Classroom Practice
Student-Centered Learning for Schools and Teachers
Edited by Rebecca E. Wolfe, Adria Steinberg, and Nancy Hoffman
Anytime, Anywhere synthesizes existing research and practices in the emerging field of student-centered learning, and includes profiles of schools that have embraced this approach.
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The Rhetoric of Education Reform
Mark Hlavacik
Despite a plethora of opinions on how to improve US education, a remarkable consensus has emerged that someone or something is to blame for the failures of the public school system, argues rhetoric scholar Mark Hlavacik in this new and insightful book examining the role of language and persuasion in the rise of the accountability movement.
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Teachers Reflect on Their Own Classroom Practice
Edited by Irene Hall, Carolyn H. Campbell, and Edward J. Miech
In this remarkable collection of articles, teachers reflect on the complex worlds of their classrooms to gain a better understanding of their students, themselves, and the act of teaching.
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What Every Classroom Teacher Needs to Know
Joyce W. Nutta, Carine Strebel, Kouider Mokhtari, Florin M. Mihai, and Edwidge Crevecoeur-Bryant
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In Educating English Learners, Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, Preparing Every Teacher to Reach English Learners, the authors now turn their attention to the needs of K–12 teachers who typically have two or three English learners in their classrooms.
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Creating Standards-Based Programs in Schools and Districts
Gerald A. Lieberman, foreword by Richard Louv
In this timely book, curriculum expert Gerald A. Lieberman provides an innovative guide to creating and implementing a new type of environmental education that combines standards-based lessons on English language arts, math, history, and science with community investigations and service learning projects.
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Developing Language, Content Knowledge, and Analytical Practices in the Classroom
Margaret Heritage, Aída Walqui, and Robert Linquanti, foreword by Kenji Hakuta
In English Language Learners and the New Standards, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning—from an individual activity to a socially engaged activity; from a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication; and from a separate area of instruction to an approach that embeds language development in subject-area activities.
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Engaging Students in Text-Based Conversations
Sophie Haroutunian-Gordon, Foreword by Sharon Feiman-Nemser
In the era of the Common Core, teachers in all subject areas and grade levels are seeking ways to help students engage with and reflect on the meaning of texts. In Interpretive Discussion, Sophie Haroutunian-Gordon guides teachers through a carefully refined process for preparing, leading, and reflecting on these powerful conversations and discusses the skills and habits of mind that underlie this approach.
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Transforming Education Through Restorative Justice
Maisha T. Winn
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Restorative justice represents “a paradigm shift in the way Americans conceptualize and administer punishment,” says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, Justice on Both Sides, provides an urgently needed, comprehensive account of the value of restorative justice and how contemporary schools can implement effective practices to address inequalities associated with race, class, and gender.
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Teach Students to Ask Their Own Questions
Dan Rothstein and Luz Santana, Foreword by Wendy D. Puriefoy
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The authors of Make Just One Change argue that formulating one’s own questions is “the single most essential skill for learning”—and one that should be taught to all students.
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Understanding and Engaging Student Resistance in School
Eric Toshalis
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In this groundbreaking book, Eric Toshalis explores student resistance through a variety of perspectives, arguing that oppositional behaviors can be not only instructive but productive. All too often treated as a matter of compliance, student resistance can also be understood as a form of engagement, as young people confront and negotiate new identities in the classroom environment. The focus of teachers’ efforts, Toshalis says, should not be about “managing” adolescents but about learning how to read their behavior and respond to it in developmentally productive, culturally responsive, and democratically enriching ways.
Noting that the research literature is scattered across fields, Toshalis draws on four domains of inquiry: theoretical, psychological, political, and pedagogical. The result is a resource that can help teachers address this pervasive classroom challenge in ways that enhance student agency, motivation, engagement, and academic achievement.
The coauthor of Understanding Youth: Adolescent Development for Educators (Harvard Education Press, 2006), Toshalis blends accessible explanations of theory and research with vignettes of interactions among educators and students. In Make Me!, Toshalis helps teachers perceive possibility, rather than pathology, in student resistance.
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