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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.

Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade.

Provides an in-depth analysis of a performance-based pay initiative and crystalizes the design issues and implementation challenges that confounded efforts to translate this promising policy into practice. This story has much to say to academics and policymakers who are trying to figure out the combinations of incentives and resources required to establish incentive programs.

This practical book will help early childhood teachers (Pre-K-2) understand and respond to the multiple influences (school, home, and societal) that affect emergent bilingual children's academic achievement. The author explains the foundations of first- and second-language development and then provides teaching and curriculum practices specific to reading and English language arts.

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.

Invites readers to consider ways in which their language and literacy teaching practices can better value and build upon the brilliance of every child. In doing so, it highlights the ways in which teachers and students build on diversities as strengths to create more inclusive and responsive classrooms.

Step into a classroom and ""listen in"" on the writing initiatives and motivations of students who are given significant choice and agency in the development of their writing. Filled with rich portraits of in-class writing interactions and challenges, this book highlights various themes that help teachers become better observers and more responsive to the complexity of writing in children's lives.

In this inspirational book, LaMay shows readers how to transform classrooms and schools into places where youth can explore the intersection between literacy and their lives. This book is the culmination of a literacy curriculum that the author and her high school students wrote dialogically, beginning with their attempt to define love.

This award-winning book continues to resonate with teachers and inspire their teaching because it focuses on the joy of reading and how it can engage and even transform readers. In a time of next generation standards that emphasize higher-order strategies, text complexity, and the reading of nonfiction, "You Gotta BE the Book" continues to help teachers meet new challenges.

Traces what happens - for institutions and teachers - when a school district and community ECE centres partner to provide public pre-K. The author examines policy implementation across diverse sites, and demonstrates how pre-K partnerships create opportunities but also considerable constraints for the institutions and teachers involved.

These engaging narratives and unique insights will help readers to better understand the interplay of school-related and personal factors that lead students to drop out of school. It is essential reading for K-12 educators, school principals, counselors, psychologists, and everyone concerned with our nation's ""dropout crisis.

This timely book demonstrates why there needs to be a more thoughtful and collaborative effort on the part of K-12 schools, as well as institutions of higher education, to provide better college access to students from low-income communities. The authors examine the supports, mentoring, and resources needed to transform the college opportunities and life chances for under-represented urban youth.

Provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a practical model, with classroom applications drawing on the Construction-Integration (CI) model of text comprehension.

Proponents of market-driven education reform view vouchers and charters as superior to localboard-run, community-based public schools. However, the author of this timely volume argues that there is no clear research supporting this view. In fact, she claims there is increasing evidence of charter mismanagement.

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.

Written by a developmental and an educational psychologist with decades of experience between them, this book demystifies the latest research on shyness. Topics covered include how shyness develops in childhood, the unique challenges faced by shy children at school, and general strategies and specific techniques for improving shy children's social, emotional, and academic functioning at school.

Mass migration and globalization are creating new and deep challenges to education systems the world over. In this volume, some of the world's leading researchers in multicultural education and immigration discuss critical issues related to cultural sustainability, structural inclusion, and social cohesion.

Based on a 5-year study of an elementary school with socioeconomic diversity, the authors provide an active model of civic engagement organised into three settings: Classroom, School, and Community. Each chapter includes an overview of what research has demonstrated about civic engagement in that particular space, offers detailed descriptions of activities, and closes with lessons for practice.

This one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive, social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play.

Tells the remarkable story of an innovative public high school in East Palo Alto modelled after successful small schools in New York City. Guided by the expertise of renowned educator Linda Darling-Hammond, it offers authentic and engaging instruction that has allowed students who start off far behind to graduate and go on to college in record numbers.

Shares a fresh vision for school leadership that connects current knowledge from mind, brain, and adult learning research to the process of teacher development and leadership. Providing clear steps and real-life examples, the authors demonstrate a broad array of leadership pathways to help teachers collaborate with colleagues and advocate with administrators and parents.

Focusing on what research tells us about how children learn, this guide can serve as the core of language arts instruction with all students, including individuals with mild to moderate disabilities. It offers an adaptable framework and practical tips for integrating Common Core State Standards (CCSS) into local Response to Intervention (RTI) systems.

Provides authoritative examination of summer learning loss, featuring contributions by scholars and practitioners at the forefront of the movement to understand the "summer slide". The contributors provide an account of what research has to say about summer learning loss, the conditions in low-income communities that impede learning over the summer months, and best practices in summer programming.

In this inspiring collection, 13 early childhood leaders take action to challenge and change inequitable educational practices in preschools and elementary schools. For them, educating for social justice is not an empty platitude. Steadfast and resolute, they turn rhetoric into reality as they guide early childhood teachers to teach for social justice innovatively and strategically

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.

Examines the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the over representation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude).