Bøger udgivet af Teachers' College Press

A new edition of a research-based account of teaching and learning in high school studio arts classes. The book poses a framework that identifies eight habits of mind taught in visual arts and four studio structures by which they are taught. This edition includes new material about how the framework has been used since the original study.

The decades-long problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book.

Offers K-12 teachers both the foundations for differentiating their instruction and the means to maximize learning opportunities by getting to know students beyond the labels and stereotypes that often accompany them into the classroom.

What is at stake when our young people attempt to belong to a college environment that reflects a world that does not want them for who they are? In this compelling book, Navajo scholar Amanda Tachine takes a personal look at 10 Navajo teenagers, following their experiences during their last year in high school and into their first year in college.

Presents the Transformational Indigenous Praxis Model (TIPM), a framework for promoting critical consciousness toward decolonization efforts among educators. The TIPM challenges readers to examine how even the most well intended educators are complicit in reproducing ethnic stereotypes, racist actions, deficit-based ideology, and recolonization.

Learn how to enact curricular, pedagogical, and policy shifts that nourish students' linguistic repertoires, redefine teaching and learning as reciprocal endeavours, promote student-to-student interactions that help newcomers feel less isolated, and create opportunities for students to experiment with language.

Explores how DisCrit has both deepened and expanded, providing increasingly nuanced understandings about how racism and ableism circulate across geographic borders, academic disciplines, multiplicative identities, intersecting oppressions, and individual and cultural resistances.

Looks at a history of student and teacher activism that aligns with the democratic purposes of public education. Chris Thomas demonstrates how these activities constitute a rejection of the dominant policy paradigm in US education, and concludes with a discussion of how activism provides a foundation to develop a new model for American education.

Drawing on the authors' experiences as Black parents, researchers, teachers, and teacher educators, this book presents a multipronged approach to affirming Black lives and literacies. The authors believe change is needed - not within Black children - but in the way they are perceived and educated.

Anchored in a common-sense notion of validity, this book explains how current assessment practices are grounded in the language, experiences, and values of the dominant White culture. It presents a review of research on bias in classroom and large-scale assessments, and research on how students' level of engagement influences their performances.

Introduces the Infant Toddler Inquiry Learning Model, a new way to think about how young children (birth-age 3) explore, think, and learn STEM. Accessible to educators from a wide range of educational backgrounds, it is designed specifically to help guide the implementation of STEM experiences into the early childhood curriculum.

Shows teachers how to engage children (ages 3-8) with light and shadow in a playful way, building an early foundation for the later, more complex study of this phenomena and possibly piquing the curiosity of children that will ultimately lead to professions within the field of STEM.

Step outside of the IEPs and behavioral paperwork currently generated in schools, go where disabled people are thriving today, and see the results in learning, growth, and expression. This authoritative book offers readers alternative ways to think about learning and behavior in special education.

Offers the first comprehensive guide to the world of cooperative play and games for pre-K-12 learning. The book includes a thorough pedagogical rationale and guidelines for practice, a survey of related research and scholarship, engaging anecdotes, illustrations, historical background, and an array of sample games to try.

Despite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K-12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult.

Explores the possibilities, perils, and politics of constructing a regional identity. The book examines issues of shared history, national identity, and schooling in a region that is frequently underexamined and underrepresented in Western scholarship.

Using the case study of a Seattle school, this text describes a working model for the education of homeless children in America's public schools.

For the first time, this volume provides a definitive collection of Gloria Ladson-Billings' groundbreaking concept of Culturally Relevant Pedagogy. This compilation of Ladson-Billings' published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education.

Reflecting recent knowledge and developments in the field, this practical, easy-to-use guide emphasizes learning how to do case study research - from the first step of deciding whether a case study is the way to go to the last step of verifying and confirming findings before disseminating them.

An ethnographic study of a child's efforts to belong - to be a child among children - that confronts race and racism head-on. Follow the journey of a small Black child, Ta'Von, as he moves from a culturally inclusive preschool through the early grades in a school located in a majority white neighbourhood

A practical resource to help educators teach about current art and integrate its philosophy and methods into the K-12 classroom. The authors provide a framework that looks at art through the lens of nine themes, highlighting the conceptual aspects of art and connecting disparate forms of expression.

While student agency is considered an important aspect of classroom learning, opportunities to support and promote agency can be easily missed. This book addresses the inner dimensions of student agency to show what it is, why it is needed, and how it can be translated into instructional practices.