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Books for the Professional
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Chapter 1

Ashton, Warner, S. (1963). Teacher. New York: Simon & Schuster. An insightful and delightful account of one person's experiences and reflections on her own teaching.

Bennett, B., and Rolheiser, C. (2001). Beyond Monet: The Artful Science of Instructional Integration. Toronto, Ontario: Bookation. Contains excellent rationale and practical tips on various models, strategies, and tactics of teaching.

Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Provides an excellent framework for thinking about and assessing effective teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Gage, N.L. (1978). The Scientific Basis of the Art of Teaching. New York: Teachers College Press. This book discusses the value of educational research and how it has produced useful knowledge that supports practice.

Joyce, B., Weil, M., and Calhoun, E. (2000) Models of Teaching (6th ed.). Englewood Cliffs, N.J.: Prentice Hall. This book is a must. It provides more information on the models of teaching described here, plus many others.

Richardson, V. (ed.). (2000). Handbook of Research on Teaching (4th ed.). New York: Macmillan. This book is the most authoritative review of the mountain of research on teaching. Beginning teachers will find many of the chapters tough going; however, it is an invaluable reference work.

Schön, D.A. (1983). The Reflective Practitioner. San Francisco: Jossey-Bass. This book explores the complexity of learning to become a professional and emphasizes the importance of developing skills for "reflection in action."

Warren, D. (ed.). (1989). American Teachers: Histories of a Profession at Work. New York: Macmillan. This collection of essays provides excellent insight into the history of teaching in the United States, including efforts to reform the profession over two centuries. Essays provide a perspective about how current reforms efforts in education are linked to the past.

Weiner, L. (1999). Urban Teaching: The Essentials. New York: Teachers College Press. Explores what is required to be an effective teacher in urban schools.

Chapter 2

Banks, J.A. (2001). Cultural Diversity in Education: Foundations, Curriculum and Teaching. (4th ed.). Boston: Allyn & Bacon. This is has long been the standard on the topic of cultural diversity in education.

Cushner, K., McClelland, A., and Safford, P. (2003). Human Diversity in Education: An Integrative Approach (4th ed.). New York: McGraw-Hill. This book gives a thorough presentation of the issues surrounding multicultural education in the broadest sense and further develops sensitivity to problems inherent in intercultural interaction in schools through didactic presentation, case studies, and critical incidents.

Friend, M., and Bursuck, W. (2002). Including Students with Special Needs. (2nd ed.). Boston: Allyn & Bacon. A very readable textbook that provides classroom teachers with a thorough and practical guide for working with special-needs students.

Gardner, H. (1983). Frames of Mind. New York: Basic Books. This is the initial book to spell out the author's theory of multiple intelligences. An understanding of Gardner's ideas and theories is essential to effective teacher thinking and planning.

Gardner, H. (1991). The Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic Books. Gardner's attempt to provide specific advice to educators based on his theoretical work.

Oakes, J., and Lipton, M. (2003). Teaching to Change the World. (2nd ed.). New York: McGraw-Hill. An excellent book on how teachers can address issues of inclusion and diversity. The authors provide a careful analysis of the education received by most poor and minority students today, and they make a passionate plea for change while offering concrete things beginning teachers can do.

Obiakor, F. E., Algozzine, B., & Rueda, R. (2001). It Even Happens in 'Good' Schools: Responding to Cultural Diversity in Today's Classrooms. Thousand Oakes, CA: Corwin Press. Excellent analysis and recommendations for teaching in today's diverse classrooms.

Pang, V. O. (2001). Multicultural Education: A Caring-centered Reflective Approach. New York: McGraw Hill. A creative and refreshing discussion of multicultural education and how it can be integrated into efforts to create caring classrooms.

Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development. A book specifically for teachers that provides and explains real-life examples of how they can tailor and differentiate instruction to meet the needs of today's diverse student population.

Winebrenner, P. E. (ed.). (2000). Teaching Gifted Kids in Regular Classrooms. Free Spirit Press. A book of reading on gifted education and what teachers can do to teach talented and gifted students placed in regular classrooms.

Weiner, L. (1999). Urban Teaching: The Essentials. New York: Teachers College Press. Explores what is required to be an effective teacher in urban schools.

Chapter 3

Anderson, L. W. et. al. (eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. A revision of Bloom's original taxonomy that incorporates new knowledge about learning and cognitive processes.

Gronlund, N.E. (1999). How to Write and Use Instructional Objectives (6th ed.). New York: Macmillan. This is a complete treatment of developing and using instructional objectives, written in nontechnical language.

Jacobs, H.H. (1997). Mapping the Big Picture. Alexandria, VA.: Association for Supervision and Curriculum Development. This little book explains the process of curriculum mapping, which teachers can use to integrate curriculum and assessment across subjects and grade levels.

Mager, R.F. (1997). Preparing Instructional Objectives: A Critical Tool for the Development of Effective Instruction. Los Angeles: Center for Effective Instruction. This book, a revision of Mager's classic work, makes a strong case for instructional objectives and tells why they should be stated clearly and precisely.

Wiggins, G., and McTighe, J. (1998). Understanding by Design. Alexandria, VA.: Association for Supervision and Curriculum Development. The authors provide a detailed framework for teacher planning, beginning with two basic questions: What do we want students to know and be able to do, and what type of evidence will we accept that they have learned it?

Chapter 4

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row. This book describes Csikszentmihalyi's research and his theories about flow, or optimal, experiences. It is not written specifically for teachers; however, it is very readable and will be of interest to the beginning teacher who wants to explore theories of motivation in some depth.

Johnson, D.W., and Johnson, F.P. (1999). Joining Together: Group Theory and Group Skills (7th ed.). Englewood Cliffs, N.J.: Prentice Hall. This book is an excellent introduction to group theory with many practical exercises that can be used by teachers in the classroom.

Raffini, J. P. (1996). 150 Ways to Increase Intrinsic Motivation in the Classroom. Boston: Allyn & Bacon. Filled with practical ideas and techniques teachers can use to motivate their students to be engaged and to learn.

Schmuck, R.A., and Schmuck, P. (2001). Group Processes in the Classroom. (8th ed.). New York: McGraw Hill. This book provides a thorough review of group dynamics literature as it applies to the classroom as a learning group and includes many activities and ideas to help teachers build productive learning environments.

Sapon-Shevin, M., and Shevin, S. (1998). Because We Can Change the World: A Practical Guide to Building Cooperative, Inclusive Classroom Communities. Boston: Allyn & Bacon. As the name implies practical ideas and techniques for building positive learning communities.

Chapter 5

Cangelosi, J. S. (1999). Classroom Management Strategies: Gain and Maintaining Students' Cooperation (4th ed.). New York: John Wiley & Sons. An excellent basic text on preventative classroom management.

Emmer, E., Evertson, C., Clements, B., and Worsham, W.E. (2002). Classroom Management for Secondary Teachers. (6th ed.). Englewood Cliffs, N.J.: Prentice Hall.

Evertson, C., Emmer, E., Clements, B., and Worsham, M. (2002). Classroom Management for Elementary Teachers. (6th ed.). Englewood Cliffs, N.J.: Prentice Hall.

These two volumes—one aimed at secondary teachers, the other at elementary teachers—describe in more detail many of the procedures and techniques described in this chapter. Growing out of a decade of research at the University of Texas, these books offer a comprehensive approach to classroom management from the perspective of teacher effectiveness. They stress the importance of teacher planning and organization as preventive management approaches.

Kohn, Alfie (1996). Beyond Discipline: From Compliance to Community. Alexandria, Va.: Association for Supervision and Curriculum Development. An excellent book describing how teachers can move from classroom management practices aimed at controlling and disciplining students to practices that build community and self-discipline.

Noddings, N. (1992). The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press. This book describes Nodding's ideas on how to develop classrooms and schools centered on the "ethic of caring," rather than on controlling students.

Weinstein, C.S. (2003) Secondary Classroom Management Practices: Lessons from Research and Practice (2nd ed.). New York: McGraw-Hill.

Weinstein, C.S., and Mignano, A.J., Jr. (2003). Elementary Classroom Management: Lessons from Research and Practic. (3rd ed.). New York: McGraw-Hill.

These highly readable books on classroom management combines both the research and the wisdom of practice on this topic. They show how various learning tasks make different demands on the management structure and how different management approaches are required.

Chapter 6

Airasian, P.W. (2001). Classroom Assessment: Concepts and Applications. (4th ed.).. New York: McGraw-Hill. This excellent text written specifically for teachers includes both formal as well as informal assessment procedures.

Gronlund, N.E. (2002). Assessment of Student Achievement (7th ed.). Boston: Allyn & Bacon. A very good standard text, recently updated, on how classroom teachers can assess learning outcomes.

Marzano, R. J. (2000). Transforming Classroom Grading. Alexandria, VA: Association for Supervision and Curriculum Development. A very interesting and provocative presentation about how grading systems can and should be transformed.

Rothman, R. (1995). Measuring Up: Standards, Assessment and School Reform. San Francisco: Jossey-Bass. An excellent book on alternative assessment strategies and how they can be used in schools.

Wiggins, G.P. (1998). Educative Assessment: Designing Assessment to Inform and Improve Student Performance. San Francisco: Jossey-Bass. This book explores the purposes and aspects of testing and is filled with examples of newer approaches to assessment. One of the best books for teachers on performance assessment.

Chapter 7

Bruner, J. (1960). The Process of Education. Cambridge: Harvard University Press. This classic influenced the curriculum reform movement of the 1960s, particularly in regard to the "structure of knowledge."

Gagne, E.D., Yekovick, C.W., and Yekovick, F.R. (1993). The Cognitive Psychology of School Learning. (2nd ed.). New York: HarperCollins. This is an excellent review of the research in cognitive psychology with particular attention to learning and how teachers can use this research in their day-to-day instruction.

Joyce, B., Weil, M., and Calhoun, E. (2000). Models of Teaching (6th ed.). Boston: Allyn & Bacon. This book is a must. It provides more information on the models of teaching described here, plus many others.

Race, P., and Race, P. (2001). The Lecturer's Toolkit: A Practical Guide to Learning, Teaching and Assessment. Berkeley, CA: Kogan Page. As the name implies a practical toolkit on how to lecture for teachers and professors.

Westra, M. (1996). Active Communication. Pacific Grove, Calif.: Brooks/Cole. Although not written specifically for a teacher audience, this book has some good information on public speaking and oral communication.

Chapter 8

Feden, F. D., and Vogel, R. M. (2003). Methods of Teaching: Applying Cognitive Science to Promote Student Learning. New York: McGraw Hill. Provides good explanation of some aspect of direct instruction and shows relationship to the cognitive perspective.

Gagné, R.M., and Wager, W.W. (1992). Principles of Instructional Design. (5th ed.). New York: HBJ College and School Division. This book contains very good chapters on designing instruction, particularly in terms of understanding task analysis and assessing student performance.

Gunter, M. A., Eastes, T.H., and Schwab, J. (2003) Instruction: A Models Approach. Boston: Allyn & Bacon. Good description of direct instruction and mastery teaching.

Joyce, B. Weil, M. and Calhoun, E. (2000). Models of Teaching. (6th ed.) Boston: Allyn & Bacon. This book offers a good explanation of the direct instruction model.

Posner, G. J., and Rudnitsky, A. N. (2000) Course Design (6th ed.). Boston: Addison-Wesley. Now a classic in the field of course and instructional design.

Chapter 9

Bennett, B., and Rolheiser, C. (2001). Beyond Monet: The Artful Science of Instructional Integration. Toronto, Ontario: Bookation. Contains excellent rationale for concept teaching and practical approaches to using concept teaching in classrooms.

Blythe, T. (1997). The Teaching for Understanding Guide. San Francisco: Jossey-Bass. Contains innovative approaches that teachers can use to develop understanding on the part of students.

Erickson, H. L. and Tomilinson, C. A. (2002). Concept-based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oakes, CA: Corwin Press. Excellent rationale and justification for going beyond factual teaching and incorporating concept-based instruction in every classroom.

Joyce, B., and Calhoun, E. (1998). Learning to Teach Inductively. Boston: Allyn & Bacon. The authors of this little book provide a clear conceptual model and lots of examples of how to teach inductively and get elementary and high school students to think.

Tobin, K., Kahle, J.B., and Fraser, B.J. (1990). Windows into Science Classrooms: Problems Associated with Higher-Level Cognitive Learning. New York: Falmer Press. Although the focus of this book is on science classrooms, much of the research that is described and interpreted can be generalized to other types of classrooms where the teacher is interested in conceptual and higher-level learning.

Chapter 10

Aronson, E., and Patanoe, S. (1997). The Jigsaw Classroom. New York: Addison-Wesley-Longman. This book presents an in-depth discussion of the Jigsaw approach to cooperative learning, including detailed directions for teachers interested in the approach.

Cohen, E. (1994). Designing Group Work Strategies for the Heterogeneous Classroom. New York: Teachers College Press. Excellent presentation of the rationale behind group work and specific strategies for teachers to use.

Gibbs, J. (1995). Tribes: A New Way of Learning Together. Sausalito, CA: Center Source Systems. A strong and practical discussion of the use of cooperative learning in classrooms.

Johnson, D.W., and Johnson, R.T. (1998). Learning Together and Alone. Cooperation, Competition, and Individualization (5th ed.). Englewood Cliffs, N.J.: Prentice Hall. This book gives a detailed rationale for the goal and reward structures required for cooperative learning and provides many good ideas for teachers who want to implement cooperative learning in their classrooms.

Kagan, S. (1997). Cooperative Learning. (2nd ed.). San Juan Capistrano, Calif.: Resources for Teachers. This is resource manual to assist teachers with using cooperative learning in their classrooms. It is filled with lesson ideas and aids.

Slavin, R. (1995). Cooperative Learning (2nd ed.). New York: Longman. This book provides detailed rationale behind cooperative learning along with summaries of Slavin's research.

Sharon, S. (ed.). (1999). Handbook of Cooperative Learning Methods. Westport, CT: Praefger. One of the definitive works on cooperative learning.

Chapter 11

Brooks, J.G., and Brooks, M.G. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, Va.: Association for Supervision and Curriculum Development. The authors describe how to set up a classroom based on constructivist principles and how to use strategies similar to those labeled "problem-based learning" in this book. This is a very readable book.

Duckworth, E. (1987). The Having of Wonderful Ideas and Other Essays on Teaching and Learning. New York: Teachers College Press. This book is a collection of delightful and insightful essays on teaching and learning and using problem-based methods.

Fogarty, R. (1997). Problem-Based Learning and Other Curriculum Models for the Multiple Intelligence Classroom. Arlington Heights, IL: Skylight Professional Development. An easy-to-read description of several curriculum approaches including problem-based learning.

Krajcik, J., Czerniak, C. M. and Berger, C. F. (2003), Teaching Children Science: A Project-Based Approach. (2nd ed.). New York: McGraw-Hill. This book is an excellent text on science teaching that details how to use problem-based approaches.

Lampert, M. (2001). Teaching Problems and the Problems of Teaching. New Haven, CT: Yale University Press. An excellent description of problem-based learning in an elementary classroom by an experience teacher and researcher.

Stephen, W. J., Senn, P.R., and Stepien, W.C. (2001). The Internet and Problem-Based Learning: Developing Solutions Through the Web. Tucson, AZ: Zephyr Press. A very readable and practical description about how the Internet can be used of facilitate problem-based learning.

Chapter 12

Adger, C.T. (1995). Engaging Students: Thinking, Talking, Cooperating. Thousand Oaks, Calif.: Corwin Press. This book is filled with practical ideas for getting students to think and talk.

Brookfield, S. D. and Preskill, S. (1999). Discussion as a Way of Teaching: Tools and Techniques for the Classroom. San Francisco: Jossey Bass. An excellent presentation of discussion teaching and includes a variety of practical tools and techniques.

Browne, M. N. and Keeley, S. M. (2000). Asking the Right Questions: A Guide to Critical Thinking. Englewood Cliffs, NJ: Prentice Hall. Discusses the importance of question asking for promoting student thinking skills.

Hill, W.F. (1994). Learning Through Discussion. (3rd ed.). Thousand Oaks, Calif.: Sage. This book is one of the classics on how to use discussion in groups and classrooms.

Shoop, L. L., and Wright, D. (1999). Classroom Warm-Ups: Activities That Improve the Climate for Learning and Discussions. Resource Publications. Excellent collection of group activities that get student read to discuss and learn.

Chapter 13

Fullan, M. (2001). The New Meaning of Educational Change (3rd ed.). New York: Teachers College Press. Now in its third edition, this is the most authoritative book on educational change and improvement.

Fuller, M.L., and Olsen, G. (1998). Home-School Relations: Working Successfully with Parents and Families. Boston: Allyn & Bacon. A thoughtful guide with many specific details about how teachers can build productive relationships with parents, families, and communities.

Goodlad, J.I. (1984). A Place Called School: Prospects for the Future. New York: McGraw-Hill. This book reports a comprehensive study of the American school. It looks inside classrooms and schools with insightful detail and proposes ways effective schools can be achieved.

Kohn, A. (2000). The Schools Our Children Deserve. New York: Houghton Mifflin. Kohn provides a critical critique of current school reform efforts, describes how many are wrong-headed, and argues for a different type of reform and schooling.

Lieberman, A., and Miller, L. (1992). Teachers—Their World and Their Work: Implications for School Improvement. New York: City College Press. This is an excellent and very readable book on the social side of teaching, told from the perspective of the teachers.

Sarason, S.B. (1995). Parental Involvement and the Political Principle. San Francisco: Jossey-Bass. This book argues for radical new structures for governing schools and a much wider role for parents in the process.







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