Books published by Teachers' College Press

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.

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.