Rather than treating writing as a sequence of isolated assignments, in “Goal Setting in the Writing Classroom” Valerie Bolling shares a structure for a continuous, student-driven process shaped by clear goals, routines, and informed choices, writes reviewer Melinda Stewart.
Using personal anecdotes, educational research, and practical strategies, Kelly Gallagher offers both a call to action and a guide for educators invested in students’ literacy development as he explores the connection between background knowledge and reading comprehension.
Teaching Storytelling in Classrooms and Communities calls on educators to trust in the power of student narratives and to create learning environments where stories become a launching pad for critical reflection, social change, and community-building, writes Melinda Stewart.
The authors of Educating for Justice provide a comprehensive framework for schools looking to move beyond superficial diversity initiatives and create meaningful, school-wide change that empowers students to critically engage with social injustices, writes Melinda Stewart.
Zaretta Hammond examines the cultivation of “cognitive justice” to ensure that every student, especially those from historically marginalized groups, experiences the full rigor, challenge and coaching necessary to develop as an independent, powerful learner, says Melinda Stewart.
Building on her previous writings redefining rigor in education, teaching coach Barbara R. Blackburn shares fresh tools, strategies, and insights to add rigor to your teaching in ways that are meaningful, engaging and appropriately challenging for all students.
Using Technology in a Differentiated Classroom is a well-structured, research-backed guide for educators looking to increase efficiency as they integrate technology into their instructional practices, writes Melinda Stewart, who describes the book’s core strategies as “timeless.”
Aimed at middle and high school educators, 5 Questions for Any Text by Marilyn Pryle presents a structured yet flexible approach for helping students move beyond surface-level comprehension toward deeper analysis, reflection, and awareness, writes Melinda Stewart.
In Enhancing Instruction for Multilingual Learners, Paula Polk positions coaching as a dynamic, collaborative process using concrete strategies that not only enhance the instructional skills of educators but also directly impact the success of MLs, writes Melinda Stewart.
Natalie Wexler dives deep into the gap between academic research and classroom application, firmly supporting the Science of Reading but arguing that a content-rich curriculum is essential to build the background knowledge older students need to understand more complex texts.
