Teachers College Press

For over a century, Teachers College Press has been committed to addressing the ideas that matter most to educators. Today, Teachers College Press' publishing program carries on this tradition and seeks to open and expand the dialogue between theory and practice by:
  • Looking at education, learning, and teaching in diverse ways;
  • Exploring the tension between the academy and the public school;
  • Challenging assumptions that devalue the quality of the educational experience at all levels of schooling ;
  • Providing substantive resources for all of the participants in the education process (teachers, teacher educators, researchers, academics, administrators, school board members, policy makers, parents and students)
Teachers College Press' list of publications includes books and materials of interest in all areas of education from infant/toddler to adult learning. Teachers College Press also publishes works in related subjects like psychology, sociology and culture, history, philosophy, and women's studies. Teachers College Press' authors include seasoned practitioners and scholars as well as fresh new talent from around the world.
Many of Teachers College Press' books cross disciplinary boundaries in ways that are always of interest and frequently provocative. Though sometimes controversial, Teachers College Press publishing decisions are supported by grounded research and reviewed by authorities in the field. Through Teachers College Press series editors, editorial advisory boards, and peer reviewers, Teachers College Press strives to ensure that what they publish deserves Teachers College Press readers' attention and contributes to deepening the understanding and improvement of the practice of education. Teachers College Press invites you to browse their catalog and series to see the breadth and depth of their offerings.
Introducing selected titles:

Literacy & JusticeThrough Photograpphy, Teachers College PressLiteracy & Justice Through Photography: A Classroom Guide by Wendy Ewald, Catherine Hyde, and Lisa Lord published by Teachers College in 2012. Photographers always collaborate with the world - with people and environments they live and work in. The open-minded process of making original photographs or videos gives a chance to offer the unique expertise. This book is a practical guide that will help teachers to use the method developed by Wendy Ewald to promote critical thinking, self-expression, and respect in the classroom. It includes the photography projects related to language, race, history, and body image; framework for engaging students in social justice issues; a versatile model of arts integration, and more. Wendy Ewald is creative director of Literacy Through Photography at the Center for Documentary Studies, Duke University. Katherine Hyde teaches at Duke University and is a director of LTP. Lisa Lord has National Board Certification and has taught for 35 years.

Why High Schools Need the Arts, Teachers CollegeWhy High Schools Need the Arts by Jessica Hoffman Davis published by the Teachers College Press in 2012. “There is no greater predictor for failure in life than success in high school,” the great writer Truman Capote said. On average, one-forth of the students who are currently enrolled in the high schools will not graduate. In this book, Jessica Davis addresses the alarming dropout rate in high schools and presents a thoughtful, evidence-base argument that increasing arts education in the high school curriculum will keep kids in school. Jessica Hoffmann Davis is a cognitive developmental psychologist and founder of the Art in Education Program at the Harvard Graduate School of Education.

Teacher Education Matter, Teachers College PressTeacher Education Matters: A Study of Middle School Mathematics Teacher Preparation in Six Countries by William H. Schmidt, Sigrid Blomeke and Maria Teresa Tatto published by Teachers College Press in 2011. Issues of teacher quality are a matter of concern and public policy in every society that sponsors public education. This book is the first study to examine the resource allocation and economic support in teacher education vis-à-vis other mathematics-related professions and is based on a major international teacher education research project. It shows that investment patterns are consistent with the level of teaching knowledge found in each country’s new teachers. This title provides an international context and explores many of the issues related to how quality teachers may be prepared. Maria Teresa Tatto is associate professor at Michigan State University. William H. Schmidt is University Distinguished professor at Michigan State University. Sigrid Blomeke is a full professor at Humboldt University of Berlin in Germany.

NSTA booksTeaching 2030: What We Must Do for Our Students and Our Schools… Now and in the Future by Barnett Berry and the TeachersSolutions 2030 Team published by Teachers College in 2011. Developing a 21st-century teaching profession inevitably will mean a shift in resources toward developing and applying teacher knowledge. Teaching is hard work. Unlike many policy pundits suggest, teaching is also complex work. This important account provides a groundbreaking examination of what we need to transform teaching into the profession students deserve. The teaching should emerge from a student-centered profession driven by new ideals, tools, organizations. Some of the principles and concepts that shape authors of this book vision come from the past, they are principles yet to be achieved in most of our nation’s public schools, where too many promises of educational opportunity remain unfulfilled. Barnett Berry is founder and president of the Center for Teaching Quality, based in NC.

NSTA booksFinding Your Leadership Focus: What Matters Most for Student Results by Douglas B. Reeves published by Teachers College in 2011. This book documented insights, findings, strategic action suggestions, and instruments for improving leadership. Gouglas B. Reeves addresses a major challenge faced by today’s school leaders and contends that program overload not only taxes leadership resources, but hurts rather than improve student performance. This book shows how leaders can pare down from a proliferation of initiatives to determine what is truly important based on their populations, concerns, challenges, and other factors. Douglas B. Reeves provides explicit guidelines for how school leaders can improve their leadership decisions by simultaneously engaging in three essential strategies: building high degrees of efficacy among staff members, monitoring teaching and leadership practices, and focusing on a smaller number of priorities. Douglas B. Reeves is the founder of The Leadership and Learning Center, Englewood, Colorado.

Diversity and New TeacherDiversity and the New Teacher: learning from experience in urban schools (Multicultural Education Series) by Catherine Cornbleth first published by Teachers College Press in 2008. Since the beginning of the 20th century American classrooms experiencing the large influx of immigrant students. Each year about a million immigrants are making US their home. The influence of an increasingly ethnically diverse population on US schools, colleges, and universities is and will continue to be huge. The successful teachers studied by Cornbleth embraced the bridging different world conception. These teachers work diligently to connect with their students, to understand and make use of their experiences, and to communicate with them effectively.
In this book C. Cornbleth uses revealing and vivid case studies and vignettes to explore the opportunities and challenges of becoming an effective teacher in diverse classrooms and schools. C. Cornbleth is veteran teacher, educator and internationally known scholar who examine the most challenging issues for new teachers. She is Professor of Education at the University at Buffalo, SUNY.

bears bears everywhere
Bears, Bears Everywhere: Supporting Children's Emotional Health in the Classroom by Lesley Koplow first published bu Teachers College Press, Columbia University in 2008.
Having Teddy Bears in the classroom may relieve the teacher of the burden of trying to "teach around" the "elephants in the room" that distract children from their learning. It can help educators acknowledge these "elephants" so that they become better integrated, less disruptive to the classroom process... Lesley Koplov explore this important subject and she comes to conclusion that when Teddy Bear comes to school, teachers and children may feel "a greater sense of well-being, allowing receptive, energetic learning to take hold."
Bestselling author Lesley Koplow shares her experience working with young and school-aged children to offer teachers a proven way of addressing social and emotional issues.

Families, Schools and Adolescent Connecting Research, TC PressFamilies Schools and the Adolescent: Connecting Research, Policy, and Practice edited by Nancy E. Hill and Ruth K. Chao published by Teachers College Press, Columbia University in 2009.Brigning together multidisciplinary perspectives, including prominent researchers from the fields of teacher education, psychology, and sociology, this book includes new research on family-school partnerships in the developmental period of adolescence; offers strategies that reflect academic socialization among African American, Asian American, Latino, and European American families as key factors that promote achievement; examines the roles of policymakers, communities, and school districts to highlight developmentally appropriate, culturally sensitive policy solutions. Nancy E. Hill is an author and professor at Harvard University. Ruth K. Chao is an author and an associate professor in the Department of psychology at the University of California, Riverside.

MI at 25, Teachers College PressMI at 25: Assessing the Impact and Future of Multiple Intelligences for Teaching and Learning by Branton Shearer published by Teachers College Press, Columbia University in 2009. This book features a variety of viewpoints from the most prominent experts of our time in the fields of psychology, education, and neuroscience. MI at 25 addresses vital issues in the acceptance and implementation of Multiple Intelligences. This book provides a needed corrective that deepens and rebalance knowledge of MI, in contrast to the typical “anti” and “pro” multiple intelligences rhetoric; helps to improve teaching practice and develop more effective curricula. Branton Shearer is an author and neurophysiologist. He is creator of the Multiple Intelligences Developmental Scales.

Troubling the WatersTroubling the Waters Fulfilling the Promise of Quality Public Schooling for Black Children by Jerome E. Morris published by Teachers College, Columbia University in 2009. This book content is based on extensive fieldwork in schools and communities in St. Louis and Atlanta and captures the life of African American families. J. E. Morris offers an empirically based research foundation for a new approach to quality schooling for African Americans, reframing the debates around urban schooling. Jerome E. Morris is an Associate Professor in the College of Education, and director of the Race, Class, Place and Outcomes Research Group at he Institute for Behavioral Research at The University of Georgia.

Raising Children who SoarRaising Children Who Soar: A Guide to Healthy Risk-Taking in an Uncertain World by Susan Davis and Nancy Eppler-Wolff published by Teachers College, Columbia university in 2009. The authors of this important book provide essential guidance for parents and teachers, explain, step-by-step, how to keep children safe in an uncertain world and raise them to be confident in taking the healthy, emotional risks necessary to succeed in life. They offer real0world scenarios with realistic solutions. Susan Davis, PhD,, is a clinical psychologist in private practice and a consulting psychologist at the Saul and Carole Zabar Nursery School at the Jewish Community Center in Manhattan. Nancy Eppler-Wolff, PhD, is a clinical psychologist and psychologist in private practice. She is an honorary adjunct asistant profesor and clinical supervisor at Teachers College, Columbia University.

Puzzling Moments, Teachable MomentsPuzzling Moments, Teachable Moments: Practicing Teacher Research in Urban Classrooms by Cynthia Ballenger published by Teachers College, Columbia University in 2009.Various researchers have demonstrated the power of the language and thought of those urban, poor, immigrant and bilingual children who do not traditionally excel in school. This new book of the bestselling author Cynthia Ballenger explores the intellectual strengths of students whom teachers find puzzling. It offers a detailed roadmap for traversing the daily work of teaching diverse population and helping educators refine the work as it unfolds in the classroom. Cynthia Ballenger is an author and reading specialist, science teacher, and one of the founding members of the Brookline Teacher Researcher Seminar.


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