Books published by Teachers' College Press

Describes seven forms of assessment that are more effective than standardized test results. These assessments are more honest about what we can and cannot know about children's knowledge, skills, and dispositions. Readers can compare and contrast each approach to determine which is most appropriate for their school.

Featuring both research findings and practical recommendations, this book presents an innovative framework for nurturing leadership in the care and education of young children. Douglass calls for a paradigm shift in thinking that challenges many long-held stereotypes about the early care and education workforce's capacity to lead change.

In this follow-up to her bestseller, Trauma-Sensitive Schools, Susan Craig provides secondary school teachers and administrators with practical ideas for how to improve students' achievement by implementing a trauma-sensitive approach to instruction.

Provides the first in-depth look at the important connections between the arts and science specifically for early childhood education (pre-K-3rd grade). Highlighting their many commonalities such as the processes involved in creative problem solving, the author draws on what we can learn from Leonardo da Vinci as the supreme artist-scientist.

With a focus on how families and professionals can collaborate effectively so that infants and toddlers (0-3) learn, grow, and thrive, this title addresses 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.

Describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula.

Offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities.

Provides pre- and inservice teachers with an understanding of how maths can be learned through play. The author helps teachers to recognise the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play.

This new resource by math education expert Marian Small helps schools and districts to refine their teaching of standards-based mathematical practices. Small devotes a chapter to each of the eight standards of practice and includes a discussion of what each standard looks like in grades K-2, 3-5, and 6-8.

Presents a comprehensive plan for vocabulary instruction from kindergarten through high school. This practical book presents a research-based program that includes four parts: language experiences, teaching individual words, teaching word learning strategies, and fostering word consciousness.

Explores how institutions of higher education can successfully serve ""breakaway"" students - first-generation, low-income students who are trying to break away from the past in order to create a more secure future. In this provocative book, Gross offers a new approach to addressing inequities by focusing on students who have succeeded despite struggling with the impacts of poverty and trauma.

Centres on the promise of parent involvement practices that build upon the range of linguistic and sociocultural resources that Latin@ immigrant students and their families bring to school. Through the experiences of Mexican immigrant fathers and their children, this book illustrates the need for humanizing family engagement.

The author examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Osler anchors her examination of human rights in the U.N Convention on the Rights of the Child, as well as the U.N. Declaration on Human Rights Education and Training.

The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school.

For today's early childhood educator, change is a non-negotiable reality. While the size, force, and direction of change can often seem overwhelming, this book shows the way toward overcoming these gigantic odds or "Goliaths". The authors share a specific framework with concrete steps to help educators become positive change makers in the field of early care and education.

In this book, Ed Madison provides specific strategies to help teachers use journalistic learning to achieve positive outcomes that engage students in new ways. Centred on research and writing projects that will yield publishable student writing, chapters demonstrate how this approach works across contexts and benefits a broad range of students from diverse backgrounds.

Growing evidence supports the important relationship between trauma and academic failure. The trauma-sensitive schools movement presents a new vision for promoting children's success. This book introduces this promising approach and provides K-5 education professionals with clear explanations of current research and dozens of practical, creative ideas.

This critically acclaimed, lavishly illustrated book will help educators create the highest quality learning opportunities for a new generation of children. This second edition features substantial and important changes, including the addition of new chapters by pioneers of the work that happens in the atelier who draw on several decades of experience.