Böcker utgivna av Teachers' College Press

Here, Frank Smith aims to help the reader understand why some people find the world of mathematics so compelling while others find it so difficult. This volume examines two different worlds: the ""physical world"", and the ""world of mathematics"", and the glass wall that can exist between them.

This study encourages readers to look at education from the standpoint of culture. It illuminates the issue of the passing down of ""cultural liabilities"", such as violence in the home, school and world at large, and hatred of other races, religions, genders, ethnicities or sexual orientations.

Through interviews with over 300 teachers and administrators in the US, this text examines whether state writing tests do what they are supposed to do - improve educational systems. It argues most existing tests actually have a harmful effect on the way students are taught.

Beginning with revolutionary changes effected in tiny frontier schools in the late 19th century, and going up to early 21st century comprehensive high schools, this volume presents a choronological account of specific reform efforts in the US - exposing the successes and roots of many failures.

In this text a group of student teachers share their candid questions, concerns, dilemmas and lessons learned about how to teach for social justice and social change. There are examples of how Linda Darling-Hammond and her students integrated diversity within a teacher education programme.

This text spotlights William James as a role model for bringing philosophy to bear on the persistent issues of life and education. Using James's ideas it evades the superficiality that permeate the debate around such issues as standards versus diversity and religion versus science.

This text shows how young students can benefit from an investigative, inquiry-based approach to the study of history, as called for by US national standards. It conveys the results of a teacher-research project using anecdotes and provides guidelines for teaching novices.

Using case studies of two very different schools, this text aims to demonstrate that when teachers enact reforms in the name of community, what often emerges is conflict. It reframes conflict as constructive in building educational communities that learn and promote democratic values in schools.

In this text, readers are taken on a journey into the mind of John Dewey. By analyzing Dewey's attempts to revise the introduction to one of his books, ""Experience and Nature"", it explores Dewey's efforts to explain the relationship between philosophy and human affairs.

This work weaves compelling stories and narrative into new possibilities for American education. All students at the Met School have a personalized curriculum, where they stay with the same teacher for four years. This work offers ideas and strategies for improving schools.

Based on a study by students at the Renaissance School into their communities history of desegregation, this text offers reports and documentation of a community's struggle for school integration and provides an oral history guide that can be applied to any classroom or community.

This resource offers an alternative framework for middle and secondary English instruction. The authors provide strategies for engaging students in critical inquiry projects about the social worlds they inhabit or about those portrayed in literature and the media.

This work examines the often cited but poorly supported claims that immigrants fail to learn English, and the mistaken belief that immigrant communities instead cling to their heritage languages, passing them from one generation to the next.

This work is a guide for educators who want to include social emotional learning in their schools and classrooms. It focuses on the process of implementing an SEL programme, and offers guidance for busy school administrators, district supervisors, guidance counsellors, and teachers.

APEEC is the first measurement scale designed to evaluate the use of developmentally appropriate practices in the early elementary classroom (K-3). This work shows that APEEC can be used by administrators and educators to evaluate the degree of developmental appropriateness in classrooms.

This volume provides current thinking about effective social and emotional educational education with young children. Contributors offer strategies and curricular-based programs that educators can implement into school life to promote social-emotional learning.

This work is a political investigation into the historical and ideological foundations of black education. It situates black education within the context of America's rise to corporate-industrial power in the latter half of the 19th century and the first part of the 20th century.

This book, written by teachers for teachers, takes an look at the compendium of factors that make up a competent classroom. The authors troubleshoot issues surrounding content standards, instructional objectives, and the aims of curriculum.

Does society care about its children? This work aims to offer a provocative and in-depth examination of violence in the lives of children. It uncovers the conditions and social policies that perpetuate violence. It also looks at other forms of violence in families, neighbourhoods, and schools.

This work is a chronicle of a year in the life of a school classroom. The author provides an alternative model of education and shows how a strong and supportive community is essential in helping students reach their highest potential.

This collection of essays identifies the ways in which school restructuring strategies connect to the ongoing pursuit of social justice. The contributors are educators and advocates for youth, who think that changing schools can change the world.

Analyzing both entertainment and news media, this volume grapples with such issues as the ways in which the media frame diversity-related themes, transmit values concerning diversity, contribute to stereotypes, and influence thinking about race, religion or sexual orientation.

This work introduces, through story and essay, a disciplined descriptive process for understanding children's strengths as particular learners and thinkers. The descriptive review is a method of collaborative inquiry that draws on the detailed knowledge teachers and parents have of children.

This treatment of critical thinking theories, old and modern, addresses related concerns expressed by feminists and postmodernists. The author suggests a solution by way of a feminist redescription of critical thinking as constructive thinking, which she relates to classroom settings.

Through classroom scenes and dialogue, this study explores the role that reading to children plays in an early childhood education programme. The author questions prevailing prescriptions for ""developmentally appropriate practice"" and examines the impact of public policy on teachers and pupils.