Böcker utgivna av Teachers' College Press

Traces the emergence of corporate reform and describes how its tenets run counter to what the author believes are the key elements of a high-quality education. Showing how strong leaders working with teachers and the community have been able to strengthen schools, McGill offers a model of school reform that will prepare students for the 21st century.

This work offers a foundation for building an emotional-centred early childhood curriculum, linking emotional competence to school readiness and to a broad range of important childhood outcomes.

Offers a perspective on the basic curriculum questions educators face regarding the purposes, content, design, and structure of educational programs. This book examines aims that have been proposed by classical educational thinkers and reviews the dominant educational debate of the 20th century between traditionalists and progressives.

In this book on the construction of case studies in the field of language and literacy, the authors consider what it means to be ""on the case."" They evaluate the assumptions that ground a qualitative approach to case study methodology, the decisions in designing a case study, and the possibilities and challenges of data collection and analysis.

An account of the history of science education in the US from the middle of the 19th century to the present. The book relates how science first struggled to find a place in the school curriculum and recounts the many debates over the years about what that curriculum should be.

Helps teachers design effective curriculum for their students with diverse learning abilities. The authors have created a guided process to apply MI theory to the elementary school classroom.

Author Thomas McCann invites readers to rethink their approach to teaching writing by capitalizing on students' instinctive desire to talk. Drawing on extensive classroom research, he shows teachers how to craft class discussions that build students' skills of analysis, problem-solving, and argumentation as a means of improving student writing.

Responding to current debates on the place of play in schools, the authors have extensively revised their groundbreaking book. They explain how and why play is a critical part of children's development, as well as the central role adults have to promote it. This classic textbook and popular practitioner resource offers systematic descriptions and analyses of the different roles a teacher adopts to support play, including those of stage manager, mediator, player, scribe, assessor, communicator, and planner. This new edition has been expanded to include significant developments in the broadening landscape of early learning and care, such as assessment, diversity and culture, intentional teaching, inquiry, and the construction of knowledge.

Surveys and analyses teacher research, arguing that pedagogical knowledge is generated ""outside-in"", that is, from the university to be applied in schools. Contributors explore the meaning and significance of the teachers' researches and findings.

Based on neuroscience and their own innovative work, the authors provide the rationale and a step-by-step process for using intentional self-talk and think-aloud methods to improve both language and cognitive development in normal and language-delayed children, as well as in older individuals with disabilities.

Offers a different view of the relationship of knowledge and practice and of the role of practitioners in educational change. This book offers the notion of inquiry as stance as a challenge to various arrangements and outcomes of schools and other educational contexts.

This book will reset the discourse on charter schooling by systematically exploring the gap between the promise and the performance of charter schools. The authors do not defend the public school system, which for decades has failed primarily poor children of color. Instead, they use empirical evidence to determine whether charter schooling offers an authentic alternative for these children. In concise chapters, they address a series of important questions related to the recent ascent of charter schools and the radical restructuring of public education. This essential introduction includes a detailed history of the charter movement, an analysis of the politics and economics driving the movement, documentation of actual student outcomes, and alternative images of transforming public education to serve all children.

Explores what research and practice have to tell us about how such communities grow and develop, and how to negotiate the inherent tension between improving competence and building community.

Focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children.

Presents original research on youth gangs and school success to explain why some boys become disengaged and join gangs while others do not. Chapters vividly describe how urban boys from different ethnic backgrounds (Asian, African American, and Latino) approach schooling and identify the sociocultural factors that affect their choices.

Offers a comprehensive plan for vocabulary instruction that K-12 teachers can use with English language learners. It is broad enough to include instruction for students who are just beginning to build their English vocabularies, as well as for students whose English vocabularies are approaching those of native speakers.

The Internet offers enormous possibilities for teachers who include discussion of media in their courses. This work contains suggestions for teaching central concepts of media studies and media literacy involved in teaching critical analysis of film, television, digital media, media representations, audience response, and film adaptations.

This practical guide provides teachers with a step-by-step process for implementing a set of questioning strategies known as the Questioning Cycle. This strategy supports teachers in planning and asking questions, assessing students responses, and following up those responses with more questions to extend thinking.

In this innovative book, two experienced educators present a fresh and engaging approach to mathematics learning in the middle grades with the transition from arithmetic to algebra. The authors provide a collection of balanced, multi-dimensional assessment tasks designed to evaluate students ability to work with mathematical objects and perform mathematical actions.

In this authoritative book, top researchers in the field of learning science and educational technology examine the current state of design and research on DTPs, the principles for evaluating them, and their likely evolution as a dominant medium for educational improvement. The authors examine DTPs in light of contemporary classroom requirements, as well as current initiatives.

Addressing the alarming drop-out rate in our high schools, this book presents a thoughtful, evidence-based argument that increasing arts education in the high school curriculum will keep kids in school. The author shares voices of teachers and learners to demonstrate how courses in the arts are valuable to students who have otherwise become disenfranchised from school.

In his latest book, leading educator and author Kevin Kumashiro takes aim at the current debate on educational reform, paying particular attention to the ways that scapegoating public school teachers, teacher unions, and teacher educators masks the real, systemic problems. He demonstrates how current trends are creating overwhelming obstacles to achieving an equitable education for all children.

This Teachers' Manual/Answer Key is for all books in the series.Student Answer Sheet is available as a free download.Each book contains a total of 60 short reading selections (fiction and nonfiction) followed by eight multiple choice questions. Scoring will help estimate your student's reading level, reading comprehension, and test-taking ability. The Instructional Benefits of McCall-Crabbs: Supplement basal reading programs Motivate and challenge even the most reluctant readers Allow for individualization with different grade level books Monitor reading progress over time Provide a graded informal reading inventory Practice test-taking skills Provide "power-work," progressively timed or untimed Oral reading practice Useful in adult education, ESL, and special education Book A: Grades 2-4Book B: Grades 3-5Book C: Grades 4-6Book D: Grades 5-7Book E: Grades 6-8Book F: Grades 7-12

Contains a total of 60 short reading selections (fiction and nonfiction) followed by eight multiple choice questions. Scoring will help estimate your student's reading level, reading comprehension, and test-taking ability.