Bøker utgitt av Teachers' College Press

Introduces the Infant Toddler Inquiry Learning Model, a new way to think about how young children (birth-age 3) explore, think, and learn STEM. Accessible to educators from a wide range of educational backgrounds, it is designed specifically to help guide the implementation of STEM experiences into the early childhood curriculum.

Shows teachers how to engage children (ages 3-8) with light and shadow in a playful way, building an early foundation for the later, more complex study of this phenomena and possibly piquing the curiosity of children that will ultimately lead to professions within the field of STEM.

Using the case study of a Seattle school, this text describes a working model for the education of homeless children in America's public schools.

Discover the language and learning possibilities of young children's active engagement with book experiences, in which they talk with one another as they make meaning from literature centred around their lives and interests.

Walks readers through the stages of the high school college prep pipeline that introduces interlocked structural barriers to students. The author shows how these barriers reinforce segregated structures that unfairly distribute the public good of education to some students and not others.

Offers concrete examples of how data can be used by faculty, staff, and program leaders to improve their collective work as teacher educators. Strong external accountability mandates often lead to tensions that undermine morale and motivation. This volume focuses on navigating these tensions so that valuable programmatic change can happen.

The second edition of the seminal text designed to empower educators with an innovative conceptual framework for teaching. The book is grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice: neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition.

In this guide, the authors outline a program of collaboration to enable novice teachers to gain insight from their experienced colleagues. The book argues that ""epistemic empathy"" is a core attribute to develop in practitioners at all levels of experience in order to apply principles of special education practice in thoughtful and innovative ways.

Bringing together an inspirational group of educators, this book provides insights into what it means to implement social justice ideals with young children. Each chapter highlights a teacher's experience with an aspect of social justice and ethnic studies, including related research, projects, lesson plans, and implications for teacher education.

Education policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. In this book, scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how popular policies, practices, and ideologies have taken root.