Books published by Teachers' College Press

Improvisation is recognized as an exciting tool to jump-start learning. This book shows teachers how to use improvisation throughout the K-8 curriculum to boost creativity and to develop a class into a finely-tuned learning ensemble. It also shows how to use this revolutionary tool to teach literacy, math, social studies, and science.

Details how schools and diverse families throughout the country have formed partnerships that support and enhance student learning.

Provides empirical evidence of the impact of media literacy on the academic achievement of adolescents. This book chronicles the practice of high school teachers who prepared their students to critically analyze all aspects of contemporary media culture. It documents how a media literacy course significantly improved various academic skills.

Featuring contributions from teachers and researchers, this work opens new territory on the topics of the intersection of race with literacy research and practice.

This work is an examination of the idea of education as the active intellectual engagement of experience. Bickman revisits the works of Emerson, Mann, Alcott, Thoreau, Dewey, and two important yet often neglected early 19th-century women educators, Elizabeth Peabody and Margaret Fuller.

This text promotes the integration of visual art into all early childhood curriculum areas. It should help early childhood professionals present in-depth art experiences to children so that they become engrossed in in expressing their ideas and newly learned concepts through art media.

This study of an innovative charter school looks at adolescent identity by analysing the language of narratives told in school. It helps readers understand why adolescents sometimes make choices that seem incomprehensible to the adults who work with them.

This resource offers an alternative framework for middle and secondary English instruction. The authors provide strategies for engaging students in critical inquiry projects about the social worlds they inhabit or about those portrayed in literature and the media.

This book, written by teachers for teachers, takes an look at the compendium of factors that make up a competent classroom. The authors troubleshoot issues surrounding content standards, instructional objectives, and the aims of curriculum.

This treatment of critical thinking theories, old and modern, addresses related concerns expressed by feminists and postmodernists. The author suggests a solution by way of a feminist redescription of critical thinking as constructive thinking, which she relates to classroom settings.

Through classroom scenes and dialogue, this study explores the role that reading to children plays in an early childhood education programme. The author questions prevailing prescriptions for ""developmentally appropriate practice"" and examines the impact of public policy on teachers and pupils.

Examining a century of university history, Larry Cuban tackles the age-old question: what is more important, teaching or research? Using two departments (history and medicine) at Stanford University as a case study, he shows how universities have subordinated teaching to research since 1890.

With contributions from over 70 professional associations, this text covers the ""eight components"" designed to give students the knowledge and skills they need to deal with the problems they face in and out of school. The text discusses topics from health education to nutrition services.

This is an account of a year-long project between the author and 13 teachers in which they learned from each other to become better teachers. They dealt with issues concerning the day-to-day life of teaching, including coping with difficult pupils and various success stories.

A chronicle of the ups-and-downs of two young first-grade teachers in an urban public school. Through their recollections, memories and excerpts from journals and student work, they show that the heart of teaching and learning is tied to the overall quality of human interaction in the classroom.

This is a textbook about the beliefs, issues, and practices at the forefront of literacy education - from language, ethnic, and academic diversity, to social construction of meaning and knowledge. Commentaries by literacy scholars provide an expanded perspective on the many issues raised.

Drawing from over 20,000 episodes in the longitudinal database of Apple Classrooms of Tomorrow, this book gives case studies and teacher testimonies, addressing teachers' perennial concerns: teacher learning; teacher beliefs about instructional change; and redefining student and teacher roles.

The author has revised this experiential workbook by adding Carl Jung and Karen Horney to his cast of major personality theorists - Freud, Adler, Erikson, Bandura, Allport, Maslow and Rogers - who provide the context within which students explore aspects of their private experience.

The author first provides a theoretical base for movement programs, then focuses on specific guidelines for observing children's movements and offers ideas for practical games and activities.

"Selections from ... Mann's reports (1837-1848) to the Massachusetts Board of Education."