadership Institute,
SCO/FirstStepNYC
How can we create truly multicultural classrooms? In this new edition of her popular text,
renowned early childhood educator Patricia
Ramsey draws on a wide range of research and
practice from different communities around
the world to further explore the complexities of
raising and teaching young children in a world
fraught with societal divisions and inequities.
Using examples and stories, this volume offers
concrete suggestions to encourage teachers to
reflect on their own histories and experiences
and to challenge and rethink their assumptions
and attitudes toward children and teaching. This
new, up-to-date edition describes researchbased classroom practices to engage children
in exploring the complexities of race, economic
inequities, immigration, environmental issues
and sustainability, gender and sexual orientation
and identities, and abilities and disabilities. It
also addresses the challenges of teaching in the
context of globalization, pervasive social media,
and increasing standards and accountability.
Book Features:
Addresses social and economic
inequities and how they affect staff
relationships, interactions with parents,
and childrens classroom experiences.
Offers strategies to help teachers
initiate conversations with colleagues,
parents, and children.
Includes questions that prompt teachers
to recognize the influence of overt
and covert societal forces on their
motivations and views of children.
Free supplemental resources, including
a comprehensive list of suggested
books for children, which can be
downloaded at www.tcpress.com.
Mar 2015/224 pp./PB, $31.95/5625-6
15
EARLY CHILDHOOD EDUCATION
16
New
Early Childhood Governance

Choices and Consequences
Sharon Lynn Kagan is the Virginia and Leonard

Marx Professor of Early Childhood and Family Policy,
codirector of the National Center for Children and
Families at Teachers College, Columbia University,
and professor adjunct at Yale Universitys Child
Study Center. Rebecca E. Gomez holds the Rauch
Postdoctoral Fellowship at the National Center for
Children and Families, Teachers College, Columbia
University.
Responding to the current national concern for

enhanced commitments to early education, this
book examines what states are currently doing,
what has proven effective, and what the existing
body of knowledge offers educators, policymakers, and others seeking successful approaches to
governance. Featuring chapters by prominent,
thoughtful scholars and practitioners, this is
the first volume to specifically focus on early
childhood governance. Reflective and prospective, this seminal contribution is designed to be
immediately germane to the burgeoning field of
ECE. Readers will find the latest thinking, the
most recent experiences, and an honest review of
the governance issues facing ECE today and into
the futureall in one resource.
Book Features:
A consolidated treatment of early childhood
governance theory and practice.
A systemic approach, contextualizing
governance as an essential component
and driver of ECE system development.
Insights from those who have
been implementing innovative
approaches to governance.
Guidance for promoting equity, quality,
and coherence in early education.
Contributors: Missy Cochenour, Harriet Dichter,
Stacie G. Goffin, Rebecca E. Gomez, Rolf
Grafwallner, Kathleen Hebbeler, Susan Hibbard,
Sharon Lynn Kagan, Sarah LeMoine, Elliot M.
Regenstein, Thomas Rendon, Beth Rous, Diana
Schaack, Thomas Schultz, Catherine Scott-Little,
Kate Tarrant
Mar 2015/208 pp./PB, $34.95/5630-0
HC, $76/5631-7
New
Eight Essential Techniques for

Teaching with Intention
What Makes Reggio and Other Inspired
Approaches Effective
Ann Lewin-Benham founded and for 20 years
directed the Capital Childrens Museum in

Washington, DC where she also founded and directed
the Model Early Learning Center, the only U.S.
preschool accredited by the Reggio educators. For
information about Anns teacher workshops visit her
website: AnnLewin-Benham.com.
Foreword by Howard Gardner
In her latest book, bestselling author Ann LewinBenham describes eight techniques that foster
intentional and reflective classroom practice. She
presents over 70 novel exercises to help teachers
learn to use body, face, hands, voice, eyes, and
word choices to precisely convey meaning. Some
exercises are for teachers to practice, while others
build intention and reflection in children. Dozens
of scenarios from typical classroom situations
contrast unintentional and intentional teaching
behaviors. A self-assessment enables teachers
to measure how intentional and reflective they
become as they learn to use the eight techniques.
This lively and often humorous resource is a companion to Lewin-Benhams Twelve Best Practices
for Early Childhood Education, which explains
what to teach and why. This new book explains
how to teach.
Book Features:
Shows teachers how to incorporate the
bodys micro-actions in their teaching.
Presents mindfulness techniques,
the leading edge in psychotherapy.
Includes scenarios that show the
impact words have on children.
Explains the relation between up-to-the-minute
brain research and the techniques presented.
Unpacks the effectiveness of the
Reggio Approach to teaching.
Jun 2015/208 pp./PB, $34.95/5657-7
Illustrations/photographslarge format
COMPANION BOOK:
Twelve Best Practices for
Early Childhood Education
Integrating Reggio and
Other Inspired Approaches
224 pp./PB, $33.95/5232-6
HC, $72/5233-3large format, photos
LANGUAGE & LITERACY
New
17
New
Assessing Students
Digital Writing
Protocols for Looking Closely
Troy Hicks is an associate professor of English at
Central Michigan University and director of the

Chippewa River Writing Project. Follow him on Twitter:
@hickstro. With Jeremy Hyler, Julie Johnson, Bonnie
Kaplan, Erin Klein, Christina Puntel, Stephanie WestPuckett, and Jack Zangerle
Foreword by Richard Beach
Prologue by Christina Cantrill, National Writing Project
In this book, Troy Hicksa leader in the teaching of digital writingcollaborates with seven
National Writing Project teacher consultants to
provide a protocol for assessing students digital
writing. This collection highlights six case studies
centered on evidence the authors have uncovered
through teacher inquiry and structured conversations about students digital writing. Beginning
with a digital writing sample, each teacher offers
an analysis of a students work and a reflection
on how collaborative assessment affected his
or her teaching. Because the authors include
teachers from kindergarten to college, this book
provides opportunities for vertical discussions of
digital writing development, as well as grade-level
conversations about high-quality digital writing.
The collection also includes an introduction and
conclusion that provides context for the inquiry
groups work and recommendations for assessment of digital writing.
Book Features:
An adaptation of the Collaborative
Assessment Conference protocol to
help professional learning communities
examine students digital work.
Detailed descriptions of students digital
writing, including the assessment process
and implications for instruction.
Links to the samples of student digital
writing available online for further review
and to be used as digital mentor texts.
Jul 2015/168 pp./PB, $30.95/5669-0
Uncommonly Good Ideas
Teaching Writing in the Common Core Era

Sandra Murphy is professor emerita at the University
of California, Davis. She co-chaired the Steering
Committee to develop the 2011 framework for
the National Assessment of Educational Progress
in Writing and served as a work group member
to develop the Common Core State Standards.
Mary Ann Smith directed the Bay Area and
California Writing Projects and served as Director
of Government Relations and Public Affairs for the
National Writing Project.
This book is slender, readable, and well worth the

ride, whether you are a novice terrified as you stare
into your first classroom or an old hand looking for
an extra boost with a new class and a new year.
Arthur Applebee,
University at Albany, SUNY
You will love the way this book gives you permission to take time to do the intellectual work you
went into this profession for. I know I did.
Carol Jago, UCLA
This innovative resource provides teachers with a
road map for designing a comprehensive writing
curriculum that meets Common Core standards.
The authors zero in on several big ideas that
lead to and support effective practices in writing
instruction, such as integrating reading, writing,
speaking, and listening; teaching writing as a
process; extending the range of students writing;
spiraling and scaffolding a writing curriculum;
and collaborating. These big ideas are the
cornerstones of best researched-based practices
as well as the CCSS for writing.
The first chapter offers a complete lesson
designed around teaching narrative writing and
illustrating tried and true practices for teaching
writing as a process. The remaining chapters
explore a broad range of teaching approaches
that help students tackle different kinds of narrative, informational, and argumentative writing
and understand complexities like audience and
purpose. Each chapter focuses on at least one of
the uncommonly good ideas and illustrates how
to create curricula around it.
Uncommonly Good Ideas includes model
lessons and assignments, mentor texts, teaching
strategies, student writing, and practical guidance for moving the ideas from the page into the
classroom.
Apr 2015/168 pp./PB, $27.95/5643-0
Language and Literacy Series
ccss
LANGUAGE & LITERACY
18
New
New
available
July
Reading Upside Down
Identifying and Addressing Opportunity

Gaps in Literacy Instruction
Deborah L. Wolter is an elementary teacher
consultant in Ann Arbor Michigan public schools. Visit

her website at readingupsidedown.wordpress.com
Reading Upside Down offers a paradigm shift

from achievement gaps to opportunity gaps in
literacy instruction.
Drawing on the authors rich experiences
working one-on-one with challenged readers,
this book presents case studies illustrating the
complexities of student learning experiences
and the unique circumstances that shaped their
acquisition of literacy. Wolter explores eight key
factors that contribute to reading challenges in
developing readers, including school readiness,
the use of prescribed phonics-based programs,
physical hurdles, unfamiliarity with English, and
special education labeling. With a focus on the
differences that educators can make for individual
students, the text suggests ways to identify and
address early opportunity gaps that can impact
students throughout their entire educational
career.
Reading Upside Down will help educators to:
Shift from identifying deficit-based
achievement gaps among students to addressing

opportunity gaps in literacy instruction.
Move beyond student labels, categories, or
placements to provide true opportunities for
children to explore and develop literacy.
Take a strength-based view that students
are in multiple places of exploration of
language and literacies and all children
can succeed in becoming readers.
Develop a strong sense of ownership
and expertise in order to foster inclusion
and assure authentic and engaged
reading within their classrooms.
Jun 2015/160 pp./PB, $36.95/5665-2/HC, $76/5666-9
PROFESSORS
Request exam copies online:

www.tcpress.com/form1.html
Shoptalk
Lessons in Teaching from an

African American Hair Salon
Yolanda J. Majors is a visiting associate professor
and associate director of adolescent literacy and

learning at the University of Minnesota, Twin Cities,
associate professor of curriculum and instruction at
the University of Illinois, Chicago, and professional
developer for culturally responsive instruction.
Foreword by Carol Lee
Shoptalk examines the development of literacy,

identity, and thinking skills that takes place
through cross-generation conversation in an
African American hair salon and how it can
inform teaching in todays diverse classrooms.
By shining a spotlight on verbal discussions
between the salons patrons and workers, the
author provides a critical reassessment of the
achievement gap discourse and focuses on
the intellectual toolkits available to African
Americans as members of thriving communities.
While this book offers a detailed analysis of the
informal teaching and language practice that
occurs within the salon, it also moves beyond
that setting to consider culturally situated
problem-solving within an urban, language arts
classroom.
Shoptalk is essential reading for teachers,
teacher educators, and administrators who are
interested in widening their view of culturally
responsive pedagogical practices. It will also
enrich any course in culturally responsive
instruction.
Book Features:
Examines how African Americans use
language, including African American
Vernacular English, to achieve particular goals.
Identifies culturally relevant literacy practices
and related skills and how these can be
supported within and across contexts.
Shows teachers how to leverage the outof-school practices of students of color
for literacy learning and development.
Shows school leaders how to develop
and maintain learning environments
that are culturally responsive.
Demonstrates research methodologies for
the study of the social context of learning.
Jul 2015/192 pp./PB, $34.95/5661-4/HC, $76/5662-1
LANGUAGE & LITERACY
Family
Dialogue
Journals
SchoolHome Partnerships
That Support Student
Learning
JoBeth Allen, Jennifer
Beaty, Angela Dean,
Joseph Jones, Stephanie
Smith Mathews, Jen
McCreight, Elyse
Schwedler, and Amber M.
New
Simmons, all from the Red Clay Writing Project, the

University of Georgia
Foreword by Luis Moll
There is definitely much to learn in these pages.

From the Foreword by Luis Moll,
University of Arizona
This is an incredibly readable book that is highly
useful for teachers, teacher educators, and university researchers interested in this powerful practice.
Kathy Schultz, dean and professor,
Mills College
A beautiful, socially conscious book offering so
much wisdom for curriculum, classroom norms,
and creating learning-focused contexts.
Stephanie Jones, University of Georgia
This honest, clearly written, and accessible book
shows how to use Family Dialogue Journals
(FDJs) to increase and deepen learning across
grade levels.
Written by K12 teachers who have been
implementing and studying the use of weekly
journals for several years, it shares what they have
learned and why they have found FDJs to be an
invaluable tool for forming effective partnerships
with families. Learn from firsthand accounts how
students write weekly about one big idea they
have studied, ask a family member a related question, and then solicit their writing in the journal.
Through these journal entries, they share their
family knowledge with classmates while actively
engaging with the curriculum. In turn, teachers
extend the academic discussion by writing to
each family and incorporating their funds of
knowledge into classroom lessonswriting about
everything from the use of thermometers to life
in Michoacn, Mexico. Family participation in
the FDJs is remarkably high across ages, ethnicities, and economic realities.
Book Features:
Demonstrates how parents and caregivers
can participate in their childs education.
Provides classroom examples, including
routines for sharing family voices
during morning meetings, literature
discussions, and classroom dialogue.
Illustrates how to create critical curriculum
that builds on the vast resources of
cultural and linguistic diversity.
New
Teaching Transnational Youth

Literacy and Education in a Changing World
Allison Skerrett is associate professor in the
department of curriculum and instruction at The

University of Texas at Austin.
Foreword by Randy Bomer
This is the first book to specifically address the

needs of transnational youth, a growing population of students who live and go to school across
the United States and other nations including
Mexico and different Caribbean islands.
The author describes a coherent approach to
English language arts and literacy education that
supports the literacy learning and development
of transnational students, while incorporating
these students unique experiences to enrich the
learning of all students. Drawing from exemplary
teachers classroom practice and research-based
approaches, the book demonstrates how teachers
can engage with transnationalism to reap the
unique and significant benefits this phenomenon
presents for literacy education. These benefits
include a deeper appreciation of cultural and linguistic diversity, an increased awareness of world
citizenship, and the development of globally
informed ways of reading, writing, investigating,
and thinking.
Book Features:
Describes a comprehensive approach to
literacy education that is more inclusive,
productive, and powerful for all students.
Shows teachers how attending to
transnationalism can fit within and enhance the
work they already do with all of their students.
Includes learning activities that align with
best practices for building multicultural,
multilingual, and other forms of bordercrossing knowledge and skills.
Includes specific strategies teachers can
use to address the unique challenges
that transnationalism poses, such as
extended absences from the classroom.
Jun 2015/144 pp./PB, $43.95/5658-4/HC, $92/5659-1
Feb 2015/160 pp./PB, $34.95/5628-7

HC, $66/5629-4
Practitioner Inquiry Series
19
20
BESTSELLERS!
50 Myths and Lies That Threaten Americas Public Schools
The Real Crisis in Education

David C. Berliner, Gene V Glass, and Associates
A valuable new book.
The Washington Post
A timely and hard-hitting book. The teachers of our children will be grateful.
Jonathan Kozol, educator and author
A flat-out masterpiece.
W. James Popham, professor emeritus, UCLA
If you care about the future of public education, you mustnt ignore this book.
Andy Hargreaves, Lynch School of Education, Boston College
In this comprehensive look at modern education reform, two of the most respected voices in education and
a team of young education scholars use hard-hitting information and a touch of comic relief to separate fact
from fiction. This provocative book features short essays on important topics to provide essential reading for
every elected representative, school administrator, school board member, and teacher.
2014/272 pp./PB, $27.95/5524-2
Designing Groupwork
Strategies for the Heterogeneous Classroom, Third Edition

Elizabeth G. Cohen and Rachel A. Lotan
Foreword to the Second Edition by John I. Goodlad
Foreword to the Third Edition by Linda Darling Hammond
I have no doubt that this important book will be of enormous practical value.
From the Foreword by Linda Darling-Hammond, Stanford University
Designing Groupwork has earned its place in the library of anyone seeking to create
high-achieving, equitable classrooms.
Horace (of second edition)
The new edition updates a classic text for those who want both theory and practice.
Larry Cuban, professor emeritus, Stanford University
As teachers today work in ever more challenging contexts, groupwork remains a particularly effective
pedagogical strategy. The new edition of this popular book incorporates current research findings with
new material on what makes for a groupworthy task, and shows how groupwork contributes to growth and
development in the language of instruction. Responding to new curriculum standards and assessments
across all grade levels and subject areas, this edition shows teachers how to organize their classroom so
that all students participate actively.
2014/256 pp./PB, $26.95/5566-2
Reading, Thinking, and Writing About History
Teaching Argument Writing to Diverse Learners in

the Common Core Classroom, Grades 612
Chauncey Monte-Sano, Susan De La Paz, and Mark Felton
Foreword by Sam Wineburg
The tools this book provides demystify the writing process and offer a sequenced path
toward attaining proficiency.
From the Foreword by Sam Wineburg, Stanford University
This extraordinary book provides tried-and-true practical tools and step-by-step
directions.
Michelle M. Herczog, president, National Council for the Social Studies
The Common Core and C3 Framework emphasize literacy and inquiry in social
studies, but do not offer resources to achieve these goals. This practical guide presents six research-tested
investigations, along with corresponding teaching materials and tools that have improved the historical
thinking and argumentative writing of academically diverse students. Sample student essays and formative
feedback illustrate the progress of two different learners and explain how to support students development.
2014/240 pp./PB, $31.95/5530-3large format ccss
The Common Core State Standards in Literacy Series
BESTSELLERS!
Fear and Learning in America
Bad Data, Good Teachers, and the Attack on Public Education

John Kuhn / Foreword by Diane Ravitch
Packed with more wisdom than any 10 books that I have read about American education.
From the Foreword by Diane Ravitch, New York University
This important book should be heeded.
John Merrow, PBS NewsHour
School administrators will be encouraged by both the content of this book and the
courage Kuhn has demonstrated through his advocacy for counter-reform.
School Administrator
In this moving account, Americas Superintendent John Kuhn lays bare the scare
tactics at the root of the modern school reform movement. When his Alamo Letter first appeared in The
Washington Post, it galvanized the educational community in a call to action that was impossible to ignore.
This powerful book requires us to question whether the current education crisis will be judged by history as
a legitimate national emergency or an agenda-driven panic.
2014/176 pp./PB, $24.95/5572-3The Teaching for Social Justice Series
A Smarter Charter
Finding What Works for Charter Schools and Public Education

Richard D. Kahlenberg and Halley Potter
A remarkable new book .. .Wise and energetic advocates such as Kahlenberg and
Potter can take the charter movement in new and useful directions.
The Washington Post
I hope parents, educators in all sectors, concerned citizens, policymakers, philanthropistsand charter sector leaderswill take this books compelling message to
heart and act on it.
Dennis Van Roekel, former president, National Education Association
A Smarter Charter is a tour-de-force, laying out in singular fashion what has gone
wrong with the charter school movement, and what must be done to get it back on track.
Randi Weingarten, president, American Federation of Teachers
Moving beyond the debate over whether or not charter schools should exist, A Smarter Charter wrestles with
the question of what kind of charter schools we should encourage. The authors begin by tracing the evolution of charter schools from teacher union leader Albert Shankers original vision of giving teachers room to
innovate while educating a diverse population of students, to todays charter schools where the majority of
teachers are not unionized and student segregation levels are even higher than in traditional public schools.
In the second half of the book, the authors examine two key reforms currently seen in a small but growing number of charter schoolsteacher voice and socioeconomic integrationthat have the potential to
improve performance and reshape the stereotypical image of what it means to be a charter school.
2014/240 pp./PB, $30.95/5579-2/HC, $72/5580-8
Closing the School Discipline Gap
Equitable Remedies for Excessive Exclusion

Edited by Daniel J. Losen
This volume is a call to action for policymakers, educators, parents, and students.
Marian Wright Edelman, Childrens Defense Fund
Offers a clear set of recommendations for anyone committed to pursuing equality in our
schools.
James E. Ryan, Harvard Graduate School of Education
The research presented in this volume demonstrates that disciplinary policies and
practices that schools control directly exacerbate todays profound inequities in
educational opportunity and outcomes. Part I explores how suspensions flow along
the lines of race, gender, and disability status. Part II examines potential remedies,
including a district-wide approach in Cleveland aimed at social and emotional learning strategies.
Contributors include Robert Balfanz, Jamilia J. Blake, Dewey Cornell, Jeremy D. Finn,
Thalia Gonzlez, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson.
2015/288 pp./PB, $36.95/5613-3/HC, $76/5614-0Disability, Culture, and Equity Series
21
22
BESTSELLERS!
As Seen in The Washington Post
Our School
Searching for Community in the Era of Choice

Sam Chaltain / Foreword by Sir Ken Robinson
Our School is so important for anyone who genuinely cares about schools,
communities, and their children.
From the Foreword by Sir Ken Robinson,
world-renowned author and educator
One of the strengths of this thoughtful, highly readable book is that Chaltain, himself
a former teacher, takes the concerns of teachers, parents, and students seriously as he
spends an entire school year observing them in action.
The Washington Monthly
Almost every major American city is experimenting with school choice. Will the
wider array of school options help parents and educators identify better strategies for helping all children
learn? Or will the high stakes of the marketplace end up privatizing this most public of institutions? In Our
School, education activist Sam Chaltain puts a human face on the modern landscape of teaching and learning to help us answer these questions.
2014/208 pp./PB, $26.95/5531-0/HC, $62/5559-4
Being Bad
My Baby Brother and the School-to-Prison Pipeline

Crystal T. Laura
Foreword by William Ayers / Afterword by Erica R. Meiners
Perhaps more than any other study on this topic, this book brings to life the complicated
experience of those most directly and collaterally impacted by the politics of schooling
and its relationship to our growing prison nation.
Garrett Albert Duncan, Washington University in St. Louis
In a poignant and harrowing journey, the author follows her brother, Chris, who
has been designated a bad kid by his school, a person of interest by the police,
and a gangster by society. This book explores such timely issues as the undereducation of Black males, the place and importance of scapegoats in our culture,
the on-the-ground reality of zero tolerance, the role of mainstream media in constructing Black masculinity,
and the critical relationships between schools and prisons.
2014/144 pp./PB, $29.95/5596-9/HC, $64/5597-6Teaching for Social Justice Series
Why Are So Many Minority Students in Special Education?

Understanding Race and Disability in Schools, Second Edition
Beth Harry and Janette Klingner
Forewords by Lisa D. Delpit and Alfredo J. Artiles
Harry and Klingners work makes a substantial contribution to a new generation of equity
research concerned with the complexities of 21st-century education in pluricultural
societies.
From the Foreword to the second edition by Alfredo J. Artiles,
Mary Lou Fulton Teachers College, Arizona State University
Now in a second edition, this powerful book presents research-based stories
representing the range of experiences faced by culturally and linguistically diverse
students who fall in the liminal shadow of perceived disability. The authors
examine the experiences of the children, their families, and their teachers, along with the school climate
that influences decisions about referrals to special education. The expanded second edition addresses key
developments in the placement process, with a particular focus on Response to Intervention. The book
concludes with recommendations for improving educational practice, teacher training, and policy renewal.
2014/256 pp./PB, $34.95/5506-8 COMPANION VOLUME:
Case Studies of Minority Student

Placement in Special Education
144 pp./PB, $23.95/4761-2
BESTSELLERS!
Critical Encounters in Secondary English
Teaching Literary Theory to Adolescents, Third Edition

Deborah Appleman
This Third Edition proves that Appleman still has her hand on the pulse of the rapidly
changing landscape of education.

Ernest Morrell, Teachers College, Columbia University
What a smart and useful book! It provides teachers with a wealth of knowledge and
material to help their students develop critical perspective and suppleness of thought.

Mike Rose, University of California, Los Angeles
All the undergraduate students cited [Applemans book] as their favorite piece of work
for the semester.
English Journal
Provides powerful ways to get young people thinking about literature and about how it relates to their lives.

Rethinking Schools
The Third Edition provides an integrated approach to incorporating nonfiction and informational texts into
the literature classroom. Grounded in solid theory with field-tested classroom activities, this edition shows
teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. This classic book now includes lists of nonfiction texts, a new chapter on
new historicism, and new classroom activities.
2015/272 pp./PB, $29.95/5623-2illustrationsLanguage and Literacy Series
ccss
Teaching the Taboo
Courage and Imagination in the Classroom, Second Edition

Rick Ayers and William Ayers / Foreword by Carol D. Lee
For those frustrated by the thrust of educational reform. ..this book provides what can
be described as both a challenge and a set of alternatives.
Education Review
What makes this book important is that it represents an invitation to wrestle with deepseated assumptions.
From the Foreword by Carol D. Lee, Northwestern University
Teaching the Taboo is provocative, challenging, funny in places, wild but sensible
enough to be useful, inspiring, and practical for educators who are working to negate
the educational madness that is infecting the schools.
Herb Kohl, bestselling author
The second edition of this bestseller has been thoroughly updated to include a deeper exploration of racism,
the problems with math and science education, the importance of creative writing, the work of Freire, and
the school struggles in Atlanta, Chicago, and Seattle.
2014/160 pp./PB, $24.95/5528-0 (T)
Teaching and Learning with Infants and Toddlers

Where Meaning-Making Begins
Mary Jane Maguire-Fong
Foreword by J. Ronald Lally / Prologue by T. Berry Brazelton /

Afterword by Edward Tronick
From its clear explanation of the developing brain of a baby to its enlightened
presentation on the art of reflective childcare, I see how many times I will use this work
as a resource. From the Foreword by J. Ronald Lally,

codirector, Center for Child and Family Studies, WestEd
Filled with so many great ideas, evocative illustrations, and practical considerationsall
knit together in an almost lyrical narrative style. A wonderful, necessary read for anyone
interested in supporting our youngest children.
Ross A. Thompson, University of California, Davis
This groundbreaking book explores infants amazing capacity to learn and presents a reflective approach to
teaching inspired by the early childhood schools in Reggio Emilia, Italy. Readers will find valuable insights
into how to design an infant care program, plan curriculum, assess learning, and work with families. Userfriendly features include vignettes, photographs of infant classrooms, diagrams and instructive charts,
research highlights, and questions for reflection.
2015/192 pp./PB, $31.95/5619-5photographs, large format
23
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RECENTLY PUBLISHED
Dumb Ideas Wont
Create Smart Kids
An Empty Seat in Class
Teaching and Learning

After the Death of a Student
Rick Ayers
Straight Talk About Bad

School Reform, Good
Teaching, and Better Learning
Eric M. Haas, Gustavo E.
Fischman, and Joe Brewer
This moving and poignant

text illuminates as much as it
inspires.
Angela Valenzuela, The
University of Texas at Austin
Foreword by George Lakoff
This is perhaps the most important book you will read on the
nature of education.
From the Foreword by George Lakoff,
University of California, Berkeley
If you care about saving public education, read this
book!
David C. Berliner, Arizona State University
Using insights from cognitive science, educational
research, and the social sciences, the authors
examine the compelling nature of four dumb ideas
at the center of current education policy and practice: (1) simplifying knowledge helps students learn
more and faster, (2) teaching and learning are a
matter of proper transmission of good content,
(3) homogenous environments ease learning, and
(4) more standardized data and rigorous controls
of our schooling will solve all our problems. This
lively book also offers solutions, including key
smart ideas and a set of how-to actions that will
lead to great schools for every child.
This is a must-read for every

teacher, administrator, and counselor, so that a school
is well prepared in the event of a tragedy.
Heidi Horsley, Open to Hope Foundation
Ayerss book honors the lives of both teachers and students. It is a book for all of us.
Jack Weinstein, director, San Francisco Bay
Area, Facing History and Ourselves
An Empty Seat in Class illuminates the tragedy of
student death and suggests ways of dealing and
healing within the classroom community. The book
features Rick Ayers personal experience, short
pieces by other educators, and contributions from
counselors, therapists, and school principals.
2015/144 pp./PB, $29.95/5612-6
Teaching for Creativity

in the Common Core
Classroom
2014/128 pp./PB, $34.95/5553-2
Ronald A. Beghetto, James C.

Kaufman, and John Baer
Diversity and Education
A Critical Multicultural
Approach
Michael Vavrus
Foreword by Wayne Au
Diversity and Education can

not only help us have conversations about racism, institutionalized oppression, and cultural
fear, it can also offer an intervention that can move readers
towards a deeper critical consciousness about diversity
and multicultural education in their own lives.
From the Foreword by Wayne Au,
an editor for Rethinking Schools
A must-read for anyone concerned about why so
many policies claiming to help diverse students fail
and what alternatives exist. Vavrus clearly believes in
the power of teachers who are well-educated critical
thinkers.
Christine Sleeter,professor emerita, California
State University, Monterey Bay
In his new book, Michael Vavrus helps readers better understand why issues of diversity and difference are so highly contested in the United States
and across the globe. Diversity and Education is
designed to help educators move beyond the how
can they believe that? knee-jerk reaction toward
a more informed, strategic understanding of belief
systems and political affiliations.
2015/208 pp./PB, $37.95/5605-8/HC, $82/5606-5
Foreword by Robert J. Sternberg
There are few favors you can do

your students greater than putting into practice the precepts of
this book. Give it a try. I will!
From the Foreword by
Robert J. Sternberg, Cornell University
This wonderful book makes the important point that
teaching to well-designed standards is completely
consistent with teaching for creativity. It is filled with
practical advice for teachers about how to teach to
Common Core standards, in both ELA and math, in
ways that lead to creative learning outcomes.
Keith Sawyer, University of North Carolina
at Chapel Hill
Based on cutting-edge psychological research on
creativity, this book debunks common misconceptions about creativity and describes how learning
environments can support both creativity and the
Common Core. It offers classroom examples, ideas,
and lesson plans for teaching English language arts
and mathematics, and includes assessments for
creativity and Common Core learning.
2015/144 pp./PB, $34.95/5615-7/HC, $86/5616-4
ccss
BECOME A MEMBER:
Register at www.tcpress.com to
receive announcements about
new releases, book events, pricing
discounts, and more!
RECENTLY PUBLISHED
Effective Classroom
Management
Why We Teach Now

Edited by Sonia Nieto
The Essentials
Tracey Garrett
In just over 100 pages, Tracey

Garrett has captured the
essence of classroom management. This would be an excellent addition to any pre- or
inservice teacher education
program.
Anita Woolfolk Hoy, professor emerita,
The Ohio State University
This user-friendly resource will help K12 teachers become more effective classroom managers.
Each chapter concentrates on a key area (physical
design, rules and routines, relationships, engaging instruction, and discipline) and focuses on
the importance of that particular area in relation
to a teachers overall classroom management
plan. Designed to prevent problems that require
active discipline before they arise, this guide
includes classroom examples, case studies, and
study questions. There is also an app, Classroom
Management Essentials, available on the iTunes
store.
2014/128 pp./PB, $29.95/5574-7
Raising Race Questions
Whiteness and Inquiry in

Education
Ali Michael
Foreword by Shaun R. Harper
Provides much-needed guidance and inspiration for educators who want racial equity in
schools.
From the Foreword
by Shaun R. Harper
As a White teacher engaged in this work, Ive watched
these tools help educators support one another as they
make mistakes, reflect, and grow together.
Lynn Eckerman, Independence Charter School,
Philadelphia
Raising Race Questions invites teachers to use
inquiry as a way to develop sustained engagement
with challenging racial questions and to do so in
community so that they learn how common their
questions actually are. It lays out both a process
for getting to questions that lead to growth and
change, as well as a vision for where engagement
with race questions might lead.
2015/192 pp./PB, $34.95/5599-0/HC, $78/5600-3
Sonia Nieto has done it again,

this time providing us with a
hopeful book featuring a collection of writings grounded in the
lived experiences of outstanding
teachers.
Luis Moll,
University of Arizona
Why We Teach Now dares
to challenge current notions of what it means to
be a highly qualified teacher la No Child Left
Behind, and demonstrates the depth of commitment and care teachers bring to their work with
students, families, and communities. This sequel
to Nietos popular book, Why We Teach, features
powerful stories of classroom teachers from across
the country as they give witness to their hopes and
struggles to teach our nations children.
2015/288 pp./PB, $29.95/5587-7/HC, $68/5624-9
Why We Teach
Edited by Sonia Nieto
256 pp./PB, $26.95/4593-9(T)
Diving In
Bill Ayers and the Art

of Teaching into the
Contradiction
Edited by Isabel Nuez,
Crystal T. Laura,
and Rick Ayers
It will leave you feeling richer,

more connected, and asking
new questions.
Martha Biondi,
Northwestern University
The contributors use themes suggested by Ayerss
work to open up new perspectives and discourses
on key issues in education, such as participatory
democracy, social justice, liberation, and education
as a human right. Diving In offers much-needed
hope at a time when teachers need it the most.
Contributors: Alexandra Allweiss, Patrick
Camangian, Bernardine Dohrn, Hubert M. Dyasi,
Michelle Fine, Carl A. Grant, Ming Fang He,
Rashid Khalidi, Alice Kim, Joyce E. King, Fred
Klonsky, Craig Kridel, Gloria Ladson-Billings,
Lisa Yun Lee, Avi D. Lessing, Karla Manning,
Erica R. Meiners, W. J. T. Mitchell, Sonia
Nieto, Bree Picower, Therese Quinn, William H.
Schubert, David Stovall, William H. Watkins, Joel
Westheimer
2014/224 pp./PB, $31.95/5577-8/HC, $77/5578-5
OF RELATED INTEREST:
To Teach: The Journey, in Comics
William Ayers and Ryan Alexander-Tanner

Foreword by Jonathan Kozol
144 pp./PB, $20.95/5062-9(T)
PROFESSORS
Request exam copies online:

www.tcpress.com/form1.html
To Teach: The Journey of a Teacher, Third Edition
William Ayers
Foreword by Sonia Nieto / Afterword by Mike Rose
192 pp./PB, $25.95/5063-6
25
RECENTLY PUBLISHED
26
The Culturally
Inclusive Educator
Preparing for a Multicultural

World
Dena R. Samuels
This book provides the research
and the tools for transforming
ourselves and our practice; it is
up to us to do the work.
Gary R. Howard, Equity and
School Change Consulting
At lastan empathetic and inspiring book that says
the way to educate all students more successfullyis to
awaken teachers higher awareness.
Peggy McIntosh, National SEED Project on
Inclusive Curriculum
Based on the authors national research and consulting work, this book provides guidance on overcoming personal and institutional challenges to
cultural inclusiveness (stereotype threats, microaggressions, colorblindness/identity-blindness,
implicit bias, among others). Samuels begins with
the challenges facing the higher education community and then offers 8 transformative steps that
any educator teaching any subject can utilize to
increase their effectiveness.
2014/176 pp./PB, $37.95/5592-1/HC, $80/5593-8
Making Space for

Active Learning
The Art and Practice of

Teaching
Edited by Anne C. Martin and
Ellen Schwartz
Foreword by
Helen Featherstone
As you listen to these stories I

hope you will be moved to join
the conversation, reflecting on your own practice and
the children who intrigue you.
From the Foreword by Helen Featherstone
Keep this book handy. A chapter at a time will restore
some needed sanity about whats important.
Deborah Meier, author and education activist
This powerful collection will inspire new and
veteran teachers to make space for childrens
interests, for teaching as relational and intellectual
work, and for new insights and ideas. The authors
introduce the Prospect Centers Descriptive Review
of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their
practice and gain new perspectives from other participants. Book features include specific examples
that teachers can draw on to improve practice.
2014/216 pp./PB, $33.95/5539-6
Changing Minds and

BrainsThe Legacy of
Reuven Feuerstein
Higher Thinking and

Cognition Through Mediated
Learning
Reuven Feuerstein, Louis H.
Falik, and Refael Feuerstein
Foreword by H. Carl Haywood
Reuven Feuersteins concepts

will continue to enrich cognitive
developmental thinking and research and to bring a
richer, fuller cognitive development to children, youth,
and adults around the world.
From the Foreword by H. Carl Haywood,
Vanderbilt University
In this final work, Feuerstein provides a first-person
narrative of the implementation of mediated learning experience (MLE) past and present, including
stories, new insights, observations, and newly formulated concepts on MLE and how it contributes
to higher-level thinking and overcoming disability.
This is essential reading for all educators looking to
improve educational outcomes for diverse learners.
2015/256 pp./PB, $29.95/5620-1/HC, $62/5621-8
The One-on-One
Reading and Writing
Conference
Working with Students on
Complex Texts
Jennifer Berne and
Sophie C. Degener
Foreword by Douglas Fisher
Will transform teachers

conferencing, and more
importantly, their students writing and reading.
Laurie Elish-Piper, IRA Board of Directors,
20132016
Reading this is a critical opportunity to reflect on our
practice, examining whether the content of our conferences is aligned with the rigorous expectations of the
Common Core
SundayCummins,
literacy consultant and author
Responding specifically to new Common Core
State Standards in reading and writing, this book
introduces a method of one-on-one interaction
that encourages teachers to focus on more ambitious goals that will deepen students skills in
comprehension and writing. This resource suggests
where conferences fit in with other important
pieces of literacy instruction; introduces a variety
of high-quality cues to use during conferences; and
shows how conferences can function as formative
assessment.
2015/160 pp./PB, $32.95/5622-5
ccss
E-BOOKS
20% off all ebooks at

www.tcpress.com
RECENTLY PUBLISHED
Leading Anti-Bias Early
Childhood Programs
A Guide for Change

Louise Derman-Sparks,
Debbie LeeKeenan, and
John Nimmo
Foreword by
Mariana Souto-Manning
This book is a tool box for

building early childhood
programs that foster sentiments of justice and fairness
in leaders, teachers, and young children.
Herbert Kohl, educator and bestselling author
With a focus on the leaders role, this book is
both a stand-alone text and a perfect companion for Anti-Bias Education for Young Children and
Ourselves. It emphasizes that this work is not only
about changing curriculum, but requires thoughtful, strategic, long-term planning that addresses all
components of an early childhood program. With
a powerful combination of conceptual frameworks,
strategies, and practical tools, the authors explain
the structural and individual changes leaders must
foster.
2014/192 pp./PB, $29.95/5598-3large format
Political Education
Setting the Course for State

and Federal Policy,
Second Edition
Christopher T. Cross
Foreword by Brian Sandoval and

Jeremy Anderson
As Political Education so clearly

documents, we need to engage
in a dialogue that is about our
expectations and our commitment to education as a
national priority.
From the Foreword by Brian Sandoval
and Jeremy Anderson, Education
Commission of the States
In this incisive update, Cross provides thepolitics, personalities,and underlying ethos that shape trends and
eras offederal policymaking.
Mike Kirst, president,
California State Board of Education
Political insider Christopher Cross updates his critically acclaimed bestseller with new chapters and
important new insights into future education policy.
Cross draws on his experience in Washington,
along with research and interviews, to present a
highly readable history of federal education policy,
from WWII to the Obama administration. This
fascinating chronicle highlights the key players
who helped shape federal policy because, as Cross
writes in his introduction, policy development is
woven of personalities, events, and timing.
Big-City School
Reforms
Lessons from New York,

Toronto, and London
Michael Fullan
and Alan Boyle
Offers real hope that we can
now tackle some of the key
issues that have frustrated
reform efforts in the past.
Geoff Whitty,
Institute of Education, University of London,
UK
Fullan and Boyle, internationally renowned thinkers on school change, demonstrate that while
the educational challenges of big cities may
be overwhelming, they are not insurmountable.
Examining three major citiesNew York, Toronto,
and Londonthis book weaves case studies with
careful analysis and recommendations to hone in
on which policies and strategies work best to raise
the bar for all students and reduce the gap for the
disadvantaged. This is an eminently practical book
that focuses on big problems and big solutions.
2014/192 pp./PB, $27.95/5518-1/HC, $66/5519-8
Copublished with the Ontario Principals Council.
See tcpress.com for availability outside the U.S.A.
College Now!
What Needs to Be Done to

Give Urban Students a Real
Path to Success
Scott Mendelsberg
Foreword by Tom Vander Ark
Through funny, sad, and triumphant stories, Mendelsberg lays

out the power of high expectations; the need to support and
hold educators accountable; and the strategies for
creating a learning environment that embraces rigor
and engagement.
From the Foreword by Tom Vander Ark,
Getting Smart
Brilliant! Scott Mendelsberg has written a primer for
all school administrators.
Mike Miles, superintendent, Dallas
In 2 years, principal Scott Mendelsberg took his
school from a 17% to a 73% college matriculation
rate. He didnt get new teachers, a new building,
different kids, or a new curriculum. He just made
sure students realized that college was an option
for them.
This remarkable, first-hand account reveals the
impediments and challenges to educating innercity students and shows how believing in all kids
helped save a school and change education in the
state of Colorado.
2014/160 pp./PB, $27.95/5543-3/HC, $64/5563-1
2014/224 pp./PB, $37.95/5586-0
27
RECENTLY PUBLISHED
28
Art-Centered Learning
Across the Curriculum
Integrating Contemporary Art

in the Secondary School
Classroom
Julia Marshall and David M.
Donahue, with contributions by
Rick Ayers, Ruth Cossey, Steven
D. Drouin, Lawrence Horvath,
and Anne Thulson
Foreword by Lois Hetland
This important text serves as a primer for fashioning

the kinds of integrated curriculum frameworks required
for success in todays global knowledge economy.
James Haywood Rolling Jr.,
Syracuse University
Drawing on ideas from Harvard Project Zero, this
book will help teachers implement inquiry-based,
substantive art integration across the curriculum. Subject-specific chapters include examples
of contemporary art with explanations of how
these works explore the fundamental concepts
of the academic discipline. Appropriate for both
art teachers and subject-area teachers, the book
includes guidelines for developing art projects
plus a free online supplement for meeting CCSS in
English Language Arts.
2014/208 pp./PB, $34.95/5581-5/HC, $76/5582-2
over 90 photographs and illustrations ccss
The University Next Door
WhatIs a Comprehensive
University, Who Does It Educate,
and Can It Survive?
Edited by Mark Schneider and
KC Deane
A valuable resource for all stakeholders who seek to affect positive

change in policy and practice at
public comprehensive universities.
Daniel J. Hurley, American Association of
State Colleges and Universities
This volume assembles a team of experts from a
variety of disciplines to examine both the history of
the comprehensive university and what lies ahead.
The book grapples with such questions as: How
do these institutions adapt to serve the growing
population of non-traditional students? How well
do they prepare graduates for the labor market?
Can partnerships between community colleges
and comprehensive universities bolster student
success?
Contributors: Lloyd Armstrong, John Dorrer,
William Doyle Alisa Hicklin Fryar, Michael B.
Horn, Alison Kadlec, Mario Martinez, Awilda
Rodriguez, Jeffrey J. Selingo, Michelle R. Weise,
Michelle Lu Yin
2015/256 pp./PB, $29.95/5602-7/HC, $84/5603-4
Faculty Work and

the Public Good
Engaging the
Race Question
Accountability and Equity in

U.S. Higher Education
Alicia C. Dowd and
Estela Mara Bensimon
The introspective journeys this

book will inspire should be experienced by faculty and staff at higher
education institutions across the country.
Tia Brown McNair, Association of
American Colleges and Universities
This book clarifies the muddled conversation that
colleges and universities are having about equity.
The authors illustrate how practitioner inquiry can
be used to address the race question with wisdom and calls on college leaders and educators to
change the policies and practices that perpetuate
institutional and structural racismand provides a
blueprint for doing so.
2015/224 pp./PB, $42.95/5609-6/HC, $86/5611-9
Philanthropy, Engagement,
and Academic Professionalism
Edited by
Genevieve G. Shaker
By examining faculty members

many contributions, not only
to students but to society-atlarge, this book offers an alternate perspective on
Americas colleges and universities that will help
preserve and expand professorial contributions to
the public good.
Contributors: Ann E. Austin, J. Herman Blake,
Dwight F. Burlingame, Denise Mott DeZolt, Sean
Gehrke, Audrey J. Jaeger, Adrianna Kezar, Jia G.
Liang, Elizabeth Lynn, Michael Moody, Emily L.
Moore, Thomas F. Nelson Laird, Jason F. Perkins,
William M. Plater, Gary Rhoades, R. Eugene Rice,
John Saltmarsh, Lorilee R. Sandmann, Paul S.
Shaker, Marty Sulek, William G. Tierney, Richard
C. Turner
2015/304 pp./PB, $31.95/5617-1/HC, $79/5618-8
Institutionalizing Health and Education for All

Global Goals, Innovations, and Scaling Up
Colette Chabbott with Mushtaque Chowdhury
Foreword by Francisco O. Ramirez
Calls for Health for All and Education for All have rallied international development organizations for decades. Where did these global goals come from? Why have they advanced
so unevenly? This book explores how organizations and the innovations they champion
develop and pursue global goals. Chabbotts careful analyses are particularly timely as the
international community defines new global goals for the post-2015 era.
2015/264 pp./PB, $39.95/5608-9International Perspectives on Education Reform Series
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AWA R D W I N N E R
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Education and Democracy in the 21st Century

Nel Noddings
2013/192 pp./PB, $30.95/5396-5/HC, $66/5397-2
Is Everyone Really Equal?
An Introduction to Key Concepts

in Social Justice Education
zlem Sensoy and
Robin DiAngelo
2011/240 pp./PB,
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Reaching and Teaching

Students in Poverty
Strategies for Erasing the
Opportunity Gap
Paul C. Gorski
2013/216 pp./PB,
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Reading Like a Historian
Teaching Literacy in Middle

and High School History
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and Chauncey Monte-Sano
2013/168 pp./PB, ccss
$29.95/5403-0
large format, illustrations
We Cant Teach
What We Dont Know
White Teachers, Multiracial
Schools, Second Edition
Gary R. Howard
Foreword by Sonia Nieto
2006/192 pp./PB,
$26.95/4665-3(T)
The Pedagogy
of Confidence
Inspiring High Intellectual

Performance in Urban Schools
Yvette Jackson
Foreword by Reuven Feuerstein
2011/208 pp./PB,
$28.95/5223-4/HC, $62/5224-1
The Power of Protocols
An Educators Guide to Better

Practice Third Edition
Joseph P. McDonald, Nancy
Mohr, Alan Dichter, and
Elizabeth C. McDonald
2013/144 pp./PB, $25.95/5459-7
To Teach
The Journey, in Comics

William Ayers and
Ryan Alexander-Tanner
Foreword by Jonathan Kozol

2010/144 pp./PB,
$20.95/5062-9(T)
Interviewing as
Qualitative Research
A Guide for Researchers in

Education and the Social
Sciences
Fourth Edition
Irving Seidman
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Promoting Racial Literacy

in Schools
Differences That Make a
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Howard C. Stevenson
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Black Male(d)
Peril and Promise in the

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29
CELEBRATING THE WORK OF...
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5th
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see page 26
Thinking About Education SeriesJonas F. Soltis, Editor

The Ethics of Teaching
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together the basic issues and
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Educational Theory
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Jonas F. Soltis, assisted by
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144 pp./PB, $22.95/4984-5
Approaches to Teaching
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Jonas F. Soltis, with contributions
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Perspectives on Learning
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144 pp./PB, $22.95/4983-8
School and Society
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160 pp./PB, $22.95/4985-2
Important guides to support students of military families

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Transforming Teaching in Every School

2012/240 pp./PB, $31.95/5332-3/HC, $66/5333-0

Finnish Lessons 2.0

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The Flat World and Education

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Tina Blythe develops and facilitates online

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This is a book that is at once brief, elegant,

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