Books published by publisher College Press

This book introduces a variety of inclusive strategies for teaching language and literacy in kindergarten through 2nd grade. Readers are invited into classrooms where racially, culturally, and linguistically diverse children’s experiences, unique strengths, and expertise are supported and valued. Chapters focus on oral language, reading, and writing development and include diverse possibilities for culturally relevant and inclusive teaching. Featured teaching strategies foster academic success, cultural competence, and critical consciousness―leading students to read their worlds and question educational and societal inequities. Early childhood teachers will find this book invaluable as they consider effective ways to teach diverse children. The hands-on examples and strategies portrayed will help educators expand their thinking and repertoires regarding what is possible―and needed―in the language and literacy education curriculum. Unique in its focus on equitable, fully inclusive, and culturally relevant language and literacy teaching, this important book will help K–2 teachers (re)think and (re)conceptualize their own practices.Book Features: Showcases culturally relevant and inclusive ways of teaching reading and writing in the early childhood classroom. Uses vivid classroom examples to show how teachers and students build on diversities as strengths, fostering educational success. Includes the voices of teachers who employ theoretically informed and equitable language and literacy teaching practices in their own K–2 classrooms.

Bridging Literacy and Equity synthesizes the essential research and practice of social equity literacy teaching in one succinct, user-friendly volume. Chapters identify six key dimensions of social equity teaching that can help teachers see their students’ potential and create conditions that will support their literacy development. Serving students well depends on understanding relationships between race, class, culture, and literacy; the complexity and significance of culture; and the culturally situated nature of literacy. It also requires knowledge of culturally responsive practices, such as collaborating with and learning from caregivers, using cultural referents, enacting critical and transformative literacy practices, and seeing the capacities of English language learners and children who speak African American Language. Each chapter includes a “Reflection and Inquiry” section, with exercises to help readers relate chapter concepts and issues to their own teaching practices.

Being Bad will change the way you think about the social and academic worlds of Black boys. In a poignant and harrowing journey from systems of education to systems of criminal justice, the author follows her brother, Chris, who has been designated a “bad kid” by his school, a “person of interest” by the police, and a “gangster” by society. Readers first meet Chris in a Chicago jail, where he is being held in connection with a string of street robberies. We then learn about Chris through insiders’ accounts that stretch across time to reveal key events preceding this tragic moment. Together, these stories explore such timely issues as the under-education of Black males, the place and importance of scapegoats in our culture, the on-the-ground reality of zero tolerance, the role of mainstream media in constructing Black masculinity, and the critical relationships between schools and prisons. No other book combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males. Book Features: The natural history of an African American teenager navigating a labyrinth of social worlds. A detailed, concrete example of the school-to-prison pipeline phenomenon. Rare insights of an African American family making sense of, and healing from, school wounds. Suggested resources of reliable places where educators can learn and do more.

Featuring 113 primary source documents, The U.S. Constitution: A Reader was developed for teaching the core course on the U.S. Constitution at Hillsdale College. Divided into eleven sections with introductions by members of Hillsdale's Politics Department faculty, readings cover: -the principles of the American founding;-the framing and structure of the Constitution;-the secession crisis and the Civil War;-the Progressive rejection of the Constitution; and-the building of the administrative state based on Progressive principles.America's Founders created a form of government which had, in the words of James Madison, "no model on the face of the earth." Its moral foundation is in the Declaration of Independence and its principle of equal natural rights. Under the Constitution, government was to be limited to protecting those rights. In recent decades, the way our government operates has departed from the Constitution. Government has become less limited, and our liberties less secure. At the same time, true civic education in America--education in the Constitution--has largely died out. We at Hillsdale College see it as one of our highest duties to reverse this.

In their new collaboration, Celia Genishi and Anne Haas Dyson celebrate the genius of young children who are learning language and literacy in our diverse times. Despite burgeoning sociocultural diversity, many early childhood classrooms (pre-K to grade 2) offer a one-size-fits-all curriculum in which learning is too often assessed by standardized tests. In contrast, Genishi and Dyson proclaim diversity as the new norm. They feature stories of children whose language learning is impossible to standardize and teachers who do not follow scripts. These master teachers observe, informally assess, respond to, and grow with their students―some of whom are rapid language learners and some of whom become speakers, readers, and writers at “child speed.” Much of this learning, regardless of tempo, is found within the language-rich contexts of play. Chapters focus on children’s ways of communicating through varied modes, including the use of nonverbal expression; languages such as Spanish, English, and the variant of English known as African American Language; and multiple media. Throughout the text there is a resistance to labels such as “at risk” and a much-needed advocacy for child-sensible practices in a world where diversity is indeed the “new norm.”

This practical book provides pre- and inservice teachers with an understanding of how math can be learned through play. The author helps teachers to recognize 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. Common Core State Standards are addressed throughout the text to demonstrate the ways in which play is critical to standards-based mathematics teaching, and to help teachers become more familiar with these standards. Classroom examples illustrate that, unlike most formal tasks, play offers children opportunities to solve nonroutine problems and to demonstrate a variety of mathematical ways of thinking—such as perseverance and attention to precision. This book will help put play back into the early childhood classroom where it belongs.Book Features: Makes explicit connections to play and the Common Core State Standards in Mathematics. Offers many examples of free play activities in which mathematics can be highlighted, as well as formal lessons that are inspired by play. Provides strategies for making assessments more playful, helping teachers meet increasing demands for assessment data while also reducing child stress. Includes highlight boxes with recommended resources, questions for reflection, key research findings, vocabulary, lesson plan templates, and more.“This is one of those books that I wish I had written. It is smart, readable, relevant, and authentically focused on children.”—From the Foreword by Elizabeth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin“In this deceptively easy-to-read book, Amy Parks explains two things that could make a world of difference in early childhood and elementary classrooms: Mathematics isn’t something in a workbook—it’s a fascinating part of the real world; And playing in school isn’t a luxury—it’s an essential context for learning about all sorts of things, including mathematics. Through vignettes of children learning mathematics as they play, Parks helps teachers recognize their ‘answerability to the moment,’ eschewing someone else’s determination of ‘best practice’ in favor of what works with actual children eager to learn mathematics.”—Rebecca New, School of Education, University of North Carolina at Chapel Hill

Featuring 113 primary source documents, The U.S. Constitution: A Reader was developed for teaching the core course on the U.S. Constitution at Hillsdale College.Divided into eleven sections with introductions by members of Hillsdale's Politics Department faculty, readings cover: -the principles of the American founding;-the framing and structure of the Constitution;-the secession crisis and the Civil War;-the Progressive rejection of the Constitution; and-the building of the administrative state based on Progressive principles.America's Founders created a form of government which had, in the words of James Madison, "no model on the face of the earth." Its moral foundation is in the Declaration of Independence and its principle of equal natural rights. Under the Constitution, government was to be limited to protecting those rights.In recent decades, the way our government operates has departed from the Constitution. Government has become less limited, and our liberties less secure. At the same time, true civic education in America--education in the Constitution--has largely died out. We at Hillsdale College see it as one of our highest duties to reverse this.

''Everything you could possibly need to start a project is covered in this book, so start investigating!'' -- Association for Childhood Education International This bestselling book has been completely updated and expanded to help teachers use the project approach in child care centers, in preschools, and in kindergarten, 1st grade, and early childhood special education classrooms. For those new to using projects, the book introduces the approach and provides step-by-step guidance for conducting meaningful projects. Experienced teachers will find the teacher interviews, children's work, photographs (including full color), and teacher journal entries used to document the project process in actual classrooms very useful. This popular, easy-to-use resource has been expanded to include these new features: * explicit instructions and examples for incorporating standards into the topic selection and planning process; * a variety of nature experiences, with examples that show how project work is an excellent way to connect children to the natural world; * an update of the use of technology for both documentation and investigations, including use of the Web as well as and video and digital cameras; * and more toddler projects that reflect our increased knowledge from recent mind/brain research about toddler understanding and learning.A study guide for pre- and in-service teachers is available at the Teachers College Press website.

This popular text features a rigorous yet practical approach to the difficult dilemmas that so often arise in school administration. Using case studies to illustrate particular ethical issues, the authors cover such topics as: standards • assessment and evaluation • equal opportunity • multiculturalism • religious differences • due process • freedom of expression • personal liberty • and authority. Updated to address today’s emphasis on meeting standards and raising test scores, the new Third Edition features: New cases that discuss current issues such as zero tolerance policies and integrity in reporting data. A revised chapter addressing the difficulty of focusing on standards while also dealing with competing demands, such as respecting the professional judgment of teachers, turning schools into learning communities, and engaging parents and members of the larger community in school life. Additional materials that refocus the discussion of legitimate authority and democracy on accountability and personal liberty. The Ethics of School Administration, Third Edition is one of a set of books in the Teachers College Press Professional Ethics in Education Series. All of the books in this series will help educators and administrators to examine and reflect on the ethical dilemmas and controversies that are a normal and routine part of educational practice. Praise for the First Edition! “This text has much to recommend (it) to educators in general and school administrators in particular….encourages inquiring educators to explore the complexity of their decisions, thus improving the likelihood that decisions will be more ethical.” ―NASSP Bulletin “Just like ethical practices, this book isn’t easy, but it’s good for you―and education.” ―The Executive Educator “The text can be used both for courses in educational administration and by practicing administrators.” ―School Law News

Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of “zero tolerance” policies to resolve issues of school safety and a new understanding of children’s disruptive behavior, educators are changing the way they view children’s academic and social problems. In response, 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 to help them.Integrating research on children’s neurodevelopment and educational best practices, this important book will build the capacity of teachers and school administrators to successfully manage the behavior of children with symptoms of complex developmental trauma.“Kudos! Susan Craig has done it again. After Reaching and Teaching Children Who Hurt, she has written a book that will help administrators and educators truly make schoolwide trauma sensitivity a regular part of the way their schools are run. A major contribution to education reform.” —Susan Cole, director, Trauma and Learning Policy Initiative, Massachusetts Advocates for Children, and Harvard Law School. “Dr. Craig’s message is clear that promoting self-reflection, self-regulation and integration gives traumatized children the chance at learning that they’re not getting in traditional approaches. And she bravely points out that it’s critical for teachers to recognize the toll that this emotional work can take and the need for self-care. Being mindful of both the importance of trauma sensitive systems and the enormity of the task of helping vulnerable children build resilience is so critical for everyone working with and caring for our children.” —Julie Beem, MBA, Executive Director of the Attachment & Trauma Network, Inc.

Discover how education innovations can produce astonishing results in student success both in and out of school. The educators featured in this book were motivated by the conviction that even the best status quo education was not serving current student needs. They responded with radical changes that tap into recent ideas about educational transformation: personalization, student-driven curriculum, student agency and co-ownership of learning direction, school-sheltered student entrepreneurship, student-led civic projects, creativity education, and product-oriented learning. Readers will find carefully researched and detailed stories of on-the-ground models where students learn empathy, cooperation, creativity, and self-management, alongside rigorous academics. Together these stories provide insight into the process of innovation and the elements that can make change successful. An Education Crisis Is a Terrible Thing to Waste will inspire educators in ordinary situations to take extraordinary actions toward a new paradigm of education in which all students can flourish.“Zhao has, again, written an education book that one cannot put down. He has a profound ability to describe how the world is changing, and that schools should as well.”—Larry Rosenstock, CEO, High Tech High“This is a must-read for school teams seeking seeds of proven success that will ignite truly transformative change.”—Grant Lichtman, internationally recognized thought leader and author

Questions are the most important tool a teacher can use to build a community of thinkers. This practical guide provides teachers with a step-by-step process for implementing a set of questioning strategies known as the Questioning Cycle. This strategy supports teachers in planning and asking questions, assessing students’ responses, and following up those responses with more questions to extend thinking. In this book, you will see students become more curious and actively involved with learning because they are allowed to use their skills to question, examine, and argue about different aspects of a topic. K–8 teachers across all disciplines can use this book to create a challenging learning climate and lively class discussions. Book Features: In-depth guidance for using and developing effective questions. Reflections from teachers. Scripts of teacher questions and student responses. Suggested activities at the end of each chapter. Support material for teachers, including evaluation checklists and forms.