Books published by Teachers' College Press

Featuring an expanded introduction, this award-winning bestseller has been updated to link curriculum to the Common Core State Standards. This popular text shows how to apply Wineburg's highly acclaimed approach to teaching-Reading Like a Historian-to middle and high school classrooms, increasing academic literacy and sparking students' curiosity.

Argues that literature fosters ways of thinking that go far beyond understanding the conventions of genre and text. This revision of Judith Langer's classic bestseller builds on more than 15 years of research and development projects in elementary, middle, and high schools, in inner-city as well as suburban and rural communities.

Distributed leadership is an important term for educational policymakers, practitioners, and researchers in US and around the world. There is much diversity in how the term is understood. This book examines what it means to take a distributed perspective based on extensive research and a theoretical perspective developed by experts in the field.

Draws on knowledge and experience with the Reggio Approach to present 12 `best practices' inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. These practices are demonstrated with scenarios from classrooms, dialogues of children and teachers, and work samples showing the outcome of using each practice.

Recent debates on the place of the arts in American life has refocused attention on art education in schools. In this book, the author puts current debate and concerns in a well-researched historical perspective. Particular emphasis is placed on the 19th and 20th centuries and their social context.

In this book, nationally recognized interdisciplinary leaders examine the relationships between social-emotional education and school success - specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of SEL programs.

Since its first appearance, Life in Classrooms has established itself as a classic study of the educational process at its most fundamental level. The book's aim is to encourage researchers to examine more deeply the dynamics of classroom learning - the cornerstone of educational change.

Do schools socialize students to become productive workers? Does schooling reproduce social class and pass on ethnic and gender biases? Can a teacher avoid passing on social and cultural values? What besides subjects do students really learn in schools? This book tackles these questions using case studies, dialogs, and open-ended questions.

Features four case studies that include 'Scripted Teaching', 'Accountability and Merit', 'What is the Value of Caring Relationships?' and 'School Funding'. Using these and other realistic case studies, this book explores the strengths and weaknesses of each approach so that teachers can assess their own philosophical positions on teaching.