Suggests ways to overcome the problems teachers face when teaching the classics--length, challenging vocabulary, complex syntax, and alien times and settings--and lists suggested titles.

    But Brown's troubling past was far from unique. In Ebony and Ivy, Craig Steven Wilder, a rising star in the profession of history, lays bare uncomfortable truths about race, slavery, and the American academy.Many of America's revered colleges and universities—from Harvard, Yale, and Princeton to Rutgers, Williams College, and UNC—were soaked in the sweat, the tears, and sometimes the blood of people of color. The earliest academies proclaimed their mission to Christianize the savages of North America, and played a key role in white conquest. Later, the slave economy and higher education grew up together, each nurturing the other. Slavery funded colleges, built campuses, and paid the wages of professors. Enslaved Americans waited on faculty and students; academic leaders aggressively courted the support of slave owners and slave traders. Significantly, as Wilder shows, our leading universities, dependent on human bondage, became breeding grounds for the racist ideas that sustained them.Ebony and Ivy is a powerful and propulsive study and the first of its kind, revealing a history of oppression behind the institutions usually considered the cradle of liberal politics.

    Born from the ideas and research in her much-loved Teaching Grammar in Context, and benefiting from the creativity of her colleague Jonathan Bush, this new resource goes even further to bring the best research, theory, and practices into the classroom. Grammar to Enrich and Enhance Writing is three helpful books in one. In the first part, Weaver outlines the latest theories, research, and principles that underlie high-quality grammar instruction for writing. She demonstrates that specific, effective grammar-teaching practices: address all of the 6 Traits of writing instructionemphasize depth, not breadthshould be positive, productive, and practical-not stodgy, correct, and limitingmust be incorporated throughout the writing process, not broken out in isolated units.In part two, Weaver links theory and practice. Her explicit, classroom-proven teaching ideas, strategies, and lessons address key subjects as diverse as helping students make better stylistic use of modifiers, incorporating grammar into revision, and mapping grammar instruction to the curriculum. Mostly in part three, she invites members of the field into a discussion of high-quality grammar instruction. Jeff Anderson (Mechanically Inclined)Rebecca Wheeler (Code-Switching), and other practicing teachers describe their teaching-how they model the vital role grammar plays in guiding students through the editing process, how they respond to student errors, how they help English Language Learners edit for conventional English, and how grammar supports code-switching among speakers of African American English. Like Weaver's, their ideas are ready for immediate classroom implementation. With all this, plus a brief primer on crucial grammatical concepts, Grammar to Enrich and Enhance Writing is what teachers have been waiting for: an up-to-date, ready-to-use, comprehensive resource for leading students to a better understanding of grammar as an aid to more purposeful, detailed, and sophisticated writing. To request this title as a Desk/Exam copy, click here.

    Lorraine Monroe founded the Frederick Douglass Academy, a public school in Harlem, in the belief that caring instructors, a disciplined but creative environment, and a refusal to accept mediocrity could transform the lives of inner-city kids. Her experiment was a huge success. Today the Academy is one of the finest schools in the country, sending graduates to Ivy League colleges and registering the third highest SAT scores in New York City. The key to its success: a unique leadership method Monroe calls the "Monroe Doctrine," which she developed through decades as a teacher and principal in some of America's toughest schools. In this book Monroe tells her own remarkable story and explains her "Doctrine" through pithy, memorable rules and observations and a host of wonderful true stories. This is an inspiring read for both new and experienced educators—and for anyone who wants to succeed in the face of seemingly impossible odds.

    From one of America s most celebrated educators, an inspiring guide to transforming every child s education In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher responsible for these accomplishments. From the man whom The New York Times calls a genius and a saint comes a revelatory program for educating today s youth. In Teach Like Your Hair s on Fire!, Rafe Esquith reveals the techniques that have made him one of the most acclaimed educators of our time. The two mottoes in Esquith s classroom are Be Nice, Work Hard, and There Are No Shortcuts. His students voluntarily come to school at 6:30 in the morning and work until 5:00 in the afternoon. They learn to handle money responsibly, tackle algebra, and travel the country to study history. They pair Hamlet with rock and roll, and read the American classics. Teach Like Your Hair s on Fire! is a brilliant and inspiring road map for parents, teachers, and anyone who cares about the future success of our nation s children. "

    It's not enough to just "do projects." Today's projects need to be rigorous, engaging, and in-depth, and they need to have student voice and choice built in. Such projects require careful planning and pedagogical skill. The authors -- leaders at the respected Buck Institute for Education -- take readers through the step-by-step process of how to create, implement, and assess PBL using a classroom-tested framework.

    We remember the uncertainty of separating from our home and entering school as strangers and, more than the relief of making friends, we recall the cruel moments of our own isolation as well as those children we knew were destined to remain strangers.In this book Vivian Paley employs a unique strategy to probe the moral dimensions of the classroom. She departs from her previous work by extending her analysis to children through the fifth grade, all the while weaving remarkable fairy tale into her narrative description. Paley introduces a new rule--"You can't say you can't play"--to her kindergarten classroom and solicits the opinions of older children regarding the fairness of such a rule. We hear from those who are rejected as well as those who do the rejecting. One child, objecting to the rule, says, "It will be fairer, but how are we going to have any fun?" Another child defends the principle of classroom bosses as a more benign way of excluding the unwanted.In a brilliant twist, Paley mixes fantasy and reality, and introduces a new voice into the debate: Magpie, a magical bird, who brings lonely people to a place where a full share of the sun is rightfully theirs. Myth and morality begin to proclaim the same message and the schoolhouse will be the crucible in which the new order is tried. A struggle ensues and even the Magpie stories cannot avoid the scrutiny of this merciless pack of social philosophers who will not be easily caught in a morality tale.You Can't Say You Can't Play speaks to some of our most deeply held beliefs. Is exclusivity part of human nature? Can we legislate fairness and still nurture creativity and individuality? Can children be freed from the habit of rejection? These are some of the questions. The answers are to be found in the words of Paley's schoolchildren and in the wisdom of their teacher who respectfully listens to them.

    Based on the work of W. Edwards Deming and on Dr. Glasser's own choice theory, it is written for teachers who are trying to abandon the old system of boss-managing, which is effective for less than half of all students. William Glasser, M.D., explains that only through lead-management can teachers create classrooms in which all students not only do competent work but begin to do quality work. These classrooms are the core of a quality school. The book begins by explaining that to persuade students to do quality schoolwork, teachers must first establish warm, totally noncoercive relationships with their students; teach only useful material, which means stressing skills rather than asking students to memorize information; and move from teacher evaluation to student self-evaluation. There are no generalities in this book: It provides the specifics that classroom teachers seek as they begin the move to quality schools.

    This reissue includes a new introduction by the author.

    A rich design, replete with infographics and special features, guides you quickly from learning to teaching with:Jen's moves and language 9 videos of her teaching in K-8 classrooms 13 conference note-taking forms-one for each reading goal from the hierarchy in her Reading Strategies BookSuggestions for connecting emergent bilingual learners' language goals and reading goals. With Jen's support, you'll discover the true magic of conferring-the joyous, aha moments you'll see in growing readers.

    Parents wonder if it’s worth the tears, frustration, and nightly arguments. eachers debate whether it’s really helpful or just busywork that consumes their precious time. One thing everyone can agree on is that homework is a contentious topic. In Ditch That Homework, Matt Miller and Alice Keeler discuss the pros and cons of homework, why teachers assign it, and what life could look like without it. As they evaluate the research and share parent and teacher insights, the authors explore some of the benefits for ditching homework: * Better education for all students * Reduced stress for families * More intentionality with lesson planning * Increased love of learning * More time for teachers to focus on learning at school and enjoying their after-school hours And that’s just the beginning. Miller and Keeler offer a convincing case for ditching—or at a minimum greatly reducing—homework. They also provide practical guidance on how to eliminate homework from your lessons. You’ll discover strategies for improving learning through differentiation and student agency and by tapping into the way the brain works best. Are you ready? Read this book and you’ll understand why it’s time to Ditch That Homework!

    His rise from rookie math teacher to prominent teacher leader takes a twist when he takes on education reform through his now-blocked eponymous blog, TheJoseVilson.com. He calls for the reclaiming of the education profession while seeking social justice.José Vilson is a middle school math educator for in the Inwood/Washington Heights neighborhood of New York City. He writes for Edutopia, GOOD, and TransformED / Future of Teaching, and his work has appeared in Education Week, CNN.com, Huffington Post, and El Diario / La Prensa.

    Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeper and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, one that offers a true learning situation that is both historical and social, both orderly and dynamic.

    Issues of race, ethnicity, class, gender, sexual orientation, and ability often complicate this question for youth, affecting their schoolwork and their relationships with teachers, administrators, and peers.Adolescents at School gives educators, administrators, community leaders, counselors, social workers, health-care professionals, and parents a glimpse into the complex "identities" adolescents negotiate as they manage the challenges of school. The book contains the perspectives of teachers, researchers, and administrators and adolescents themselves who explore what it means to be a middle or high school student in the United States today. Practical and jargon-free, the book suggests ways to foster the success of every student in our schools and classrooms.

    Long recognized as very applied and practical, Eggen and Kauchak's Educational Psychology: Windows on Classrooms, seventh edition is now even more applied and concise, giving students exactly what they need to know in the course. The author's hallmark cases remain, in both written and videotape format, to introduce real-world applications in a way that no other text can. Along with expanded applications to diversity (urban, suburban, and rural areas), technology, and a new pedagogical system that completely restructures how information is delivered in the book and will help students really understand what they should be getting out of every single chapter. The text now comes with two new DVDs of video material and an access code for the new Teacher Prep Website that will be automatically shrinkwrapped with all new copies of the text. Educational Psychology: Windows on Classrooms once again truly fulfills the promise of its title, giving students a window on the classrooms in which they will someday teach.