This title is in the Environment Rating Scale (R) Family of Products--the leading research-based tools to optimize the quality of children's early learning.

The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale(R), ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including:

• Cognitive
• Social-emotional
• Physical
• Health and safety

ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities.

Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3:

• Provides a smooth transition for those already using ECERS-R.
• Emphasizes the role of the teacher in creating an environment conducive to developmental gains.
• Is designed to predict child outcomes more accurately and with greater precision.
• Provides a stronger method of distinguishing between good and truly excellent programs.
• Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info).

ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research.

Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate:

• Space and Furnishings
• Personal Care Routines
• Language and Literacy
• Learning Activities
• Interaction
• Program Structure

This award-winning guide to social justice education is appropriate for students from high school through graduate school.

Based on the authors' extensive experience in a range of settings in the United States and Canada, the book addresses the most common stumbling blocks to understanding social justice. This comprehensive resource includes new features such as a chapter on intersectionality and classism; discussion of contemporary activism (Black Lives Matter, Occupy, and Idle No More); material on White Settler societies and colonialism; pedagogical supports related to common social patterns and vocabulary to practice using; and extensive updates throughout.

Accessible to students from high school through graduate school, Is Everyone Really Equal? is a detailed and engaging textbook and professional development resource presenting the key concepts in social justice education. The text includes many user-friendly features, examples, and vignettes to not just define but illustrate the concepts.

Book Features:

• Definition Boxes that define key terms.
• Stop Boxes to remind readers of previously explained ideas.
• Perspective Check Boxes to draw attention to alternative standpoints.
• Discussion Questions and Extension Activities for using the book in a class, workshop, or study group.
• A Glossary of terms and guide to language use.

This title is in the Environment Rating Scale (R) Family of Products--the leading research-based tools to optimize the quality of children's early learning.

Building on extensive feedback from the field as well as vigorous new research on how best to support infant and toddler development and learning, the authors have revised and updated the widely used Infant/Toddler Environment Rating Scale(R). ITERS-3 is the next-generation assessment tool for use in center-based child care programs for infants and toddlers up to 36 months of age.

ITERS-3 focuses on the full range of needs of infants and toddlers and provides a framework for improving program quality. Further, the scale assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development, as well as concern for health and safety.

ITERS-3 is appropriate for state- and district-wide QRIS and continuous quality improvement, program evaluation by directors and supervisors, teacher self-evaluation, monitoring by agency staff, and teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation.

While the approach to assessing quality and the scoring process remain the same for the new ITERS-3, users will find the following improvements informed by extensive use of the ITERS in the field and by the most recent research:

• Enhanced focus on interactions and the role of the teacher.
• Six new language and literacy Items.
• A new Item on beginning math experiences.
• Expanded age range to include children from birth to 36 months.
• A new approach to scoring based solely on observation of ongoing classroom activity (3-hour time sample).
• The elimination of the parents/staff subscale and teacher interviews, freeing up time for observing more actual classroom practice.
• Improved indicator scaling, providing more precise and useful scores for use in professional development and self-improvement.
• Reduced emphasis on the number of materials, along with greater emphasis on how materials are used to encourage learning.

Suitable for use in inclusive and culturally diverse programs, ITERS-3 subscales evaluate:

• Space and Furnishings
• Personal Care Routines
• Language and Books
• Activities
• Interaction
• Program Structure

The Daycare Myth is written in plain yet provocative language by one of the most respected bipartisan policy experts.

For a century, America's early childhood policy has been premised on a myth. This falsehood--which dictates that child care and education are somehow separate and distinct--not only suboptimizes the most important window into all human development, but costs American taxpayers an untold fortune. It's time to think differently.

Written in plain yet provocative language by one of the field's most respected bipartisan policy experts, The Daycare Myth makes the case for why the early years matter; why America's longstanding early childhood policy approach sacrifices the needs of young children in favor of promoting adult employment; and why fixing the problem makes good sense, regardless of your place on the political spectrum.

With straightforward guidance for policymakers, practitioners, and parents, this incredibly timely book is a wake-up call for a nation that aspires to nothing less than the wholesale transformation of America's early childhood landscape.

Book Features:

• Invites readers to rethink their very understanding of the early years by outlining a bipartisan case for change.
• Addresses the needs of policymakers, practitioners, and parents individually with practical implications and action steps for each.
• Melds policy with what the current science of brain development tells us about the importance of children's early years and the critical role they play in future success.
• Challenges longstanding assumptions, calls out ineffective approaches, and outlines a new path beneficial to children and families, employers, state and federal economies, and society as a whole.

This graphic novel brings to life William Ayers's bestselling memoir To Teach: The Journey of a Teacher, Third Edition. From Ayers's early days teaching kindergarten, readers follow this renowned educational theorist on his voyage of discovery and surprise. We meet fellow travelers from schools across the country and watch students grow across a year and a lifetime.

To Teach is a vivid, honest portrayal of the everyday magic of teaching, and what it means to be a good teacher--debunking myths perpetuated on film and other starry-eyed hero/teacher fictions. Illuminated by the evocative and wry drawings of Ryan Alexander-Tanner, this literary comics memoir is both engaging and insightful. These illustrated stories remind us how curiosity, a sense of adventure, and a healthy dose of reflection can guide us all to learn the most from this world. This dynamic book will speak to comic fans, memoir readers, and educators of all stripes.

The approaches discussed in this work are truly liberating and healing as they encompass the wisdom and respect for the diverse cultures of the world and their religions and spiritual traditions.

-- Spiritual Psychology and Counseling

In this groundbreaking book, Eduardo Duran--a psychologist working in Indian country--draws on his own clinical experience to provide guidance to counselors working with Native Peoples and other vulnerable populations.

This second edition includes an important new chapter devoted to working with veterans, examining what it means to go to war and what is required for veterans to heal. Duran also updates his thinking on research, including suggestions on how to invent a new liberation research methodology through applied story science. Translating theory into day-to-day practice, the text presents case materials that illustrate effective intervention strategies for prevalent problems, including substance abuse, intergenerational trauma, and internalized oppression.

This unique resource explores theoretical Indigenous understanding of cosmology and how understanding natural law can lead us to new ways of understanding and healing the psyche.

Book Features:

• Offers a culture-specific approach that has profound implications for all counseling, therapy, and trauma-informed care.
• Provides invaluable concepts and strategies that can be applied directly to practice.
• Outlines very different ways of serving American Indian clients, translating Western metaphor into Indigenous ideas that make sense to Native People.
• Presents a model in which patients have a relationship with the problems they are having, whether these are physical, mental, or spiritual. This model can be used with any population dealing with the legacy of trauma and with all individuals who present symptoms and complications resulting from trauma.
• Includes a section in each chapter to help non-American Indian counselors generalize the concepts presented to use in their own practice in culturally sensitive ways.

Learn how to design discipline-specific literacy instruction that increases academic engagement and supports college and career readiness. This practical resource offers contexts and strategies for addressing a fundamental question that teachers bring to their work with middle and high school learners: How do I support literacy development alongside specific content goals? By exploring the histories and potentials of discipline-specific literacy instruction, this book provides a clear framework for engaging students as active participants in the authentic activities and processes of each content area. It goes beyond content-area reading strategies by situating literacy within the purposes, audiences, and formats of each area of study. Readers are invited to develop their own disciplinary knowledge to ensure authenticity in their representations of literate practices, to involve students deeply in the work of their disciplinary communities, and to support students' continued engagement beyond the classroom.

Book Features:

• Strategies to deepen teachers' awareness of disciplinary text, practices, and habits of mind to inform the ways they model, teach, and invite literacy into their classrooms.
• Activities to support students in developing the meta-discursive awareness that allows them to navigate the texts of different disciplines.
• Guidance to intentionally and expertly develop multiple literacies that create equity, choice, and access for all learners.
• Exercises and examples appropriate for educators entering the field, as well as veterans who want to revitalize their instruction or prepare for new content, courses, or grade levels.

An essential read that asks educators to see young people as 'whole versus broken' when they enter our classrooms.

--Teaching Tolerance

This essential compilation will be of interest to scholars, students, and practitioners seeking understanding and examples of transformative classrooms.

--Language and Education

Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)--teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement toward educational justice in a changing world.

Book Features:

• A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.
• Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.
• Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space.

Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong

This title is in the Environment Rating Scale (R) Family of Products.

Designed for use in center-based child care programs for infants and toddlers up to 30 months of age, the Infant/Toddler Environment Rating Scale(R), ITERS-R, can be used by program directors for supervision and program improvement, by teaching staff for self-assessment, by agency staff for monitoring, and in teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation.

Featuring a spiral binding, the updated ITERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Scoresheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ITERS-R.

Convenient organization in seven subscales:

• Space and Furnishings
• Personal Care Routines
• Listening and Talking
• Activities
• Interaction
• Program Structure
• Parents and Staff

Each of the 39 Items is expressed as a 7-point scale with indicators for 1 (inadequate), 3 (minimal), 5 (good), and 7 (excellent). Notes for clarification and questions are included for selected Items.

An introductory section gives detailed information about the rationale of the ITERS-R, the process of revision, and the reliability and validity of the scale. Full instructions for administration and scoring, as well as a Scoresheet and Profile that may be photocopied, are included with the scale.

Issues tied to race and culture continue to be a part of the landscape of America's schools and classrooms. Given the rapid demographic transformation in the nation's states, cities, counties, and schools, it is essential that all school personnel acquire the necessary knowledge, skills, and dispositions to talk, teach, and think across racial and cultural differences. The second edition of Howard's bestseller has been updated to take a deeper look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture, and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across the country. This time-honored text will help educators at all levels respond with greater conviction and clarity on how to create more equitable, inclusive, and democratic schools as sites for teaching and learning.

The New Edition:

• Addresses changing ethnic and racial demographics in U.S. schools and communities.
• Identifies core gaps in academic outcomes across racial and ethnic lines.
• Addresses potential root causes of academic disparities.
• Offers recommendations for addressing disparities in outcomes.
• Provides in-depth analysis on the salience of race and racism in U.S. schools.
• Includes strategies to help school leaders create more equitable schools.
• Identifies innovative programs with evidence-based results on eliminating disparities.

This one-of-a-kind, how-to guide is designed to help Indigenous Students and Students of Color (ISOC) thrive in postsecondary education. It spotlights the personal and cultural capital ISOCs bring with them on their postsecondary educational journey. This book helps students identify, strengthen, and use these assets so that success in higher education is not only possible but inevitable. Written by faculty and administrators of color, from a wide range of backgrounds and experiences, this guide contains insider advice and strategies to help ISOCs successfully navigate the challenges they might face wherever their postsecondary journey takes them. Through stories and relatable vignettes that help readers envision themselves in the book, this easy-to-use, interactive resource includes features such as Professional Tips, Think Alone/Think Together discussion prompts, and skill-building end-of-chapter activities that help students to develop their assets and hone their skills. Designed to help ISOCs thrive in postsecondary education as their full authentic selves, this book is a guide that can be returned to at any point along one's postsecondary journey.

Book Features:

• Perspectives, ideas, and advice that address the unique experiences that Indigenous and Students of Color are likely to have in postsecondary institutions.
• Written collaboratively by a diverse group of faculty and administrators of color representing a variety of academic disciplines including law, education, ethnic and women studies, and English.
• A user-friendly format that students can easily navigate to address their needs as they plan and attend postsecondary education.
• Appropriate for students attending or considering a variety of postsecondary options, including technical schools, community college, or a 4-year college or university.

This influential book describes the knowledge and skills teachers and school administrators need to recognize and combat bias and inequity that undermine educational engagement for students experiencing poverty.

The Second Edition features two new chapters--Embracing a Structural View of Poverty and Education: Ditching Deficit Ideology and Quitting Grit and Cultivating School Change through Equity Literacy: Commitments and Strategies for School and District Leaders--plus extensive revisions throughout based on newly available research and lessons from the author's professional development work. Gorski outlines the dangers of grit and deficit perspectives as responses to educational disparities; offers research-informed, on-the-ground strategies for teaching and leading with equity literacy; and provides expanded lists of resources and readings to support transformative equity work in high-poverty and mixed-class schools.

Written in an engaging, conversational style that makes complex concepts accessible, this book will help readers learn how to recognize and respond to even the subtlest inequities in their classrooms, schools, and districts.

Book Features:

• Offers a research-informed alternative to popular simplistic approaches that undermine genuine efforts at educational equity.
• Outlines evidence-based strategies, policies, and practices that strengthen the educational success of students experiencing poverty.
• Incorporates vignettes to help readers reflect on key points and apply the Equity Literacy framework to classroom- and school-based scenarios.
• Embraces an intersectional approach to recognizing how class and poverty interact with race, gender, language, (dis)ability, and other dimensions of identity and experience.
• Includes an updated Poverty and Class Awareness Quiz.

The Business Administration Scale(R) for Family Child Care (BAS (R)) is the first valid and reliable tool for measuring and improving the overall quality of business and professional practices in family child care settings. It is applicable for multiple uses, including program self-improvement, technical assistance and monitoring, training, research and evaluation, and public awareness. It is currently embedded in many state quality rating and improvement systems (QRIS) across the nation.

Using a 7-point rating scale (inadequate to excellent), this easy-to-use instrument assesses 10 items:

• Qualifications and Professional Development
• Income and Benefits
• Work Environment
• Fiscal Management
• Recordkeeping
• Risk Management
• Provider-Family Communication
• Family Support and Engagement
• Marketing and Community Relations
• Provider as Employer

The second edition of the BAS includes refinements to support the reliable use of the instrument and to reflect current best practices in administering a family child care program:

• The Notes for the BAS items are expanded to increase understanding and facilitate greater consistency in both interpretation and scoring.
• There is greater emphasis on practices that promote family and community engagement.
• New national norms for the BAS are reported based on data collected between 2009 and 2017 from 439 home-based programs in 22 states.

Use the BAS second edition with the Family Child Care Environment Rating Scale (FCCERS-3 or FCCERS-R) for a comprehensive picture of your family child care learning environment and the business and professional practices that support the program.

Studio Thinking from the Start shows K-8 teachers how to think like artists!

This is an excellent resource for both novice and experienced teachers. -- SchoolArts

This fresh, new work focuses on the development of younger minds... Studio Thinking from the Start is designed for any teacher regardless of discipline, especially novices. ― Arts & Activities

Now students of all ages can learn to think like artists! Studio Thinking: The Real Benefits of Visual Arts Education changed the conversation about quality arts education. Now, a decade later, Studio Thinking from the Start shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of socioeconomic contexts and school environments.

Book Features:

• Habit-by-habit definitions, classroom examples, and related visual artist exemplars emphasizing contemporary artists.
• Full color mini-posters teachers can hang in their classrooms to illustrate each of the eight Studio Habits of Mind.
• Sample templates for students to use as they plan, reflect upon, and talk about works of art.
• Innovative approaches to assessment and strategies for implementation.
• Photos throughout the book of Studio Thinking signage and activities, students making art, and student artworks.
• Suggestions for using Studio Thinking for arts education advocacy.

Companion volume for secondary school teachers--

Studio Thinking 2: The Real Benefits of Visual Arts Education, Second Edition

Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan

an

At the core of the intractability of racism is the persistent cultivation of our collective ignorance of it. This book argues that this cultivated ignorance compels us to support a status quo that we abhor. We are stuck because we cannot imagine a world beyond racism. We are also stuck because engaging with issues of racism with others usually produces immense acrimony and little result. The author responds directly to this challenge by introducing Brave Community--a research-based and learner-tested method that leverages learning as a vehicle to increase the bravery and empathy that we need to both imagine and pursue a world beyond racism. It is an approach that can be used by educators, administrators, cultural workers, human resources professionals, community leaders, and others. The text includes effective practices embedded in vivid portraits of learning across higher education, K-12, and cultural institutions. Now as ever, we need effective tools for creating a shared understanding of the relationship between racial justice and democracy. Designed to be immediately applicable, Brave Community teaches in clear and practical ways how anyone who wants to tackle racism can do so, and help others to do the same.

Book Features:

• A how-to book for confronting racism in real time.
• A reliable learning process to achieve an authentic and diverse community.
• An approach to teaching about racism that edifies and empowers all learners.
• A method that has been tested across diverse settings, from elementary schools to graduate schools, from workshops to museums, and from boardrooms to living rooms.
• A simple and adaptive approach that was created to address issues of racism but can be used to address any difficult topic.

The new and sixth edition of The New Meaning of Educational Change is unlike any of its predecessors. Michael Fullan first provides a deeply critical account of the last 60 years of educational change across the world with a focus on the United States. He then presents a radically different future based on learnings from the past and innovative examples from the recent present, along with a complete model for transforming our badly outdated current education system.

Fullan not only carefully documents the historic failure of system change, but he also offers a fundamental and innovative proposal that will generate better results with staying power. This new edition is part history, part boldly and radically action-oriented--setting out a future agenda for an increasingly complex world that has the power either to destroy the planet or make it the most wonderful place in the universe. Written for a wide audience that includes practitioners, students, and policymakers, this dynamic resource shows readers how to develop collaborative cultures at the school level, foster district-wide success in all schools, and integrate individual and systemic success.

Book Features:

• Offers devastating evidence on how and where educational system change has failed in the past and continues to do so.
• Provides a clear sequence of system transformation--build the bottom, strengthen the middle, and intrigue the top!
• Makes specific, practical recommendations for educational improvement that should be embraced by educators and policymakers now.
• Written in a reader-friendly language with an inspiring invitation to take action.

This full-color guide has been expanded to guide today's teachers through the process of conducting meaningful investigations with young children.

This fourth edition of Young Investigators begins with a new chapter, How Children Really Learn, which summarizes insights from mind-brain education research, showing how experiences firmly rooted in children's curiosity and interest build intellectual capacity. The book then introduces the Project Approach with step-by-step guidance for incorporating child initiation and direction into curriculum while simultaneously addressing content standards. A new focus on critical Teacher Decision Points uses fresh-from-the-classroom examples to show how teachers think through project work. Also, for this edition, the emphasis on STEM experiences has been expanded to include STEAM.

Young Investigators makes project-based learning possible with younger children ( toddlers through 2nd grade) who are not yet proficient in reading and writing, but capable of deep, focused thinking. Throughout, readers empathize with teachers' concerns, witness how they find solutions to challenges, and feel the excitement of children during project work. This perennial bestseller is appropriate for teachers new to using the Project Approach, as well as for those who already have experience.

Book Features:

• Examples of projects from child care centers and preschool, K-2, and special education classrooms.
• Instructions for incorporating standards and STEAM skills into project work.
• A variety of experiences to help children connect to the natural world.
• Toddler projects that reflect knowledge from recent mind-brain research.
• Tools for integrating required curriculum goals and for assessing achievement.
• A Teacher Project Planning Journal that leads teachers through the major decision points of project work.
• Full-color photographs of children engaged with projects.
• A study guide for pre- and inservice teachers (available at www.tcpress.com).

Multiple-award-winner Geneva Gay has updated her foundational text for culturally responsive teaching to keep it relevant for today's diverse students. This perennial favorite is the go-to resource for teacher professional learning and education courses.

Geneva Gay is renowned for her contributions to multicultural education, particularly as it relates to curriculum design, professional learning, and classroom instruction. Gay has made many important revisions to keep this foundational text relevant for today's diverse student population, including: new research on culturally responsive teaching, a focus on a broader range of racial and ethnic groups, and consideration of additional issues related to early childhood education.

Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students' own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.

While retaining its basic organization and structure, the Third Edition features:

• New research that validates the positive effects of culturally responsive teaching.
• Examples that broaden the racial and ethnic groups that can benefit from culturally responsive teaching.
• More information on the needs and benefits of culturally responsive teaching with young children.
• More attention to the quality of life for students of color in colleges and universities.
• The addition of Practice Possibilities at the end of chapters that describe how culturally responsive teaching can be implemented.

Learn how to teach multilingual students effectively and equitably with this practical and accessible resource.

The authors share real-world examples from the classrooms of ESOL teachers, unpack the teachers' thinking about their instruction, and identify six core practices that are foundational to teaching multilingual students: knowing your multilingual students, building a positive learning environment, integrating content and language instruction, supporting language and literacy development, using assessment, and developing positive relationships and engaging in advocacy.

The book focuses on how K-12 teachers can use these core practices in ways that humanize their instruction--positioning students as whole human beings, valuing the assets and resources they bring to the classroom, actively involving them in rigorous instruction that draws on their experiences and knowledge, responding to each unique learning context, and disrupting traditional power dynamics in education.

Core Practices for Teaching Multilingual Students will help pre- and inservice teachers of multilingual students to center equity and justice in their practice and understand how to move humanizing mindsets into action.

Book Features:

• Identifies and describes core practices for teaching multilingual students.
• Offers opportunities to analyze teachers' instruction using core practices.
• Includes templates and additional resources that help teachers extend the use of core practices to their own planning.
• Supports teacher educators in preparing teachers to move humanizing mindsets to humanizing practices.
• Provides access to supplementary video clips depicting teachers as they engage in these practices and discuss their use.