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Sheds light on how and why US schools are experiencing increasing segregation along racial, socioeconomic, and linguistic lines. It offers policy and programmatic alternatives for advancing equity and describes the implications for students. The authors look at the structural and legal roots of inequity in the US educational system and examine opportunities to support integration efforts.

Examines professional development approaches from across the US to help schools and allied arts groups integrate the arts into an already crowded K-12 curriculum. The authors document the purposes and structures of a broad spectrum of current efforts and programs, and emphasize the value of collaboration among teachers, artists, educational leaders, and community partners.

Argues that multicultural education needs to move beyond racial categories defined by the social, political, and economic forces of white supremacy. Exploring contemporary and historical scholarship on race, the emergence of multiculturalism, and the rise of the digital age, this text provides a framework for understanding the diversity of individuals and groups.

How can teachers learn to teach rich, academically rigorous multicultural curricula under standardization constraints? This book contrasts key curricular assumptions with those of multicultural education, explaining the aspects they share as well as the conceptual and political differences between them.

For nearly 2 decades, parents have looked to Clara Hemphill to help them find a good public school for their child. This Fourth Edition features all-new reviews of more than 150 of the city's best public elementary schools, based on visits and in-depth interviews by the InsideSchools staff.

Combining research with real-life classroom examples, this book demonstrates how high-level conversations centred on fiction and non-fiction can promote student understanding and help them meet and exceed a spectrum of standards. The authors demonstrate how to use literary conversations in small, heterogeneous groups to address multiple expectations within classrooms.

When teachers write, good things can happen; writing helps educators to better understand themselves, as well as students, parents, and colleagues. This practical book illustrates how to encourage, lead, and sustain teacher-writers, especially in group contexts. The authors offer descriptions of key practices they have developed over years of coaching, teaching, and collaborating.

Shows how teachers can pursue and sustain personally and professionally worthwhile writing practices, even amidst the many demands associated with teaching. Chapter by chapter, the book provides strategies to help teachers get started on projects, build energy for writing, overcome obstacles, create support systems using online technologies, and develop coherence across their writing lives.

How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They reveal the difference that practitioner inquiry has made in their professional practice, understanding of student learning, content area knowledge, and careers.

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.

Challenges deficit models of schooling and turns school failure on its head. Going beyond presenting critical case studies of social inequality and education, this book features achievement cases that depict Latinos as active actors - not hopeless victims - in the quest for social and economic mobility.

This is the first book to pull together what we have learned about the impacts and challenges of data-intensive teacher evaluation systems. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the implementation of evaluation systems, and the use of evaluation data.

"National Council of Teachers Mathematics."

This volume is designed for maths and science teachers who are eager to find creative and stimulating ways to engage students' interest and to boost their academic performance. The book outlines the principles of social emotional learning (SEL) that educators can follow.

In a world beset by conflicting ideologies, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. He proposes a framework of principles that can be used to reconceptualize education, specifically literacy, to better prepare students to be collaborators toward peace and sustainability.

Recommending a shift toward strengths-based approaches to research and practice, Trainor explores how all stakeholders, including researchers and practitioners, can help shape equitable opportunities for youth with disabilities in transition. Transition by Design reframes disability, diversity, and equity during the transition from high school to adulthood.

Prominent educators and researchers propose that schooling should be a site for sustaining cultural practices rather than eradicating them. Chapters present theoretically grounded examples of how schools can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world.

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 teachers with a road map for designing a comprehensive writing curriculum. The authors zero in on several big ideas that lead to and support effective practices in writing instruction, such as integrating reading, writing, speaking, and listening; teaching writing as a process; extending the range of students' writing; spiraling and scaffolding a writing curriculum; and collaborating.

How can schools teach the skills required for a strong democracy to flourish? What Kind of Citizen? asks readers to imagine the kind of society they would like to live in - and then shows the ways in which schools can be used to make that vision a reality.

This dynamic book explores a variety of ways teachers can integrate service learning to enliven their classroom, meet the unique developmental needs of their students, and satisfy the next generation of standards and assessments. The authors demonstrate how inquiry-based teaching with service learning outcomes cultivates, requires, and rewards literacy, as well as important skills like perspective taking and compassion. Through the pursuit of service learning projects, students develop and apply literacy and disciplinary knowledge, experience real-world implications, and learn to think in more connected ways. At the same time, students acquire literacies essential for creating a culture of civic engagement and for mastering the Common Core.

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.