Books published by Teachers' College Press

Drawing from a professional development model that was developed with funding from the National Science Foundation, this book is an essential resource for anyone who wants to support preschool children to be STEM thinkers and doers. The text features research-based resources, examples of field-tested activities, and highlights from the classroom.

Drawing on decades of research and examples from their own practices, the authors provide best practices in race dialogue facilitation. Through concrete lesson plans and hands-on material, both experienced and novice facilitators can immediately use this inclusive curriculum in a variety of classrooms, work spaces, and organisations.

Argues that if educators want to create more equitable, socially just, and learner-focused schools, then they need a more robust, transformational theory of school change - an "UnCommon Theory". This practical book provides readers with the knowledge and tools needed to do more than just tinker at the edges of school improvement.

This handbook will help educators write for the rhetorical situations they will face as students of education and practicing teachers. It provides clear and helpful advice for responding to the varying contexts, audiences, and purposes that arise in four written categories in education: classroom, research, credential, and stakeholder writing.

Since the 2016 presidential election, the term fake news has become part of the national discourse. In this book, leading civic education scholars unpack why fake news is effective and show K-12 educators how they can teach their students to be critical consumers of the political media they encounter.

Offers educators evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors include guidance and specific tools to help districts, schools, and classrooms use multi-tiered systems of support and other interventions.

Nieto and Lopez document their reasons for becoming teachers and share some of the most important lessons they have learned along the way. Using journals, blogs, current writings, and their research, they explore how their views on curriculum, pedagogy, and the field of education itself have evolved over the years.

Chronicles the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District that created an environment with high expectations for the engagement and achievement of Black boys. The text features reflection chapters by leading experts on Black male achievement.

This landmark book translates positive and asset-based understandings of organizations to develop a powerful model of school leadership that is grounded in both existing research and the complexities of life in schools. The authorsboth senior scholars in educational leadershipapply insights from positive psychology to the role and function of educational leaders. The Positive School Leadership (PSL) model draws on the strengths of relationships among staff and the broader school community to communicate and instill shared values and a common mission. This book builds a compelling case for creating a more inclusive, less mechanistic approach to leadership. Designed to engage both the hearts and minds of readers, the text is organized around reflective questioning of educational practice and current assumptions about the purposes and goals of leadership in schools.