There are some twenty-five words for “snow” in the Inupiaq language. Each word denotes a different kind of snow—fresh powder snow, hard pack, soft snow, very wet snow, or just snow. Such fine distinction is reasonable, for over the centuries, Natives of the Arctic have had to rely on their knowledge of the snow to survive. Now Matthew Sturm has prepared an educational children’s book designed to teach a new generation of Arctic residents the importance of Arctic snow cover. Fully illustrated to demonstrate the cycle of the snow cover, Apun covers each phase of the “snow year.” Geared towards grades 3–4, this is a must read for elementary science classes.

Play is the central, universally significant activity of childhood. Self-directed play in which adults have a supporting rather than directing role is critical to the development and well-being of children. Yet as children have their days and nights increasingly scripted and planned for them, opportunities for play have disappeared over the last half century, especially in schools.

ArtBreak’s innovation lies in its creative framework. Former school counselor, current professor of counseling, and practicing artist Katherine Ziff developed and tested the program over five years, integrating theory and practice from art therapy, counseling, and child-centered education. The result is a choice-based, guided play experience based on the developmental and restorative possibilities of art making.

A detailed how-to guide, this book is the flexible and accessible toolbox that teachers, parents, and counselors need to facilitate relaxing, art-based play that allows children to freely explore, plan, and pursue their own interests with adult support. Easy to implement, ArtBreak can be added to the regular routines of classroom, home, therapy office, or other community setting at whatever scale suits space, time, and budget. No art training is required, only a willingness to embark on a play journey with children.

During a field trip in Detroit on a summer day in 1989, a group of African American fifth-, sixth-, and seventh-graders talked, laughed, and ate snacks as they walked.  Later, in the teacher’s lounge, Jeanetta, an African American teacher chided the teachers, black and white, for not correcting poor black students for “eating on the street,” something she saw as stereotypical behavior that stigmatized students.

These thirty children from Detroit’s Cass Corridor neighborhood were enrolled in the Dewey Center Community Writing Project.  Taught by seven teachers from the University of Michigan and the Detroit public schools, the program guided students to explore, to interpret, and to write about their community.

According to David Schaafsma, one of the teachers, the “eating on the street” controversy is emblematic of how cultural values and cultural differences affect education in American schools today.  From this incident Schaafsma has written a powerful and compelling book about the struggle of teaching literacy in a racially divided society and the importance of story and storytelling in the educational process.

At the core of this book is the idea of storytelling as an interactive experience for both the teller and listener.  Schaafsma begins by telling his own version of the “eating on the street” conflict.  He describes the history of the writing program and offers rich samples of the students’ writing about their lives in a troubled neighborhood.  After the summer program, Schaafsma interviewed all the teachers about their own version of events, their personal histories, and their work as educators.  Eating on the Street presents all of these layered stories - by Schaafsma, his collegues, and the students - to illustrate how talking across multiple perspectives can enrich the learning process and the community-building process outside the classroom as well.

These accounts have strong implications for multicultural education today.  They will interest teachers, educational experts, administrators, and researchers.  Uniting theory and practice, Eating on the Street is on the cutting edge of pioneering work in educational research.

The Everyday Mathematics (EM) program was developed by the University of Chicago School Mathematics Project (UCSMP) and is now used in more than 185,000 classrooms by almost three million students. Its research-based learning delivers the kinds of results that all school districts aspire to. Yet despite that tremendous success, EMoften leaves parents perplexed. Learning is accomplished not through rote memorization, but by actually engaging in real-life math tasks. The curriculum isn’t linear, but rather spirals back and forth, weaving concepts in and out of lessons that build overall understanding and long-term retention. It’s no wonder that many parents have difficulty navigating this innovative mathematical and pedagogic terrain.

Now help is here. Inspired by UCSMP’s firsthand experiences with parents and teachers, Everyday Mathematics for Parents will equip parents with an understanding of EM and enable them to help their children with homework—the heart of the great parental adventure of ensuring that children become mathematically proficient.

Featuring accessible explanations of the research-based philosophy and design of the program, and insights into the strengths of EM, this little book provides the big-picture information that parents need. Clear descriptions of how and why this approach is different are paired with illustrative tables that underscore the unique attributes of EM. Detailed guidance for assisting students with homework includes explanations of the key EM concepts that underlie each assignment. Resources for helping students practice math more at home also provide an understanding of the long-term utility of EM. Easy to use, yet jam-packed with knowledge and helpful tips, Everyday Mathematics for Parents will become a pocket mentor to parents and teachers new to EM who are ready to step up and help children succeed. With this book in hand, you’ll finally understand that while this may not be the way that you learned math, it’s actually much better.

Ten years ago Philosophy in the Classroom, by Lipman, Sharp, and Oscanyan, hailed the emergence of philosophy as a novel, although in some ways highly traditional, elementary school discipline. In this sequel, Matthew Lipman examines the impact that elementary school philosophy has had, and may yet have, upon the process of education. Going beyond his earlier work to describe the contribution that training in philosophy can make in the teaching of values, he shows the applications of ethics in civics education and the ways in which aesthetics can be incorporated into areas of the curriculum related to the development of creativity.

Making reference to the contemporary educational scene, Lipman compares the K-12 Philosophy for Children curriculum to the many unsatisfactory solutions being offered in our current drive for educational excellence. He addresses the relationship of elementary school philosophy to educational reform in the areas of science, language, social studies, and writing. And he shows how philosophy can be instrumental in the difficult task of teaching values to children while avoiding both ideological indoctrination and mindless relativism.

This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children. It begins with the assumption that what is taught in schools is not (and should not be) subject matter but rather ways of thinking. The main point is that the classroom should be converted into a community of inquiry, and that one can begin doing that with children. Based on the curriculum that Matt Lipman has developed at the Institute for the Advancement of Philosophy for Children, which he heads, this book describes the curriculum and explains its use. The text is self-contained, however.

This revision is thorough-going and incorporates new chapters, as well as new material in old chapters. Part One focuses on the need of educational change and the importance of philosophical inquiry in developing new approaches. Part Two discusses curriculum and teaching methodology, including teacher behavior conducive to helping children. Part Three deals with developing logic skills and moral judgment. It concludes with a chapter on the sorts of philosophical themes pertinent to ethical inquiry for children: the right and the fair, perfect and right, free will and determinism, change and growth, truth, caring, standards and rules, thinking and thinking for oneself. Education, in this sense, is not a matter of dispensing information; it is the process of assisting in the growth of the whole individual.

The first book of its kind, Science is Golden discusses how to implement an inquiry-based, problem-solving approach to science education (grades K-5). Finkelstein shows parents and teachers how to help students investigate their own scientific questions. Rather than a set of guidelines for science fair projects, this book presents a method for helping students expand their creativity and develop logical thinking while learning science.
     Starting with an introduction to the "brains-on method," Science is Golden explains brainstorming, experimental controls, collecting data, and how to streamline children's questions about science so that the questions define an experiment. Students will learn how to: ask good questions; clarify terminology; research, plan, and design experiments and controls; test assumptions; collect and analyze data; present results to others; and collaborate with adults.
     Science is Golden is consistent with the National Science Education Standards proposed by the National Academy of Sciences, and the Michigan Essential Goals and Objectives for Science Education (K-12) from the Michigan State Board of Education.

“Accessible, inspirational and practical plans that make storytelling a portal to multifaceted insights about culture, history, geography and identity.”

– Janice M. Del Negro, Ph.D., GSLIS Dominican University

Harry Stottlemeier's Discovery, created by Matthew Lipman in 1969, is now a widely used and highly successful tool for teaching philosophy to children. As the original novel of the Philosophy for Children program, its goal is to present major ideas in the history of philosophy, nurturing children's ability to think for themselves. At present, it is taught in 5,000 schools in the United States and has been translated into eighteen languages worldwide. This collection of essays reflects upon the development, refinement, and maturation of Philosophy for Children and on its relationship to the tradition of philosophy itself.

The contributors are philosophers themselves who have taught from Lipman's novels or conducted workshops instructing elementary school teachers on how most effectively to utilize the program in their classrooms. Teaching Harry raises philosophical issues concerning such concepts as authority, morality, religion, justice, truth, knowledge, beauty, and goodness. Gracing each article with personal experience, the authors recount their own struggles against the claims of philosophers and psychologists who have previously underestimated children's moral capability because of their lack of political and social experience.

To achieve quality education in American schools, we need a better understanding of the way classroom instruction works. Susan S. Stodolsky addresses this need with her pioneering analysis of the interrelations between forms of instruction, levels of student involvement, and subject matter. Her intensive observation of fifth-grade math and social studies classes reveals that subject matter, a variable overlooked in recent research, has a profound effect on instructional practice.

Stodolsky presents a challenge to educational research. She shows that classroom activities are coherent actions shaped by the instructional context—especially what is taught. Stodolsky contradicts the received view of both teaching and learning as uniform and consistent. Individual teachers arrange instruction very differently, depending on what they are teaching, and students respond to instruction very differently, depending on the structure and demands of the lesson.

The instructional forms used in math classes, a "basic" subject, and social studies classes, an "enrichment" subject, differ even when the same teacher conducts both classes. Social studies classes show more diversity in activities, while math classes are very similar to one another. Greater variety is found in social studies within a given teacher's class and when different teachers' classes are compared. Nevertheless, in the classrooms Stodolsky studied, the range of instructional arrangements is very constricted.

Challenging the "back to basics" movement, Stodolsky's study indicates that, regardless of subject matter, students are more responsive to instruction that requires a higher degree of intellectual complexity and performance, to learning situations that involve them in interaction with their peers, and to active modes of learning. Stodolsky also argues that students develop ideas about how to learn a school subject, such as math, by participating in particular activities tied to instruction in the subject. These conceptions about learning are unplanned but enduring and significant consequences of schooling.

The Subject Matters has important implications for instructional practice and the training, education, and supervision of teachers. Here is a new way of understanding the dynamics of teaching and learning that will transform how we think about schools and how we study them.