teachers college press: early childhood and elementary school catalog

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Early Childhoodand ElementarySchool Education

spring/summer 2016

ERSFamily of Products

pages 14–15

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Young InvestigatorsThe Project Approach in the Early Years, Third EditionJudy 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.

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 ThinkersDeep Project Work in the ClassroomJudy Harris Helm

ccss 144 pp./PB, $29.95/5594-5 large format, photos, full-color insert

Early Childhood Education Series Copublished with NAEYC

The Power of ProjectsMeeting Contemporary Challenges in Early Childhood Classrooms— Strategies and SolutionsEdited by Judy Harris Helm and Sallee Beneke128 pp./PB, $24.95/4298-3 large format, 83 illustrations

Early Childhood Education SeriesCopublished with NAEYC

Windows on LearningDocumenting Young Children’s Work, Second EditionJudy Harris Helm, Sallee Beneke, and Kathy Steinheimer see page 17

ccss May 2016/176 pp./PB, $32.95/5690-4 large format, photosEarly 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.

New Edition

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Young Meaning MakersTeaching Comprehension, Grades K–2D. 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

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 infor-mational 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 high-challenge standards. Chapters show teachers how to build oral language and text comprehen-sion skills with young readers, including select-ing 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.

ccss Jun 2016/176 pp. (tent.)/ PB, $35.95/5760-4/HC, $72/5761-1The 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 compre-hension 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

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The Early Intervention Guidebook for Families and ProfessionalsPartnering for SuccessSecond EditionBonnie 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 feed-back that the author accumulated from users of the first edition, including practicing profession-als 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.

May 2016/224 pp./PB, $33.95/5773-4Early Childhood Education Series

New Edition

“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)

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Reading, Writing, and TalkInclusive Teaching Strategies for Diverse Learners, K–2Mariana 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.”

—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-MANNINGMulticultural Teaching in the Early Childhood ClassroomApproaches, Strategies, and Tools, Preschool–2nd Grade

2013/168 pp./PB, $29.95/5405-4 HC, $60/5406-1 photos

Early Childhood Education SeriesCopublished with ACEI

May 2016/176 pp./PB, $32.95/5757-4 HC, $72/5758-1Language and Literacy Series

New

“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 respect-fully building community among children. We readers are in their debt.”

—Anne Haas Dyson, University of Illinois

“A beautifully written book filled with powerful exam-ples. . . . 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

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Revitalizing Read AloudsInteractive Talk About Books with Young Children, PreK–2 Lisa Hammett Price is professor in the speech-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

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 interactive-instructional 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

ccss Apr 2016/168 pp. PB, $29.95/5763-5The 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

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Continuity in Children’s WorldsChoices and Consequences for Early Childhood SettingsMelissa 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

This book uses practitioner stories to investigate beliefs about continuity and discontinuity—children’s experi-ences 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: Represents 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 SchoolAn Educator’s Guide to Shy ChildrenRobert 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

“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

”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.

Jun 2016/160 pp. (tent.) PB, $33.95/5789-5Early Childhood Education Series

New

New

Apr 2016/144 pp. PB, $34.95/5769-7 HC, $74/5770-3

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New Ways to Engage ParentsStrategies and Tools for Teachers and Leaders, K–12Patricia 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

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 com-munity 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 over-coming “school ghosts,” as well as negative histories and perceptions in the community.

We Can’t Teach What We Don’t KnowWhite Teachers, Multiracial Schools, Third EditionGary R. Howard is president and founder of the REACH Center for Multicultural Education in Seattle, Washington.

Foreword by Sonia Nieto

“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

“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 pro-fessional development, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching.

May 2016/176 pp. PB, $26.95/5671-3

New

Jun 2016/224 pp. (tent.) PB, $28.95/5731-4Multicultural Education Series

New Edition

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Teaching with Conscience in an Imperfect WorldAn InvitationWilliam Ayers is Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago (retired), education activist, and bestselling author.

“This captivating text takes the reader on an emancipa-tory journey toward a brighter educational future replete with hope and multiple, redemptive possibilities.”

—Angela Valenzuela, University of Texas at Austin

”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 educa-tion. He offers a plan to help educators, policymakers, and parents stretch toward something new and dramati-cally better—schools that are more joyful, more bal-anced, and more guided by the power of love.

Invite! Excite! Ignite!13 Principles for Teaching, Learning, and Leading, K–12Robin J. Fogarty is president of Robin Fogarty & Associates, a Chicago-based educational publishing/consulting company.

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

“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 • Proven techniques for differentiating instruction • Strategies with do-it-yourself activities to try • Helpful insights appropriate for school leaders as well as teachers.

Apr 2016/112 pp. PB, $24.95/5768-0 illustrationsThe Teaching for Social Justice Series

New

New

Apr 2016/160 pp. PB, $31.95/5752-9


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Inclusive Literacy TeachingDifferentiating Approaches in Multilingual Elementary ClassroomsLori 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.

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 ChildrenCandace 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.”

—From the Foreword by Jennifer Rowsell, Brock University

“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 literacy-based 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.

Jun 2016/160 pp. (tent.)/PB, $35.95/5786-4 HC, $84/5787-1Language and Literacy Series

New

New

Apr 2016/256 pp. PB, $56.95/5774-1 HC, $118/5775-8Language and Literacy Series

RECENTLY PUBLISHED 11

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Observing and Recording the Behavior of Young ChildrenSixth EditionDorothy 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 nug-gets 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 ProfessionalA Step-by-Step Guide to Overcoming GoliathValora 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, $27.95/5663-8Early Childhood Education Series Copublished with NAEYC

Teaching KindergartenLearner-Centered Classrooms for the 21st CenturyJulie 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 UniversityTeaching 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 fea-tures 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 photosEarly Childhood Education Series

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STEM Learning with Young ChildrenInquiry Teaching with Ramps and PathwaysShelly 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, $33.95/5749-9Early Childhood Education Series

Courageous Leadership in Early Childhood EducationTaking a Stand for Social Justice Susi Long, Mariana Souto-Manning, and Vivian Maria Vasquez, Editors Foreword by Sonia Nieto

“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, $34.95/5741-3Early Childhood Education Series

Biography-Driven Culturally Responsive TeachingSecond EditionSocorro 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 struc-ture 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 LearnersStrategies for the Common Core Classroom, K–8

ccss 208 page book + 1-hour DVD, $34.95/5450-4

Crossing the Vocabulary BridgeDifferentiated Strategies for Diverse Secondary Classrooms

208 pp./PB, $29.95/5217-3 large format, photos

RECENTLY PUBLISHED 13


Trauma-Sensitive SchoolsLearning Communities Transforming Children’s Lives, K–5Susan 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 ChildrenGrowing evidence supports the important rela-tionship between trauma and academic failure. In response, the trauma-sensitive schools movement presents a new vision for promoting children’s suc-cess. 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 ThemesAn Approach to Schoolwide Learning, Creating Community, and Differentiating InstructionDeborah 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 hands-on 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 ClassroomA Framework for Instruction and AssessmentSharon Vaughn, Philip Capin, Garrett J. Roberts, and Melodee A. Walker

“Sharon Vaughn is the perfect classroom expert to help teach-ers 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, includ-ing 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, $29.95/5716-1The Common Core State Standards in Literacy Series

Healthy LearnersA Whole Child Approach to Reducing Disparities in Early EducationRobert Crosnoe, Claude Bonazzo, and Nina WuIn 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, spe-cial attention is given to the growing population of Mexican immigrant children.


The Fluency FactorAuthentic Instruction and Assessment for Reading Success in the Common Core ClassroomTimothy 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 inter-ventionists 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, $30.95/5747-5The Common Core State Standards in Literacy Series

Eight Essential Techniques for Teaching with IntentionWhat 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

N E W & I M P R OV E D !

A Complete Training Program

Multimedia Training 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.

Video Observations for the FCCERS-RDVD/$64/4773-5 Videotape/$64/4825-1 Video Guide & Training Wkbk/$4/4826-8

Video Observations for the ITERS-RDVD/35 min./$64/4709-4 Videotape/35 min./$64/4316-4 Video Guide & Training Wkbk/$4/4320-1

still available: Video Observations for the ECERS-RDVD/35 min./$64/4706-3 Videotape/35 min./$64/3834-4 Video Guide & Training Wkbk/$4/3835-1

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.

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

Ongoing SupportThe new Environment Rating Scales Institute (ERSI) website (www.ersi.info) provides:

• 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.

Please specify preference for subtitled version when ordering

14ENVIRONMENT RATING SCALESERS

Widely Used Convenient Organization

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 teacher-child 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

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Choosing a Scaleauthors: Thelma Harms, Richard M. Clifford, and Debby Cryer

ECERS-3 Early Childhood Environment Rating Scale, Third Edition Assesses group programs for preschool-kindergarten 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)96 pp./PB, $23.95/4549-6 large format, spiral binding

ITERS-R 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 bindingSpanish 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. English Edition: 88 pp./PB, $23.95/4725-4 large format, spiral bindingSpanish Edition: 88 pp./PB, $23.95/4879-4

SACERS School-Age Care Environment Rating Scale, Updated EditionThelma Harms, Ellen Vineberg Jacobs, and Donna Romano WhiteDefines and assesses the quality of both public and private programs caring for school-age children (ages 5–12) during out-of-school time.

72 pp./PB, $23.95/5509-9 large format, spiral binding

Free additional scoresheets for the above are available at www.tcpress.com/ERS.html

Curriculum Scaleauthors: Kathy Sylva, Iram Siraj-Blatchford, and Brenda Taggart

Foreword by Thelma Harms

ECERS-E 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

2½ to 5

Family of Products

ages 3 to 5

5 to 12

birth to 2½

infancy to school-

age

ENVIRONMENT RATING SCALES Family of Products

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Teaching and Learning with Infants and ToddlersWhere Meaning-Making BeginsMary 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

BESTSELLERS!

Exploring Mathematics Through Play in the Early Childhood ClassroomAmy 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 math-ematics and play. Addressing the Common Core throughout, the text includes examples of activities and strategies for making assessments more play-ful, questions for reflection, key research findings, vocabulary, lesson plan templates, and more.

ccss 2015/160 pp./PB, $32.95/5589-1 photosEarly Childhood Education Series

Copublished with NCTM

Teaching and Learning in a Diverse WorldMulticultural Education for Young Children, Fourth Edition Patricia G. Ramsey Foreword by Sonia Nieto

“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.


In the Spirit of the StudioLearning from the Atelier of Reggio Emilia, Second Edition Edited by Lella Gandini, Lynn Hill, Louise Cadwell, and Charles Schwall Foreword by Steven Seidel

“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

Early Childhood Education Series

Squandering America’s FutureWhy ECE Policy Matters for Equality, Our Economy, and Our Children Susan Ochshorn Foreword by David Kirp

“Recommended for parents, politicians, and anyone who has worked in education.”

—Library JournalIn this pioneering guide to the big issues in con-temporary early childhood policy, Ochshorn drives home the importance of the earliest years for devel-oping 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

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The Play’s the ThingTeachers’ Roles in Children’s Play, Second EditionElizabeth 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 Early Childhood Education Series

BESTSELLERS!

Windows on LearningDocumenting Young Children’s Work, Second EditionJudy 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.

2007/200 pp./PB, $26.95/4786-5 large format, photosEarly Childhood Education SeriesCopublished with NAEYC

Engaging Learners Through ArtmakingChoice-Based Art Education in the ClassroomKatherine M. Douglas and Diane B. JaquithForeword 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

2011 AESA Critics’ Choice Award

To TeachThe Journey, in Comics William Ayers and Ryan Alexander-TannerForeword by Jonathan Kozol

“This fascinating and, yes, educa-tional 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)

To TeachThe Journey of a Teacher, Third EditionWilliam AyersForeword 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 NietoFor almost two decades, To Teach has inspired teachers across the country to become the teach-ers 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

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LEADERSHIP & POLICY

Leading Anti-Bias Early Childhood ProgramsA Guide for ChangeLouise 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 authorThis book is both a stand-alone text and a per-fect 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 formatEarly Childhood Education Series

Copublished with NAEYC

The Administration and Supervision of Reading ProgramsFifth EditionShelley 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, photosLanguage and Literacy Series

Educating Emergent BilingualsPolicies, Programs, and Practices for English Language LearnersOfelia García and Jo Anne Kleifgen Foreword by Jim Cummins

“An excellent resource for policy-makers, researchers, and edu-

cators 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, $60/5114-5Language and Literacy Series

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

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 formatSpanish: 2010/56 pp./PB, $23.95/5166-4 large format

Program Administration Scale (PAS)Measuring Early Childhood Leadership and Management, Second EditionTeri N. Talan and Paula Jorde Bloom

“Applause! The authors have done a great job of creating an objective instru-ment based on con-crete criteria.”—Gwen Morgan,

Senior Fellow for Child Care Policy, Wheelock College

Using a 7-point rating scale (inadequate to excel-lent), 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 partner-ships, marketing and public relations, technology, and staff qualifications.

2011/96 pp./PB, $23.95/5245-6 large format

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