Böcker utgivna av Teachers' College Press

Two of the most respected voices in education and a team of young education scholars identify 50 myths and lies that threaten America's public schools. With hard-hitting information and a touch of comic relief, Berliner, Glass, and their associates separate fact from fiction in this comprehensive look at modern education reform.

The story begins when some committed and curious teachers from the Red Clay Writing Project gathered into a teacher inquiry community to spend a year focusing on and documenting their experiences with one of their most disenfranchised students. By analysing and rethinking what they do in the classroom and why they do it, the authors come to re-imagine who they are as teachers and as human beings.

The teacher-training profession is searching for new ideas to prepare the next generation of teachers who can successfully educate 21st century students. At the same time, there is an increase in foreign-born professors, with one of the most significant groups originating from China. East Meets West in Teacher Preparation gives voice to teacher educators from Chinese backgrounds who are now teaching in Americas colleges. With this unique book, the field can learn about Chinese educational thinking and practices directly from educators who have personal and professional knowledge of both the United States and Chinese systems. Readers will come to understand how these bilingual educators view and speak about their lived experiences and perspectives across the Pacific shores; how they reflect on and articulate the similarities and differences between educational systems in the United States and China; what strategies they use to navigate through complex sociocultural boundaries; as well as what possibilities exist for the two systems to learn from each other. This important book will help educators prepare for the intersection already developing between Chinese and American teaching approaches and practices.

For first-year teachers entering the nations urban schools, the task of establishing a strong and successful practice is often extremely challenging. In this compelling look at first-year teachers practice in urban schools, editors Jabari Mahiri and Sarah Warshauer Freedman demonstrate how a program of systematic classroom research by teachers themselves enables them to effectively target instruction and improve their own practice. The book organizes the teachers research into three broad areas, corresponding to issues the new teachers identified as the most challenging. The First Year of Teaching offers an array of classroom scenarios that will spark in-depth discussions in teacher preparation classes and professional development workshops, particularly in the context of problem-based, problem-posing pedagogies.

In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards.

Influential leaders in the field provide information to better understand and improve the nature and quality of school-family partnerships for the benefit of the children. This book examines the various aspects and effects of parental involvement not only on children's academic achievement, but also on their social and emotional development.

When New York City mayor Michael Bloomberg centralized control of the citys schools in 2002, he terminated the citys 32-year experiment with decentralized school control dubbed by the mayor and the media as the Bad Old Days. Decentralization grew out of the community control movement of the 1960s, which was itself a response to the bad old days of central control of a school system that was increasingly segregated and unequal. In this probing historical account, Heather Lewis draws on new archival sources and oral histories to argue that the community control movement did influence school improvement, in particular African American and Puerto Rican communities in the 1970s and 80s. Lewis shows how educators with unique insights into the relationships between the schools and the communities they served enabled meaningful change, with a focus on instructional improvement and equity that would be familiar to many observers of contemporary education reform. With a resurgence of local organizing and potential challenges to mayoral control, this informative history will be important reading for todays educational and community leaders.

Inspired by the life and work of Bill Ayers-particularly his advice to "teach into the contradiction"--Diving In reflects the intellectual adventures that Ayers has always encouraged those around him to undertake. Written by leading educators and activists, the collected chapters within this book are as diverse as the myriad contradictions that teachers encounter in their day-to-day practice and their out-of-class musings. The contributors use themes suggested by Ayerss work to open up new perspectives and discourses on key issues in education, such as education as a human right, participatory democracy, social justice, and liberation. Diving In offers much-needed hope at a time when teachers need it the most.

This user-friendly resource will help teachers become more effective classroom managers. Each chapter of the book 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 teacher's overall classroom management plan. Examples of specific techniques are presented through three classroom teachers, each representing a different grade level.

Tired of the complacent attitudes Kentucky politicians showed toward education, the Prichard Committee formed to galvanize the citizens of Kentucky to attack the state's historic educational deficits. Based on his experience with the committee, Sexton provides guidance for citizens of all states who are interested in implementing school reform.

Provides comprehensive guide for literacy teacher educators and professional development trainers who teach and work in online settings. The authors provide tools, techniques, and resources for developing courses, workshops, and other online learning experiences, including blended/hybrid delivery formats that combine face-to-face meetings with online practices.

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, spurred on by a media that is, for the most part, uninterested in anything but useless soundbites.

This comprehensive account of bilingualism examines the importance of using students' native languages as a tool for supporting higher levels of learning. The authors highlight the social, linguistic, neuro-cognitive, and academic advantages of bilingualism, as well as the challenges faced by English language learners and their teachers in schools across the United States.

What are the real "basics" of writing, how should they be taught, and what do they look like in children's worlds? In her new book, Anne Haas Dyson shows how highly scripted writing curricula and regimented class routines work against young children's natural social learning processes.

What makes teaching a moral endeavour? How can we prepare classroom practitioners for engaging in that moral endeavor in meaningful and effective ways? This volume brings together leading scholars who draw on their academic expertise and substantial wisdom of practice to offer a variety of perspectives on the challenge of preparing today's teachers for the moral work of teaching.

This collection features original essays from international superstars in the field of educational change. Each think piece draws on the latest knowledge from research, policy, and practice to provide important insights for creating systemic, meaningful reform. The authors directly address contemporary challenges, misconceptions, and failed strategies, while also offering solutions, ideas, and guiding questions for examination. Unique in its breadth of ideas and diversity of voices, Leading Educational Change is must-reading for education decision makers on all levels, frontline practitioners, and everyone involved with children and adolescent learning. Together with the online companion Instructors Guide, this is also a perfect text for educational leadership and policy courses.