The Not This, But That Series
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The Not This, But That Series

"By the end of each book in this series you will understand both what not to and what to do to improve student learning."
-Nell Duke and M. Colleen Cruz, Series Editors

Much like the diet phenomenon Eat This Not That, this series aims to replace some common, existing teaching practices with approaches that are more effective—healthier, if you will—for our students. We hope to draw attention to widespread practices around important instructional topics that have little support in research or professional wisdom and offer alternatives that have greater support. Each text is collaboratively written by authors representing research and practice. By the end of each book, you will understand both what not to do, and what to do, to improve student learning.

Link to No More Teaching a Letter a Week

Rebecca McKay, William H. Teale, Edited By Ellin Oliver Keene, Nell K Duke

“Letter-a-week” may be a ubiquitous approach to teaching alphabet knowledge,  but that doesn’t mean it’s an effective one. In No More Teaching a Letter a Week, early literacy researcher Dr. William Teale helps us understand that alphabet knowledge is more than letter recognition, and identifies research-based principles of effective alphabet instruction, which constitutes the foundation for phonics teaching and learning.  Literacy coach... more

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Link to No More Culturally Irrelevant Teaching

Mariana Souto-Manning, Carmen I. Lugo Llerena, Jessica Martell, Abigail Salas Maguire, Alicia Arce-Boardman, Edited By Nell K Duke, Ellin Oliver Keene

Culturally relevant teaching is essential, now more than ever. If we want children to develop as successful learners, we must communicate that they belong in our classrooms. They need to see themselves, their cultures, their families, and their communities reflected in the materials and resources they find there.

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Link to No More Independent Reading Without Support

Debbie Miller, Barbara Moss, Edited By Nell K Duke, Ellin Oliver Keene

"What if there was a time when things slowed down? No rotations, activities, or worksheets—just you, your kids, and books. Would you take it?" —Debbie Miller and Barbara Moss We know children learn to read by reading. Is independent reading valuable enough to use precious classroom minutes on? Yes, writes Debbie Miller and Barbara Moss, but only if that time is purposeful. DEAR and SSR aren’t enough.... more

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Link to No More Low Expectations for English Learners

Julie Nora, Jana Echevarria, Edited By Nell K Duke, Ellin Oliver Keene

Julie and Jana provide a framework of understandings and practices to make you a more capable teacher of English learners.

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Link to No More Math Fact Frenzy

Linda Ruiz Davenport, Connie S. Henry, Douglas H. Clements, Julie Sarama, Edited By Nell K Duke, M. Colleen Cruz

Math fact instruction is often ineffective: lots of worksheets, drills, and rote memorization. This kind of instruction doesn’t serve students well. No More Math Fact Frenzy addresses this by examining current research about how to effectively build students' math fact knowledge. The authors then share a new set of best-practices: classroom activities that build students’ number sense and strategies that lead to flexible thinking.

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Link to No More Mindless Homework

Kathy Collins, Janine Bempechat, Edited By Nell K Duke, Ellin Oliver Keene

Kathy Collins and Janine Bempechat take on the stormy topic of homework by re-focusing the conversation from “to assign or not to assign” to how we can design engaging homework that harnesses children’s interests and fosters their learning.

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Link to No More Phonics and Spelling Worksheets

Jennifer Palmer, Marcia Invernizzi, Edited By Nell K Duke, Ellin Oliver Keene

“When we give every student worksheets to learn phonics and spelling, we miss opportunities to get our students excited about words and fail to give them the opportunity to meet the high standards represented by the Common Core Standards. Our students need instruction that makes them think and helps them apply their word knowledge to real reading and writing situations.” —Jennifer Palmer and Marcia Invernizzi We... more

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Link to No More Random Acts of Literacy Coaching

Erin Brown, Susan L'Allier

Improving teacher-coach collaboration with intentional, carefully planned coaching cycles.

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Link to No More Reading for Junk
Best Practices for Motivating Readers

Barbara A. Marinak, Linda Gambrell, Edited By Ellin Oliver Keene, Nell K Duke

Motivational principles that help students see reading as its own reward.

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Link to No More Reading Instruction Without Differentiation

Lynn Geronemus Bigelman, Debra S. Peterson, Edited By Nell K Duke, Ellin Oliver Keene

 In No More Reading Instruction Without Differentiation, Debra Peterson and Lynn Bigelman offer an instructional framework that adapts instruction based on individual students needs and interests.

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Link to No More Science Kits or Texts in Isolation
Teaching Science and Literacy Together

Jacqueline Barber, Gina Cervetti, Edited By Nell K Duke, M. Colleen Cruz

Using research as their guide, Jacquey and Gina show you how to integrate science and literacy learning in a way that reflects the authentic ways scientists work and increases students understanding of both.

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Link to No More Sharpening Pencils During Work Time and Other Time Wasters

Elizabeth Hammond Brinkerhoff, Alysia D. Roehrig, Edited By Ellin Oliver Keene, Nell K Duke

“We need to evaluate how we spend time in our classroom by asking whether it is proportional to how valuable the activity is in fostering students’ independence and growth.”
—Elizabeth Brinkerhoff and Alysia Roehrig Time is precious, and every teacher needs more. No More Sharpening Pencils During Work Time and Other Time Wasters shows you where to find it as well as research-based... more

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Link to No More Summer-Reading Loss

Carrie Cahill, Kathy Horvath, Anne McGill-Franzen, Richard L Allington, Edited By Ellin Oliver Keene, Nell K Duke

Everyone loves summer—except reading teachers. Kids take a vacation from books and those with limited access to books lose ground to their peers. You may have thought there’s nothing you can do about it, but there is. No More Summer-Reading Loss shows how to ensure that readers continue to grow year round. School-based practitioners Carrie Cahill and Kathy Horvath join with renowned researchers Anne McGill-Franzen and Dick Allington... more

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Link to No More Taking Away Recess and Other Problematic Discipline Practices

Gianna Cassetta, Brook Sawyer, Edited By Ellin Oliver Keene, Nell K Duke

Frustrated by ongoing difficult student behavior? You’re not alone: classroom management issues are a leading cause of teacher burnout. But there is a solution. No More Taking Away Recess and Other Problematic Discipline Practices shows how to promote good behavior, address interruptions, and keep everyone moving forward. “Management and control are not the same,” write teacher and school leader Gianna Cassetta and noted researcher... more

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Link to No More Teaching Without Positive Relationships

Jaleel R. Howard, Tanya Milner-McCall, Tyrone C. Howard, Edited By M. Colleen Cruz, Nell K Duke

Teachers know the importance of strong relationships with their students, but sometimes connecting with them feels challenging. No More Teaching Without Positive Relationships reviews the teacher-student relationship research and provides practices for building relationships that make a difference.

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Link to Technology with Intention
Designing Meaningful Literacy and Technology Integration

Suzanne Kelly, Elizabeth Dobler, Edited By Nell K Duke, M. Colleen Cruz

While there are books that show you how to include tech, Technology with Intention also addresses how to decide whether to use tech at all. Intentional is the key word for integrating technology into instruction, and you will find helpful guidelines and prompts to help you decide when, how, and why to use technology with your students.

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Link to Technology with Intention (Print eBook Bundle)
Designing Meaningful Literacy and Technology Integration

Suzanne Kelly, Elizabeth Dobler, Edited By Nell K Duke, M. Colleen Cruz

While there are books that show you how to include tech, Technology with Intention also addresses how to decide whether to use tech at all. Intentional is the key word for integrating technology into instruction, and you will find helpful guidelines and prompts to help you decide when, how, and why to use technology with your students.

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Link to No More 'Look Up the List' Vocabulary Instruction

Charlene Cobb, Camille Blachowicz, Edited By Nell K Duke, Ellin Oliver Keene

“Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners.”
—Charlene Cobb and Camille Blachowicz The way we’ve learned influences the way we teach, but the vocabulary instruction many of us received—looking up words and writing sentences or completing worksheets— just doesn’t... more

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Link to No More Telling as Teaching
Less Lecture, More Engaged Learning

Cris Tovani, Elizabeth Birr Moje, Edited By Ellin Oliver Keene, Nell K Duke

Together, Elizabeth and Cris make a convincing argument that when we minimize teaching-as-telling and transition to planning for kids to do the work, student engagement soars—and so does learning.

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Link to Tuned-In Teaching
Centering Youth Culture for an Active and Just Classroom

Antero Garcia, Ernest Morrell, Edited By Nell K Duke, M. Colleen Cruz

In Tuned-In Teaching, Antero Garcia and Ernest Morrell offer a road map for creating a classroom that is transformative for your students and revitalizing for you. They explain why students play an integral role in turning classrooms into spaces for greater engagement and innovation. The authors examine critical research and discuss the connection to specific aspects of teaching. They also offer six important considerations for teachers who want to build more active, just, and tuned-in learning environments.

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