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Research & Publications

Our research focuses on key concepts in organization improvement.

Book Club: A Literature-Based Curriculum (2nd Edition)

Raphael, T., Pardo, L. S., & Highfield, K. (2002). Book club: a literature-based curriculum. Lawrence, MA: Small Planet Communications.

Completely revised and updated, this new edition brings fresh insights to the popular Book Club program. Based on the latest classroom research, it helps teachers engage all students with age-appropriate literature, and its unique approach to student-led book discussions is supported by a full range of literacy activities. Available for Purchase »

Book Club for Middle School

Raphael, T. E., Kehus, M., & Damphousse, K. (2001). Book club for middle school. Lawrence, MA: Small Planet Communications.

Employing a delicate blend of theory and practical advice, this book shows how to engage adolescent learners with literature and help them assume increased responsibility for their own learning. Quality literature forms the foundation of the program. Students receive strategy instruction, write in response to the literature, and learn to participate in meaningful peer discussions. Carefully modeled on classroom research, the program provides specific examples and detailed lesson plans. Available for Purchase »

Windows to Language, Literacy, and Culture

Brock, C. H., & Raphael, T. (2005). Windows to language, literacy, and culture: insights from an English-language learner. Newark, DE: International Reading Association.

This new addition to the Kids InSight series shows educators that, regardless of statistics, teachers with the necessary knowledge base and positive disposition toward diversity can provide meaningful learning contexts for all their students. The authors give teachers an insider's perspective on the literacy learning process of one English-language learner. This will help teachers develop a deeper understanding about working with these learners in a mainstream classroom. Teachers will discover the power of listening to and learning from their students. In addition, effective ways to structure classroom learning contexts and use literature are discussed. Available for Purchase »

The Book Club Connection: Literacy Learning and Classroom Talk

McMahon, S. I., & Raphael, T. (1997). The book club connection: literacy learning and classroom talk. New York, NY: Teachers College Press.

This is a text about the beliefs, issues and practices at the forefront of literacy education explored through the lens of a cohesive instructional design, the Book Club Program. As such, it provides a well-researched pedagogical model. Commentaries by eminent literacy scholars outside the project provide an expanded perspective on the many issues raised by the chapter authors. The resulting multiplicity of voices - including those of students (the authors of chapter 10) who are fifth-grade participants in the Book Club Program - is a feature of this volume. Available for Purchase »

Improving the School Literacy Program: Developing Coherence in Curriculum, Instruction, and Assessments

Weber, Catherine M. (2013). Improving the School Literacy Program: Developing coherence in curriculum, instruction, and assessments. In B. M. Taylor & N. K. Duke (Eds.) Handbook of Effective Literacy Instruction: Research-based Practice K-8 (pp. 486-509). New York, New York: Guilford Press.

In an era of high-stakes testing, there is a strong push for data-based decision making;
however, it can be difficult for teachers and schools to know which data to collect
and how to use them to increase students' literacy achievement levels. To improve the
school reading program, educators must work together as a professional learning community
(PLC) to build coherence within and across grade levels to ensure success for
all students. This chapter begins with an overview of research related to schoolwide
curricular coherence and assessment data. It then unpacks ways that school teams can
work together to improve literacy teaching and learning schoolwide. Read Full Article »

Literacy Achievement and Diversity: Keys to Success for Students, Teachers, and Schools (Multicultural Education Series)

Au, K. H. (2011). Literacy achievement and diversity: keys to success for students, teachers, and schools. New York, NY: Teachers College Press.

This book highlights keys to success that educators can use to close the literacy achievement gap. This includes culturally responsive instruction in a setting where educators have a strong sense of community and purpose. Available for Purchase »

Culturally Responsive Instruction: Listening to Children

Kutsunai, B. & Au, K. H. (2013). Culturally responsive instruction: listening to children. Learning Landscapes, 7(1), 15-21.

This chapter focuses on culturally responsive instruction in the context of early childhood education, illustrated through science lessons taught to young Hawaiian children. The authors define culturally responsive teaching and ways in which to engage young children in learning through hands-on activities with artifacts and literature.
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