Annotated Bibliography 1

Annotated Bibliography

By Kelley Polasky

Masters Portfolio ED698

Dr. Elizabeth Hartley, PhD

December 5, 2022
Annotated Bibliography 2

 G 1.1 Philosophy of Education

Charles, C. M., & Senter, G. W. (2011). Building classroom discipline. Pearson.

In this book, the authors approach the concept of building a classroom community

through positive influence. New and promising approaches to discipline and classroom

management encourage educators to interact with students in a way that facilitates a

positive, productive and respectful environment. Students develop positive relationships

with teachers and have a positive attitude towards school which promotes intrinsic

motivation.

Miller, D. (2008). Teaching with intention: Defining beliefs, aligning practice, taking action, K-

5. Stenhouse Publishers.

This book helps educators define their beliefs, and intentionally put them into practice in

order to serve students. Miller addresses the intentional ways in which teachers can

encourage positive change in education. Miller addresses topics such as setting up the

classroom environment, the power of our language, and lesson design. Miller reminds

her readers that transformative teaching is built with intentionality from the ground up,

and reshaped each year with each group of new students.

G 1.2: Learner Development

Bandura, A. (1977). Social learning theory. Prentice-Hall.

This book explores social learning theory and the ways in which people learn through

socialization. The foundational components of social learning theory include attention,

retention, reproduction and motivation. These concepts are explored throughout the text

as it pertains to human learning. Social learning theory considers how cognitive and

environmental factors influence learning. Social learning theory suggests that self-
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efficacy can be promoted through constructive feedback. The theory argues that a

positive interactions will stand out in a student’s mind and they will want to repeat the

behavior that led to a positive interaction.

Vygotsky, L. S., Rieber, R. W., & Robinson, D. K. (2004). The essential Vygotsky. Kluwer.

The Essential Vygotsky collects the most influential pieces of all of his work throughout

his lifetime in order for the reader to familiarize themselves with his profound work. The

book starts off with an interview with Vygotsky and illuminates some of his beliefs that

are evident in his theories. His educational influence is most prevalent in his

sociocultural theory in which he explores learning as a social process. His theory

emphasizes the importance of culture on learning, and how adults play a pivotal role in

helping children make meaning though socialization.

G 2 Learning Differences: Diversity and Differentiation

Hammond, Z. (2015). Culturally Responsive Teaching and The Brain: Promoting Authentic

Engagement and Rigor Among Culturally and Linguistically Diverse Students. SAGE

Publications.

There is an achievement gap present for students with culturally and linguistically diverse

backgrounds. Hammond seeks to find a framework that will close that gap, and optimize

engagement and achievement for diverse classrooms. Hammond explores innovative

brain research and offers a new approach for designing and implementing a culturally

responsive teaching and learning experience. Hammond examines how culture

influences the brain and affects learning. This book prompts self-reflection, and

encourages educators to take action.

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Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All

Learners. ASCD.

Tomlinson explores the importance of developing differentiated instruction. This book

provides guidance on what to differentiate and how to differentiate. Today’s classroom is

more diverse and needs to be more inclusive to all learners. Tomlinson offers powerful

and practical ways to for teachers to meet the challenges of today’s classroom and

respond to the needs of all learners. This book encourages teachers to put students at the

forefront, and design and implement instruction based on their needs.

G 3: Learning Environments

Anderson, M. (2015). The first six weeks of school. Center for Responsive Schools Inc.

This book provides a descripted framework for setting the classroom environment during

the first six weeks. It is broken down by weeks, and includes grades K-5. Each week

students learn routines and expectations. Strong relationships are built on positive

interactions with the teacher and classmates. Six weeks may seem like a long time to

devote to establishing a classroom climate, but the author argues that creating a strong

foundation for learning will prove to empower students to maximize their learning

potential throughout the clear when clear expectations, routines and relationships have

been established.

Johnston, P. H. (2012). Opening minds: Using language to change lives. Stenhouse Publishers.

This book explores the impact and importance of our words. The way we phrase things,

and the words we choose to use can have a dramatic impact on students. Johnston argues

that we should be intentional with our language and phrase things to encourage a growth
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mindset and promote positive change. Educators should work on lifting students up and

not diminishing them based on the words we use.

G 4 & 5 Content and Pedagogy: Reading, Writing, Comprehension, and Oral Language

MacKay, S. H., & Salazar, K. (2021). Story workshop: New possibilities for young writers.

Heinemann.

Story workshop is a framework for beginning storytellers and writers. Students have the

opportunity to explore loose parts through play and are encouraged to wake up a story.

They build the story with the loose parts, then have the opportunity to orally share their

story with adults or peers in the classroom. After they have shared their story, they then

write the story by drawing a picture, writing and or having their story dictated. This

framework for exploration through play provides a strong foundation for students to learn

the elements of writing through developmentally appropriate strategies.

Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades.

Stenhouse Publishers.

In this book, Miller welcomes her readers into her classroom where her students are

learning to love reading and writing. She teaches her readers techniques for modeling

thinking, specific examples of modeled strategy lessons, how to help children make their

thinking visible, and how to develop book clubs as a way for students to share their

thinking. Miller encourages educators to create a climate and culture of thinking and

learning.

Harris, K. R. (2010). Powerful writing strategies for all students. Brookes.

This book is filled with complete lesson plans teachers can use to supplement their

writing curriculum. Each lesson is from 20-60 minutes and addresses types of writing
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that are key to success, helps with each part of the writing process, teaches and reinforces

new writing strategies and skills, supports effective instruction, and provides engaging,

fun instruction. This resource is rooted in the self-regulated strategy development

approach, and encourages students to become motivated and confident writers.

G 4 & 5 Content and Pedagogy: Science

Bass, J. E., Contant, T. L., & Carin, A. A. (2009). Teaching science as inquiry. Allyn & Bacon.

Inquiry-based teaching is central to the new science standards. When children look

closely, observe and are encouraged to wonder, questions authentically arise. When

students ask questions that are relevant and meaningful, they are motivated to investigate

the world around them. This book encourages the use of hands-on and process-oriented

activities that foster knowledge construction in engaging and meaningful ways.

Stone-MacDonald, A. (2015). Engaging young engineers: Teaching problem solving skills

through stem. Brookes Publishing.

This book encourages young scientists to be curious, persistent, flexible, reflective and

collaborative while exploring science alongside technology, engineering and math.

Teachers learn how to teach engineering principles of think about it, try it, fix it, share it.

Learning through STEM encourages students to use critical thinking skills, become

problem solvers and promotes self-regulation in a fun, engaging way.

G 4 & 5 Content and Pedagogy: Arts Integration

Layne, S. (2017). Acting right: Building a cooperative, collaborative, creative classroom

community. Foresight Publishing.

In this book, Layne uses drama to teach behavior. Layne uses a step by step approach that

integrates engaging aspects of drama and empowers students to take ownership of their
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own behavior. These strategies help create a behavioral literacy necessary for students to

concentrate and collaborate and establish a calm balance in the classroom.

Lewis, Y. P., & Mardirosian, G. H. (2018). Arts integration in education: Teachers and teaching

artists as agents of change: Theory, impact, practice. Intellect.

This book offers comprehensive exploration of arts integration in schools across the

country. It includes contributions from teachers, professors, phycologists, artists, theorists,

and scholars. The authors examine the effectiveness of creating an arts integrated

curriculum across all content areas.

G 4 & 5 Content and Pedagogy: Social Studies

Germán Lorena Escoto. (2021). Textured teaching: A framework for culturally sustaining

practices. Heinemann.

This book provides a foundation for teaching with culturally sustainable practice at it’s

foundation. Lorena promotes a learning environment that is rigorous and engaging. She

also promotes the core traits of textured teaching which include: student driven,

community centered, interdisciplinary, experiential and flexible. Throughout this book

Lorena shares strategies to build traditional literacy skills alongside social justice skills.

Lesh, B. A. (2011). "Why won't you just tell us the answer?": Teaching historical thinking in

grades 7-12. Stenhouse Publishers.

Rather than learning history through lecture and memorization, Lesh believes we should

encourage students to actively engage in investigating the past the way professional

historians do. History study should focus on questions where students can gather a variety

of historical sources and develop and defend the answers. Students should develop an
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inquiry-based approach to history, and should search for relevant sources which convey a

variety of perspectives around historical events.

G 4 & 5 Content and Pedagogy: Mathematics

Jorgensen, R., Dole, S., & Larkin, K. (2020). Teaching mathematics in primary schools:

Principles for effective practice. Taylor & Francis Group.

This book covers the mathematical content taught through primary school and emphases

ways they can connect what they learn in mathematics with other curriculum areas. This

book encourages strong problem-solving skills as a foundation to building knowledge and

confidence in mathematics.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school

mathematics teaching developmentally. Pearson.

This book applies current research and illustrates how children learn mathematics through

hands-on, problem-based approaches that are developmentally appropriate. This book

helps teachers boost their own knowledge of math and learn concrete ways to incorporate

problem-based tasks in the classroom.

G6: Assessment Guided Student Learning

Knight, J. (2015). High-impact instruction a framework for great teaching. Corwin Press

This book explores the four areas of high-impact instruction: content planning, formative

assessment, instructional practices, and community building. Throughout this book,

Knight provides the readers with checklists and recommendations for further reading.

Throughout this book, Knight provides simple and flexible frameworks teachers can use to

improve their practice. This book provides a rich toolkit for promoting great teaching.
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Routman, R. (2008). Teaching essentials: Expecting the most and getting the best from every

learner, K-8. Heinemann.

In this book, Routman explores what it takes to be an outstanding teacher. Most

importantly, she argues that teachers need to encourage students to believe in themselves.

She argues that teachers should believe in every student’s ability to reach high

achievement. When combining effective instruction with a growth mindset, transformative

teaching and learning are possible. Routman details how teachers can build an effective

and joyful teaching practice through essential teaching strategies.

G7 & G8: Planning for Instruction & Instructional Strategies

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.

Jossey-Bass.

This book is filled with concrete, specific and actionable teaching techniques that teachers

can start implementing in their classrooms immediately. Lemov details 49 techniques

teachers can incorporate across their curriculum in order to improve their effectiveness as

an educator. This book is geared at educators from grades k-12 and is focused on ensuring

student success through concrete, actionable strategies.

Wiggins, G. P., & McTighe, J. (2008). Understanding by design. Association for Supervision

and Curriculum Development.

This book provides a framework for lesson development. Through the UbD design,

teachers are encouraged to start with the ending and work backwards. When teachers

know what outcomes they’d like students to achieve, it is easier to create a road map of

how to get there. This book explores the essential elements of designing curriculum and

aids in teacher clarity, and focus when designing instruction.

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G9: Professional Learning and Ethical Practice

Brucato, J. M. (2005). Creating a learning environment: An educational leader's guide to

managing school culture. Scarecrow Education.

This book is primarily intended for teachers or principals interested in leading a school in a

positive direction. Brucato addresses the need to assess the culture of a school

environment, reflect on the variables which can improve the culture, and determine what

practices to employ in order to make necessary improvement. Brucato believes there is a

way for all schools to be successful and with intentionality leaders can create positive

change within any school.

Lick, D. W., Clauset, K. H., & Murphy, C. U. (2013). Schools can change: A step-by-step

change creation system for building innovative schools and increasing student learning.

Corwin Press.

This book explores the use of whole faculty study groups to make improvements and

effective system for measurable and sustainable student growth. This book shows teachers

how to develop the right vision, relationships, and culture to create and sustain change.

This book also helps faculties build loyalty, trust and responsibility within and across the

school.

G10 Leadership and Collaboration: Parents and Community

Knight, J. (2016). Better Conversations: Coaching Ourselves and each other to be more

credible, caring, and connected. Corwin, A Sage Company.

In this book, Knight teaches us how to coach ourselves and each other to be more credible,

caring and connected. Knight asserts that our schools are only as good as the conversations

within them, and shows his readers how to adopt the habits needed to transform the quality
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of our dialogs. Knight teaches how to listen with empathy, build trust, find common

ground, and how to become better communicators.

Routman, R. (2008). Teaching essentials: Expecting the most and getting the best from every

learner, K-8. Heinemann.

In this book, Routman explores what it takes to be an outstanding teacher. Most

importantly, she argues that teachers need to encourage students to believe in themselves.

She argues that teachers should believe in every student’s ability to reach high

achievement. When combining effective instruction with a growth mindset, transformative

teaching and learning are possible. Routman details how teachers can build an effective

and joyful teaching practice through essential teaching strategies.

Technology: (Cross Cutting Theme)

Ohler, J. (2010). Digital community, digital citizen. Corwin Press.

This book explores how teachers should teach students about how to be responsible digital

citizens. This book acknowledges the advancement in technology, and accepts that digital

knowledge will be vital to student success. Along with that comes the responsibility for

students to learn what it means to be respectful, responsible members of our global digital

community. Ohler explores the essentials about what students need to face the new digital

world with success.

Shank, P. (2011). The online learning idea book. Proven ways to enhance technology-based and

blended learning. Pfeiffer.

This book offers examples on current learning research and theory around technology-

based blended learning. Shank teaches how to put these strategies into action in the real

world. This book provides ideas on ways teachers can create instructional materials or
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improve existing ones. For teachers who need to build classroom-based courses, this book

provides great techniques, tips and tricks in developing and designing synchronous and

asynchronous learning. In this book, teachers can discover creative ways to improve their

blended instruction with the use of technology.