Tatum's unique ability to get people talking about race captured the attention of many, from Oprah Winfrey to President Clinton, who invited her to join him in his nationally televised dialogues on race.In her first book since that pathbreaking success, Tatum starts with a warning call about the increasing but underreported resegregation of America. A self-described "integration baby"--she was born in 1954--Tatum sees our growing isolation from each other as deeply problematic, and she believes that schools can be key institutions for forging connections across the racial divide.In this ambitious, accessible book, Tatum examines some of the most resonant issues in American education and race relations: -The need of African American students to see themselves reflected in curricula and institutions-How unexamined racial attitudes can negatively affect minority-student achievement-The possibilities--and complications--of intimate crossracial friendshipsTatum approaches all these topics with the blend of analysis and storytelling that make her one of our most persuasive and engaging commentators on race.Can We Talk About Race? launches a collaborative lecture and book series between Beacon Press and Simmons College, which aims to reinvigorate a crucial national public conversation on race, education and democracy."What Tatum seeks to do above all is trigger sometimes challenging discussions about race, and infuse those discussions with a reality-based focus on how race affects us all. Her latest book does that beautifully, asking touch questions, and patiently, inclusively seeking answers." --Boston Globe Beverly Daniel Tatum is author of Why Are All the Black Kids Sitting Together in the Cafeteria? and Assimilation Blues. She is currently president of Spelman College in Atlanta, where she lives with her husband.

    For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role.From reviews of the first edition:“Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education“Valuable. . . . No one interested in the topic can afford not to attend to it.”—Kenneth A. Strike, Teachers College Record

    This is the book that brought gender differences in ways of speaking to the forefront of public awareness. With a rare combination of scientific insight and delightful, humorous writing, Tannen shows why women and men can walk away from the same conversation with completely different impressions of what was said.Studded with lively and entertaining examples of real conversations, this book gives you the tools to understand what went wrong -- and to find a common language in which to strengthen relationships at work and at home. A classic in the field of interpersonal relations, this book will change forever the way you approach conversations.

    Drawing heavily upon the women's studies literature where the concept first appears, Accardi defines and describes recurring themes for feminist teachers: envisioning the classroom as a collaborative, democratic, transformative site; consciousness raising about sexism and oppression; ethics of care in the classroom; and the value of personal testimony and lived experience as valid ways of knowing. Framing these concepts in the context of the limits of library instruction--so often a 50 minute one-shot bound by ACRL-approved cognitive learning outcomes--Accardi invites a critical examination of the potential for feminist liberatory teaching methods in the library instruction classroom. This book is Number 3 in the Litwin Books Series on Gender and Sexuality in Information Studies, Emily Drabinski, Series Editor.

    Former co-teacher and national presenter Anne Beninghof shares stories, and real-life co-taught lesson examples that emphasize creative yet time-efficient instructional strategies that lend themselves beautifully to the co-taught classroom. Teachers and instructional leaders at all levels and in a wide variety of content areas will find this book replete with valuable co-teaching guidance so that success is guaranteed.Offers tips for effective teaching strategies for every type of team teaching situation imaginable Includes guidelines for successful team-teaching with specialists in technology; literacy; occupational/physical therapy; special education; speech-language therapy; ELL; gifted The author is an internationally recognized consultant and trainer This user-friendly, comprehensive book is filled with concrete ideas teachers can implement immediately in the classroom to boost student learning and engagement.

    

    This book is aimed at helping teachers implement quality Common Core instruction around this principle. -Gretchen Owocki The quality of instruction is the most important factor in helping students meet the Common Core Standards. That's why Gretchen Owocki's Common Core Lesson Book empowers teachers with a comprehensive framework for implementation that enhances existing curriculum and extends it to meet Common Core goals. Children, writes Gretchen (author of The RTI Daily Planning Book), need teachers who believe in the power of meaningful reading as a context for instruction. She breaks the CCSS reading standards into manageable chunks that emphasize engaged, authentic reading and differentiated teaching. For each standard, she offers: a clear description of what it asks from students an instructional decision tree that connects assessment to planning instructional strategies that gradually release responsibility to students techniques for intensifying instruction when readers need more support. In implementing the standards, writes Gretchen, we want children to deeply engage with multiple forms of reading. I wrote this book to offer encouragement to stay grounded in meaningful instruction, and to offer a set of strategies that emphasize meaningful reading. Respond to the Common Core with The Common Core Lesson Book-you'll help students meet the standards, and so much more.

    James Paul Gee begins his new book with 'I want to talk about vide games- yes, even violent video games - and say some positive things about them'. With this simple but explosive beginning, one of America's most well-respected professors of education looks seriously at the good that can come from playing video games. Gee is interested in the cognitive development that can occur when someone is trying to escape a maze, find a hidden treasure and, even, blasting away an enemy with a high-powered rifle. Talking about his own video-gaming experience learning and using games as diverse as Lara Croft and Arcanum, Gee looks at major specific cognitive activities: How individuals develop a sense of identity; How one grasps meaning; How one evaluates and follows a command; How one picks a role model; How one perceives the world.

    Since then, the ways we process written language have changed dramatically with many concerned about both their own changes and that of children. New research on the reading brain chronicles these changes in the brains of children and adults as they learn to read while immersed in a digitally dominated medium.Drawing deeply on this research, this book comprises a series of letters Wolf writes to us—her beloved readers—to describe her concerns and her hopes about what is happening to the reading brain as it unavoidably changes to adapt to digital mediums. Wolf raises difficult questions, including:Will children learn to incorporate the full range of "deep reading" processes that are at the core of the expert reading brain?Will the mix of a seemingly infinite set of distractions for children’s attention and their quick access to immediate, voluminous information alter their ability to think for themselves?With information at their fingertips, will the next generation learn to build their own storehouse of knowledge, which could impede the ability to make analogies and draw inferences from what they know?Will all these influences, in turn, change the formation in children and the use in adults of "slower" cognitive processes like critical thinking, personal reflection, imagination, and empathy that comprise deep reading and that influence both how we think and how we live our lives?Will the chain of digital influences ultimately influence the use of the critical analytical and empathic capacities necessary for a democratic society?How can we preserve deep reading processes in future iterations of the reading brain?Who are the "good readers" of every epoch?Concerns about attention span, critical reasoning, and over-reliance on technology are never just about children—Wolf herself has found that, though she is a reading expert, her ability to read deeply has been impacted as she has become, inevitably, increasingly dependent on screens.Wolf draws on neuroscience, literature, education, technology, and philosophy and blends historical, literary, and scientific facts with down-to-earth examples and warm anecdotes to illuminate complex ideas that culminate in a proposal for a biliterate reading brain. Provocative and intriguing, Reader, Come Home is a roadmap that provides a cautionary but hopeful perspective on the impact of technology on our brains and our most essential intellectual capacities—and what this could mean for our future.

     into their ideal job   Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration.   Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success.  They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options.   Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers.   Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including:   -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right  The Professor Is In addresses all of these issues, and many more.

    Unerringly nice, polite, modest, and selfless, the Good Girl is a paradigm so narrowly defined that it's unachievable. When girls inevitably fail to live up- experiencing conflicts with peers, making mistakes in the classroom or on the playing field-they are paralyzed by self-criticism, stunting the growth of vital skills and habits. Simmons traces the poisonous impact of Good Girl pressure on development and provides a strategy to reverse the tide. At once expository and prescriptive, The Curse of the Good Girl is a call to arms from a new front in female empowerment. Looking to the stories shared by the women and girls who attend her workshops, Simmons shows that Good Girl pressure from parents, teachers, coaches, media, and peers erects a psychological glass ceiling that begins to enforce its confines in girlhood and extends across the female lifespan. The curse of the Good Girl erodes girls' ability to know, express, and manage a complete range of feelings. It expects girls to be selfless, limiting the expression of their needs. It requires modesty, depriving the permission to articulate their strengths and goals. It diminishes assertive body language, quieting voices and weakening handshakes. It touches all areas of girls' lives and follows many into adulthood, limiting their personal and professional potential. Since the popularization of the Ophelia phenomenon, we have lamented the loss of self-esteem in adolescent girls, recognizing that while the doors of opportunity are open to twenty-first-century American girls, many lack the confidence to walk through them. In The Curse of the Good Girl, Simmons provides a catalog of tangible lessons in bolstering the self and silencing the curse of the Good Girl. At the core of Simmons's radical argument is her belief that the most critical freedom we can win for our daughters is the liberty not only to listen to their inner voice but also to act on it. Watch a Video

     This Fifth Edition of Peregoy & Boyle's best-selling book continues the strengths of the Fourth Edition with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in ELLs (K-12). Unlike many books in this field, Reading, Writing and Learning in ESL takes a unique approach by exploring contemporary language acquisition theory (as it relates to instruction) and providing suggestions and methods for motivating ELLs’ English language, literacy and content area learning. The book highlights content-based instruction and features differentiated instruction for English language learners.

    The wisdom embedded within its principles and practices is being welcomed at a time when exclusionary discipline and zero tolerance policies are recognized as perpetuating student apathy, disproportionality, and the school-to-prison pipeline.Relying on the wisdom of early proponents of restorative justice, the daily experiences of educators, and the authors’ extensive experience as classroom teachers and researchers, this Little Book guides the growth of restorative justice in education (RJE) into the future. Incorporating activities, stories, and examples throughout the book, three major interconnected and equally important aspects of restorative justice in education are explained and applied: creating just and equitable learning environments; building and maintaining healthy relationships; healing harm and transforming conflict. Chapters include:The Way We Do ThingsA Brief History of Restorative Justice in EducationBeliefs and Values in Restorative Justice in EducationCreating just and Equitable Learning EnvironmentsNurturing Healthy relationshipsRepairing Harm and Transforming ConflictA Tale of Two Schools: Thoughts and SustainabilityThe Little Book of Restorative Justice in Education is a reference that practitioners can turn to repeatedly for clarity and consistency as they implement restorative justice in educational settings.

    The bestselling grammar book has been updated and revised to include the latest and greatest on the basics and subtleties of English, and features a new chapter on the language of the Internet.

     Blended learning allows a partnership that gives teachers more time and energy to innovate and personalize learning while providing students the opportunity to be active agents driving their own growth. Balance With Blended Learning provides teachers with strategies to actively engage students in setting goals, monitoring development, reflecting on growth, using feedback, assessing work quality, and communicating their progress with parents. It includes Practical strategies for teachers who are overwhelmed by their workloads Vignettes written by teachers across disciplines Ready-to-use templates to help students track their progress Stories from the author's experience as a teacher and blended learning coach