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Books for Today’s Leaders19 New Releases!

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The Power of ProtocolsAn Educator’s Guide to Better Practice, Third EditionJoseph P. McDonald, professor of Teaching and Learning, New York University’s Steinhardt School of Culture, Education, and Human Development; the late Nancy Mohr was director of the New York Center of the National School Reform Faculty; Alan Dichter, consultant on school leadership and change, and formerly local instructional superintendent in New York City and director of leadership development in the Portland, Oregon, public schools; and Elizabeth C. McDonald, master teacher, Department of Teaching and Learning, New York University’s Steinhardt School and a former elementary school principal.

“My practice is continuously strengthened by The Power of Protocols, so I greedily picked up this new edition to find out what’s new. If you are new to the use of protocols, this book will encourage you to use protocols purposefully. If you have been using protocols for a while, this book will enlarge your thinking about how protocols can help you with change management and issues of equity.”

–Bena Kallick, codirector, The Institute for Habits of Mind, and program director for Eduplanet21

This new edition features substantial updates that take into account recent developments in the field of facilitative leadership. The authors have also added 11 totally new protocols, including the Peer Review Protocol and Looking at Student Work with Equity in Mind. This essential teaching and professional development tool includes step-by-step descriptions of how educators can use protocols to study together, work on problems of practice, teach well, and explore students’ work. A FREE supplement of Abbreviated Protocols that can be downloaded and cus-tomized to suit each facilitator’s needs can be found at www.tcpress.com.

Aug 2013/144 pp./PB, $24.95/5459-7 the series on school reform

The Administration and Supervision of Reading ProgramsFifth EditionEdited by Shelley B. Wepner, dean and professor, School of Education, Manhattanville College; Dorothy S. Strickland, Samuel DeWitt Proctor Professor of Education, emerita, at Rutgers University; and Diana J. Quatroche, professor and chair, Department of Elementary, Early, and Special Education, Bayh College of Education, Indiana State University.

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. Literacy luminaries provide specific guidelines for all levels of instruction, including selecting and using materials and new technologies, promoting writing, assessing students, evaluating teachers, providing professional development, working with linguistically diverse and struggling learners, working with parents and the community, and evaluating school-wide literacy programs. The text includes real-life examples, reflective questions, and project assignments in each chapter to help readers adapt ideas to their own situations.

Nov 2013/256 pp./PB, $34.95/5480-1 large format Language and Literacy Series

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“If I were to do a column ‘What’s Hot in Literacy/Reading Texts,’ this volume would undoubtedly be at the top of the list.”

—Jack Cassidy, past president, International Reading Association

“This is one of a handful of books that I keep right on my desk.”

—Kathryn Boudett, director, Data Wise Project, Harvard Graduate School of Education

NewEdition!

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CONTRIBUTORS

Moises AguirreKathryn H. AuRita M. Bean

M. Susan BurnsJill Castek

Patricia A. EdwardsDouglas Fisher

Elena ForzaniNancy Frey

Jennifer L. GoekeJames V. Hoffman

Barbara KapinusClint KennedyJulie K. Kidd

Diane LappDonald J. Leu

Maryann MrazJeanne R. Paratore

Taffy E. RaphaelKristen D. Ritchey

Adrian RodgersEmily M. Rodgers

Misty SailorsElizabeth V. Strode

Jacquelyn S. SweeneyJo Anne L. VaccaRichard T. Vacca

Jaime Madison VasquezJean Payne Vintinner

MaryEllen Vogt

OF RELATED INTEREST

Going Online with ProtocolsNew Tools for Teaching and Learning

Joseph P. McDonald, Janet Mannheimer Zydney, Alan Dichter, and Elizabeth C. McDonaldForeword by Robert Calfee

This book focuses on using protocols to enhance learning with students in multiple environments including online. The authors provide online adaptations for such traditional protocols as the Tuning Protocol, the Collaborative Assessment Conference, and the Consultancy Protocol. They also offer entirely new protocols unique to the online environment. 144 pp./PB, $24.95/5357-6

NEWEDITIONSNEWEDITIONSNEWEDITIONSNEWEDITIONSNEWEDITIONSNEWEDITIONSNEWEDITIONSNEWEDITIONSNEWEDITIONSNEWRELEASESNEWRELEASESNEWRELEASESNEWRELEASESNEWRELEASESNEWRELEASESNEWRELEASESNEWRELEASESNEWRELEASES

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Cognitive CapitalInvesting in Teacher QualityArthur L. Costa, emeritus professor of education, California State University, Sacramento; Robert J. Garmston, emeritus professor of educational administration, California State University, Sacramento; and Diane P. Zimmerman, former superintendent, Old Adobe Schools, Petaluma, California.

Foreword by Michael Fullan

“Cultivating ‘cognitive capital’ is a refreshing new direction for educators to embrace. The ideas and recommended actions in this fascinating book support a culture of thoughtful innovation which develops mindful and resourceful professionals. The contemporary learners in our classrooms need nothing less.”

–Heidi Hayes Jacobs, president, Curriculum Designers, Inc., curriculum21.com

Building on the authors’ celebrated work in cognitive coaching, this important book provides teachers, schools, and policy leaders with the rationale and new direction for enhancing the development of the intellectual capacity of educators, their performance, and their ultimate effects on student learning. The authors focus on assisting teachers in developing awareness in their own ability to make effective judgments based on all their capabilities and experiences. When teachers weave internal expertise and external criteria together into the exquisite tapestry of teaching and learning, they gain confidence in their ability to make a difference for all students. Rather than spending time becoming better inspectors and enforcers, Cognitive Capital calls for skillful leaders to engage educators’ thought processes which promote practices that have high impacts on their students.

Nov 2013/144 pp./PB, $29.95/5497-9

“A must-have for teachers looking for timesaving, highly effective ways to differentiate their instruction.”

—Jeannie Donoghue, Professional Development Director, Bureau of Education and Research, Seattle, WA

“The authors have positioned ‘cognitive capital’ at the center of developing teacher quality and have succeeded brilliantly.”

—Michael Fullan, University of Toronto

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CHAPTERS:

Investing in Teacher QualityAssessing the Complexities of

TeachingToward a New Conception of ValueBalancing the Leadership Portfolio:

The Mediative Functions of Coaching and Facilitating

Mediating Conversations That Liberate States of Mind

Balancing the Leadership Portfolio: Presenting and Consulting

Accumulating the Dividends of Collective Thinking

Auditing: Promoting Systems Accountability

The New InclusionDifferentiated Strategies to Engage ALL StudentsKathy Perez, award-winning classroom teacher, administrator, and author; professor of education, director of teaching leadership, and coordinator of professional development and outreach at Saint Mary’s College of California.

For dynamic presentations that are meaningful, memorable, and motivational, contact Dr. Perez at kperez@stmarys-ca.edu

Foreword by Lim Chye Tin

“Teachers and administrators have the will to create learning environments that promote student success, but time is so frequently the commodity that is scarce making exploration of new and innovative techniques challenging. Here is a toolkit rich with practices designed to promote learning and literacy in inclusive classrooms.”

–Linda K. Rondeau, Superintendent, Pittsburg Unified School District

‘’Provides both regular and special educators with a treasure house of research-based strategies and tools to help students with learning challenges.’’

–Thomas Armstrong, American Institute for Learning and Human Development

“Kathy Perez exemplifies the excellence every educator should aspire to be.”–Harry K. Wong, author and international education consultant

“In this book, Kathy shares her teaching strategies, complete with clear instruction and do-able steps to suit different learning preferences.”

–From the Foreword by Lim Chye Tin, former dean, Academy of Principals, Singapore

Embracing all the different needs that teachers face—from special education, to ELL, to a wide spectrum of student ability and readiness—this innovative resource combines the latest research in brain-based teaching and student engagement with useful interventions and differentiated strategies. Designed to be of practical and immediate use, the text includes classroom vignettes, ties to the Common Core, illustrations, diagrams, highlight boxes, and many more user-friendly features.

Nov 2013/176 pp./PB, $29.95/5482-5 large format, illustrations

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COMMON CORE RESOURCES for SCHOOL LEADERS and TEACHERS

The Complete Guide to Tutoring Struggling Readers—Mapping Interventions to Purpose and CCSSPeter J. Fisher, professor of education, National College of Education, National Louis University (NLU); Ann Bates, literacy educator who has been a classroom teacher, reading specialist, and assistant professor of Reading and Language at NLU; and Debra J. Gurvitz directs the NLU Chicago campus off-site summer reading improvement program.

Foreword by Darrell Morris

“Does a masterful job of guiding teachers in developing reading interventions that are authentic, engaging, and

aligned to current standards as well as the instructional needs of students.”–Timothy Rasinski, Kent State University

“This book is the outgrowth of years of developing and fine-tuning tutoring models that have helped thousands of students become capable and engaged readers.”

–Camille Blachowicz, National Louis University

This easy-to-use guide will help educators plan and implement intervention lessons for struggling readers that align with the English Language Arts Common Core State Standards. The authors offer hands-on guidance for designing interventions across grades K–8, provide sample tutoring plans and lessons, and describe procedures for teaching print skills, comprehension, vocabulary, fluency, and study skills.

Dec 2013/224 pp./PB, $29.95/5494-8

Common Core Meets Education ReformWhat It All Means for Politics, Policy, and the Future of SchoolingEdited by Frederick M. Hess, director of education policy studies, American Enterprise Institute (AEI) and executive editor of Education Next, and Michael Q. McShane, research fellow in education policy studies, AEI.

“This book raises the hard questions about implementing and sustaining the Common Core State Standards so they don’t end up in the dustbin of abandoned public education reforms. These new standards can help students enormously in becoming problem solvers and critical thinkers—which is essential in the 21st century—but

only if teachers become engaged in the rollout, get the support they need, and the fixation on high-stakes testing gives way to a fixation on learning.”

–Randi Weingarten, American Federation of Teachers

“Adopting the Common Core in a mad dash for federal gold, policymakers across the country blew right past critical questions about how they’d implement the thing. This volume is a must-read for anyone who hopes to avoid total Common Core disaster.”

–Neal McCluskey, Center for Educational Freedom, Cato Institute, Washington, DC

This timely volume brings together prominent scholars and policy analysts to examine the pressing issues that will mark Common Core implementation. Whether or not you agree with the standards, the Common Core is coming, and this book will help policymakers, practitioners, and other stakeholders anticipate the challenges and take steps to address them.

Contributors: Deven Carlson, Taryn Hochleitner, Ashley Jochim, Allison Kimmel, Robin Lake, Dane Linn, Tricia Maas, Patrick McGuinn, Peter Meyer, Morgan Polikoff

Dec 2013/240 pp./PB, $33.95/5478-8/HC, $74/5479-5

Uncomplicating Mathematics SeriesWatch for Uncomplicating Algebra, coming Spring 2014!

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Uncomplicating Fractions to Meet Common Core Standards in Math, K–7Marian Small, former Dean of Education, University of New Brunswick and longtime professor of mathematics education.

Visit Marian’s website at www.onetwoinfinity.ca for in-person and online professional development

“Finally, there is a book that helps us understand how to teach and assess student learning of fractions! Marian Small truly ‘uncomplicates’ fractions by providing a resource that is practical and a must-have for all math coaches and every K–7 teacher.”

–Ruth Harbin Miles, Board of Directors, National Council of Teachers of Mathematics

The Common Core State Standards for Mathematics challenges students to become mathematical thinkers, not just mathematical “doers.” In her new resource, professional developer Marian Small shows teachers how to uncomplicate the teaching of fractions by focusing on the most important fraction ideas that students need to grasp. The book is organized by grade level beginning with Grade 1, where the first relevant standard is found in the geometry domain, and ending with Grade 7, where the focus is on operations with rational numbers and proportional thinking.

Dec 2013/144 pp./PB, $26.95/5485-6 large format

ALSO BY MARIAN SMALL

Eyes on MathA Visual Approach to Teaching Math Concepts

240 pp./PB, $29.95/5391-0 large format, color illustrations

Good QuestionsGreat Ways to Differentiate Mathematics Instruction, Second Edition

2012/240 pp./PB, $29.95/5313-2 large format

More Good QuestionsGreat Ways to Differentiate Secondary Mathematics Instruction Marian Small and Amy Lin

2010/224 pp./PB, $29.95/5088-9

Available in Canada from Nelson Education Ltd.

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COMMON CORE RESOURCES for SCHOOL LEADERS and TEACHERS 4

The Path to Get ThereA Common Core Road Map for Higher Student Achievement Across the DisciplinesDouglas Fisher, Nancy Frey, and Cristina AlfaroForeword by Donna Ogle

“Provides an effective blueprint for the teaching of science, history, and technical subjects in the era of Common Core.”

–Gabriela Mafi, assistant superintendent, Unified School District (CA)

“I highly recommend this book for both language and content teachers as together they grapple with how best to implement the Common Core Standards.”

–Margo Gottlieb, Illinois Resource Center

“An essential resource for middle- and secondary-level teachers, curriculum leaders, and administrators!”

–Karen D. Wood, University of North Carolina at Charlotte

“A valuable resource for new and veteran teachers, curriculum coordinators, department leaders, and administrators.”

–Taffy E. Raphael, University of Illinois at Chicago

This authoritative resource:n Explains every standard with

examples of quality instruction.n Provides specific guidance for

including English language learners on the CCSS path to success.

n Offers strategies for assessing student performance, demonstrating how to use oral language, questions, writing, projects, and tests to check for understanding.

n Discusses ways to organize assessment information so that patterns of performance can be identified to improve re-teaching efforts.

2013/176 pp./PB, $29.95/5434-4 large format

SEE ALSO: The Administration and Supervision of Reading Programs, page 1The New Inclusion, page 2Reading

Like a HistorianTeaching Literacy in Middle and High School History Classrooms—Aligned with Common Core State StandardsSam Wineburg, Daisy Martin, and Chauncey Monte-Sano

“The Reading Like a Historian program...is getting a new wave of attention as teachers adapt to the Common Core State Standards in English/language arts. Those guidelines, adopted by all but four states, demand that teachers of all subjects help students learn to master challenging nonfiction and build strong arguments based on evidence.”

—Education Week Spotlight (July 30, 2012)

Featuring an expanded introduction, this award-winning bestseller has been updated to link curriculum to the Common Core State Standards.

2013/168 pp./PB, $28.95/5403-0 large format, illustrations

Accelerating Literacy for Diverse LearnersStrategies for the Common Core Classroom, K–8Socorro G. Herrera, Della R. Perez, Shabina K. Kavimandan, and Stephanie Wessels

In her new book, nationally known professional development consultant and literacy expert Socorro Herrera and her colleagues provide a theoretical foundation for culturally responsive teaching that will accelerate literacy development for all students, and particularly for English language learners. Aligned with Common Core State Standards, this resource provides proven-effective strategies, tools, and ideas that can be modified for any grade level and content area. The book includes a demonstration DVD.

Jun 2013/208 page book + 1-hour DVD, $32.95/5450-4

All About WordsIncreasing Vocabulary in the Common Core Classroom, PreK–2Susan B. Neuman and Tanya WrightForeword by Timothy Shanahan

“Clearly illustrates how teachers can narrow the achievement gap and, at the same time,

address the Common Core State Standards in developmentally appropriate ways.”

–Sue Bredekamp, Early Childhood Education Specialist

Offers strategies for planning and presenting vocabulary instruction and for monitoring children’s word learning progress, along with specific guidance on which words to teach.

Apr 2013/176 pp./PB, $24.95/5444-3/HC, $62/5445-0 photos Common Core State Standards for Literacy Series

Writing Instruction That WorksProven Methods for Middle and High School ClassroomsArthur N. Applebee and Judith A. Langer, with Kristen Campbell Wilcox, Marc Nachowitz, Michael P. Mastroianni, and Christine Dawson

“Read it today. Buy a copy for every educator you know.”

–Carol Jago, past president, National Council of Teachers of English

Provides many examples of successful writing practices in each of the four core academic subjects (English, math, science, and social studies/history), along with guidance for meeting the Common Core standards.

May 2013/216 pp./PB, $34.95/5436-8/HC, $78/5437-5Language and Literacy Series

The Focus Factor8 Essential Twenty-First Century Thinking Skills for Deeper Student LearningJames A. Bellanca

Starting with cognitive psychologist Reuven Feuerstein’s pioneering Theory of Mediated Learning, the author provides a rationale

for teaching skills that focuses on deeper learning and connects to Common Core State Standards. These include distinguishing what is important from what is not, thinking critically and creatively, sorting and searching information, connecting ideas, and problem solving. This book is designed to make it easy for teachers to integrate the development of important cognitive functions into their daily lessons.

Jun 2013/192 pp./PB, $29.95/5448-1

Five Big Ideas for Effective TeachingConnecting Mind, Brain, and Education Research to Classroom PracticeDonna Wilson and Marcus Conyers Foreword by Robert Calfee

“Given the new core standards, topics in the book are just what teachers need.”

–Debby Zambo, Arizona State University

The authors present a compelling vision as well as a firm foundation for implementation of the Common Core State Standards. The text includes a wealth of vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and connections between current research on how people learn and effective classroom practice.

2013/208 pp./PB, $28.95/5425-2

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SCHOOL LEADERSHIP5

Reaching and Teaching Students in PovertyStrategies for Erasing the Opportunity GapPaul C. Gorski is associate professor of integrative studies at George Mason University and the founder of EdChange (www.EdChange.org).

“From one of the smartest scholars on poverty and education comes this engaging and thoroughly researched book that every educator and school leader should read.”–Kevin Kumashiro, University of San Francisco

“This is the ‘poverty book’ I’ve been waiting for. Paul Gorski’s voice is passionate, accessible, politically astute, and (I hope) impossible to ignore.”–Gary Howard, REACH Center

“Should be required reading for all teachers!”–Christine Sleeter, immediate past president, NAME

“Highly readable and comprehensive . . . a welcome addition to school, university, and community bookshelves.”

–Sonia Nieto, University of Massachusetts, Amherst

The author draws from decades of research to deconstruct popular myths, misconceptions, and educational practices that undercut the achievement of low-income students. Most importantly, Gorski provides specific, evidence-based strategies for teaching youth by creating equitable, bias-free learning environments.

Aug 2013/216 pp./PB, $32.95/5457-3/HC, $74/5458-0 Multicultural Education Series

Black Male(d)Peril and Promise in the Education of African American MalesTyrone C. Howard is professor of education at the Graduate School of Education and Information Studies, University of California, Los Angeles.

Foreword by Pedro Noguera

“Anyone who is troubled by the status of Black boys in schools and society will find much that is useful in this book.” –Shaun R. Harper, University of Pennsylvania

“This is the book that shows us how to reform practices, policies, and places in order to improve the human condition of Black males.”

–H. Richard Milner IV, University of Pittsburgh

In his new book, the author of the bestseller Why Race and Culture Matter in Schools examines the chronic under-performance of African American males in U.S. schools, and calls for a paradigm shift in how we think about, teach, and study Black males. Howard discusses the potential and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify useful practices that can significantly improve their schooling experiences and life chances. He also identifies community-based programs that are helping Black males succeed.

Dec 2013/208 pp./PB, $29.95/5490-0/HC, $72/5491-7Multicultural Education Series

ALSO BY TYRONE HOWARD

Why Race and Culture Matter in SchoolsClosing the Achievement Gap in America’s Classrooms “Gives educators at all levels an excellent primer of the achievement gap, its causes, and remedies.”

– International Journal of Multicultural Education

2010/208 pp./PB, $28.95/5071-1/HC, $62/5072-8Multicultural Education Series

Race, Community, and Urban SchoolsPartnering with African American FamiliesStuart Greene, associate professor of English with a joint appointment in Africana Studies, University of Notre Dame.

Foreword by Patricia A. Edwards

“Will make a difference in the lives of teachers and administrators

–From the Foreword by Patricia A. Edwards, Michigan State University

“Powerful and hopeful. Stuart Greene opens a space for us to think differently about creating democratic family-school partnerships.”

–Pauline Lipman, University of Illinois at Chicago

Moving beyond analysis to action, Greene describes a partnering strategy to help educators understand the lived experiences of children and families and to use their funds of knowl-edge as resources for teaching. The book combines critical race theory, critical geography, first-hand accounts, and research on literacy practices at home to provide a powerful tool that will help teachers and administrators see African American families in new ways.

Aug 2013/168 pp./PB, $29.95/5464-1/HC, $67/5465-8Language and Literacy Series

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SCHOOL LEADERSHIP 6

Condition CriticalKey Principles for Equitable and Inclusive EducationDiana Lawrence-Brown, associate professor of differentiated instruction, St. Bonaventure University, and Mara Sapon-Shevin, professor of inclusive education, Syracuse University.

Foreword by Nirmala Erevelles

“The authors are among a cadre of scholars who are leading a trend of creating texts that are highly readable and immediately useful in the classroom. Teacher educators will be thrilled to find complicated principles of equity and inclusion analyzed and explained in ways students will find not only insightful but enjoyable to read.”

–William A. Howe, past-president, National Association for Multicultural Education

This important book will help school leaders to develop both the knowledge base and the essential insights for implementing fully inclusive education. The authors expand the definition of inclusion to include students with a broad range of traditionally marginalized differences (including but not limited to disabilities, cultural/linguistic/racial background, gender, sexual orientation, religion, and class). The text features application exercises ideal for courses and professional development workshops, and instructional activities to use with many kinds of learners.

CONTRIBUTORS: Subini Annamma, Laura Atkinson, David J. Connor, Elizabeth Z. Dejewski, David Feingold, Ana Maria García, Kathryn Henn-Reinke, Jodell Heroux, Kathleen Kotel, Elizabeth B. Kozleski, Valerie Owen, Susan Peters, Julie Ramirez, Maryl A. Randel, Janet Sauer, Stacey N. Skoning, Graciela Slesaransky-Poe, Robin M. Smith, Jeannie Zeitlin

Nov 2013/256 pp./PB, $39.95/5476-4/HC, $84/5477-1

Ability, Equity, and CultureSustaining Inclusive Urban Education ReformEdited by Elizabeth B. Kozleski, chair, Special Education program, University of Kansas; and Kathleen King Thorius, assistant professor, urban special education, Indiana University’s School of Education at IUPUI, and principal investigator, Great Lakes Equity Center.

“If you truly care about the serious, research-based pursuit of equity and inclusivity in urban schools, you must read this book. The authors show how to go successfully to scale with systemic reform.”

–James Joseph Scheurich, Indiana University School of Education, Indianapolis

This comprehensive book is grounded in the authentic experiences of educators who have done, and continue to do, the messy everyday work of transformative school reform. The work of these contributors, in conjunction with research done under the aegis of the National Institute of Urban School Improvement (NIUSI), demonstrates how schools and classrooms can move from a deficit model to a culturally responsive model that works for all learners. This volume will help practitioners, reformers, and researchers make use of emerging knowledge to implement reforms that are more congruent with the strengths and needs of urban education contexts.

CONTRIBUTORS: Susan L. Abplanalp, Cynthia Alexander, Alfredo J. Artiles, David R. Garcia, Dorothy F. Garrison-Wade, JoEtta Gonzales, Taucia Gonzalez, Cristina Santamaría Graff, Donna Hart-Tervalon, Jack C. Jorgensen, Elaine Mulligan, Sheryl Petty, Samantha Paredes Scribner, Amanda L. Sullivan, Anne Smith, Sandra L. Vazquez, Shelley Zion.

Dec 2014/272 pp./PB, $33.95/5492-4/HC, $76/5493-1

Leading Educational ChangeGlobal Issues, Challenges, and Lessons on Whole-System ReformEdited by Helen Janc Malone, an educational researcher dedicated to connecting research, policy, and practice in support of student learning and positive development. Her work centers on educational change, whole-system reform, expanded learning, and K–16 pathways.

Foreword by Michael Fullan

“You won’t find a better book on whole-system change that covers so much ground in such an accessible form than Leading Educational Change!”

–From the Foreword by Michael Fullan, University of Toronto

“Both policymakers and practitioners will benefit from these valuable insights.”

–Linda Darling-Hammond, Stanford University

“This book provides exactly what we need at this moment in the education enterprise.”

–Gregory A. Patterson, managing editor, Phi Delta Kappan Magazine

“A well-edited and fascinating anthology.”–Sir Michael Barber, chief education advisor, Pearson

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. Together with the online companion Instructor’s Guide, this is a perfect text for educational leadership and policy courses.

CONTRIBUTORS INCLUDE: Gabriel CámaraAmanda DatnowAndy HargreavesAlma HarrisJonathan D. JansenAnn LiebermanPak Tee NgPasi SahlbergAndreas SchleicherDennis ShirleyJames P. SpillaneYong Zhao

Oct 2013/160 pp./PB, $37.95/5473-3 the series on school reform

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Disability, Culture, and Equity SeriesEdited by Alfredo J. Artiles and Elizabeth B. KozleskiN

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SCHOOL LEADERSHIP7

LGBTQ Youth and EducationPolicies and PracticesCris Mayo is professor and associate head in the Department of Education Policy, Organization, and Leadership and the Department of Gender and Women’s Studies at the University of Illinois at Urbana-Champaign.

“This book should be required reading for all K–12 educators and beyond. Mayo maintains a refreshing, always practical approach to the ways teachers and administrators can better fulfill the goals of equity for all students.”

–A. Finn Enke, University of Wisconsin–Madison

Based on the diverse experiences of LGBTQ students and their allies, this essential volume brings together in one resource the major issues that schools must address to improve the educational outcomes for gender and sexual minority students—as well as all students. Many of these issues involve negative school-based experiences that teachers and administrators need to be aware of as they interact with students on a daily basis, including those that encourage dropping out, substance abuse, and disproportionate thoughts of suicide. The text includes teaching strategies, innovative projects, curricular revisions, and policy initiatives that have had positive effects on LGBTQ learning, aspirations, and school climate.

Dec 2013/160 pp./PB, $29.95/5488-7 HC, $76/5489-4Multicultural Education Series

FirstSchoolTransforming PreK–3rd Grade for African American, Latino, and Low-Income ChildrenEdited by Sharon Ritchie, director, FirstSchool, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill; and Laura Gutmann, research assistant for the FirstSchool project.

Foreword by Aisha Ray

FirstSchool is a groundbreaking framework for teaching minority and low-income children. Changing the conversation from improving test scores to improving school experiences, the text features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes. The authors detail how to use education research and data to provide a rationale for change; how to promote professional learning that is genuinely collaborative and respectful; and how to employ developmentally appropriate teaching strategies that focus on the needs of minority and low-income children.

CONTRIBUTORS: Cindy BagwellRichard M. CliffordCarolyn T. CobbGisele M. CrawfordDiane M. EarlySandra C. GarcíaCristina GillandersAdam L. HollandIheoma U. IrukaJenille MorganSam Oertwig

Nov 2013/240 pp./PB, $39.95/5481-8Early Childhood Education Series

Promoting Racial Literacy in SchoolsDifferences That Make a DifferenceHoward C. Stevenson is a clinical and consulting psychologist and professor of education and Africana Studies and former chair of the Applied Psychology and Human Development Division in the Graduate School of Education at the University of Pennsylvania.

Based on extensive research, this provocative volume explores how schools are places where racial conflicts often remain hidden at the expense of a healthy school climate and the well-being of students of color. Most schools fail to act on racial microaggressions because the stress of negotiating such conflicts is extremely high due to fears of incompetence, public exposure, and accusation. Instead of facing these conflicts head on, schools perpetuate a set of avoidance or coping strategies. This much-needed book uncovers how racial stress undermines student achievement. Students, educators, and social service support staff will find workable strategies to improve their racial literacy skills to read, recast, and resolve racially stressful encounters when they happen.

Dec 2013/240 pp./PB, $32.95/5504-4 HC, $70/5505-1

Resilience Begins with BeliefsBuilding on Student Strengths for Success in SchoolSara Truebridge is an education consultant and researcher with over 20 years of classroom experience.

Contact Sara Truebridge for professional development at resilienceST@gmail.com

Foreword by Bonnie Benard

“This book would be a beneficial resource for anyone working within any human service system.”

–From the Foreword by Bonnie Benard, resilience researcher and author

“I strongly recommended this splendid book for anyone involved in, or even just interested in, education.”

–Sir Michael Rutter, Institute of Psychiatry, London

This practical resource presents a wealth of information, strategies, and tools to help educators transfer current resilience theory and research into practice.

BOOK FEATURES:

n Identifies concrete strategies for harnessing resilience in classrooms and schools.

n Promotes reader interaction with reflection questions in every chapter.

n Offers format suggestions for preservice and professional development programs.

n Includes personal reflection ideas for facilitators and participants, and a resilience-in-practice checklist.

Dec 2013/160 pp./PB, $29.95/5483-2 HC, $70/5484-9

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SCHOOL LEADERSHIP: BESTSELLERS! 8

Summer ReadingClosing the Rich/Poor Reading Achievement GapEdited by Richard L. Allington and Anne McGill-FranzenForeword by Gerald G. Duffy

This timely volume offers not only a comprehensive review of what is known about summer reading loss, but also provides reliable interventions and guidance for planning a successful summer reading program. The authors clearly show how schools and communities can see greater aca-

demic gains for students from low-income families using the methods described in this book than from much more costly interventions.

CONTRIBUTORS: Richard L. Allington • Lynn Bigelman • James J. Lindsay • Anne McGill-Franzen • Geraldine Melosh • Lunetta Williams

2013/144 pp./PB, $27.95/5374-3 photos Language and Literacy Series

Leading for Powerful LearningA Guide for Instructional LeadersAngela Breidenstein, Kevin Fahey, Carl Glickman, and Frances Hensley

“Students everywhere deserve teachers and administrators who have read this book, and who enact the ideas in it.”

—Gene Thompson-Grove, School Reform Initiative

“This is the book every school leader needs.”—Tina Blythe, Harvard Graduate

School of Education

Supporting teacher learning is a complicated and challenging task. This much-awaited book offers a practical research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improv-ing practice. The authors identify specific structures, formats, and strategies that an instructional leader can use to support new and veteran principals and teacher leaders. The authors also discuss ways to think about which structures are most appropriate for particular settings, offering suggestions on the most effective way to work with these structures. This unique book combines theory with best practices to create a vision of how 21st-century instructional leaders can improve education for all students.

2012/168 pp./PB, $24.95/5349-1

The Ethics of School AdministrationThird Edition

Kenneth A. Strike, Emil J. Haller, and Jonas F. Soltis

“A wonderful book to help guide school leaders through the many ethical issues that are a routine part of leading a school district.” —The School Administrator

“This text has much to recommend [it] to educators in general and school administrators in particular.” —NASSP Bulletin (of first edition)

Updated to address today’s emphasis on meeting standards and raising test scores.

2005/208 pp./PB, $24.95/4573-1 Professional Ethics in Education Series

Professional CapitalTransforming Teaching in Every School Andy Hargreaves and Michael Fullan

“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

“This provocative, thoughtful, and challenging book is an excellent place to start a much-needed conversation.” —Education Update

In their most important collaboration, Andy Hargreaves and Michael Fullan set out a groundbreaking new agenda to transform the future of teaching and public education. They take apart the tired old stereotypes that are used to attack the teaching profession and provide action guidelines for teachers, administrators, and policymakers. Professional Capital has been endorsed by leaders from NEA, AFT, and AASA, among others.

2012/240 pp./PB, $29.95/5332-3/HC, $66/5333-0Copublished with the Ontario Principals’ Council See tcpress.com for availability outside the U.S.A.

What’s Worth Fighting For in the Principalship? Second EditionMichael Fullan

80 pp./PB, $17.95/4833-6Copublished with the Ontario Principals’ Council, and published in association with AASA. See www.tcpress.com for availability outside the U.S.

2011 ForeWord Magazine Silver Book of the Year Award in Education

The Pedagogy of ConfidenceInspiring High Intellectual Performance in Urban SchoolsYvette Jackson Foreword by Reuven Feuerstein

“What Dr. Jackson proposes here is truly a remedy to ensure that students, no matter where they come from, and no matter where they go to school, have

the ability to attain their innate intellectual potential.” —Education Update

“Should be read by every educator and policymaker truly interested in closing the achievement gap.” —Linda Darling-Hammond, Stanford University

“This book will become the ‘Rosetta Stone’ of urban education.” —Joseph S. Renzulli, The University of Connecticut

“For urban educators who want to know how to be effective in teaching and developing strong relationships with their students.” —Pedro A. Noguera, New York University

2011/208 pp./PB, $27.95/5223-4/HC, $62/5224-1

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EDUCATIONAL POLICY9

Class RulesExposing Inequality in American High SchoolsPeter W. Cookson Jr., managing director, Education Sector, Washington, D.C.; teaches at Teachers College (Columbia University) and Georgetown University; and president of Ideas without Borders.

“Cookson does a superb job of analyzing the powerful forces in our schools that reinforce the racial, ethnic, and social-class structures our nation hopes to overcome. He reminds us of what high schools can be, the great equalizers, institutions for promoting America’s finest values.”

—David Berliner, Mary Lou Fulton Teachers College, Arizona State University

In his groundbreaking study, Cookson demonstrates that adolescents undergo different class rites of passage depending on the social-class composition of the high school they attend. Drawing on stories of schools and individual students, the author shows that where a student goes to high school is a major influence on his or her social-class trajectory. Class Rules is a penetrating, original examination of the role education plays in blocking upward mobility for many children. It offers a compelling vision of an equitable system of schools based on the full democratic rights of students.

Aug 2013/160 pp./PB, $29.95/5452-8/HC, $69/5453-5 Multicultural Education Series

Private Enterprise and Public EducationEdited by Frederick M. Hess, director of education policy studies, American Enterprise Institute; author of Education Week blog, Rick Hess Straight Up, and executive editor, Education Next, and Michael B. Horn, co-founder and executive director of education, Innosight Institute.

“There is much we still need to learn, and this broad and diverse collection provides an excellent place to start.”—Jeff Henig, Teachers College, Columbia University

“No subject in education reform is more polarizing than the role of for-profit enterprises. Policymakers would do well to read this engaging volume and tune out the noise that has obscured serious debate.”—John Chubb, Interim CEO, Education Sector

The role that private enterprise can and should play in American education needs to be brought to the forefront of reform discussions. This book moves beyond heated rhetoric to offer a thoughtful and probing analysis that will enable stakeholders to craft a viable future for public education.

Contributors: John Bailey, Tamara Butler Battaglino, Stacey Childress, KC Deane, Whitney Downs, Todd Grindal, Andrew P. Kelly, Mickey Muldoon, Matthew Riggan, Chris Whittle, Ben Wildavsky

Jun 2013/272 pp./PB, $34.95/5442-9/HC, $76/5443-6

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Getting Teacher Evaluation RightWhat Really Matters for Effectiveness and ImprovementLinda Darling-Hammond

“Darling-Hammond has given us a practical roadmap to success based on research and best practice.”—Randi Weingarten,

American Federation of Teachers

“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

In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.

Apr 2013/192 pp./PB, $25.95/5446-7/HC, $68/5447-4

2012 GRAWEMEYER AWARD IN EDUCATION

The Flat World and EducationHow America’s Commitment to Equity Will Determine Our Future

“Scholarly and factual, well-researched. . . should prove highly informative for educators, edu-cational administrators, and involved parents throughout the U.S.”

—Publishers Weekly (starred review)

2010/408 pp./PB, $23.95/4962-3/HC, $54/4963-0Multicultural Education Series

We Don’t Need Another HeroStruggle, Hope, and Possibility in the Age of High-Stakes SchoolingGregory Michie Foreword by Sonia Nieto

“Gregory Michie’s experiences in the classroom and his purview post-teaching make this a good peek into the thoughts of a man willing to

challenge the current notions of education reform. Rather than sit in frustration over the current tenor surrounding these so-called reforms, Michie seeks meaningful progress and solutions.”

—Jose Luis Vilson, NYC Public School lead teacher and writer at TheJoseVilson.com

Bestselling author Gregory Michie critiques high-stakes schooling and provides a powerful alternative vision of teaching as a humanistic enterprise, students as multidimensional beings, and schools as spaces where young people can imagine and become, not just “achieve.”

2012/168 pp./PB, $22.95/5350-7

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EDUCATIONAL POLICY 10

10 Lessons from New York City SchoolsWhat Really Works to Improve EducationEric Nadelstern

“A lucid, insightful book chock full of real-world proposals. For those who want real change, this is a must-read.”

—Joel Klein, Chancellor, NYC Department of Education (2002–2011)

Provides a proven-effective blueprint for narrowing the achievement gap in our schools, especially for children of color who have been historically under-served. The author, one of the chief architects of the New York City reforms under Joel Klein, discusses the cutting-edge changes that were implemented in the last decade in NYC and identifies the ten most important lessons learned about whole-school-system improvement.

May 2013/96 pp./PB, $24.95/5449-8

Youth Held at the BorderImmigration, Education, and the Politics of InclusionLisa (Leigh) PatelForeword by Michelle Fine

Using a combination of engag-ing narrative and rigorous analysis, this book explores

how immigrant youth are included in, and excluded from, various sectors of American society, including education. Instead of the land of opportunity, immi-grant youth often encounter myriad new borders long after their physical journey to the United States is over. With an intimate storytelling style, the author invites readers to rethink assumptions about immigrant youth and what their often liminal positions reveal about the politics of inclusion in America.

2013/144 pp./PB, $27.95/5389-7/HC, $67/5390-3

Teaching 2030What We Must Do for Our Students and Our Public Schools—Now and in the FutureBarnett Berry and The TeacherSolutions 2030 Team

“A fresh take on the real future of teaching.”—Richard Riley, former U.S.

Secretary of Education

Powerful new ideas—e.g., students who learn in and out of cyberspace and teacherpreneurs who radically spread their expertise to colleagues—frame a hopeful future for all classrooms filled with qualified, caring, and effective teachers. This book project was generously supported by MetLife Foundation.

2011/272 pp. /PB, $25.95/5154-1/HC, $58/5155-8

Rethinking Education in the Age of TechnologyThe Digital Revolution and Schooling in AmericaAllan Collins and Richard HalversonForeword by John Seely Brown

“Accessible to and valuable for a wide range of stakeholders

in quality education, including parents, teachers, educational administrators, the business sector, technology vendors, scholars, and policymakers.”

—Educational Technology

“Makes the case for a technology-based revolution in education that will redefine conceptions of how and where learning occurs. . . . Recommended.” —Choice

2009/192 pp./PB, $23.95/5002-5Technology, Education—Connections (The TEC Series)

The New Meaning of Educational ChangeFourth EditionMichael Fullan

“An excellent reference to help school leaders bring about and manage the change process.”

—The School Administrator

This exciting edition is your definitive compendium to all aspects of the management of educational change—a powerful resource for everyone involved in school reform.

2007/352 pp./PB, $30.95/4765-0/HC, $58/4766-7Available in the U.K., Ireland, Europe, and the British Commonwealth from Routledge, and in Canada from OPC

Bad Teacher!How Blaming Teachers Distorts the Bigger PictureKevin K. Kumashiro

“Anyone seeking to understand why so many of the reforms we have pursued have failed will benefit from reading this book.”

—Pedro A. Noguera, New York University

“Kumashiro explains why we should think differ-ently about the prescriptions that are now taken for granted—and wrong.”

—Diane Ravitch, New York University

Leading educator and author Kevin Kumashiro takes aim at the current debate on educational reform, pay-ing particular attention to the ways that scapegoating public school teachers, teacher unions, and teacher educators masks the real, systemic problems.

2012/120 pp./PB, $21.95/5321-7The Teaching for Social Justice Series

2013 GRAWEMEYER AWARD IN EDUCATION

Finnish LessonsWhat Can the World Learn from Educational Change in Finland?Pasi SahlbergForeword by Andy Hargreaves

“This book will give hope, vision, and strategies to anyone who is sincere in bringing a great education to every child. Pick it up and read it.”

—Education Week’s BookMarks

“Sahlberg’s book contains important lessons for a broad range of academics, educators, politicians, and the public.” —Science

“It is the first book written for international readers that tells the story of how Finland created a system praised as much for its equity as for its high quality.”

—American Educator

2012/192 pp./PB, $34.95/5257-9 the series on school reform

Finding SupermanDebating the Future of Public Education in AmericaEdited by Watson Scott Swail

“Invites readers to virtually sit with these thinkers for a virtual cup of coffee to discuss how they understood Waiting for ‘Superman’. . . .The

book . . .pushes policy makers to reconsider their unequivocal bipartisan support to charter schools with a more cautious and conditional support, which respects innovation but carefully scrutinizes it.”

—TC Record

Features chapters from luminaries that include Milton Chen, Linda Darling-Hammond, Dan Domenech, Ben Levin, Arthur Levine, Ann Lieberman, John Merrow, Diane Ravitch, and Peter Smith.

2012/128 pp./PB, $24.95/5330-9/HC, $60/5331-6

Teaching MindsHow Cognitive Science Can Save Our SchoolsRoger Schank

“If you care about education, you will love, love, love this book!”

—Elliot Soloway, University of Michigan

“Teaching Minds is a thoughtful contribution to the vital conversation about the future of American education and the ways contemporary science can enhance our practice.”

—Journal of Education

2011/240 pp./PB, $26.95/5266-1/HC, $58/5267-8

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