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Youth Development

Adolescents at School

Perspectives on Youth, Identity, and Education (Second Edition)
Edited by Michael Sadowski, foreword by Deborah Meier

As any teacher or parent knows, adolescence is a time when youth grapple with the question, “Who am I?” Issues of race, ethnicity, class, gender, sexual orientation, and ability can complicate this question for young people, affecting their schoolwork and their relationships with teachers, family, and peers.

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Bullying and Cyberbullying

What Every Educator Needs to Know
Elizabeth Kandel Englander

“Bullying is a term that’s being, well, bullied. It’s been rendered essentially powerless by being constantly kicked around,” writes nationally recognized bullying expert Elizabeth Kandel Englander. In this practical and insightful book, Englander dispels pervasive myths and misconceptions about peer cruelty, bullying, and cyberbullying.

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Cultural Transformations

Youth and Pedagogies of Possibility
Edited by Korina M. Jocson, Afterword by Shirley Brice Heath

In what ways can teachers build on youth culture to improve learning opportunities in the classroom?

In this fascinating and highly readable collection, Korina M. Jocson brings together more than two dozen scholars, artists, educators, and youth workers to illustrate how nondominant youth can be engaged through various social justice arts projects.

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I Can Learn from You

Boys as Relational Learners
Michael Reichert and Richard Hawley

In I Can Learn from You, Michael Reichert and Richard Hawley—the authors of Reaching Boys, Teaching Boys—set out to probe deeply into the relational dynamics that help boys succeed as learners.

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Make Me!

Understanding and Engaging Student Resistance in School
Eric Toshalis

In this groundbreaking book, Eric Toshalis explores student resistance through a variety of perspectives, arguing that oppositional behaviors can be not only instructive but productive. All too often treated as a matter of compliance, student resistance can also be understood as a form of engagement, as young people confront and negotiate new identities in the classroom environment. The focus of teachers’ efforts, Toshalis says, should not be about “managing” adolescents but about learning how to read their behavior and respond to it in developmentally productive, culturally responsive, and democratically enriching ways.
 
Noting that the research literature is scattered across fields, Toshalis draws on four domains of inquiry: theoretical, psychological, political, and pedagogical. The result is a resource that can help teachers address this pervasive classroom challenge in ways that enhance student agency, motivation, engagement, and academic achievement.
 
The coauthor of Understanding Youth: Adolescent Development for Educators (Harvard Education Press, 2006), Toshalis blends accessible explanations of theory and research with vignettes of interactions among educators and students. In Make Me!, Toshalis helps teachers perceive possibility, rather than pathology, in student resistance.

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Manga High

Literacy, Identity, and Coming of Age in an Urban High School
By Michael Bitz, Foreword by Françoise Mouly

Based on a four-year study, Manga High explores the convergence of literacy, creativity, social development, and personal identity in one of New York City’s largest high schools.

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Pivotal Moments

How Educators Can Put All Students on the Path to College
Roberta Espinoza, foreword by Kathleen Cushman

For many students, making their way to higher education requires more than hard work and determination. Low-income minority students who overcome obstacles to achieve academic success have usually encountered at least one college-educated adult in their schooling who took the initiative to reach out to them and provide concrete academic guidance.

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Ready, Willing, and Able

A Developmental Approach to College Access and Success
Mandy Savitz-Romer and Suzanne M. Bouffard

How can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education.

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Safe is Not Enough

Better Schools for LGBTQ Students
Michael Sadowski, Foreword by Kevin Jennings

Safe Is Not Enough illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive of LGBTQ students; providing adults who can act as mentors and role models; and initiating effective family and community outreach programs. 

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Schooling for Resilience

Improving the Life Trajectory of Black and Latino Boys
Edward Fergus, Pedro Noguera, and Margary Martin

As a group, Black and Latino boys face persistent and devastating disparities in achievement when compared to their White counterparts: they are more likely to obtain low test scores and grades, be categorized as learning disabled, be absent from honors and gifted programs, and be overrepresented among students who are suspended and expelled from school. They are also less likely to enroll in college and more likely to drop out. Put simply, they are among the most vulnerable populations in our schools.

Schooling for Resilience investigates how seven newly formed schools, created specifically to serve boys of color, set out to address the broad array of academic and social problems faced by Black and Latino boys.

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