Early Childhood and Elementary School Education

Transcription

Teachers College Press
ERS
Family of Products
pages 14–15
Professors:
Request exam
copies online at
www.tcpress.com
Early Childhood
and Elementary
School Education
spring/summer 2016
FEATURED
FEATUREDFOR
FORSPRING
FALL
2
Young Investigators
The Project Approach in
the Early Years, Third Edition
Judy Harris Helm heads her own educational
consulting and training company, Best Practices, Inc.,
in Brimfield, Illinois. Lilian G. Katz is past president
of the National Association for the Education of
Young Children (NAEYC) and professor emerita at
the University of Illinois, Urbana-Champaign.
New
Edition
ccss May 2016/176 pp./PB, $32.95/5690-4
large format, photos
Early Childhood Education Series
Book Features:
• Examples of projects from child
care centers and preschool, K–2,
and special education classrooms.
• Instructions for incorporating
standards and STEM skills
into project work.
• A variety of experiences
to help children connect
to the natural world.
• Toddler projects that reflect
knowledge from recent
mind/brain research.
• Tools for integrating required
curriculum goals and for
assessing achievement.
• A Teacher Project Planning
Journal that leads teachers
through the major decision
points of project work.
• Full-color photographs of
children engaged with projects.
• A study guide for pre- and
inservice teachers, available
at www.tcpress.com.
Now in its Third Edition, Young Investigators
provides an introduction to the project
approach with step-by-step guidance
for conducting meaningful investigations
with young children. The authors have
expanded their bestseller to include two new
chapters—How Projects Can Connect Children
with Nature and Project Investigations as
STEM—and to provide more help to teachers
of the youngest children (toddlers) and older
children (2nd grade). The new edition also
shows teachers how to use standards in the
topic selection process and identifies activities
and experiences that will help children grasp
key concepts and skills. Throughout the text,
readers listen to teachers’ concerns, witness
how they find solutions to challenges, and
experience how excited children become during
project work. This book is appropriate for those
new to using the Project Approach, as well as
for teachers who already have experience with
implementing the Project Approach.
ALSO BY JUDY HELM & LILIAN KATZ
Becoming Young Thinkers
Deep Project Work in the Classroom
Judy Harris Helm
ccss 144 pp./PB, $29.95/5594-5 large format, photos, full-color insert
Copublished with NAEYC
The Power of Projects
Meeting Contemporary Challenges
in Early Childhood Classrooms—
Strategies and Solutions
Edited by Judy Harris Helm
and Sallee Beneke
128 pp./PB, $24.95/4298-3
large format, 83 illustrations
Windows on Learning
Documenting Young Children’s Work, Second Edition
Judy Harris Helm, Sallee Beneke, and Kathy Steinheimer
see page 17
PROFESSORS Request Exam Copies at www.tcpress.com/form1.html
FEATURED
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Young Meaning Makers
Teaching Comprehension, Grades K–2
New
D. Ray Reutzel is the dean of the College of
Education, University of Wyoming, and a member
of the Reading Hall of Fame. Cindy D. Jones is
an associate professor and director of the Literacy
Clinic in the Department of Teacher Education
and Leadership at Utah State University. Sarah K.
Clark is an associate professor in the Department
of Teacher Education and Leadership at Utah State
University. Sandra L. Gillam is a professor in the
Department of Communicative Disorders and Deaf
Education at Utah State University.
Foreword by P. David Pearson
ccss Jun 2016/176 pp. (tent.)/
PB, $35.95/5760-4/HC, $72/5761-1
The Common Core State Standards in
Literacy Series
“Every day, teachers in K–2
classrooms face the challenge
of engaging young children in
tasks and activities to deepen
their understanding of text. In
this timely and teacher-friendly
book, the authors provide a
blueprint for a theory-driven
approach to reading comprehension based on the Common
Core State Standards. This is
a must-read for teachers and
educators as they strive to meet
the new literacy standards and
improve reading comprehension
outcomes for their students.”
—Linda B. Gambrell,
Distinguished Professor of
Education, Clemson University,
and coeditor, Reading Research
Quarterly
One of the most critical elements in the
Common Core State Standards (CCSS) is the
effective teaching of reading comprehension in
the early years. This timely resource provides
evidence-based practices for teachers to use as
they work to meet standards associated with
comprehending complex literature and informational texts. The authors offer a practical
model, with classroom applications drawing on
the Construction-Integration (CI) model of text
comprehension. Illustrating why comprehension
is so important in the CCSS framework, the
book distills six key principles for meeting highchallenge standards. Chapters show teachers
how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time,
and assessing the acquisition of knowledge.
Book Features:
• A practitioner-friendly model for teaching
comprehension of informational and
narrative texts in the early grades.
• Guidance for how to create a
classroom environment that supports
oral language acquisition.
• Instructional strategies, including
teaching children to understand text
structures, key details, and main ideas
of a story or information text.
• A standards-based series of formative
comprehension assessments.
ORDER BY PHONE 800.575.6566 ORDER ONLINE WWW.TCPRESS.COM
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FEATURED
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FORSPRING
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4
The Early Intervention
Guidebook for Families
and Professionals
Partnering for Success
Second Edition
New
Edition
May 2016/224 pp./PB, $33.95/5773-4
“Bonnie Keilty’s revised
guidebook is my go-to source
with families, professionals,
and students. The newest
edition expands upon an
already exceptional book
with the most recent policy
and evidence-based practice
recommendations. This is
a valuable resource that
ensures the family has a
voice and is the center of EI
services. I can’t keep enough
copies in my library. “
—Susan Fowler, director,
Illinois Early Intervention
Clearinghouse
“Sometimes, knowing what
to ask for is half the battle,
and this book is chock-full of
‘insider information’ to guide
families and professionals in
their shared quest—to further
the development of the
children.”
—Building Blocks:
A Special Needs Magazine
(of first edition)
Bonnie Keilty, professor and program coordinator,
early childhood special education, Hunter College,
City University of New York (CUNY).
This guidebook on family–professional
partnerships has been used as a go-to early
intervention resource in university coursework,
for inservice professional development, and as
a support to families in (or considering) early
intervention.
This new edition has been completely revised
to reflect recent research and respond to feedback that the author accumulated from users of
the first edition, including practicing professionals and university instructors. With a focus on
how families and professionals can collaborate
effectively so that infants and toddlers (0–3)
learn, grow, and thrive, chapters address: child
learning and development, family functioning
and priorities, early intervention as a support
and not a substitute, and planning “what’s next”
after early intervention. Specific components of
early intervention—evaluation and assessment,
program planning, intervention implementation,
service coordination, and transition—are also
discussed. This hands-on resource uses stories
of families in early intervention to illustrate key
concepts and provides checklists that readers
can use to assess their experiences in early
intervention.
New for the Second Edition:
• The most recent research and
related implications for practice.
• Content directly aligned with new
recommended practices of the Division
for Early Childhood (DEC) of the
Council for Exceptional Children.
• Two versions of the same scenario
to clarify the differences between
hoped-for and usual practices.
• Specific tips that the family–professional
partnership can implement right away.
• A new chapter that describes how families
and professionals, university instructors, and
inservice providers can use the Guidebook.
FEATURED
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FORSPRING
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Reading, Writing, and Talk
Inclusive Teaching Strategies for Diverse
Learners, K–2
New
Mariana Souto-Manning, associate professor
and coordinator, Early Childhood Education Program,
Teachers College, Columbia University; and Jessica
Martell, elementary school teacher with over 17
years of experience working with diverse student
populations in New York City’s public schools.
Foreword by Gloria Ladson-Billings
“Reading, Writing, and Talk offers us a great
opportunity to explore pedagogical strategies
that are diverse and inclusive.”
May 2016/176 pp./PB, $32.95/5757-4
HC, $72/5758-1
Language and Literacy Series
“In Reading, Writing, and Talk,
Souto-Manning and Martell
provide a vision of classrooms
where diversity is the norm
and all learners are valued
participants. Readers will
discover a treasure of teacher
and student collaborative
experiences to engage diverse
learners.”
—Yetta and Ken Goodman,
University of Arizona
“The authors offer rich
vignettes and pragmatic
guidance for learning about,
responding to, and respectfully building community
among children. We readers
are in their debt.”
—Anne Haas Dyson,
University of Illinois
“A beautifully written book
filled with powerful examples. . .. I heartily recommend
it for all teachers lucky enough
to work on a daily basis with
our brilliant early elementary
students.”
—Ernest Morrell, Teachers
College, Columbia University
—From the Foreword by Gloria Ladson-Billings,
University of Wisconsin-Madison
This book introduces a variety of inclusive
strategies for teaching language and literacy in
kindergarten through 2nd grade. Readers are
invited into classrooms where racially, culturally,
and linguistically diverse children’s experiences,
unique strengths, and expertise are supported
and valued. Chapters focus on oral language,
reading, and writing development and include
diverse possibilities for culturally relevant and
inclusive teaching. Featured teaching strategies
foster academic success, cultural competence,
and critical consciousness—leading students to
read their worlds and question educational and
societal inequities.
Early childhood teachers will find this book
invaluable as they consider effective ways to
teach diverse children. The hands-on examples
and strategies portrayed will help educators
expand their thinking and repertoires regarding
what is possible—and needed—in the language
and literacy education curriculum. Unique in its
focus on equitable, fully inclusive, and culturally
relevant language and literacy teaching, this
important book will help K–2 teachers (re)think
and (re)conceptualize their own practices.
ALSO BY MARIANA SOUTO-MANNING
Multicultural Teaching in the
Early Childhood Classroom
Approaches, Strategies, and Tools,
Preschool–2nd Grade
2013/168 pp./PB, $29.95/5405-4
HC, $60/5406-1 photos
Copublished with ACEI
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Revitalizing Read Alouds
Interactive Talk About Books with
Young Children, PreK–2
Lisa Hammett Price is professor in the speech-
New
language pathology program in the Department
of Communication Disorders, Special Education,
and Disability Services at Indiana University of
Pennsylvania. Barbara A. Bradley is associate
professor in the Department of Curriculum and
Teaching at the University of Kansas.
Foreword by Sharon Walpole
ccss Apr 2016/168 pp.
PB, $29.95/5763-5
The Common Core State Standards
in Literacy Series
“This book is a great read, filled
with raise-the-bar opportunities
for teaching and learning
with literature, information
text, poetry, and ebooks. If
you choose to teach like this,
children won’t say they didn’t
learn anything in school today.”
—From the Foreword by
Sharon Walpole,
University of Delaware
“Offers exceptionally
comprehensive and clear
guidance about developing
young children’s oral language
and thinking through
conversations during read
alouds.”
—Judith A. Schickedanz,
Boston University
“The teaching examples,
particularly for supporting
children’s thinking, will be
useful for new and seasoned
teachers alike!”
—Tanya Christ,
Oakland University
How can educators and other professionals
caring for children extend the learning potential
of read alouds? This book is designed to help
teachers, special education specialists, and
speech-language pathologists achieve two
objectives: 1) how to interact with children
around books in ways that are instructive in
nature but also responsive to children’s verbal
contributions; and 2) how to use literature,
informational texts, and poetry to achieve the
goals of the Common Core State Standards.
The authors provide specific recommendations
for structuring read aloud routines in the
early childhood classroom, making the
read aloud interactive, using instructional
strategies that enhance children’s vocabulary
and content knowledge, and supporting and
extending children’s verbal contributions
through scaffolding during the activity. This
practitioner-friendly text also includes methods
for supporting children with special needs, as
well as English language learners.
Book Features:
• Recommendations for how to choose
quality books in each of the three genres—
informational, literature, and poetry.
• The most useful interactiveinstructional strategies.
• The types of visual supports and props
that can augment the read aloud.
• Methods for extended learning opportunities.
• Examples and excerpts from actual read
alouds to illustrate the methods.
• Read aloud activities that align with
the Common Core State Standards.
• The benefits and challenges
of using digital texts
FEATURED
FEATUREDFOR
FORSPRING
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Continuity in Children’s Worlds
New
Choices and Consequences for Early Childhood
Settings
Melissa M. Jozwiak, assistant professor, Texas A&M
University, San Antonio; Betsy J. Cahill, professor and Early
Childhood Program area director, New Mexico State University,
and; Rachel Theilheimer, professor emerita, Borough of
Manhattan Community College of the City University of New
York.
Foreword by Beth B. Swadener
Jun 2016/160 pp. (tent.)
PB, $33.95/5789-5
This book uses practitioner stories to investigate beliefs
about continuity and discontinuity—children’s experiences when they transition from home to school, from
classroom to classroom, and from school to school—
with children from birth to age 8. Each story includes the
authors’ interpretations, relevant theory, questions for
reflection, and implications for practice.
Book Features: R
epresents the first comprehensive
volume to unpack the complex topic of continuity •
Provides a critical analysis of continuity based on real
stories from practitioners and parents • Illuminates the
work of early childhood educators on the individual,
group, organizational, and systems levels • Encourages
readers to carefully consider their roles as educators of
young children.
Quiet at School
An Educator’s Guide to Shy Children
Robert J. Coplan, director, Pickering Centre for the Study
of Human Development and professor, Carleton University,
Ontario, and Kathleen Moritz Rudasill, associate professor,
the University of Nebraska-Lincoln.
Foreword by Sandee McClowry
New
“For more than 2 decades, the authors’ research has
influenced practitioners and researchers alike. Now
you and I can benefit from the evidence-based teacher
practices they offer throughout this book. Actually, the
ones who will benefit the most are the shy children who
sit quietly in your classroom.”
—From the Foreword by Sandee McClowry, NYU Steinhardt
Apr 2016/144 pp.
PB, $34.95/5769-7
HC, $74/5770-3
”This wonderful volume is a contemporary rendering of
well-informed best practices not only for responding
to children we label as shy, but information that can be
applied to all children. This is recommended reading for
all elementary educators.”
—Robert C. Pianta, University of Virginia
Written by a developmental and an educational
psychologist, Quiet at School is a comprehensive guide
to everything teachers should know about shy children.
Topics include how shyness develops in childhood, the
unique challenges faced by shy children, and strategies
and techniques for improving shy children’s social,
emotional, and academic functioning at school.
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8
New Ways to Engage Parents
Strategies and Tools for Teachers and Leaders, K–12
Patricia A. Edwards, professor, Michigan State University,
and former president of the Literacy Research Association and
the International Reading Association.
“With lots of practical suggestions and resources, this
book will help readers immediately update, expand, and
enhance their parent-engagement efforts.”
—Laurie Elish-Piper, Northern Illinois University
New
May 2016/176 pp.
PB, $26.95/5671-3
This is a straightforward, concise, and easy-to-use guide
that is perfect for professional learning communities and
teacher preparation courses.
Book Features: A clear look at the changing community demographics and what that means for teachers
and administrators • Strategies for communicating with
parents, including the use of technology • The best
times to make contact with parents • Examples of how
to bring parents together for meaningful activities • The
importance of understanding parental constraints and
the need to meet them halfway • Approaches for overcoming “school ghosts,” as well as negative histories and
perceptions in the community.
We Can’t Teach
What We Don’t Know
White Teachers, Multiracial Schools, Third Edition
Gary R. Howard is president and founder of the REACH
Center for Multicultural Education in Seattle, Washington.
Foreword by Sonia Nieto
New
Edition
“More teachers need to read this book, more schools
need to make sure it is in their libraries, and more
colleges of education need to include it as mandatory
reading.”
—From the Foreword by Sonia Nieto,
University of Massachusetts at Amherst
Jun 2016/224 pp. (tent.)
PB, $28.95/5731-4
Multicultural Education Series
“This Third Edition deepens the critically conscious
framework it provides to support the development of
highly effective, culturally relevant, and responsive
educators.”
—Christine Clark, University of Nevada, Las Vegas “What excites me about this new edition is how Howard
invites me, as a reader, along for the ride, helping me
expand my own sphere of influence.”
—Paul Gorski, George Mason University
This new edition deepens the discussion of race and
social justice in education with many updates, including
a new section entitled “The Whiteness of School Reform.”
Widely used for teacher preparation and in-service professional development, it speaks to what good teachers
know, what they do, and how they embrace culturally
responsive teaching.
FEATURED
FEATUREDFOR
FORSPRING
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Teaching with Conscience
in an Imperfect World
An Invitation
William Ayers is Distinguished Professor of Education and
New
Senior University Scholar at the University of Illinois at Chicago
(retired), education activist, and bestselling author.
“This captivating text takes the reader on an emancipatory journey toward a brighter educational future replete
with hope and multiple, redemptive possibilities.”
—Angela Valenzuela, University of Texas at Austin
Apr 2016/112 pp.
PB, $24.95/5768-0 illustrations
The Teaching for Social Justice Series
”Bill Ayers invites you to imagine teaching in ways
that make a difference; ways that bring smiles and
successful learning to students and joyous fulfillment to
teachers.”
—Carl Grant, University of Wisconsin–Madison
“A timely read that lifted my spirits for the work to be
done. Thanks. . . . I needed this book.”
—Deborah Meier, teacher, principal, and advocate
In this beautifully written little book, Bill Ayers blends
personal anecdotes with critique of the state of education. He offers a plan to help educators, policymakers,
and parents stretch toward something new and dramatically better—schools that are more joyful, more balanced, and more guided by the power of love.
Invite! Excite! Ignite!
13 Principles for Teaching, Learning, and Leading, K–12
Robin J. Fogarty is president of Robin Fogarty & Associates, a
Chicago-based educational publishing/consulting company.
New
Foreword by Charlotte Danielson
“[This] will be a valued supplement to any introduction
to teaching course, as well as an appreciated gift from
coach or mentor to a new or developing teacher.”
—From the Foreword by Charlotte Danielson,
Danielson Group
“Filled with practical strategies and resources, this book
can lead the way.”
—Arthur L. Costa, California State University, Sacramento
Apr 2016/160 pp.
PB, $31.95/5752-9
“Robin Fogarty gets it right from the very beginning:
A teacher’s role is not to serve up information but to
facilitate learning.”
—David Perkins, Harvard Graduate School of Education
Educational consultant Robin Fogarty offers 13 guiding
principles for new teachers and school leaders. Each
chapter includes a description of the guiding principle,
classroom examples, teaching tips, and discussion
questions.
Key Features: Stories that entertain yet make a key
point • Tips for incorporating new information from
neuro research on how we learn • P roven techniques for
differentiating instruction • Strategies with do-it-yourself
activities to try • Helpful insights appropriate for school
leaders as well as teachers.
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10
Inclusive Literacy Teaching
Differentiating Approaches in Multilingual
Elementary Classrooms
Lori A. Helman, professor, University of Minnesota
and director, Minnesota Center for Reading Research;
Carrie Rogers, assistant professor, Western Carolina
University; Amy Frederick, assistant professor, University of
Wisconsin–River Falls, and; Maggie Struck, doctoral candidate,
University of Minnesota.
New
Jun 2016/160 pp. (tent.)/PB,
$35.95/5786-4
HC, $84/5787-1
This book will help elementary teachers take conscious
steps toward creating educational equity for linguistically
diverse students. Readers see foundational language and
literacy principles enacted through the journeys of real
students as they progress from 1st through 6th grade,
including the successes, obstacles, and developmental
nuances.
Book Features: Illuminates the variation among students
who have been categorized as English language learners •
Provides access to a broad range of research-based
approaches in teacher-friendly language • Examines
key dilemmas that teachers are likely to encounter in
today’s classrooms • Avoids recipes or “cookie-cutter”
approaches to complex scenarios • Addresses academic
vocabulary and language development, a key barrier to
accessing content for students learning English as a new
language.
Go Be a Writer!
Expanding the Curricular Boundaries
of Literacy Learning with Children
Candace R. Kuby, assistant professor, University of Missouri,
and Tara Gutshall Rucker, elementary school teacher,
Columbia Public Schools, Missouri.
Foreword by Jennifer Rowsell
”Documenting choices, materials, and practices, Kuby
gives readers a language and conceptual framework for
multimodal meaning making.”
New
—From the Foreword by Jennifer Rowsell, Brock University
Apr 2016/256 pp.
PB, $56.95/5774-1
HC, $118/5775-8
“This book will surely open up classrooms to playful
ways of being with materials and one another, and to
divergent ways of doing what has been called literacy
teaching and learning.”
—Stephanie Jones, The University of Georgia
Go Be a Writer! provides an introduction to poststructural
and posthumanist theories in order to imagine new
possibilities for expanding literacy education. The
authors put these theories to work in the context of
an elementary school classroom, examining literacybased activities that occur as students participate with
materials in a multimedia writers’ studio. Go Be a Writer!
reveals that when educators appreciate the value of
unscripted intra-actions they allow for more authentic
learning.
PROFESSORS Request Exam
Exam Copies
Copies at
at www.tcpress.com/form1.html
www.tcpress.com/form1.html
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RECENTLY PUBLISHED
Observing and Recording the
Behavior of Young Children
Sixth Edition
Dorothy H. Cohen, Virginia Stern, Nancy Balaban, and Nancy Gropper
“Like the earlier editions of this book, the sixth edition provides a theoretically sound
and pragmatically useful ‘how to’ for observing and recording young children that
simultaneously supports essential understanding and appreciation of how children
develop. The sixth edition adds to the remarkable history of this volume with nuggets of updated insights reflecting the changing environments in which our children
develop and grow.”
—Jon Snyder, executive director,
Stanford Center for Policy Opportunity in Education
The Sixth Edition of this classic text features numerous examples of teachers’
observations of children from birth to age 8, making it accessible, practical,
and enjoyable to read. To better serve children with special needs, the authors
have completely rewritten a chapter to focus more broadly on observing
behaviors that may be viewed as disquieting.
2016/240 pp./PB, $29.95/5715-4
The New Early Childhood Professional
A Step-by-Step Guide to Overcoming Goliath
Valora Washington, Brenda Gadson, and Kathryn L. Amel
Foreword by Roger and Bonnie Neugebauer
“A talented leader is required to pull all the building blocks of quality together into a
harmonious community. For this reason, The New Early Childhood Professional
is a vital resource for both new and experienced early childhood leaders. . . . Readers,
be prepared to be jolted out of your comfort zone. This book will challenge, inform,
provoke, and inspire you.”
—From the Foreword by Roger and Bonnie Neugebauer,
publishers of Exchange Magazine
For today’s early childhood educator, change is a non-negotiable reality. This
handbook presents some of the heroic experiences and strategic approaches
used by early childhood educators (participants in the CAYL Institute
Fellowship programs) to deal with change. The authors share a framework
with concrete steps, resources, tools, and questions for reflection. Visit the
book website at www.newearlychildhoodprofessional.com.
2015/176 pp./PB, $27.95/5663-8
Early Childhood Education Series Copublished with NAEYC
Teaching Kindergarten
Learner-Centered Classrooms for the 21st Century
Julie Diamond, Betsy Grob, and Fretta Reitzes, Editors
Foreword by Vivian Gussin Paley / Prologue by Ruth Charney
“The teachers you are about to read tell stories no one has heard before, at a time
when it is difficult to hear the individual voices in the classroom. I hope teachers
will be inspired to add their own voices to the process of renewal.”
—From the Foreword by Vivian Gussin Paley,
educator, author, and classroom teacher
“Teaching Kindergarten will move readers to collaborate, inquire, and create ideas
of their own.”
—Celia Genishi, Teachers College, Columbia University
Teaching Kindergarten illustrates how a progressive, learner-centered approach
can not only meet the equity and accountability goals of the Common Core
State Standards but go well beyond that to educate the whole child. It features vivid examples of teachers working with diverse populations of students
and focusing on issues of social justice across urban and rural communities.
ccss 2015/176 pp./PB, $29.95/5711-6 photos
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RECENTLY PUBLISHED
STEM Learning with Young Children
Inquiry Teaching with Ramps and Pathways
Shelly Counsell, Lawrence Escalada, Rosemary Geiken, Melissa Sander,
Jill Uhlenberg, Beth Van Meeteren, Yoshizawa, and Betty Zan
“This powerful book carefully illustrates the design and teacher practices of
constructivist classrooms that nurture the whole child.”
—Jacqueline Grennon Brooks, Hofstra University
“This book presents a clear and comprehensive view of the current landscape of
inquiry-based STEM teaching and learning for young children.”
—Karen Worth, Wheelock College
This teacher’s guide provides the background information, STEM concepts,
and strategies needed to successfully implement an early STEM curriculum
(Ramps and Pathways) with young children, ages 3–8. R&P actively engages
young children in designing and building ramp structures using wooden cove
molding, releasing marbles on the structures, and observing what happens.
ccss 2016/216 pp./PB, $33.95/5749-9
Courageous Leadership in
Early Childhood Education
Taking a Stand for Social Justice
Susi Long, Mariana Souto-Manning, and Vivian Maria Vasquez, Editors
“This book will serve as a beacon of hope for administrators, policymakers, and
educators at all levels of learning and teaching. “
—From the Foreword by Sonia Nieto, professor emerita,
University of Massachusetts, Amherst
Through the voices of families, teachers, and the administrators themselves,
each chapter shares ways that these leaders use the power entrusted in
them to question and disrupt discriminatory and marginalizing practices. The
book includes strategies and resources that administrators can use to build
confidence, knowledge, and skills as they invest in more equitable and just
preschools and schools.
2016/224 pp./PB, $34.95/5741-3
Biography-Driven Culturally
Responsive Teaching
Second Edition
Socorro Herrera
Foreword by Geneva Gay
For the new edition, teaching strategies and tools have been updated to
reflect new brain research and to keep pace with our nation’s ever-changing
demographics and constant shift in expectations for K–12 students. The structure and format of this bestseller has also been revised to help educators find
information quickly.
2016/208 pp./PB, $32.95/5750-5 large format, photos
ALSO BY SOCORRO G. HERRERA:
Accelerating Literacy
for Diverse Learners
Strategies for the Common
Core Classroom, K–8
ccss 208 page book +
1-hour DVD, $34.95/5450-4
Crossing the
Vocabulary Bridge
Differentiated Strategies for Diverse
Secondary Classrooms
208 pp./PB, $29.95/5217-3
RECENTLY PUBLISHED
Trauma-Sensitive
Schools
Learning Communities
Transforming Children’s Lives,
K–5
Susan E. Craig
Foreword by Jane Ellen Stevens
“Will help administrators and
educators truly make schoolwide
trauma sensitivity a regular part
of the way their schools are run.”
—Susan Cole, Massachusetts
Advocates for Children
Growing evidence supports the important relationship between trauma and academic failure. In
response, the trauma-sensitive schools movement
presents a new vision for promoting children’s success. This book introduces this promising approach
and provides K–5 education professionals with clear
explanations of current research and dozens of
practical, creative ideas.
2016/160 pp./PB, $28.95/5745-1
Teaching in Themes
An Approach to
Schoolwide Learning,
Creating Community, and
Differentiating Instruction
Deborah Meier, Matthew
Knoester, and Katherine
Clunis D’Andrea, Editors
Will help schools incorporate
a whole-school, theme-based
curriculum that engages students across grades
K–8. Readers see how teachers and students design
emergent inquiries within the themes and create
artwork, music, science presentations, and handson learning experiences that support differentiated
instruction across the curriculum.
2015/192 pp./PB, $34.95/5699-7/HC, $78/5700-0
photos Practitioner Inquiry Series
RTI in the Common
Core Classroom
A Framework for Instruction
and Assessment
Sharon Vaughn, Philip Capin,
Garrett J. Roberts, and
Melodee A. Walker
“Sharon Vaughn is the perfect
classroom expert to help teachers mesh the requirements of
any RTI program with high standards, whether they be
CCSS, state, or local.”
—Susan B. Neuman, New York University
Focusing on what research tells us about how
children learn, this guide can serve as the core of
language arts instruction with all students, including individuals with mild to moderate disabilities.
Offers an adaptable framework and practical tips for
integrating CCSS into local RTI systems.
ccss 2016/160 pp./PB, $29.95/5716-1
Healthy Learners
A Whole Child Approach to
Reducing Disparities in Early
Education
Robert Crosnoe, Claude
Bonazzo, and Nina Wu
In this book, the authors
explain why healthy learning
is good for children, schools,
and society, and they suggest
concrete ways to make it happen. While the text
covers a broad spectrum of American children, special attention is given to the growing population of
Mexican immigrant children.
2015/168 pp./PB, $32.95/5709-3
The Fluency Factor
Authentic Instruction and
Assessment for Reading
Success in the Common
Core Classroom
Timothy Rasinski and
James K. Nageldinger
Foreword by Patricia M.
Cunningham
Reading fluency has been
identified in the Common Core State Standards as
a foundational competency for reading proficiency.
This resource provides teachers and literacy interventionists with approaches to fluency instruction
that are effective, engaging, and easy to implement.
This important new book updates and adds to
Timothy Rasinski’s classic text, The Fluent Reader.
ccss 2016/160 pp./PB, $30.95/5747-5
The Common Core State Standards in Literacy Series
Eight Essential
Techniques for
Teaching with
Intention
What Makes Reggio and
Other Inspired Approaches
Effective
Ann Lewin-Benham
Foreword by Howard Gardner
Describes eight techniques that foster intentional
and reflective classroom practice, including over 70
exercises to help teachers learn to use body, face,
hands, voice, eyes, and word choices to precisely
convey meaning.
2015/208 pp./PB, $34.95/5657-7
illustrations/photos Early Childhood Education Series
Copublished with Redleaf Press
COMPANION VOLUME:
Twelve Best Practices for Early
Childhood Education: Integrating Reggio
and Other Inspired Approaches
224 pp./PB, $34.95/5232-6/HC, $72/5233-3
large format, photos Early Childhood Education Series
The Common Core State Standards in Literacy Series
13
14
ERS
ENVIRONMENT RATING SCALES
N E W & I M P R OV E D !
The long-anticipated new version of the
internationally recognized Early Childhood
Environment Rating Scale, ECERS-3, focuses
on the full range of needs of preschool- and
kindergarten-aged children. This widely used,
comprehensive assessment tool measures
both environmental provisions and teacherchild interactions that affect the broad
developmental needs of young children,
including cognitive, social-emotional, physical, and
health and safety. ECERS-3 also includes Items assessing
developmentally appropriate literacy and math activities.
2015/104 pp./PB, $23.95/5570-9 large format, spiral binding
Widely Used
ERS is appropriate for state and district-wide
QRIS and continuous improvement, program
evaluation by directors and supervisors,
teacher self-evaluation, monitoring by
agency staff, and teacher education.
The established reliability and long-term
evidence of validity of the ERS family of
instruments make them particularly useful
for RTTT-ELC accountability and research.
Convenient Organization
Suitable for use in inclusive and culturally
diverse programs, ERS subscales and Items
evaluate:
• Physical Environment
• Health and Safety
• Curriculum
• Teacher–Child Interaction
• Schedule and Program Structure
A Complete Training Program
Multimedia Training
Ongoing Support
Each package contains an interactive video and an
Instructor’s Guide, which explains how to present the
various training activities and provides answers and
explanations for any questions that may arise. The
Video Guide and Training Workbooks, containing
training activities, are sold separately.
The new Environment Rating
Scales Institute (ERSI) website
(www.ersi.info) provides:
Video Observations for the FCCERS-R
DVD/$64/4773-5
Videotape/$64/4825-1
Video Guide & Training Wkbk/$4/4826-8
Video Observations for the ITERS-R
DVD/35 min./$64/4709-4
Videotape/35 min./$64/4316-4
still available:
Video Observations for the ECERS-R
DVD/35 min./$64/4706-3
Videotape/35 min./$64/3834-4
Please specify preference for subtitled version when ordering
• A Quick Link for each scale
that includes updated
notes for clarification.
• A wide-range of training
options, including live sessions
and new online courses.
• A list of frequently asked
questions and the option to
submit your own questions.
• Additional publications and
scales-related materials.
15
Family
Family
of of
Products
Products
Choosing a Scale
authors: Thelma Harms, Richard M. Clifford, and Debby Cryer
ECERS-3
ages 3
to 5
Early Childhood Environment Rating Scale,
Third Edition Assesses group programs for preschoolkindergarten children, from 3 through 5 years of age. Total
scale consists of 35 Items.
104 pp./PB, $23.95/5570-9 large format, spiral binding
Note: If you are not yet ready to switch to the Third Edition, you can continue
to purchase ECERS-R.
Early Childhood Environment Rating Scale,
Revised Edition (ECERS-R)
ITERS-R
birth
to 2½
Infant/Toddler Environment Rating Scale,
Revised Edition Assesses group programs for children
from birth to 2½ years of age. Total scale consists of 39
Items.
English Edition: 80 pp./PB, $23.95/4640-0 large format, spiral binding
Spanish Edition: 72 pp./PB, $23.95/4517-5
FCCERS-R Family Child Care Environment Rating Scale,
Revised Edition Assesses family child care programs
conducted in a provider’s home for children from infancy
through school-age. Total scale consists of 38 Items.
infancy
to schoolage
English Edition: 88 pp./PB, $23.95/4725-4 large format, spiral binding
Spanish Edition: 88 pp./PB, $23.95/4879-4
SACERS
School-Age Care Environment Rating Scale,
Updated Edition
Thelma Harms, Ellen Vineberg Jacobs,
and Donna Romano White
5 to
12
Defines and assesses the quality of both public and private
programs caring for school-age children (ages 5–12) during
out-of-school time.
Free additional scoresheets for the above are available at www.tcpress.com/ERS.html
Curriculum Scale
authors: Kathy Sylva, Iram Siraj-Blatchford, and Brenda Taggart
Foreword by Thelma Harms
ECERS-E
2½
to 5
The Four Curricular Subscales Extension to the Early
Childhood Environment Rating Scale—Fourth Edition
with Planning Notes:
Use the ECERS-E companion scale with the ECERS for a
complete picture of what a high-quality early childhood
education program can look like.
Convenient organization:
Literacy • Mathematics • Science and Environment • Diversity
72 pp./PB, $23.95/5150-3 large format, spiral binding Available in the UK from Trentham
BESTSELLERS!
16
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
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. User-friendly features include vignettes, photographs of
infant classrooms, diagrams and instructive charts, research highlights, and
questions for reflection.
2015/192 pp./PB, $31.95/5619-5 photos, large format
Copublished with WestEd
In the Spirit
of the Studio
Squandering
America’s Future
Edited by Lella Gandini,
Lynn Hill, Louise Cadwell,
and Charles Schwall
Foreword by Steven Seidel
Susan Ochshorn
Learning from the Atelier of
Reggio Emilia,
Second Edition
“This book will help to promote
a vibrant and creative approach to learning that will
enrich American children’s educational experience.”
—Barbara and Eric Carle, author and illustrator
of The Very Hungry Caterpillar
Contributors: Pauline Baker, Barbara Burrington,
Susan Harris MacKay, Carlina Rinaldi, Lori Geismar
Ryan, and Vea Vecchi.
2015/224 pp./PB, $35.95/5632-4 large format,
color photos & illustrations
Exploring
Mathematics
Through Play
in the Early Childhood
Classroom
Amy Noelle Parks
Foreword by Elizabeth Graue
“Smart, readable, relevant,
and authentically focused on
children.”
—From the Foreword by Elizabeth Graue,
University of Wisconsin
This practical book will help teachers design formal
lessons that make connections between mathematics and play. Addressing the Common Core
throughout, the text includes examples of activities
and strategies for making assessments more playful, questions for reflection, key research findings,
vocabulary, lesson plan templates, and more.
ccss 2015/160 pp./PB, $32.95/5589-1 photos
Early Childhood Education Series Copublished with NCTM
Why ECE Policy Matters for
Equality, Our Economy, and
Our Children
Foreword by David Kirp
“Recommended for parents,
politicians, and anyone who has
worked in education.”
—Library Journal
In this pioneering guide to the big issues in contemporary early childhood policy, Ochshorn drives
home the importance of the earliest years for developing human capital. With her 360-degree view,
Ochshorn boldly and clearly shows how early care
and education is an issue of social justice that also
impacts America’s ability to compete on the world
stage.
2015/192 pp./PB, $27.95/5670-6
Teaching and
Learning in a
Diverse World
Multicultural Education
for Young Children,
Fourth Edition
Patricia G. Ramsey
“At a time when our country
seems increasingly polarized over
the value and meaning of justice for all, Patty Ramsey’s
insights and suggestions are as needed as ever.”
—Louise Derman-Sparks, international
consultant on anti-bias education
This updated edition describes research-based
classroom practices to engage children in exploring
the complexities of race, economic inequities,
immigration, environmental issues, gender and
sexual identities, and abilities and disabilities. Free
supplemental resources at www.tcpress.com.
2015/240 pp./PB, $31.95/5625-6
BESTSELLERS!
17
The Play’s the Thing
Teachers’ Roles in Children’s Play, Second Edition
Elizabeth Jones and Gretchen Reynolds
Foreword by Kathy Hirsh-Pasek and Roberta Michnick Golinkoff
“Provides an excellent summary of theories related to the importance of children’s play
and illustrates the six roles teachers can use to put these theories into practice.”
—Harvard Educational Review
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.
2011/168 pp./PB, $28.95/5241-8
2011 AESA Critics’ Choice Award
To Teach
The Journey, in Comics
William Ayers and Ryan
Alexander-Tanner
Foreword by Jonathan Kozol
“This fascinating and, yes, educational book will certainly be of
interest to teachers, but it will
also teach, inspire, and entertain anyone else who picks
it up.”
—Publishers Weekly
“A delightful book that will make readers smile.”
—Phi Delta Kappan
“An inspiring, heartwarming book that serves as a
reminder of what teaching should, and can, be.”
—Harvard Educational Review
2010/144 pp./PB, $21.95/5062-9 (T)
Windows
on Learning
Documenting Young
Children’s Work,
Second Edition
Judy Harris Helm,
Sallee Beneke, and
Kathy Steinheimer
Foreword by Lilian G. Katz
“Skillfully addresses the
challenge faced by early childhood educators
wishing to share classroom experiences with parents,
administrators, and peers.”
—Childhood Education (first edition)
This popular guide provides teachers with a proven
method for documenting (collecting, analyzing, and
displaying) young children’s work at school.
To Teach
The Journey of a Teacher,
Third Edition
William Ayers
Foreword by Sonia Nieto /
Afterword by Mike Rose
“For those of you pondering the
question of whether to teach or
not, this book will help you figure
out if teaching is for you. For
those of you already in the classroom, it can inspire you
to remember why you chose to teach in the first place.”
—From the Foreword by Sonia Nieto
For almost two decades, To Teach has inspired
teachers across the country to become the teachers they long to be. This new edition is essential
reading amidst today’s public policy debates and
school reform initiatives that stress the importance
of “good teaching.”
2010/192 pp./ PB, $26.95/5063-6
Engaging Learners
Through Artmaking
Choice-Based Art Education
in the Classroom
Katherine M. Douglas and
Diane B. Jaquith
Foreword by George Szekely
“A dynamic resource.”
—Art Education
“The authors address theory, instruction, assessment and
advocacy in a user-friendly format that includes color
photos of classroom setups and student work, sample
demonstrations and reflections on classroom activities.”
—Arts and Activities
2009/128 pp./PB, $26.95/4976-0
24 full color photos
2007/200 pp./PB, $26.95/4786-5
LEADERSHIP & POLICY
18
Leading Anti-Bias
Early Childhood
Programs
A Guide for Change
Business Administration Scale
for Family Child Care (BAS)
Teri N. Talan and Paula Jorde Bloom
“The BAS identifies
optimal business
practices for college
instructors, trainers,
coaches, and mentors.”
—Kathy Modigliani,
Family Child Care
Project
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
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. The text features a powerful combination
of conceptual frameworks, strategies, and practical
tools.
2015/192 pp./PB, $29.95/5598-3 large format
Best
seller
The BAS for Family
Child Care is designed to complement the widely
used Family Child Care Environment Rating Scale–
Revised (FCCERS-R), page 13. When used together,
they provide a comprehensive picture of the quality
of the family child care learning environment and
the business practices that support the program.
English: 2009/48 pp./PB, $23.95/4977-7 large format
Spanish: 2010/56 pp./PB, $23.95/5166-4 large format
Program Administration Scale (PAS)
Measuring Early Childhood Leadership and
Management, Second Edition
Teri N. Talan and Paula Jorde Bloom
“Applause! The
authors have done a
great job of creating
an objective instrument based on concrete criteria.”
—Gwen Morgan,
Senior Fellow for
Child Care Policy,
Wheelock College
The Administration
and Supervision of Best
Reading Programs seller
Fifth Edition
Shelley B. Wepner,
Dorothy S. Strickland, and
Diana J. Quatroche, Editors
Foreword by Jack Cassidy
Now in its fifth edition, this
popular textbook focuses
on what literacy leaders (pre-K–12) need to know
and do to meet today’s mandates. This updated
edition addresses forthcoming assessments
aligned to the Common Core Standards, and new
mandates for evaluating teachers and principals.
ccss 2014/256 pp./PB, $34.95/5480-1 large format, photos
Using a 7-point rating scale (inadequate to excellent), this easy-to-use instrument assesses 25
items grouped into 10 categories: human resources
development, personnel cost and allocation, center
operations, child assessment, fiscal management,
program planning and evaluation, family partnerships, marketing and public relations, technology,
and staff qualifications.
2011/96 pp./PB, $23.95/5245-6 large format
Educating Emergent
Bilinguals
Best
seller
Policies, Programs, and
Practices for English
Language Learners
PROFESSORS
Request exam copies online:
www.tcpress.com/form1.html
Ofelia García and
Jo Anne Kleifgen
Foreword by Jim Cummins
“An excellent resource for policymakers, researchers, and educators who are interested in taking specific action to
improve the education of English learners.”
—Linguistics and Education
2010/192 pp./PB, $28.95/5113-8/HC, $60/5114-5
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