Bøger udgivet af Teachers' College Press

Discover how and why community-engaged teacher preparation is a powerful and vital approach to address an educational system that is historically deficient, discriminatory, and decidedly inequitable. In this edited volume, the authors argue that past practice is inadequate and issue a mandate for a new approach to educator preparation.

Two scholars trace the monumental shifts in theory, research, and practice related to reading education and literacy, with particular attention to what they consider the central goal of literacy - making meaning. Each section describes a specific epoch, including a deep discussion of the ideas and contextual events of that era.

Through compelling stories of restorative literacies, Wolter explores the complex relationships among cognition, metacognition, identity, behaviour in schools, and literacies. Based on the principles of restorative justice, restorative literacies are designed to help educators repair harm, restore relationships, and expand the concept of literacy.

Inspired by the 'freedom dreaming' of activists in the Black radical tradition, this book is comprised of nine principles that clarify how centering possibility actively refuses limitations for what Black people can create, accomplish, and achieve. The volume also features over 30 original images, poems, and lyrics by Black artists.

Examines Critical Exploration in the Classroom - a learning-teaching research practice that positions teachers as researchers of their students' sense-making and learners as theorizers and investigators. Readers will find practices that empower and sustain the deep intellectual engagement of all learners.

Presents a framework for addressing intersectionality within educational spaces to combat the cumulative effects of systemic marginalization due to race, gender, disability, class, sexual orientation, and other identity-based labels.

Walks readers through the stages of the high school college prep pipeline that introduces interlocked structural barriers to students. The author shows how these barriers reinforce segregated structures that unfairly distribute the public good of education to some students and not others.

In this timely and inspirational volume, authors from diverse disciplines consider and affirm the many places across curriculum and context where hope and joy are or can be strong and vibrant. Drawing on the life-affirming ideals of education philosopher Daisaku Ikeda, this book will reenergize educational research, theory, and practice.

Features a collection of short stories told in collaboration with five Native families that speak to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that occurs between mothers and their children.

Examines how the election of the United State's 45th president has resulted in a defining moment in US history where racist discourses have affected the educational experiences of America's most vulnerable students.

Employing a critical storytelling framework, respected scholars share the teaching practices of influential teachers that they learned from. Each storyteller identifies key concepts and principles that explain why the selected teacher was so memorably effective.

Why is naming and tackling inequity not at the forefront of every conversation about educational leadership? How do our social constructions of identity hierarchies and deficits (mis)shape what leaders think and do? How do leaders advocate for those who need and deserve advocacy? This volume considers these questions and more.

It is essential for all schools to integrate trauma-informed care into practice as children, parents, and teachers live with the threat of COVID-19. In her new book, Lesley Koplow explores the Emotionally Responsive Practice (ERP) approach designed to support children and teachers' emotional well-being in the school setting.

The first two editions of Finnish Lessons described how a small Nordic nation built a school system that provided access to a world-class education for all of its young people. In this third edition, Pasi Sahlberg updates the story of how Finland sustains its exemplary educational performance, including how it responds to turbulent changes.

Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society.

Offers concrete examples of how data can be used by faculty, staff, and program leaders to improve their collective work as teacher educators. Strong external accountability mandates often lead to tensions that undermine morale and motivation. This volume focuses on navigating these tensions so that valuable programmatic change can happen.

Tackles the perennial and pressing issue of how to attract, prepare, and retain high-quality teachers for all students, particularly those in the most challenging classrooms. Drawing on participant voices from the inaugural 1990 cohort of Teach For America, this book situates their experiences within the context of teacher education and reform.

Learn how to integrate and evaluate primary and secondary sources by using the SOURCES framework. Waring outlines a clearly delineated, step-by-step process of how to progress through the seven stages of the framework, and provides suggestions for seamlessly integrating emerging technologies into instruction.

Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students' interests.