Ed 698 - Annotated Bibliography
Ed 698 - Annotated Bibliography
Ed 698 - Annotated Bibliography
Annotated Bibliography
Philosophy
Brock, A., & Hundley, H. (2016). The growth mindset coach: A teacher’s month-by-month
Anne Brock and Heather Hundley give a complete layout for teachers to take students from
mediocrity to greatness. This text was created by teachers with hands on lessons and constructive
feedback. The overall process encourages positive talk, positive actions, and whole lot of
encouragement. The identified teacher and peer encouragement support a positive change of
The college board created this series of texts to move students into higher level thinking. It was
identified that our students are not working on material that are at grade level, so this text is
intended to give materials for students to bridge the learning gap. The resources, stories, and
assessments in the text, give students multiple opportunities to meet the standards and identify
what they are learning and why. There is a paper format and electronic text so that students have
Darling-Hammond, L. (2001). The right to learn: A blueprint for creating schools that work. San
Francisco: Jossey-Bass.
This text talks about how the U.S. system of education needs an overhaul and how reforms will
make a learning environment conducive to the learning processes. It talks about “education
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bureaucracy” and how so many policies are in place that hinder the overall objective of our
take away the politics in the schools and put the focus back on the students and their academic
achievement.
Oakes, J. (2005). Keeping track: How schools structure inequality. New Haven, CT: Yale
University Press.
This book addresses the inequalities when students are grouped according to ability and
identifies that it leaves certain students on the track to failure. It talks about how our methods of
identifying student’s academic prowess does not really change of trajectory of where our
students are headed in the academic arena. It causes educators to reassess their methods of
Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching. San
Perrone tells of the tests and trials of teachers and students, and the overall obstacles that are
encountered when in the teaching profession. He brings the real truths to light even detailing the
red tape that educators need to consider when identifying the standardized testing we administer
to our students. Perrone gives scenarios, and the justification for the guidelines that we follow
Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San
Francisco: Jossey-Bass.
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This book talks about determining intelligence and academic ability through methods other than
the traditional classroom assessment. It questions whether IQ can really identify student ability,
and how teachers can engage students with positive classroom attitudes and model different
Child Development
Feldman, R.S. (2014). Development across the life span (7th ed.). Upper Saddle River, NJ:
Feldman talks of the development of the child from birth to adulthood, and even to old age. He
identifies theorists that describe the complexities, and different ideas about how humans develop,
learn, grow, and process materials, and ideas. Feldman challenges the reader with diverse
methodology that will cause you to analyze your thinking and justify why you think the way you
do.
Tomlinson, C.A. (2014). The differentiated classroom (2nd ed.): Responding to the needs of all
The differentiated classroom causes the educator to recreate the entire classroom environment. In
the differentiated classroom, several strategies need to be used simultaneously to ensure that
every student is participating. The students have varying abilities, so there needs to be
procedures and scaffolds in place to keep every student engaged and working toward academic
Diversity
Nieto, Sonia (1999). The light in their eyes: Creating multicultural learning communities. New
This text addresses our multicultural students and then need for educators to ensure that students
have a voice in the learning environment. Embracing student culture is one way to reach our
students and bring the instruction right where they are for clarity and understanding. Examples
are given in the text of student journals and how the No Child Left Behind Act impacts our
students of color.
Using the backward design model teachers are encouraged to utilize engaging and diverse
activities to include students in the learning process. It is not only teaching to the students but
allowing the student to indulge in the lesson. The students are given clear expectations for
success, and then create their own learning opportunities using the performance options required
Daniels, H., & Steineke, N. (2004). Mini-lessons for literature circles. Portsmouth, NH:
Heinemann.
Mini-lessons for literature circles addresses the methods to get students engaged in the reading
process and the analysis of literature. It talks about students’ roles within the literature circle. It
identifies marking the text and ways to enhance student comprehension. There is also discussion
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on how to use the literature circles to engage students in discussion, journaling, drama, or
theatrics.
Wiggins, Grant and McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, Virginia:
ASCD
Understanding by design addresses creating lessons with the end result in mind. Educators must
think about what they want the outcome to be and work the lesson backwards, using what is
called “backward design.” When educators are thinking about what they want to students to
know, they can create lessons that address the standards and keep students on task with the
Assessment
Charles, C.M. (2014). Building classroom discipline (11th ed.). Upper Saddle River, NJ: Pearson.
Charles begins the book with the problems surrounding classroom discipline and moves to the
educator taking charge in the classroom. He talks about engaging students and keeping them
willingly engaged in the learning process. The book concludes with personalizing your
classroom discipline, because every educator has a certain style that they bring to the classroom
environment.
Nagel, D. (2015). Effective grading practices for secondary teachers: Practical strategies to
Nagel talks about not putting such a heavy emphasis on homework and allowing students to
learn the expectations of success in the classroom environment. He also addresses different
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strategies assess student work other than the large projects. He encourages teachers to break
assessments up into smaller pieces, and grading students more frequently so students know their
Atwell, N. (2015). In the middle: A lifetime of learning about writing, reading, and adolescents,
In the middle: a lifetime of learning about writing, reading, and adolescents, Atwell addresses
every possible concept and situation that you might encounter as an educator when teaching
literacy to those who might bring you the greatest challenges, adolescents! She addresses
workshops in reading and writing, making time for your workshops in your busy school day, and
has included plenty of student examples so that you are not without ideas to make your
classroom better. She gives ideas about assessment and covers every genre of writing, so that as
an educator you never run out of ways for improving the literacy processes for your students.
Lukens, R. J., Smith, J. J. & Coffel, C. M. (2013). A critical handbook of children’s literature
This book is a godsend for lovers of literature. It talks about picture books, genre, point of view,
elements of literature and figurative language, just to name a few things to look at when
analyzing literature. These concepts are covered while giving literary examples that can help you
embrace these teaching moments with students. The book is wonderfully designed to allow you
to engage students and cause them to love the literary process and the literary works
Strickland, D.S., Ganske, K., Monroe, J. K. (2002). Supporting struggling readers and writers:
Strickland’s emphasis when writing this book was to equip educators to motivate students, so
they do not struggle when embarking on a new concept or method, when handling the literary
processes in the classroom. Strickland talks about changing up the status quo of the typical
classroom by inviting guest speakers, and finding literary works that interest the students, so they
Social Studies
Harvey, S. & Goudvis, A. (2007). Strategies that work (2nd ed.): Teaching comprehension for
This book gave a great overall concept and thrust into ideas to help your students engage in the
lesson. The suggested approaches will help you as an educator to unlock methods to help your
students get the whole idea of what you are trying to teach them. The objectives you are trying to
convey in your classroom instruction, should not be a mystery to your students. Some of the
methods used in the past were intended to teach to a test or teach so that the students met an
assessment need. The problem identified was that the students did not understand the material.
This text gives different tools to utilize in the classroom setting that will take your students from
reading material, and studying to pass a test, to understanding the material being taught, and
Loewen, J. W. (2010). Teaching what really happened: How to avoid the tyranny of textbooks
and get students excited about doing history. New York: Teachers College Press.
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This text urges the reader to push past the textbook, and look at other documents, and items of
historical value. The historical items of the past that might have been minimized based on
prejudiced perceptions of what is the truth. The text takes you on an historical journey
documenting several themes or timelines in history, and the overarching thoughts. I was
impressed with the comment made by the author, “Children are not stupid. They are merely
ignorant – ignorant of many of the things needed to do well in school.” (Loewen) The author
gives you different pieces of information to challenge your assumptions about your previous
perceptions. This book will inspire and motivate you to push past typical boundaries and reach
Art Integration
Moline, S. (2012). I see what you mean (2nd ed.): Visual literacy K-8. Portland, ME: Stenhouse
Publishers.
Visual prompts are the items that tie everything together. Often the completion of a project or
lesson is a written summation. It could even be some type of item that people can relate to
through using the sense of sight, possibly a picture. Students have different learning styles, and
visual acuity is crucial for those students who can see. Some students have a learn style that is
heightened more utilizing hearing or kinesthetic methods. Again, I say, the visual prompt ties
everything together. This book uses ideas for pictorial stimuli that are from every area of the
curriculum spectrum. The ideas presented will assist you in helping your students, and those
students needing differentiated instruction to understand the ideas your lesson attempts to
convey.
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Taylor, C.S., & Nolen, S.B (2008). Classroom assessment: Supporting teaching and learning in
Taylor and Nolen are addressing the reality that teachers need assessments to measure student
learning. The method of assessment for students is always changing and ever evolving.
Educators can use art integration as an alternative assessment tool to pencil and paper testing.
This complementary testing method allows students to express their understanding and
comprehension in a way other than words. The first section of the book talks about how
assessments give educators mere glimpses into how the students learn. The second section of the
book addresses methods teachers may use to allow students to use performance measures to
prove their aptitude and ability. The third section of the book talks about the types of testing you
can use in the classroom. The final section of the book refers to the standardized testing the most
students are required to take and what we can do with the data. Taylor and Nolen cover every
area of assessment, considering the writing of this book, if an updated version were available,
Science
Bass, J.E., Contant, T.L, & Carin, A.A. (2009). Teaching science as inquiry (7th ed.). Boston,
MA: Pearson
This book allows the educator to understand with clarity the concept of “hands-on minds-on”
learning in science. It talks about students working through the experiments as they analyze the
developments and try to come up with a hypothesis. It identifies different science activities that
will keep students engaged and formulating questions to come to a better understanding of the
scientific processes.
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Koechlin, C. & Zwaan, S. (2014). Q tasks (2nd ed.): How to empower students to ask questions
Q-Tasks is all about posing questions for understanding. The questions can come from the
students or the educators, but the key is having questions which prompt further research. The
more students question, the more they want to know. The more students know about a topic, the
more they are able to understand other things that might influence the subject matter. Q-Tasks
provides a plethora of guides and visual aids that will allow you as an educator to press the
students to ask for more information. Students are naturally inquisitive and providing the
motivation for them to ask questions for greater understanding is what Q-Tasks is all about.
Math
Heroman, C. (2017). Making and tinkering with stem: Solving design challenges with young
children. Washington, DC: National Association for the Education of Young Children.
Heroman gives a plethora of topics and assignments for young children to explore, design,
create, and analyze the things they have created. All the projects that the students are to produce
use simple or available materials. The students can create, ask questions, and answer the
This text absorbs the student into the varied and diverse methods we use on our land masses to
measure, collect data, identify shapes, and work on the physicality of this planet and other
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planets. It takes students to different climates and countries. It talks about temperature and
elevation as students learn to calculate data, measure, and identify the various events that take
Layne focuses on using drama and theatrical methods to reach students for effective classroom
management. He uses music and the senses to teach educators how to allow students to learn to
self-manage their behavior. The book includes strategies that teachers can use to help students
learn to problem solve when there is a conflict or difficult situation. The strategies work for
different age groups of students. Students are able to be a part of the bigger picture, and work to
be a contributing part of the classroom community using the strategies identified in this book.
Mackenzie, R.J. & Stanzione, L. (2010). Setting limits in the classroom: A complete guide to
effective classroom management with a school-wide discipline plan (3rd ed.). Three
This book is a classroom management guide that is dependent upon administrative support to
make it truly effective. It gives classroom examples and strategies to overcome behavioral
obstacles. There are questions and answers throughout the book as different approaches are
explained and solutions are given. This text also includes scenarios for working with students
Redl, F., & Wattenberg, W.W. (1959). Mental hygiene in teaching (2nd ed.). Harcourt, Brace, and
Redl and Wattenberg wrote this book to give teachers theory-based suggestions to help teachers
understand and manage classroom behavior. The theorists addressed motivation, conflict, and
control in the classroom, and behavior mechanisms to utilize so that you can identify and address
appropriately behaviors among students in your classroom. They wrote about how different
influences shape children’s lives, and as educators we have a significant influence on the
Sousa, D.A. & Tomlinson, C.A. (2011). Differentiation and the brain: How neuroscience
This book identifies that differentiation in the classroom setting provides a greater understanding
of content and material for students. It speaks to meeting the social-emotional needs of students
to reach them academically and addresses how positive environments for learning provide
greater opportunities for students to be successful in the classroom. It talks about testing and
finding various ways to assess students to quell stress, and to provide a greater prospect for
student achievement.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic
engagement and rigor among culturally and linguistically diverse students. Thousand
Zaretta Hammond tells about how culture and linguistics affect the way students receive and
process information. She identifies how students need to develop partnerships with teachers and
allow those relationships to make them feel secure and comfortable in the learning environment.
She talks about how teaching and embracing the culture of students when teaching lessons will
help them. It will decrease the academic learning deficit that so many of our students of color
experience.
Kuykendall, C. (2004). From rage to hope: Strategies for reclaiming Black & Hispanic students.
From “Rage to Hope” talks about the disparities some students face based on socioeconomic
situations in their communities. She addresses stimuli needed to reach our students and
encourage them to be their absolute best. Crystal Kuykendall begins with the initial reaction that
the teacher exhibits, and the students receive when in the classroom environment. She speaks to
the engagement that we have with students of diverse backgrounds and how to find ways and
methods to engage them. Crystal Kuykendall talks about how different influencers in every part
of a child’s environment can either create despair, or hope for a brighter future. She addresses
Professionalism
Burnaford, G., Fischer, J. & Hobson, D. (2001). Teachers doing research: The power of action
through inquiry (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Gail Burnaford, Joseph Fischer, and David Hobson give educators all the resources they need to
complete a research project in the classroom. This text provides specifics on data collection, and
the method to determine if your research has the specifics to be credible. It talks about the
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collaboration that you share with colleagues and how you can receive concrete feedback. There
are strategies identifying how to document your research to bring it to a conclusion, and make
Hubbard, R., & Power, B. (2003). The art of classroom inquiry: A handbook for teacher-
Ruth Hubbard and Brenda Power begin with the basics for teachers to start their research. It talks
about what to research and designing your research to fit the area you want to investigate. It
addresses getting a network of teachers who can help you to think through your topic and narrow
it down to something that can be handled conveniently. It offers practical tips, strategies, and
resources that make your research project manageable and ready for publication.
O’Leary, Z. (2017). The essential guide to doing your research project (3rd ed.). Thousand Oaks,
This text is a thorough outline for completing your research project. Each chapter has a summary
and the text has digital supports for further research and exploration. O’Leary answers questions
that students might be afraid to ask and provides a glossary to enhance your understanding. This
comprehensive text gives examples and graphics that make the text easier to understand.
Educational Technology
The Digital Writing Workshop, by Troy Hicks, addresses writing, but brings the readers on with
a modern twist, adding technology to the writing process. People tend to think that writing is
simplified if you have a computer to check your spelling and grammar. Hicks gives the educator
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another perspective on incorporating Digital Writing to the writing process. He talks about
setting up portfolio pages, photo sharing, and using software like Wiki and Google Docs.
Helping the educator and students work through choice and inquiry, conferring, author craft,
publishing and assessment all in an electronic format is what this book accomplishes for the
reader.
Loomis, K. (2017). Think outside the box: The CIA of blended learning and 10+ designs for
Think outside the box covers the different aspect of the blended learning model. It addresses
various methods educators must use to ensure that we are meeting the learning needs of all our
students. The blended learning model also allows students to move at their own pace without
having to wait for other students in the classroom if they have already completed their
coursework. It gives the educator strategies so that all students are engaged and able to complete