Böcker utgivna av Teachers' College Press

Urban Literacies showcases cutting-edge perspectives on urban education and language and literacy by respected junior and senior scholars, researchers, and teacher educators. The authors explore--through various theoretical orientations and diverse methodologies--meanings of urban education in the lives of students and their families across three intersecting areas of research: 1) family and community literacies, 2) teaching and teacher education, and 3) popular culture, digital media, and forms of multimodality. This important volume: Extends the focus on "literacy" to include multiple settings and forms, as well as multiple voices and perspectives. Serves as a model of critical research and an extension of mentoring relationships and collaborative engagements. Includes a "Critical Perspective" section at the end of each chapter in which authors discuss implications, practices, strategies, and recommendations for improving literacy instruction.

This collection examines the personal narratives of a select group of educators who attained biliteracy at a young age, and in the era before bilingual education. Their autobiographical accounts celebrate and make visible a linguistic potential that has been largely ignored in schools and underscores the emotional ties that Latinos have to Spanish.--[book cover]

In today's culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to these differences and offers practical strategies to support student achievement while fostering positive language attitudes in classrooms and beyond.

The book presents multiple approaches to teaching poetry at the middle and early high school levels that aim to 1) engage students in performative acts of poetry writing and analysis; 2) introduce students to the basic formal elements of contemporary and

Examines the experience of Asian Americans in higher education. It explores why and how Asian Americans and Pacific Islanders (AAPIs) are important to higher education priorities and places the study of AAPI college participation within a broad set of conditions through which all students must navigate as they pursue higher education.

With a focus on literacy instruction, this showcases stories of ""what works"" when teachers in elementary school classrooms partner with families across cultural and language differences. It demonstrates effective strategies that educators can adapt to fit their own school communities. This book is perfect for professional study groups, parent-teacher discussions, and whole-school workshops.

Provides a comprehensive, state-of-the-field analysis of current trends in the research, policy, and practice of science education. It offers valuable insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of narrowing or eliminating these gaps.

Looking at three different school models, the author discusses the requirements for creating successful small schools and develops a new vision of school reform. Part I examines student disengagement as an issue largely unaddressed by current views of sch

By carefully documenting how space was made for Jenny - a child who didn't fit the school mold - this book offers a renewed sense of human possibility and an attainable vision of what schools can be. It demonstrates that it is only by attending to each and every child that schooling can begin to achieve its most noble aim: equality.

Investigates how the political struggles over the social studies curriculum, the corporate domination of the textbook and testing industry, and the curricular constraints of the No Child Left Behind Act combine to stifle historical inquiry and deprive students of meaningful social studies instruction.

Helps educators to identify, address, and meet the needs of the diverse families in classrooms. This book examines how families are represented in the media, schools, and other institutions as well as how different relationships between families and teachers are defined by discourses that circulate through formal and informal curricula.

Helps educators to identify, address, and meet the needs of the diverse families in classrooms. This book examines how families are represented in the media, schools, and other institutions as well as how different relationships between families and teachers are defined by discourses that circulate through formal and informal curricula.

Presents the challenges and possibilities at the school and classroom level. This book depicts the daily concerns and small victories of teachers determined to support the students in meaningful learning, and prepare them for postsecondary education. It characterizes the importance of a coherent school learning culture.

Demonstrates a five-part framework for teachers, reading specialists, and literacy coaches who want to help their least engaged students become powerful readers. This book shows how teachers can 'turn-around' their instructional practice, beginning with reading materials, lessons, and activities matching their students' interests.

Investigates how the lives and literacies of youth in New York City's historic Harlem are affected by public attempts to gentrify the community. This book draws connections between race, place, and students' literate identities through interviews with youth, teachers, longtime Black residents, and their new White neighbors.

Based on empirically based ethnographic and sociological research in schools and communities in St Louis (which operated the nation's largest voluntary desegregation plan) and Atlanta (a city that abandoned its desegregation plan in the 1970s), this book captures the experiences of African American families from a community in St Louis.

Tells the story of a group of teachers that engaged in inquiry about their own practice in order to support inquiry learning in their students.

Shares the author's experience teaching a hip-hop centered English literature course in a Philadelphia high school where rap music, turntablism, breakdancing, graffiti culture, and other aspects of hip-hop were incorporated into the curriculum. This book shows that hip-hop culture is the opportunity to affect students' lives in extraordinary ways.

Brings to light the devastating consequences of an educational approach that values conformity over creativity, flattens students' interests, and dampens down differences among learners. Drawing on emotional stories, this book shows that institutional structures do not produce the kinds of minds and thinking that society really needs.