Wheelock College of Education & Human Development

“Everyone teaching science needs this book on sensemaking! TJ’s friendly, storytelling narratives show how to foster students’ sense of wonder and curiosity about the world. His strategies provide much-needed support for teaching sensemaking lessons that can bring joy, play, and discovery to science learning. Experienced and beginning teachers will appreciate TJ’s tools for creating energizing science lessons that engage learners in making sense of their worlds.” ― Christina Schwarz, professor and associate chair for graduate education, Michigan State University

"This is an essential read for educators who want their students to take an active role in purpose-driven and authentic investigations. Each chapter provides classroom-tested tools for helping young learners explore alternative ways of testing ideas, make sense of ambiguity in outcomes, and explain phenomena that matter to them." ― Mark Windschitl, professor of science education, University of Washington

"Provides readable expert insight on a consequential issue, especially for families in which someone is considering or pursuing postsecondary education. This type of work is very much needed to bridge the gap between insular higher education policy debates and concerns of the general public, especially given declining trust in the value of higher education. The Conversation on Higher Ed is an important effort in that direction." – Lindsey P. Myers, American Council on Education

"Dr. Durand’s book is a timely, necessary, and important contribution. Making the Case for Race in Middle School: Supporting Adolescents and Teachers in Critical Racial Consciousness and Advocacy offers student and teacher testimonies as a way to ‘make a case’ for the importance of racial consciousness in adolescence and beyond. It challenges the discourse of so-called ‘neutrality’ in today’s schools and offers teachers a new way forward where not just race matters, but students’ racialized humanity matters." – Alyssa Hadley Dunn, PhD, director of teacher education, professor of curriculum and instruction, University of Connecticut, Neag School of Education

"This book holds no punches when it comes to recognizing, critiquing, and addressing the problem head-on. Rather than blame students, their families, or communities for conditions over which they have little power as is often the case in our public discourse, the authors and editors of this compelling book instead suggest that an authentic equity perspective and practice are required, a perspective that recognizes the systemic and institutional nature of injustice. We need the message enshrined in this book – that equity cannot thrive without justice – now more than ever." – Sonia Nieto, Professor Emerita, Language, Literacy, and Culture, College of Education, University of Massachusetts, Amherst

"[S]obering, well supported, and trenchantly reported. . . . [A] compulsively readable, powerfully argued book. A stunning analysis of the effects of Covid-era campus closings on diverse student populations." ― Kirkus, starred review

“There is no better team to teach us about disciplinary literacy than Ippolito, Dobbs, and Charner-Laird. They have the expertise in the literacy practices of the disciplines, as well as a long history of building authentic and enduring partnerships with teachers and leaders. They share both valuable insights and actionable instructional shifts to guide teachers and leaders in helping all students access and engage in disciplinary literacy. Additionally, they honor the voices of students and teachers in all they do. If you read only one book about disciplinary literacy, it should be this one.”―Dianna Townsend, professor of literacy studies, College of Education and Human Development, University of Nevada Reno

“Teachers receive advice on how to value their students’ various linguistic capabilities and to avoid linguicism, which the authors define as ‘discrimination based on one’s language.’ Recommended.” ―CHOICE

“This book lays a clear foundation that you can grasp and start using in your everyday work with Black and Brown children and their families in any setting. It motivated and moved me to my core like no other book has. It validates what I think about for my children and future generations." ―Dawn A. Yazzie, faculty, Georgetown University

"By centering emotional and relational dynamics in the classroom from a social justice perspective, Kim, Donovan, and Suyemoto engage the reader in a conversation about teaching diversity and transformational learning. More specifically, the authors personally invite those who have been hesitant to participate in this work, as well as those who have been doing this work for years, to join the conversation. The ongoing dialogue between the authors and their readers makes these discussions especially approachable, interactive, and humanizing. All faculty who read this book are certain to find new ways of thinking about their teaching and learning, their students, and themselves." – Tara L. Parker, Chair, Leadership in Education and Professor, Higher Education, University of Massachusetts Boston

"Unraveling Assumptions opens the door to seeing your place in the world in a new way. Suyemoto, Donovan, and Kim lead their readers to a nuanced understanding of oppression and privilege, supported by concrete tools to deepen engagement with one’s own learning process. The clear examples and personal reflection prompts encourage self-reflection and meaningful conversations." – Sofya Aptekar, Associate Professor, School of Labor and Urban Studies, City University of New York

"The book provides rich and empirically grounded illustrations of the myriad ways multimodal literacies are enacted through engineering design pedagogies in informal K?12 and higher education contexts. With discussion questions at the end of each chapter, the authors and editors remind us that critical reflection begins with the reader. This thoughtful book asks readers to rejoice in all the things educators can do to teach students young and old both multimodal literacy practices and engineering thinking, and which simultaneously center anti-racist and critical commitments to educational equity." —Alice Pawley, Professor of Engineering Education, Purdue University

"Through the voices of students, teachers, teacher educators, and education allies, Latinx Experiences in U.S. Schools provocatively debunks the anti-Latinx rhetoric and racial hegemony in the Age of Trump. If you are interested in challenging educational inequality head-on, then this is a must-read volume that elevates the lived experiences of Latinx youth—in and out-of-school—and turns school failure on its head." – Gilberto Q. Conchas, Wayne K. and Anita Woolfolk Hoy Professor at the Pennsylvania State University

"This book is a great resource for scientists and practitioners interested in the psychology of performance in sport and exercise settings. The book offers several unique perspectives on key topics in the field, highlighting the most pressing questions where further insights are needed. A great addition to the field of sport and exercise psychology." – Mark A. Williams, Professor of Kinesiology, University of Utah

"Kanno’s book provides a compelling indictment of how US secondary schools as institutions routinely fail to prepare English learners for college or jobs. Vivid descriptions of the setting, students, and educators humanize the findings and bring home the cost of school failures for youth. This is an important book for all scholars, policymakers, and educators working with emergent multilingual students at the high school level." ―Linda Harklau, University of Georgia, USA

"This critically important volume is highly overdue! Castro and Artiles have produced a rich body of work on the intersection of special education, bilingual education, and early childhood education. Theoretically and programmatically integrative, this text is essential reading for designing equitable educational approaches that consider emergent bilinguals’ unique assets and skills. Readers will appreciate learning about the developmental characteristics of an increasingly diverse population in early intervention and special education as they gain cultural and linguistic efficacy." ― Iliana Alanís, The University of Texas at San Antonio

"When Colleges Close will be of enormous value to presidents and governing boards on either side of a potential merger or contemplating closure. Churchill and Chard illustrate the importance of communication, transparency, compassion, and putting students first. Wheelock College and Boston University were highly successful, and this volume shows why." ― Barbara Brittingham, former President, New England Commission of Higher Education (NECHE)

“Martell and Stevens offer an original and compelling framework for teaching history for social justice in the United States. Drawing on theories and practices of social activism, the authors argue that a critical approach to history education informed by social activism can enable students to understand how past social movements have led to greater justice in the present, and how a critical activist orientation can empower students in the present to promote social justice today and in the future. By including multiple examples of history teachers in diverse settings and at different grade levels who have enacted activist-oriented approaches, the book is among the most important and relevant resources for teaching and learning history during politically contentious times.” ―Terrie Epstein, chair and professor of education, Hunter College, City University of New York

“Using an accessible style and an innovative format, the authors present six engaging portraits of what life is like for culturally and linguistically diverse families when one or more of the children has a disability. The book will be valuable to students, teachers, and family members―really anyone who has an interest in how disability intersects with race, class, and gender within a multicultural context.” ― Philip Ferguson, professor emeritus of education, Chapman University

"Making Schools Relevant with Individualized Learning Plans provides readers with a healthy balance of a research-based rationale for why ILPs are important, a general overview of how they can support youth, and a detailed listing of the components that are needed to put them into place." —Teachers College Record

"This book offers powerful resources for researchers and practitioners about the opportunities for robust learning that entails multiple literacies, critical problem solving, and identity development connected to the integration of science, technology and mathematics learning... It is a timely publication with the exponential growth of makerspaces within formal and informal institutional settings. It is especially innovative in articulating expansive literacies that are not only required for impactful STEM learning, but equally important for critical problem solving across domains and across the life cycle. It will prove to be a consequential resource for this growing movement." – Carol D. Lee, Northwestern University

“The promise of disciplinary literacy has been unrealized in large part because of systematic implementation issues. This book provides a solution. The authors articulate an approach that will ensure that teachers are supported to engage students in disciplinary thinking. Their recommendations are based on solid research and practical experience and have the potential to transform the learning experiences for adolescents and young adults.” — Douglas Fisher, chair, Department of Educational Leadership, San Diego State University

“The competitiveness of today’s business community will increasingly depend on talent. In this handbook, Scott Solberg and Saba Ali have brought together a rich and insightful group of authors to explore the history of career development and how best to support the career aspirations and goals of youth and adults moving forward. This handbook is an important step forward in our national dialogue about how to improve career development and related services for our future workforce.” — Jason A. Tyszko, executive director, Center for Education and Workforce, US Chamber of Commerce Foundation

"Dr. Curenton's new book, Conversation Compass: A Teachers Guide to High Quality Language Learning in Young Children, provides the early childhood field with a practical resource to embed evidence-based practices that foster language development in all young children. The teaching strategies discussed are based on research that indicates the "serve and return" or back and forth between adults and children fosters healthy development and impacts brain development from birth. Dr. Curenton promotes the concept of “conversation partners”. She provides teachers with activities and resources to encourage richer conversations between peers and authentic opportunities to develop language in the preschool setting. Her discussion of the specific strategies to support African American children and linguistic diversity is particularly rich and addresses a significant gap in our education of teachers so that all children's backgrounds, cultures and ways of learning are honored and respected. I highly recommend Conversation Compass as a “must read resource” for all teachers and teacher educators!" ―Dr. Lori Connors-Tadros, National Institute for Early Education Research, Rutgers University and the Director of the Center on Enhancing Early Learning Outcomes

“In Critical Issues in School-Based Mental Health, Holt and Grills have assembled a cast of leading authors to discuss a wide array of mental health concerns affecting students. Chapters are comprehensive and clearly written, and expertly detail the available knowledge about the nature of the problem area and associated interventions. This text is a must-have for any provider who works with children, and has broad relevance for school-based practitioners across multiple disciplines.” — Eric A. Storch, PhD, All Children’s Hospital Guild Endowed Chair & Professor, University of South Florida, USA

“This informative book describes the various ways that anxiety can be detrimental and interfering for children and adolescents, and explores the course of anxiety development, methods for its assessment, and considerations in its treatment. The writing is concise and up-to-date, and guided by evidence-based clinical practice. No hocus pocus, just well-informed guidance.” — Philip C. Kendall, PhD, ABPP, Distinguished University Professor and Director of the Child and Adolescent Anxiety Disorders Clinic, Department of Psychology, Temple University

“This is a book for those who want a clear and comprehensive treatment of the sad history of schooling of First Nations children in the United States and Canada. Charles Glenn boldly exposes the embarrassing assumptions behind the policies and practices of educationalists, government bureaucrats, anthropologists, and racial virtuosos.” — Elmer Thiessen, Research Professor of Education, Tyndale University College, Toronto

“Glenn has long been concerned about those who had few educational choices. Here he tells the education story of Africans in the New World, a story beginning well before the civil rights movement. The story highlights an often neglected phenomenon—the long-standing motivation of Blacks to sacrifice for the privilege of education.” — Stephen P. Heyneman, Professor, International Education Policy, Vanderbilt University