Professional Collection

2/21/13 Bibliography for K Brosan

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Professional

Sorted by Call Number / Author.

025.042 DEV Devine, Jane, 1947. Going beyond Google : the Invisible Web inlearning and teaching. New York : NealSchuman Publishers, c2009.Characteristics of the Invisible Web Use of the Web for research Introducing students to the Invisible Web Further explorationof the Invisible Web Internet research strategies : an example A sampler of tools for mining the Invisible Web Visible versusInvisible Web : shifting boundaries. A guide to improving Internetsearch skills and using search engines that discusses characteristicsof the invisible Web, research strategies, tools, and other relatedtopics.

158 COV Covey, Stephen R. The 7 habits of highly effective people : restoring thecharacter ethic. Free Press ed. New York : Free Press, 2004.Presents a stepbystep guide to the principles of fairness,integrity, and human dignity that defines a way of life and leads tosuccess in business.

303.48 FRI Friedman, Thomas L. The world is flat : a brief history of the twentyfirst century. 1st updated and expanded ed. New York : Farrar,Straus and Giroux, 2006.While I was sleeping The ten forces that flattened the world The triple convergence The great sorting out America and freetrade The untouchables The right stuff The quiet crisis This is not a test The Virgin of Guadalupe How companies cope The unflat world Globalization of the local The Dell theory ofconflict prevention. Contains an overview of the global political andeconomic change since the turn of the twentyfirst century,discussing the rapid developments in technologies that has allowedIndia and China to become part of a growing supply chain ofmanufacturing impacting global markets.

303.48 FRI Friedman, Thomas L. The world is flat : a brief history of the twentyfirst century. 1st further updated and expanded hardcover ed. NewYork : Farrar, Straus and Giroux, 2007.While I was sleeping The ten forces that flattened the world The triple convergence The great sorting out America and freetrade The untouchables The right stuff The quiet crisis This is not a test The Virgin of Guadalupe How companies cope Globalization of the local If it's not happening it's becauseyou're not doing it What happens when we all have dog'shearing? The unflat world The Dell theory of conflictprevention 11/9 versus 9/11. Contains an overview of the globalpolitical and economic change since the turn of the twentyfirstcentury, discussing the rapid developments in technologies that hasallowed India and China to become part of a growing supply chainof manufacturing impacting global markets.

320.5 FRI Friedman, Thomas L. Hot, flat, and crowded : why we need a greenrevolution and how it can renew America. 1st ed. New York :Farrar, Straus and Giroux, 2008.Argues that the United States needs to adopt an environmentally



friendly national strategy to be healthier, wealthier, and moresecure, innovative, and productive.

AUD 428.1 HAR Harrison, Blake. Flocabulary : the hiphop approach to SATlevelvocabulary building. Unabridged. Ohio : Findaway World ;, c2007.Performances by Escher, Ed Boyer, Afro DZ ak, Dee1R, Mr. BlackSatin, Isaac Brody. A study guide to building SAT vocabulary skills,providing a collection of twelve hiphop songs that use rhyme andmusic to help students remember vocabulary words.

PER 4 WHE FOUR WHEELER.

PER HOT Hot rod. [Los Angeles : Peterson Pub. Co.

Playaway FIC GRA GrahameSmith, Seth. Abraham Lincoln : vampire hunter. Unabridged.Solon, OH : Findaway World ;, c2010.Read by Scott Holst. Abraham Lincoln, having realized that hismother's death was caused by a vampire, embarks on a plan ofrevenge that takes him all the way to the White House.

PRO 004 BAR Barrett, Joanne R., 1960. Teaching and learning about computers : aclassroom guide for teachers, librarians, media specialists, andstudents. Lanham, Md : Scarecrow Press, 2002.A guide to using computers in the classroom that describes thevarious applications and offers shortcuts and tips to help teachers,librarians, and media specialists address common problems andquestions.

PRO 004.6 BEN Benson, Allen C. NealSchuman complete Internet companion forlibrarians. New York : NealSchuman, 1997.An introduction to the Internet for librarians that discusses whatservices are available through the World Wide Web and how thoseservices can be used in schools.

PRO 004.6 JOH Johnson, Doug, 1952. Learning right from wrong in the digital age.Worthington, Ohio : Linworth Pub., c2003.Presents guidelines and rules for teachers, parents, librarians, andother adults to use in teaching children ethical behavior regardingcomputers and the Internet, and presents thirtysix scenariosrelated to privacy, property, and appropriate use, along withdiscussion questions.

PRO 016.07 Tea AASLTEPS Coordinating Committee for the Teachers' Library Project.The teachers' library : how to organize it and what to include. [Rev.ed. Washington] : National Education Association, 1968.

PRO 016.813 MOR Morris, Vanessa Irvin. The readers' advisory guide to street literature.Chicago : American Library Association, 2012.It's like a movie in my head : street lit and its appeal to readers From Moll Flanders to The coldest winter ever : a historical timelineof street lit The streets are callin' : the street as a literary motif The diversity within street lit : themes and subgenres Streetlit readers' advisory : expanding on the patrons' expertise Toningit down : teenfriendly street lit Who put this book on the shelf? :



collection strategies for street lit Characters outside the cover :how librarians, authors, and readers read street lit Hustlin' streetlit : pushin' books and programs Epilogue: BEEF : bringin'extreme explanations to the forefont of street lit Works cited Literature cited Streetliterature publishers. Provides informationand tools for librarians to guide library patrons to street literature,including a historical timeline, themes, subgenres, and teenfriendlystreet lit.

PRO 021 Kni Knight, Douglas M., 1921 comp. Libraries at large : tradition,innovation, and the national interest; the resource book based onthe materials of the National Advisory Commission on Libraries.New York : Bowker, 1969.

PRO 021.65 SIM Simpson, Carol Mann, 1949. Internet for library media specialists.Worthington, Ohio : Linworth Pub., c1995.Provides an overview of the information network with advice onintroducing the computer resource to students, faculty, and staff,and discusses how it can be used in school libraries and in specificcontent areas. Includes Internet access points, Email addresses,and transparency masters.

PRO 021.7 PHI Phillips, Susan P., 1945. Great displays for your library step by step.Jefferson, N.C. : McFarland, c2008.Presents ideas and photographs for creating library displays,grouped in the categories of authors, pop culture, genres,traditions, patriotism, art and architecture, cultures, people, nature,pastimes, and the mind.

PRO 023.7 ZMU Zmuda, Allison. Librarians as learning specialists : meeting the learningimperative for the 21st century. Westport, CT : Libraries Unlimited,2008.Closing the learning gap : reframing our mission The learningspecialist : clarifying the role of library media specialists Designing instruction to fit the nature of the learning and thelearner Providing robust assessment and feedback. Examines therole of librarians in education, focusing on school library mediaspecialists, and describes howlearning specialists can update schoolapproaches to learning by promoting collaboration betweenlibrarians and the teaching staff, as well as developing digitalcollections.

PRO 025 Ber Berry, Margaret A. Stepping into research! : a complete research skillsactivities program for grades 512. West Nyack, N.Y. : Center forApplied Research in Education, c1990.Contains thirty lesson plans for developing library research skills instudents, each including a statement of objectives, backgroundinformation, reproducible activity sheets, and an answer key.

PRO 025.04 EIS Eisenberg, Michael. Teaching information & technology skills : the Big6in secondary schools. Worthington, Ohio : Linworth Pub., c2000.Presents ideas designed to promote understanding of the Big6approach to information and technology skills instruction;discussing specific strategies for building Big6 skills into new andexisting instructional programs.



PRO 025.04 GOU Gould, Cheryl. Searching smart on the World Wide Web : tools andtechniques for getting quality results. Berkeley, Calif. : LibrarySolutions Press, c1998.Discusses how to use the World Wide Web to search the Internetfor resources and information; includes software with NetscapeBookmarks and Internet Explorer sites.

PRO 025.1 Cal Callison, Daniel, 1948. Case studies in managing school library mediacenters. Phoenix, AZ : Oryx Press, 1989.A collection of case studies describing scenarios of the experiencesof library/media center managers.

PRO 025.1 Occ School Library Manpower Project. Occupational definitions for schoollibrary media personnel. Chicago : American Library Association,1971.

PRO 025.1 Sch National Education Association of the United States. Research Division.School library personnel task analysis survey. Chicago] : AmericanAssociation of School Librarians; [available from the ALA Pub.Dept., 1969].

PRO 025.1 TIP Tips and other bright ideas for secondary school libraries. SantaBarbara, Calif. : Linworth, c2010.Managing the library Working with students in the library Teaching research skills Collaborating with teachers Usingtechnology in the library Promoting reading Building positivepublic relations Working with helpers. A compilation of practicaltips and advice for secondary school libraries taken from the "TIPS"column of "Library Media Connection," covering management,working with students, teaching research skills, collaborating withteachers, using technology, promoting reading, building positivepublic relations, and working with helpers.

PRO 025.19 StC St. Clair, Guy, 1940. Managing the oneperson library. London ; :Butterworths, 1986.

PRO 025.19782230STR Streiff, Jane E. Secondary school librarian's survival guide : readytouse techniques, tools & materials to help you save time & work inevery aspect of your job as library media specialist. West Nyack,N.Y. : Center for Applied Research in Education, c1995.Contains over 450 tips, guidelines, and forms for successfullymanaging middle and highschool library media centers, discussingthe facility, program, educational community, the roles of managerand teacher, professional vigor and fatigue, and school reform.

PRO 025.2 INT Intellectual freedom manual. 8th ed. Chicago : American LibraryAssociation, 2010.Explains the meaning of intellectual freedom in library service,presents that texts and historical development of the AmericanLibrary Association's intellectual freedom policies and guidelines,and includes essays in which the authors discuss intellectualfreedom and the law, and how to combat censorship.



PRO 025.2 REI Reichman, Henry, 1947. Censorship and selection : issues and answersfor schools. Rev. ed. Chicago : American Library Association ;,1993.Addresses censorship involving school libraries, curriculummaterials, and the student press.

PRO 025.213 Jon Jones, Frances M. (Frances Mary). Defusing censorship : the librarian'sguide to handling censorship conflicts. Phoenix, AZ : Oryx Press,1983.Provides practical advice, guidelines, and tools for managingcensorship conflicts.

PRO 025.3 Ake Akers, Susan Grey, 1889. Akers' simple library cataloging. 6th ed.,completely rev. & rewritten /. Metuchen, N.J. : Scarecrow Press,1977.

PRO 025.3 Gor Gorman, Michael, 1941. The concise AACR 2 : being a rewritten andsimplified version of AngloAmerican cataloguing rules, secondedition. Chicago : American Library Association, 1981.A concise abridged edition of the AngloAmerican CataloguingRules.

PRO 025.3 Mil Miller, Rosalind E. Commonsense cataloging : a cataloger's manual. 4thed. rev. New York : H.W. Wilson, 1990.A concise statement of cataloging techniques.

PRO 025.317 ALA American Library Association. Filing Committee. ALA filing rules.Chicago : ALA, 1980.A.L.A. rules for filing catalog cards.

PRO 025.49 SEA Sears, Minnie Earl, 18731933. Sears list of subject headings. 15th ed./. New York : Wilson, 1994.Contains a list of subject headings to meet the needs of smallerlibraries.

PRO 025.5 Ave Aversa, Elizabeth Smith. Online information services for secondaryschool students. 2nd ed. Chicago, Ill. : American Library Association;, 1989.

PRO 025.5 BRU Bruwelheide, Janis H. The copyright primer for librarians and educators.2nd ed. Chicago : American Library Association ;, 1995.

PRO 025.5 Hac Hackman, Mary H., 1931. Library media skills and the senior highschool English program. Littleton, Colo. : Libraries Unlimited, 1985.Provides information on teaching research skills, study andinformation retrieval skills.

PRO 025.5 SIM Simpson, Carol Mann, 1949. Copyright for schools : a practical guide.2nd ed. Worthington, Ohio : Linworth Pub., c1997.Discusses the copyright law in relation to schools, presenting anupdated discussion on multimedia "fair use" for schools, specificexamples of school situations, and various types of copyrights.



PRO 025.5 Sma Smallwood, Carol, 1939. Reference puzzles and word games for grades712. Jefferson, N.C. : McFarland, c1991.A collection of puzzles and games using basic reference materialsfor students in grades 712.

PRO 025.5 Str Stripling, Barbara K. Brainstorms and blueprints : teaching libraryresearch as a thinking process. Englewood, Colo. : LibrariesUnlimited, 1988.Presents strategies and logical processes for teaching libraryresearch projects in secondary schools.

PRO 025.524 LAN Lane, Nancy D. Techniques for student research : a comprehensiveguide to using the library. New York : NealSchuman Publishers,c2000.Explains the basics of using printed and electronic referencesources to find short, factual answers to questions, emphasizing theprinciples of organization and searching techniques that apply tospecific resources; tells how to formulate a search strategy; andprovides a brief introduction to the Internet as a research tool.

PRO 025.56 Kuh Kuhlthau, Carol Collier, 1937. School librarian's gradebygradeactivities program : a complete sequential skills plan for grades K8. West Nyack, N.Y. : Center for Applied Research in Education,c1981.

PRO 025.56 Kuh Kuhlthau, Carol Collier, 1937. Teaching the library research process : astepbystep program for secondary school students. West Nyack,N.Y. : Center for Applied Research in Education, c1985.

PRO 025.56 LEA Leahy, William. Fundamentals of the library. Chicago : KennethPublishing Co., c1980.

PRO 025.56 Lea Leahy, William. Fundamentals of the library. Chicago : KennethPublishing Co., c1980.

PRO 025.56 RUX Skills for life : library information literacy for grades 912. Worthington,Ohio : Linworth Pub., 1993.Basic library foundations Connecting with the curriculum Putting research strategies to work Connecting with technology.Offers school libraries new ways to teach traditional skills andmaster new information technology such as CDROM, onlinedatabases, multimedia, video, and interactive laser disks.

PRO 025.56 WOL Wolf, Carolyn E., 1941. Basic library skills. 3rd ed. Jefferson, N.C. :McFarland, c1993.Teaches the basic skills needed to use the various resourcesavailable in modern libraries.

PRO 025.5678 Teaching information literacy using electronic resources for grades 612. Worthington, Ohio : Linworth, c1996.Provides media specialists with a variety of lessons plans and ideasfor use in instructing students in grades six through twelve on theuse of electronic technology, covering topics that include theelectronic card catalog, online services, and desktop publishing.



PRO 027.62 THO Thomas, Nancy Pickering. Information literacy and information skillsinstruction : applying research to practice in the 21st century schoollibrary. 3rd ed. Santa Barbara, Calif. : Libraries Unlimited, c2011.Presents comprehensive instruction on information literacy skillsand discusses the trends, issues, and applications for the reviewedresearch as well as processing and diagnostic models andassessments.

PRO 027.8 Ame American Association of School Librarians. Information power :guidelines for school library media programs. Chicago : ALA, c1988.Provides aid to school librarians with guidance to expand the accessand use of information by students, parents, and teachers.

PRO 027.8 Beh Behavior management in the school library media center. Chicago :American Library Association, 1985.

PRO 027.8 BUZ Buzzeo, Toni. Collaborating to meet standards : teacher/librarianpartnerships for 712. Worthington, Ohio : Linworth, c2002.Reviews the history of cooperation and collaboration in schoollibraries since the 1990s, discussing the benefits of collaborationbetween library media specialists and teachers at the junior andhigh school level; and features a common template for use inplanning collaborative units, as well as a selection of unitscontributed by teams across the U.S.

PRO 027.8 Dav Davies, Ruth Ann, 1915. The school library : a force for educationalexcellence. New York : R. R. Bowker Co., 1969.

PRO 027.8 Dou Douglas, Mary Teresa (Peacock), 1903. The pupil assistant in theschool library. [Chicago] : American Library Association, 1957.

PRO 027.8 Gom Gomberg, Karen Cornell. Books appeal : get teenagers into the schoollibrary. Jefferson, N.C. : McFarland, c1987.Games, contests, and puzzles that acquaint students with popularauthors and titles to pique their interest in reading for pleasure.

PRO 027.8 HAR Harada, Violet H. Assessing learning : librarians and teachers aspartners. Westport, CT : Libraries Unlimited, 2005.Examines the role the school library media specialist plays inassessing student learning, and addresses a variety of issuesassociated with the practical application of the assessment ofstudent learning in the school library media center.

PRO 027.8 HUG HughesHassell, Sandra. School reform and the school library mediaspecialist. Westport, CT : Libraries Unlimited, 2007.Examines the critical issues affecting school libraries, and offerspractical solutions to meet these challenges.

PRO 027.8 MIL Miller, Donna P., 1948. The standardsbased integrated library : acollaborative approach for aligning the library program with theclassroom curriculum. 2nd ed. Worthington, Ohio : Linworth Pub.,c2004.



Components of the program, the "what" Rationale for theprogram, the "why" The planning team, the "who" and "how" Implementing the program, the "howto's" Implementing theprogram, grades K through two Implementing the program,grades three through six Implementing the program, secondarygrades Challenges to overcome, the "what if's" Benefits of theprogram, the "warm fuzzies". Explains how teachers and librarymedia specialists can work together to build library collections thatcomplement curriculum and incorporate standards.

PRO 027.8 MOO Moody, Regina B. Coming to terms : subject search strategies in theschool library media center. New York : NealSchuman Publishers,c1995.A compilation of lessons for students in upperelementary andintermediate grades, guiding them through the process of locatinginformation in library media centers in either print or computerformats.

PRO 027.8 Nor Nordling, Jo Anne. Dear faculty : a discovery method guidebook to thehigh school library. Westwood, Mass. : F. W. Faxon Co., c1976.

PRO 027.8 PRE Preddy, Leslie. Social readers : promoting reading in the 21st century.Santa Barbara, Calif. : Libraries Unlimited, c2010.Entertainment Active participation Control & choice Technology. Offers advice to teachers on how to make readingmeaningful to students through active engagement and sociallyinteractive projects, featuring over fifty project ideas in thecategories of entertainment, active participation, control andchoice, and technology.

PRO 027.8 Str Streiff, Jane E. Secondary school librarian's almanac : activities, bulletinboards, and procedures for the whole school year. West Nyack,N.Y. : Center for Applied Research in Education, c1989.

PRO 027.8 Tro Troutner, Joanne, 1952. The media specialist, the microcomputer, andthe curriculum. Littleton, Colo. : Libraries Unlimited, 1983.Discusses the role of the media specialist in the area of computers.

PRO 028 Dec Decker, Isabelle M. 100 novel ways with book reports. New York :Citation Press, 1969.

PRO 028.5 Cha Chambers, Aidan. The reluctant reader. [1st ed. Oxford ; : PergamonPress, [1969].

PRO 028.52 Eme Emery, Raymond C. High interest : easy reading for junior and seniorhigh school reluctant readers /. National Council of Teachers ofEnglish, [c1965].Provides the secondary school teacher with a list of recommendedlow reading level books and reading improvement material.

PRO 028.7 TEA Teaching for inquiry : engaging the learner within. New York : NealSchuman Publishers, c2012.Inquiry + motivation lead to deep understanding Purpose :



beginning at the end Students as learning audience Selectingand organizing content Technique for inquiry teaching andlearning Bringing it all together. A guide to inquirybasedlearning with the help of school librarians.

PRO 050.025 Ulr Ulrich's international periodicals directory. New York : Bowker.Vol. for 1947 includes "A list of clandestine periodicals of WorldWar II, by Adrienne Florence Muzzy.".

PRO 060 SAN Sandmann, Alexa L. Linking literature with life : the NCSS standardsand children's literature for the middle grades. Silver Spring, Md. :National Council for the Social Studies, c2002.

PRO 153.4 BAR Critical thinking, reading, and writing : a brief guide to argument. 6thed. Boston, MA : Bedford/St. Martins, 208.

PRO 155.9 Rag Ragouzeos, Bobbe. The grieving student in the classroom : guidelinesand suggestions for school personnel and classroom teachers ofgrades K12 /. Lancaster, PA : Hospice of Lancaster County, 1987.

PRO 302.2 ROU Routman, Regie. Literacy at the crossroads : crucial talk about reading,writing, and other teaching dilemmas. Portsmouth, NH :Heinemann, c1996.A teacher speaks out about political and media attacks on themethods being used to teach public school students how to read,and offers specific suggestions on actions educators must take toenable them to continue doing what is best for the children in theircare.

PRO 302.3 SCO Scott, Susan, 1944. Fierce conversations : achieving success at work &in life, one conversation at a time. Berkley trade pbk. ed. New York: Berkley Books, 2004.Presents a guide to achieving success through open communication,and provides stepbystep information on overcoming barriers tomeaningful communication, expanding conversations with friendsand family, increasing clarity, and handling emotions.

PRO 305.8 BAN Banks, James A. Teaching strategies for ethnic studies. 6th ed. Boston :Allyn and Bacon, c1997.A guide to teaching ethnic studies that explains how teachers canconceptualize, design, and implement a curriculum that honors andreflects the experiences, hopes, and dreams of all Americans.

PRO 307 Mas Massialas, Byron G., 1929 ed. New challenges in the social studies :implications of research for teaching. Belmont, Calif. : WadsworthPub. Co., [1965].

PRO 323.44 Int Intellectual freedom manual. 2nd ed. Chicago : The Association, 1983.Presents the Library Bill of Rights and discusses freedom to read,intellectual freedom, and censorship.

PRO 342 Cen Bosmajian, Haig A. Censorship, libraries, and the law. New York : NealSchuman, c1983.Compiles transcripts of 33 U.S. court cases, up to 1980, which



pertain to library censorship and the right to read.

PRO 342.7308 HAY The First Amendment in schools : a guide from the First AmendmentCenter. Alexandria, VA : Association for Supervision and CurriculumDevelopment ;, c2003.Discusses the school reform initiative "First Amendment Schools:Educating for Freedom and Responsibility"; identifies issues schoolsshould consider when attempting to create First Amendment schoolsin which students, teachers, parents, administrators, andcommunity members have a voice; and includes summaries of fiftykey legal cases.

PRO 343 Rem Rembar, Charles. The end of obscenity : the trials of Lady Chatterley,Tropic of Cancer, and Fanny Hill. 1st Perennial library ed. New York: Harper & Row, 1986.

PRO 346.73 SIM Simpson, Carol, 1949. Copyright for administrators. Columbus, Ohio :Linworth Books, c2008.The law Public domain Fair use Print materials in schools Audiovisual materials in schools Music materials in schools (printand recorded) Multimedia in schools Distance learning inschools Internet in schools Computer software in schools Copyright policies. Offers school administrators a general overviewof the copyright issues they need to be aware of, with tips forstaying in compliance with the law, a glossary of terms, and aneasytouse index for quick reference.

PRO 346.7304 BIE Bielefield, Arlene. Technology and copyright law. New York, N. Y. : NealSchuman, c1997.

PRO 346.7304 BUT Butler, Rebecca P. Copyright for teachers and librarians. New York :NealSchuman Publishers, c2004.A reference guide to copyright laws and procedures geared towardsteachers, librarians, and media specialists, providing information onhow to stay within copyright law when making copyrighted print,nonprint, and Internet sources available to students.

PRO 346.7304 COM Complete copyright : an everyday guide for librarians. [Chicago] :American Library Association, [2004].Presents a comprehensive guide to the fundamentals of U.S.copyright laws and addresses complex issues through reallifelibrary scenarios.

PRO 346.7304 CRE Crews, Kenneth D. Copyright law for librarians and educators : creativestrategies and practical solutions. 2nd ed. Chicago : AmericanLibrary Association, 2006.The reach of copyright Rights of Ownership Working with fairuse Focus on Education and Libraries Special Features. Offerspractical information on copyright definitions for librarians andeducators, and describes the fundamentals of copyright law forprinted works, software, art, Websites, and much more.

PRO 346.7304 HOF Hoffmann, Gretchen McCord. Copyright in cyberspace : questions andanswers for librarians. New York : NealSchuman Publishers,



c2001.A guide to copyright as it applies to the Internet, designed forlibrarians. Provides essential background on copyright law, explainscopyright's applications to the Internet, and discusses specificlibrary applications.

Pro 346.7304 SIM Simpson, Carol Mann, 1949. Copyright for school libraries : a practicalguide. Worthington, Ohio : Linworth Pub., c1994.History and liability Fair use Printed materials Audiovisualworks Computer software Interlibrary loan, photocopying,fascimile and domcument delivery Permissions : copyright vs.contract Implications for administrators The importance ofcopyright policy. Discusses the copyright law in relation to schools,presenting examples of typical school situations and various typesof copyrights.

PRO 346.7304 SIM Simpson, Carol Mann, 1949. Copyright for schools : a practical guide.3rd ed. Worthington, Ohio : Linworth Pub., c2001.Discusses the copyright law in relation to schools, presenting anupdated discussion on multimedia "fair use" for schools, specificexamples of school situations, and various types of copyrights.

PRO 362.1 SMI Smith, Jenny. Education and public health : natural partners in learningfor life. Alexandria, VA : Association for Supervision and CurriculumDevelopment, c2003.Examines the results of a collaboration in 1998 between theAssociation for Supervision and Curriculum Development and TheRobert Wood Johnson Foundation in which students were engaged ina program to learn about public health issues affecting theircommunities, as well as careers in the field, and offers advice fordeveloping similar programs.

PRO 370 BER Bernhardt, Victoria L., 1952. Designing and using databases for schoolimprovement. Larchmont, NY : Eye on Education, c2000.Offers educators and school administrators an overview of the toolsneeded to perform successful analysis of data related to schoolimprovement.

PRO 370 CAI Caine, Renate Nummela. Education on the edge of possibility.Alexandria, Va. : Association for Supervision and CurriculumDevelopment, c1997.Cross currents System's end Reconceiving the problem Frommachine to the possible human How the brain/mind learns Teaching for meaning and the expansion of dynamical knowledge Introducing our process Implementing relaxed alertness Implementing immersion and active processing Monitoring thelearning communities Teachers: change and nonchange Realitytest: Dry Creek and the larger picture The edge of possibility.The authors present their theory of brainbased learning andteaching as a means for school reform, and describe theirexperiences implementing their ideas in two schools.

PRO 370 CAR Carroll, Susan Rovezzi. Statistics made simple for school leaders : datadriven decision making. Lanham, Md. : ScarecrowEducation, 2002.Explains how school leaders can use statistical data to make



decisions, focusing on application and discussing variability,differences, distribution, correlation, and other related topics.

PRO 370 COR Correia, Marlene P. The mentor's handbook : practical suggestions forcollaborative reflection and analysis. Norwood, Mass. : ChristopherGordon Publishers, c2002.

PRO 370 DAN Dana, Nancy Fichtman, 1964. The reflective educator's guide toclassroom research : learning to teach and teaching to learnthrough practitioner inquiry. Thousand Oaks, CA : Corwin Press,c2003.Offers educators a comprehensive overview of research andclassroom inquiry techniques, with a stepbystep guide through theentire process and information on how classroom inquiry can helpthem improve their teaching.

PRO 370 INT The Internet for teachers and school library media specialists : today'sapplications, tomorrow's prospects. New York : NealSchumanPublishers, c1996.A collection of essays and reports in which teachers and librariansdiscuss the pitfalls and successes of getting kids on the Internet,with explanations of how innovative projects were created,descriptions of specific lesson plans using the Internet, anddiscussion of future scenarios for Internet usage in schools.

PRO 370 KAT Katzenmeyer, Marilyn. Awakening the sleeping giant : helping teachersdevelop as leaders. 2nd ed. Thousand Oaks, CA : Corwin Press,c2001.Contains practical advice for teachers at all academic levels on thesubject of leadership and includes information on developingteacher leaders, interactions with others, organizational structure,influencing others, and strategies for time management.

PRO 370 LIT Littky, Dennis. The big picture : education is everyone's business.Alexandria, VA : Association for Supervision and CurriculumDevelopment, c2004.The real goals of education Kids, schools, and the bigger picture Atmosphere and school culture One student at a time Learning through interests and pursuing passions Real work inthe real world Giving families back their power Measuringwhat matters in a way that matters Standards and how testinghas nothing to do with them Make it happen. Presents acomprehensive guide for teachers, administrators, parents, andcommunity members designed to help students develop their owneducational philosophies, be prepared for college and for life, andbe more effective learners.

PRO 370 POR Portner, Hal. Mentoring new teachers. Thousand Oaks Calif. : CorwinPress, c1998.Contains stepbystep instructions that explain how experiencedteachers can become mentors to new teachers in their schools.

PRO 370 REE Reeves, Douglas B., 1953. Transforming professional development intostudent results. Alexandria, VA : ASCD, c2010.



Introduction : And a good time was had by all Accountability :why autopsies do not improve patient health Uniformdifferentiated instruction and other contradictions in staffdevelopment The law of initiative fatigue The myths andrealities of planning Mr. McGuffey doesn't teach here : the brandname fallacy Scattershot learning : "If it's Tuesday, it must bebrain research" From vision to implementation Focus :teaching, curriculum, assessment, and leadership Making actionresearch work Beyond "train the trainer" Performanceassessment for teachers and administrators Highimpact learningin action Appendix A : Results of a study of school planning,implementation, and monitoring Appendix B : Planning,Implementation, and Monitoring (PIM) rubric. Offers guidance forteachers and education leaders on how to create a professionallearning program that can result in improved student achievement,discussing the flaws in professional learning programs and theimportance of consistency and focus.

PRO 370 Rya Ryan, Kevin. Those who can, teach. Boston : Houghton Mifflin, [c1972].

PRO 370 SPA Sparks, Dennis. A new vision for staff development. Alexandria, Va. :Association for Supervision and Curriculum Development ;, c1997.A paradigm shift in staff development Individual developmentand organization development A clear, coherent plan Schoolfocused approaches Student needs and learning outcomes Jobembedded learning The study of teaching and learning Addingcontentspecific learning to generic approaches Consultation,planning, and facilitation Spreading responsibility for staffdevelopment Performance improvement for all who affectstudent learning Staff development at the center of reform.Discusses the need for new forms of staff development as anintegral part of school reform, and examines the ways in which theideas of resultsdriven education, systems thinking, andconstructivism are shaping professional development methods inthe educational setting.

PRO 370 TAL Talking shop : authentic conversation and teacher learning. New York :Teachers College Press, c2001.

PRO 370 WIL Wilcox, Bonita L. Professional portfolios for teachers : a guide forlearners, experts, and scholars. Norwood, Mass. : ChristopherGordon Publishers, c1999.

PRO 370 ZMU Zmuda, Allison. Transforming schools : creating a culture of continuousimprovement. Alexandria, VA : Association for Supervision andCurriculum Development, c2004.Contains a set of six operating principles through a fictionaldialogue that provides practical guidance to school leaders,including identifying core beliefs, creating a shared vision, anddeveloping and implementing an action plan.

PRO 370.11 HUF Huffman, Henry A. Developing a character education program : oneschool district's experience. Alexandria, Va. : Association forSupervision and Curriculum Development :, c1994.The author, Assistant Superintendent for Instruction in the Mt.



Lebanon School District, Pittsburgh, Pennsylvania, describes thechallenges educators faced in his district and the lessons theylearned while trying to implement a program of charactereducation.

PRO 370.11 VIN Vincent, Philip Fitch. Developing character in students : a primer : forteachers, parents, and communities. Chapel Hill, NC : New ViewPublications, c1994.

PRO 370.117 BAN Banks, James A. An introduction to multicultural education. 2nd ed.Boston : Allyn and Bacon, c1999.

PRO 370.15 Dimensions of thinking : a framework for curriculum and instruction.Alexandria, Va. : Association for Supervision and CurriculumDevelopment, c1988.Explains how to incorporate the teaching of thinking into curricula,presenting a framework for designing staff development programs;discusses metacognition, critical and creative thinking, thinkingprocesses, core thinking skills, and contentarea knowledge.

PRO 370.15 21S 21st century skills : rethinking how students learn. Bloomington, IN :Solution Tree Press, c2010.Foreword: 21st century skills : why they matter, what they are, andhow we get there Five minds for the future New policies for21st century demands Comparing frameworks for 21st centuryskills The role of professional learning communities in advancing21st century skills The Singapore vision : teach less, learn more Designing new learning environments to support 21st centuryskills An implementation framework to support 21st centuryskills Problembased learning : the foundation for 21st centuryskills Cooperative learning and conflict resolution : essential 21stcentury skills Preparing students for mastery of 21st centuryskills Innovation through technology Technology rich,information poor Navigating social networks as learning tools A framework for assessing 21st century skills Afterword:Leadership, change, and beyond the 21st century skills agenda.Examines ideas and strategies K12 teachers can use to promoteinnovation through critical thinking, problem solving, collaboration,and technology integration, while building on mastery of corecontent.

PRO 370.15 ARM Armstrong, Thomas. Awakening genius in the classroom. Alexandria,Va. : Association for Supervision and Curriculum Development,c1998.Every student is a genius. The 12 qualities of genius : curiosity,playfulness, imagination, creativity, wonder, wisdom,inventiveness, vitality, sensitivity, flexibility, humor, joy.Theoretical foundations : neurological basis, evolutionary basis,biographical basis, phenomenological basis. For further study Thegenius shuts down. The role of the home : emotional dysfunction,poverty, fasttrack, lifestyles, rigid ideologies. The role of theschool : testing and grading, labeling and tracking, textbooks andworksheet learning, tedium. The role of the popular media :stereotypical images, insipid language, mediocre content. Forfurther study How to awaken genius in the classroom. Reawaken



the genius in yourself. Provide simple genius experiences. Create agenial climate in the classroom : freedom to choose, openendedexploration, freedom from judgment, honoring every student'sexperience, believing in every student's genius. Know that genius isexpressed in many ways. For further study. Explains that everychild is born with genius qualities that teachers should identify andnurture and describes twelve of those qualities that are oftenignored by society, educators, and parents.

PRO 370.15 ARM Armstrong, Thomas. The best schools : how human developmentresearch should inform educational practice. Alexandria, VA :ASCD, c2006.Academic achievement discourse Human development discourse Early childhood education programs: play Elementary schools:learning how the world works Middle schools: social, emotional,and metacognitive growth High schools: preparing students tolive independently in the real world. Discusses the corecomponents, history, and problems associated with what the authorcalls the "Academic Achievement Discourse," an educationalpractice focused on accountability, standardized testing, andadequate yearly progress, and describes the benefits of educationalprograms based on the developmental needs of children in earlychildhood, elementary, middle school, and high school.

PRO 370.15 BRO Brooks, Jacqueline Grennon. In search of understanding : the case forconstructivist classrooms. Alexandria, Va. : Association forSupervision and Curriculum Development, c1993.

PRO 370.15 COS Costa, Arthur L. Cognitive Coaching : a foundation for renaissanceschools. 2nd ed. Norwood, Mass. : ChristopherGordon Publishers,c2002.Describes the sources and benefits of Cognitive Coaching, a modelfor the enhancement of professional performance and schoolrenewal, looks at three key sources of teaching excellence,examines the coaching map of pacing and leading, and providesexamples of how the ideals of Cognitive Coaching can be embeddedin school curriculum, culture, policies, and practices.

PRO 370.15 ELI Promoting social and emotional learning : guidelines for educators.Alexandria, Va., USA : Association for Supervision and CurriculumDevelopment, c1997.The need for social and emotional learning Reflecting yourcurrent practices How does social and emotional education fit inschools? Developing social and emotional skills in classrooms Creating the context for social and emotional learning Introducingand sustaining social and emotional education Evaluating thesuccess of social and emotional learning Moving forward :assessing strengths, priorities, and next steps. Offers advice toeducators on how to develop, implement, and evaluate strategiesfor promoting social and emotional learning in students; describesthe experiences of teachers throughout the country; and includesthirtynine concise guidelines.

PRO 370.15 GAR Garner, Betty K., 1941. Getting to "got it!" : helping struggling studentslearn how to learn. Alexandria, VA : Association for Supervision and



Curriculum Development, c2007.Cognitive structures : what they are and why they matter Recognition Memorization Conservation of constancy Classification Spatial orientation Temporal orientation Metaphorical thinking The spiritual dimensions of learning. Offersadvice to teachers on how to identify and address underlyingimpediments to learning and help students enhance their learningcapabilities through the development of comparative thinkingcognitive structures.

PRO 370.15 JEN Jensen, Eric. Teaching with the brain in mind. Alexandria, Va. :Association for Supervision and Curriculum Development, c1998.The new winds of change. Background and theory update on brainresearch, the state and direction of research today. Tools forlearning about the brain. How to interpret the new brain research The learning brain. Brain basics; the size, content, lobes, and basicoperations. Key vocabulary. What is built in and what's not? Howwe actually learn and remember Getting ready to learn. Thedeveloping brain. Getting students ready for school. Emotionalreadiness. Motor skill readiness. The role of threat, sleep, andnutrition. How we can influence parents Enriched environmentsand the brain. How enrichment affects the brain. Two conditions forenrichment : challenge and feedback. The role of language, motoractivity, music, and the arts. What really builds better brains Getting the brain's attention. The biology of attention. Gettingattention but not keeping it. The brain's high and low attentioncycles. An ADD/ADHD update. Implications for classroom discipline How stress and threat affect learning. What is stressful to thebrain? How does stress affect students? How threats affectlearning. What is learned helplessness? Reducing the impact ofstress and threat Motivation and Rewards. What's the newresearch on motivation? What causes temporary demotivation?What does brain research tell us about rewards? How can we boostintrinsic motivation Emotions and Learning. The role of emotionsin the thinking and learning process. Why use the more emotionallylaced learning. Emotions vs. feelings differences. Specific strategiesfor emotional engagement Movement and Learning. The mindbody link. What does research say about the links betweenmovement and cognition? Physical states; how does our bodyactually learn? The specific roles for movement, arts, and P.E. Whymovement makes sense The Brain as a MeaningMaker. Thenatural mechanisms of making meaning. Three ingredients foroptimal learning. How to encourage these ingredients Memoryand Recall. Why don't students remember more? Exploding thememory myths. How to use the brain's best systems for retrieval.Making learning last. A collection of articles about how the brainfunctions and how learning occurs; includes advice on how to usethe current research about brain functions to create classroomactivities that increase a child's focus and learning ability.

PRO 370.15 SIL Silver, Harvey F. So each may learn : integrating learning styles andmultiple intelligences. Alexandria, VA : Association for Supervisionand Curriculum Development, c2000.Presents background information on multiple intelligences andlearning styles, as well as classroom examples, activities,organizers, selfassessments, and lessonplanning templates for



teachers of all grade levels and subjects.

PRO 370.15 SPR Sprenger, Marilee, 1949. Learning & memory : the brain in action.Alexandria, Va., USA : Association for Supervision and CurriculumDevelopment, c1999.Examines what researchers have discovered about the structure,function, and development of the human brain, and looks at howtheir discoveries can be applied to teaching techniques in theclassroom.

PRO 370.15 SUI Sullo, Robert A., 1951. Activating the desire to learn. Alexandria, VA :Association for Supervision and Curriculum Development, c2007.Theory and research Understanding internal motivation "Where's the evidence?" Elementary school Competition is asimportant as cooperation Helping students value learning Frombossing to leading "Consequence" is not a fourletter word Middle school Positive relationships support competence and highstandards Selfevaluation leads to lasting change Inspiringthrough collaboration Being what we choose High school Creating a needsatisfying environment From telling to asking From enforcing to teaching responsibility and fostering positiverelationships Reflections of a high school senior Final thoughts.Offers advice on how teachers can implement the latestmotivational methods into their classroom curriculum, encouragingstudents to connect, be competent, make choices, have fun, and besafe while learning.

PRO 370.15 WIL Willingham, Daniel T. Why don't students like school? : a cognitivescientist answers questions about how the mind works and what itmeans for your classroom. 1st ed. San Francisco : JosseyBass,c2009.Why don't students like school? How can I teach students theskills they need when standardized tests require only facts? Whydo students remember everything that's on television and forgeteverything I say? Why is it so hard for students to understandabstract ideas? Is drilling worth it? What's the secret to gettingstudents to think like scientists, mathematicians, and historians? How should I adjust my teaching for different types of learners? How can I help slow learners? What about my mind?. Explainsthe cognitive and biological basis for learning and provides insighton how teachers can use story, emotion, memory, context, androutine to improve student knowledge and the learning experience.

PRO 370.15 YOR Reflective practice to improve schools : an action guide for educators.Thousand Oaks, Calif. : Corwin Press, c2001.Explains what reflective practice is and how it can be implementedin education, discussing reflection by individuals, with partners, insmall groups, and by entire schools.

PRO 370.73 TRI Trilling, Bernie. 21st century skills : learning for life in our times. 1sted. San Francisco : JosseyBass, c2009.A comprehensive research text and accompanying DVD designed tohelp students achieve the skills necessary to succeed in the digitalworld, with strategies for developing critical thinking,communication, and information literacy skills.



PRO 370.89 KUN Kunjufu, Jawanza. Hip hop street curriculum : keeping it real. 1st ed.Chicago : African American Images, c2006.Attempts to bridge the gap between school curriculum and hip hopculture, covering a wide range of topics related to hip hop andexplaining how they can be incorporated into the classroom toenhance student learning.

PRO 370.973 ZHA Zhao, Yong. Catching up, or, Leading the way : American education inthe age of globalization. Alexandria, VA : ASCD, c2009.Analyzes how American schools in the twentyfirst century arepreparing students for life in a global society and encouragesteachers to create a curriculum the emphasizes the knowledge andskills students will need as globalization continues to spread.

PRO 371 FRE Frey, P. Diane. Standards of practice for teachers : a brief handbook.Larchmont, NY : Eye On Education, c2004.Provides a comprehensive study that defines what teachers mustknow and do in order to effectively raise the academic standards oftheir students and offers professional growth benchmarks forteachers' continual improvement.

PRO 371.01 DUF DuFour, Richard, 1947. Professional learning communities at work :best practices for enhancing student achievement. Bloomington,Ind. : National Education Service ;, c1998.Provides specific information on how to transform schools intoresultsoriented professional learning communities, describing thebest practices that have been used by schools nationwide.

PRO 371.1 BET A better beginning : supporting and mentoring new teachers.Alexandria, Va. : Association for Supervision and CurriculumDevelopment, c1999.Educational leaders discuss the needs of new teachers and ways ofmeeting those needs, covering induction programs; meaningfulmentoring; comprehensive teacher support; improvement ofinstruction and communication; and listening to teachers.

PRO 371.1 HEL Heller, Daniel A., 1953. Teachers wanted : attracting and retaininggood teachers. Alexandria, VA : Association for Supervision andCurriculum Development, c2004.Presents a comprehensive study into the changes necessary tobuilding and maintaining a challenging school environment that willattract and keep highly qualified teachers.

PRO 371.1 POG Pogrow, Stanley. Teaching content outrageously : how to captivate allstudents and accelerate learning, grades 412. 1st ed. SanFrancisco : JosseyBass, c2009.Why teach outrageously in all the content areas? Perspectives ondramatizing content instruction From discipline to outrageousteaching : classroom use of dramatic techniques How to designoutrageous lessons : essential steps Outrageous lessons :examples from the classroom Suspense and surprise : whyoutrageous lessons work Getting started Solet's do it!.Presents a model for teaching designed to reduce boredom andapathy among students, and discusses how dramatic practices can



be tools for learning, with examples that incorporate surprise,humor, fantasy, roleplaying, games, and simulations into effectivestandardsbased lessons in language arts, social studies, science,and mathematics.

PRO 371.1 WOO Woodward, Patricia, 1941. The teacher's almanac. 2nd ed. Los Angeles: Lowell House, c1998.Provides advice for teachers on a variety of topics includingpersonal and professional organization, communicating withparents, classroom discipline, career development, stressmanagement, and travel opportunities.

PRO 371.1 ZEM Zemelman, Steven. Best practice : bringing standards to life inAmerica's classrooms. 4th ed. Portsmouth, NH : Heinemann, c2012.A guide for teachers that defines and explains best practiceteaching in reading, writing, mathematics, science, and socialstudies, and includes strategies for meeting state and CommonCore State Standards, classroom vignettes, and tips for specialeducation, struggling readers, the arts, and technology in theclassroom.

PRO 371.102 BOY Boynton, Mark, 1947. The educator's guide to preventing and solvingdiscipline problems. Alexandria, VA : Association for Supervisionand Curriculum Development, c2005.A guide for teachers and administrators that presents methods forpreventing discipline problems, explains which reactions to andconsequences for student misbehavior are effective andappropriate, and provides specific strategies for handlingoppositional defiant disorder, attention deficit hyperactivitydisorder, and anger management issues.

PRO 371.102 BRE Breaux, Annette L. 101 "answers" for new teachers & their mentors :effective teaching tips for daily classroom use. Larchmont, NY : EyeOn Education, c2003.Presents over one hundred tips for new teachers and their mentors,grouped in the categories of classroom management, planning,instruction, professionalism, motivation and rapport, and ateacher's influence.

PRO 371.102 BRO Brookhart, Susan M. How to give effective feedback to your students.Alexandria, VA : ASCD, c2008.Offers helpful strategies for giving effective and positive feedbackto students, describing what kinds of feedback works best, andadjusting feedback to accommodate different levels of learning.

PRO 371.102 DAN Danielson, Charlotte. Enhancing professional practice : a framework forteaching. Alexandria, Va. : Association for Supervision andCurriculum Development, c1996.A framework for teaching Features and assumptions of theframework The four domains of teaching responsibility Creating a professional portfolio Using the framework Theframework for professional practice. Describes a framework forteaching based on the PRAXIS III criteria which identifies thoseaspects of a teacher's responsibilities that promote improved



student learning; exploring twentytwo components, grouped intothe four domains of planning and preparation, classroomenvironment, instruction, and professional responsibilities.

PRO 371.102 JAC Jackson, Robyn Renee. Never work harder than your students & otherprinciples of great teaching. Alexandria, VA : Association forSupervision and Curriculum Development, c2009.Start where your students are Know where your students aregoing Expect to get your students there Support your students Use effective feedback Focus on quality, not quantity Neverwork harder than your students Putting it all together tools.Discusses ways to develop a mindset by applying seven coreprinciples to one's pedagogical technique until they becomeautomatic, including understanding of the students' educationalbackground and path, support, feedback, quality over quantity, andnot working harder than one's pupils.

PRO 371.102 MAR MartinKniep, Giselle O., 1956. Becoming a better teacher : eightinnovations that work. Alexandria, VA : Association for Supervisionand Curriculum Development, c2000.The power of essential questions Curriculum integration as a toolfor coherence Standardsbased curriculum and assessmentdesign Authentic assessment Using scoring rubrics to supportlearning Portfolios : a window into students' thinking and learning Reflection : a key to developing greater selfunderstanding Action research : asking and answering questions about practice /by Diane Cunningham Embracing it all. Presents guidance,activities, tools, and recommended resources for teachers ofgrades K12 on eight points that are key to their effectiveness asteachers: essential questions, curriculum integration for coherence,standardsbased curriculum and assessment design, authenticassessment, scoring rubrics, portfolios, reflection, and actionresearch.

PRO 371.102 MAR Marzano, Robert J. The art and science of teaching : a comprehensiveframework for effective instruction. Alexandria, VA : Association forSupervision and Curriculum Development, c2007.What will I do to establish and communicate learning goals, trackstudent progress, and celebrate success? What will I do to helpstudents effectively interact with new knowledge? What will I doto help students practice and deepen their understanding of newknowledge? What will I do to help students generate and testhypotheses about new knowledge? What will I do to engagestudents? What will I do establish or maintain classroom rulesand procedures? What will I do to recognize and acknowledgeadherence and lack of adherence to classroom rules andprocedures? What will I do to establish and maintain effectiverelationships with students? What will I do to communicate highexpectations for all students? What will I do to develop effectivelessons organized into a cohesive unit?. Presents a framework forteachers, in the form of ten questions, to help them balanceresearchbased data with strategies for engaging with students,help students interact with new knowledge, and maintain rules inthe classroom.

PRO 371.102 MAR Marzano, Robert J. Classroom instruction that works : researchbased



strategies for increasing student achievement. Alexandria, VA :Association for Supervision and Curriculum Development, c2001.Applying the research on instruction Researchbased strategies Identifying similarities and differences Summarizing and notetaking Reinforcing effort and providing recognition Homeworkand practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating andtesting hypotheses Cues, questions, and advance organizers Specific applications Teaching specific types of knowledge Using the nine categories in instructional planning. Describes ninedifferent teaching strategies which have been proven to havepositive effects on student learning and explains how thosestrategies can be incorporated into the classroom.

PRO 371.102 MAR Marzano, Robert J. Classroom management that works : researchbasedstrategies for every teacher. Alexandria, VA : Association forSupervision and Curriculum Development, c2003.Discusses the importance of classroom management to effectiveteaching and learning, and draws from educational research topresent specific strategies teachers can use to control theirclassrooms, covering rules and procedures, disciplinaryinterventions, teacherstudent relationships, student responsibility,and other topics.

PRO 371.102 MAR Marzano, Robert J. A different kind of classroom : teaching withdimensions of learning. Alexandria, Va. : Association forSupervision and Curriculum Development, c1992.Presents a model of the Dimensions of Learning instructionalprogram that teachers may use to improve the quality of teachingand learning in any instructional area.

PRO 371.102 POL Pollock, Jane E., 1958. Improving student learning one teacher at atime. Alexandria, VA : Association for Supervision and CurriculumDevelopment, c2007.Replacing hope with certainty Teacher voice / Gary Nunnally Learning targets Teacher voice / Michelle Crisafulli Instructional planning and delivery Teacher voice / Danny Neville Varied classroom assessments Teacher voice / Diane Quirk Feedback, record keeping, and reporting Teacher voice / JodieJantz. Provides strategies for improving student learning, coveringcurriculum, planning for instruction, varied assessments, andcriterionbased feedback and includes comments from teachers whohave successfully used the strategies discussed.

PRO 371.102 POR Portner, Hal. Training mentors is not enough. Thousand Oaks, CA :Corwin Press, c2001.Presents guidelines for developing or upgrading a mentoringprogram for new teachers, examining nine key elements of asuccessful program, each with anecdotes, commentary, examples,and exercises.

PRO 371.102 ROT RothsteinFisch, Carrie. Managing diverse classrooms : how to build onstudents' cultural strengths. Alexandria, VA : Association forSupervision and Curriculum Development, c2008.Introduction : the need for a new approach A new way ofthinking about classroom management The culture of the group



Families : resources for organization and management Helpingand sharing : doing what comes naturally Culturally responsiveclassroom orchestration The organization of learning in thecontent areas Classroom orchestration of the assessmentprocess. Examines the topic of classroom organization andmanagement from a cultural perspective, describing a frameworkfor understanding culture that focuses on the differences betweenindividualistic and collectivistic cultural orientations, explaining howteachers can use the framework to understand their own culturalvalues, as well as those of their school and the children andfamilies they serve, and includes examples.

PRO 371.102 RUT Rutherford, Paula. The 21st century mentor's handbook : creating aculture for learning. Alexandria, VA : Just ask Publications, c2005.Provides mentors with a variety of resources to help them promotethe success and professional growth of new teachers. Includesseveral tools on a CDROM.

PRO 371.102 STR Stronge, James H. Qualities of effective teachers. Alexandria, VA :Association for Supervision and Curriculum Development, c2002.Profiles several successful teachers, describing the traits andpractices that help their students meet their potential. Covers suchtopics as classroom environment, scheduling, communication,curricula, assessment, and special needs.

PRO 371.102 WON Wong, Harry K., 1932. The first days of school : how to be an effectiveteacher. Mountain View, CA : H.K. Wong, c2004.Offers advice on how to become an effective teacher through thedevelopment of three characteristicspositive expectations,classroom management, and lesson masteryand discusses theneed for teachers to continue in personal learning and growth tobecome a professional educator.

PRO 371.14 DAN Danielson, Charlotte. Teacher evaluation to enhance professionalpractice. Alexandria, VA : Association for Supervision andCurriculum Development ;, c2000.Identifies some of the problems with many teacher evaluationsystems, presents a rationale for teacher evaluation, and describesa structural framework for designing an effective evaluation systemfor beginning and tenured teachers.

PRO 371.14 MAR MartinKniep, Giselle O., 1956. Capturing the wisdom of practice :professional portfolios for educators. Alexandria, VA : Associationfor Supervision and Curriculum Development, c1999.What are professional portfolios? Portfolios for teachers Portfolios for school administrators Teacher/administratoraslearner portfolios Teacherascurriculumandassessmentdeveloper portfolios The role of inquiry in professional portfolios Practical strategies for getting started. A guide to professionalportfolios for educators, explaining what they are, how they arestructured, and how they are used, looking at portfolios forteachers, and for school administrators, examining various types ofportfolios, and describing strategies for their development.

PRO 371.14 TUC Tucker, Pamela D. Linking teacher evaluation and student learning.



Alexandria, VA : Association for Supervision and CurriculumDevelopment, c2005.The power of an effective teacher and why we should assess it How can we assess teacher quality? Assessing teacher qualitywith student work : the Oregon Teacher Work Sample Methodology Assessing teacher quality in a standardsbased environment : theThompson, Colorado School District Assessing teacher qualitythrough goalsetting : the Alexandria, Virginia School District Assessing teacher quality based on student gains : ValueAddedAssessment System in Tennessee Final thoughts on assessingteacher quality : guidelines for policy and practice. Explains howincluding measures of student achievement in teacher evaluationscan help schools focus on meeting higher standards and describesprograms implemented by four successful schools.

PRO 371.19 END Endrizzi, Charlene Klassen, 1956. Becoming teammates : teachers andfamilies as literacy partners. Urbana, Ill. : National Council ofTeachers of English, c2008.Transforming our orientation toward families Phase 1: extendinginvitations Appreciating students' home resources Forming afoundation of respect Phase 2: initiating conversations Explaining our literacy curriculum Listening to parents Phase3: forging a partnership Sharing our literacy beliefs and practices Valuing families' funds of knowledge Discovering literacyadvocates Organizing for family literacy gatherings Overcoming obstacles Becoming political. Offers strategies aimedat helping teachers and parents work together to develop andpromote the literacy skills of students.

PRO 371.2 BER Bernhardt, Victoria L., 1952. Data analysis for comprehensiveschoolwide improvement. Larchmont, NY : Eye On Education,c1998.

PRO 371.2 DAN Danielson, Charlotte. Enhancing student achievement : a framework forschool improvement. Alexandria, VA : Association for Supervisionand Curriculum Development, c2002.Contains a handbook designed to improve student achievement byimplementing a school reform program that analyzes currentcurriculum, team planning, and the policies and practices that affectlearning.

PRO 371.2 DOW The threeminute classroom walkthrough : changing school supervisorypractice one teacher at a time. Thousand Oaks, CA : Corwin Press,c2004.Describes a model for classroom walkthroughs designed to changehow principals approach supervision, moving from the supervisorsubordinate relationship, to one based on an exchange betweenadults in professional practice.

PRO 371.2 DUF Whatever it takes : how professional learning communities respondwhen kids don't learn. Bloomington, IN : National EducationService, c2004.Presents case studies of a high school, a middle school, and twoelementary schools as examples of professional learningcommunities (PLCs), explaining how they came to be PLCs and



showing how they systematically intervene to address problems instudent learning.

PRO 371.2 HOU Houston, Paul D. The spiritual dimension of leadership : 8 key principlesto leading more effectively. Thousand Oaks, CA : Corwin Press,c2006.The principle of intention The principle of attention Theprinciple of our unique gifts and talents The principle of gratitude The principle of unique life lessons The principle of a holisticperspective The principle of openness The principle of trust.Examines the core values, beliefs, and principles that can guide,sustain, and inspire leaders during challenging times and explainsthe benefits of practicing those principles in their leadership roles.

PRO 371.2 INS Instructional strategies : how to teach for rigor and relevance : teacherhandbook. Rexford, NY : International Center for Leadership inEducation, c2000.

PRO 371.2 JOH Johnson, Bil, 1949. The performance assessment handbook : designsfrom the field and guidelines for the territory ahead. Princeton, N.J.: Eye On Education, c1996.v. 1. Portfolios and Socratic seminars.

PRO 371.2 JOY Joyce, Bruce R. The selfrenewing school. Alexandria, Va. : Associationfor Supervision and Curriculum Development, c1993.

PRO 371.2 PAJ Pajak, Edward, 1947. Honoring diverse teaching styles : a guide forsupervisors. Alexandria, VA : Association for Supervision andCurriculum Development, c2003.Describes a system designed to foster effective teacherdevelopment while respecting individual teaching styles, focusingon the basic fivestage clinical supervision sequence.

PRO 371.2 REE Reeves, Douglas B., 1953. Leading change in your school : how toconquer myths, build commitment, and get results. Alexandria, VA: ASCD, c2009.An exploration of change initiatives in schools that provides real lifeexamples and advice on creating conditions for change andplanning, implementing, and sustaining it.

PRO 371.2 REE Reeves, Douglas B., 1953. The learning leader : how to focus schoolimprovement for better results. Alexandria, VA : Association forSupervision and Curriculum Development, c2006.Contains a collection of tactics and strategies appropriate forteaching and guiding students to achieve their best efforts in theclassroom.

PRO 371.2 SCH Schmoker, Michael J. The results fieldbook : practical strategies fromdramatically improved schools. Alexandria, VA : Association forSupervision and Curriculum Development, c2001.Presents case studies from five schools whose students have showngreat learning increases, demonstrating the differences created inresults when teachers regularly, collaboratively review assessmentdata in order to reach measurable achievement goals.



PRO 371.2 SCH Schmoker, Michael J. Results : the key to continuous schoolimprovement. 2nd ed. Alexandria, Va. : Association for Supervisionand Curriculum Development, c1999.A discussion of school improvement, examining the conditions thatfavor results, and discussing teamwork, measurable goals,performance data, rapid results, research and development, andopportunities for action within various subject areas.

PRO 371.2 WHE Wheelock, Anne. Crossing the tracks : how untracking can saveAmerica's schools. 1st ed. New York : The New Press :, 1992.Discusses various aspects of integrating students by breaking upability groups, which many believe to be racist and stultifying tounderprivileged children.

PRO 371.26 CHA Chapman, Carolyn, 1945. Differentiated assessment strategies : onetool doesn't fit all. Thousand Oaks, CA : Corwin Press, c2005.Presents assessment strategies for students in kindergarten throughtwelfth grade and includes surveys, questionnaires, organizers,guidelines, rubrics, and more help children raise their academiclevels.

PRO 371.26 Col College admissions. College Entrance Examination Board, c1954.

PRO 371.26 MAR Marzano, Robert J. Assessing student outcomes : performanceassessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development, c1993.Explains how to design a performance assessment system thatsupports Dimensions of Learning, an instructional framework basedon the best of what research and theory say about learning.

PRO 371.26 POP Popham, W. James. The truth about testing : an educator's call toaction. Alexandria, VA : Association for Supervision and CurriculumDevelopment, c2001.Discusses good and bad student testing, shows teachers how toconstruct accurate methods of assessment and use their results toteach, and explains how teachers can protect themselves andstudents by educating parents, policy makers, and others aboutwhat kinds of testing are effective.

PRO 371.26 WOR Wormeli, Rick. Fair isn't always equal : assessing & grading in thedifferentiated classroom. Portland, Me. : Stenhouse, c2006.Presents a rationale for differentiated assessment and grading,discusses mastery, and provides guidance, ideas, and examplesfrom middle and high school classrooms, as well as a guide forteacher leaders on supporting colleagues beginning differentiatedassessment and grading.

PRO 371.27 ART Arter, Judith A. Scoring rubrics in the classroom : using performancecriteria for assessing and improving student performance. ThousandOaks, CA : Corwin Press, c2001.Presents practical guidance for teachers on developing effectiverubrics that clarify the targets of instruction, provide valid andreliable assessment of student learning, and improve studentmotivation and achievement; and also includes several sample



rubrics.

PRO 371.27 FIS Fisher, Douglas, 1965. Checking for understanding : formativeassessment techniques for your classroom. Alexandria, VA : ASCD,c2007.Why check for understanding? Using oral language to check forunderstanding Using questions to check for understanding Using writing to check for understanding Using projects andperformances to check for understanding Using tests to check forunderstanding Using common assessments and consensusscoring to check for understanding. Offers advice to teachers onhow to use creative formative assessments to determine whetherstudents are understanding lessons they receive in the classroom.

PRO 371.27 JOH Johnson, Bil, 1949. The performance assessment handbook. : designsfrom the field and guidelines for the territory ahead. Princeton, N.J.: Eye On Education, c1996.Offers guidance for teachers who want to begin the process ofreform in their classrooms, focusing on testing and exhibitions.

PRO 371.27 O'CO O'Connor, Ken. How to grade for learning : linking grades to standards.2nd ed. Thousand Oaks, CA : Corwin Press, c2002.Examines a number of issues about grading and assessmentpractices within the school system, and offers practical guidelinesfor teachers to critically assess their grading practices in orderestablish more realistic achievement expectations.

PRO 371.27 POP Popham, W. James. Transformative assessment. Alexandria, VA :Association for Supervision and Curriculum Development, c2008.Formative assessment : why, what, and whether Frameworks forformative assessment : learning progressions Level 1 formativeassessment : teachers' instructional adjustments Level 2formative assessment : students' learning tactic adjustments Level 3 formative assessment : classroom climate shift Level 4formative assessment : schoolwide implementation Thelimitations of formative assessment : what it can't do. Anintroduction to formative assessment that examines researchsupporting the method's effectiveness and presents stepbystepinstructions for creating a framework for formative assessment inthe classroom.

PRO 371.3 FRE Frey, Nancy, 1959. Productive group work : how to engage students,build teamwork, and promote understanding. Alexandria, Va. :ASCD, c2009.Defining productive group work Using positive interdependence Promoting facetoface interaction Ensuring individual and groupaccountability Building interpersonal and smallgroup skills Incorporating group processing Getting started: questions andanswers. Provides strategies for effective group work in theclassroom, discussing how to create interdependence and positiveinteractions, design challenging and engaging tasks, ensureaccountability, foster interpersonal skills, assess learning, andother related topics; and includes examples.

PRO 371.3 GAL Tools for learning : a guide to teaching study skills. Alexandria, Va. :



Association for Supervision and Curriculum Development, c1990.Argues in favor of making study skills instruction part of thestandard curriculum at the elementary and secondary school levels;and identifies important study skills and discusses how they shouldbe taught.

PRO 371.3 HAN A handbook for classroom instruction that works. Alexandria, VA :Association for Supervision and Curriculum Development, c2001.Describes a variety of instructional strategies for use inkindergarten through twelfthgrade classrooms, appropriate forteaching any subject; grouped in nine categories, with exercises,assessment rubrics, worksheets, masters, and other materials.

PRO 371.3 HAR Harada, Violet H. Collaborating for projectbased learning in grades 912. Columbus, Ohio : Linworth Books, c2008.A projectbased approach to learning that offers high school mediaspecialists practical strategies for collaborating with teachers tohelp students in every curriculum area.

PRO 371.3 LEM Lemov, Doug, 1967. Teach like a champion : 49 techniques that putstudents on the path to college. 1st ed. San Francisco : JosseyBass, c2010.Describes fortynine strategies for effective teaching that can closethe achievement gap and encourage and support collegeattendance, and includes a DVDROM.

PRO 371.3 THO Thornburg, David D. The new basics : education and the future of workin the telematic age. Alexandria, VA : Association for Supervisionand Curriculum Development, c2002.Explains how the increasing globalization of work and rapidadvancements in communications technology are making ageoldteaching methods irrelevant and offers new strategies for today'scurriculum.

PRO 371.33 BAR Barron, Ann E. The Internet and instruction : activities and ideas. 2nded. Englewood, Colo. : Libraries Unlimited, 1998.Provides basic information about the benefits of the Internet forteachers, students, media specialists, and administrators, withideas, activities, and lesson plans designed to encourageexploration and integration of the Internet into the instructionprocess.

PRO 371.33 COL Cole, Jason R. Using Moodle. 2nd ed. Beijing ; : O'Reilly, c2008.Explains how the Moodle course management system has beenused to create dynamic online learning communities thatsupplement facetoface learning, with an overview of the toolsavailable to teachers using Moodle and tips for using the system.

PRO 371.33 CRA Crane, Beverley E. Teaching with the Internet : strategies and modelsfor K12 curricula. New York : NealSchuman Publishers, c2000.A guide to using the Internet in kindergarten through twelfthgradeclassrooms, discussing how the Internet can enhance teachingeffectiveness; explaining how to integrate the Internet withdifferent instructional styles; and exploring ways to incorporate theInternet into specific curricular areas.



PRO 371.33 EAG Eagleton, Maya B. Reading the Web : strategies for Internet inquiry.New York : Guilford Press, c2007.Understanding print and Web literacies Learning how to learn Becoming literate The QUEST model of internet inquiry Preparing for the QUEST Questioning Understanding resources Evaluating Synthesizing Transforming Reflecting on theQUEST. Provides strategies and activities for promoting webliteracy skills in grades three through eight; discussing readingcomprehension, technical preparation, questioning, understandingresources, evaluation, synthesizing, transforming information,reflection, and other related topics.

PRO 371.33 SIM Increasing student learning through multimedia projects. Alexandria, VA: ASCD, c2002.Provides an introduction to multimedia and the use of multimediaprojects to enhance learning in the classroom, discussing planning,assessment, the roles of teachers and students, support systems,and other topics.

PRO 371.33 WAR Warlick, David F. Redefining literacy 2.0. 2nd ed. Columbus, Ohio :Linworth Books, c2009.A day in the life of school 2.02015 Exposing what is true Employing the information Expressing ideas compellingly Ethics and context Implementation Conclusion. Presents amodel of literacy designed to address the needs of students in anuncertain twentyfirst century future, offering advice on how toadapt classrooms, teaching practices, and curriculums.

PRO 371.34 KEE Keefe, James W. Personalized instruction : changing classroom practice.Larchmont, N.Y. : Eye on Education, c2000.Discusses the need for personalized instruction in schools, lookingat various types of learning environments, and describing methodsof promoting, developing, and implementing personalized teachingmethods.

PRO 371.39 BEN Benjamin, Amy, 1951. Differentiated instruction using technology : aguide for middle and high school teachers. Larchmont, NY : Eye OnEducation, c2005.A comprehensive guide to help middle and high school teachersimplement differentiated instruction using technology andclassroomtested activities and strategies.

PRO 371.39 CRA Crawford, Glenda Beamon. Differentiation for the adolescent learner :accommodating brain development, language, literacy, and specialneeds. Thousand Oaks, CA : Corwin Press, c2008.Differentiation and the learning brain Differentiation andadolescent development Adolescent centered differentiation :evaluation, expectation, engagement, and exploration Metacognitive extension in adolescentcentered differentiation Adifferentiated learning environment : the affective, socialemotional, and physical dimensions The intellectual dimension inthe differentiated learning environment Learning patterns andprofiles. Contains practical instructional strategies designed for



students with special needs including English language learners andgifted students.

PRO 371.39 DAN Daniels, Harvey, 1947. Literature circles : voice and choice in bookclubs and reading groups. 2nd ed. Portland, Me. : StenhousePublishers ;, c2002.A guide to forming, managing, and assessing peerled bookdiscussion groups that provides strategies, structures, tools, andstories which demonstrate how to launch a guide successfulliterature circles.

PRO 371.39 HOL Holcomb, Edie L. Asking the right questions : techniques forcollaboration and school change. 2nd ed. Thousand Oaks, CA :Corwin Press, c2001.Presents guidance and tools for collaborating at the school, district,and state levels for change, showing how to answer five questions:"Where are we now?", "Where do we want to go?", "How will weget there?", "How will we know we are getting there?", and "Howcan we sustain the focus and momentum?"; discusses topics suchas academic standards and sitebased management; and providestips for facilitators throughout.

PRO 371.39 TOM Tomlinson, Carol A. The differentiated classroom : responding to theneeds of all learners. Alexandria, VA : Association for Supervisionand Curriculum Development, c1999.What is a differentiated classroom? Elements of differentiation Rethinking how we do schooland for whom Learningenvironments that support differentiated instruction Goodinstruction as a basis for differentiated teaching Teachers atwork building differentiated classrooms Instructional strategiesthat support differentiation More instructional strategies tosupport differentiation How do teachers make it all work? When educational leaders seek differentiated classrooms. Explainsa way of thinking about differentiated instruction and provides realworld examples of lesson plans, units, and classroom scenariosused with elementary and secondary students.

PRO 371.39 WOR Wormeli, Rick. Summarization in any subject : 50 techniques to improvestudent learning. Alexandria, VA : Association for Supervision andCurriculum Development, c2005.Shows how to teach children to summarize information andprovides fifty techniques for using summarization as a teaching toolin any school subject.

PRO 371.5 FAY Fay, Jim. Teaching with love & logic : taking control of the classroom.1st ed. Golden, CO : Love and Logic Press, c1995.A guide for educators on classroom management that discussespositive disciplinary techniques to increase the level of studentresponsibility and their abilities to think for themselves.

PRO 371.5 KOH Kohn, Alfie. Beyond discipline : from compliance to community.Alexandria, Va. : Association for Supervision and CurriculumDevelopment, c1996.The nature of children Blaming the kids Bribes and threats Punishment lite : "consequences" and pseudochoice How not toget control of the classroom A classroom of their choosing The



classroom as community Solving problems together. Explainswhy students are more likely to learn and flourish in schools thathave moved toward collaborative problem solving instead ofteacherinitiated discipline.

PRO 371.5 LAT Lathrop, Ann. Guiding students from cheating and plagiarism to honestyand integrity : strategies for change. Westport, CT : LibrariesUnlimited, 2005.Presents a collection of essays that examine the culture of cheatingin schools, providing suggestions for creating an educationalenvironment that values, encourages, and supports honesty andintegrity.

PRO 371.9 VIL Creating an inclusive school. Alexandria, Va. : Association forSupervision and Curriculum Development, c1995.Presents eight essays on inclusive schoolingthe inclusion ofstudents with disabilities in general education classroomsdiscussing various instructional strategies, explaining how to adaptcurricula, and listing several further resources.

PRO 371.9 VIL Creating an inclusive school. 2nd ed. Alexandria, VA : Association forSupervision and Curriculum Development, c2005.Presents a collection of eight essays that describes the inclusion ofstudents with disabilities in the regular classroom, and discussescooperative learning programs and multicultural education as wellas ways to facilitate change to accommodate special educationstudents.

PRO 372.12 BER Bernhardt, Victoria L., 1952. Using data to improve student learning inelementary schools. Larchmont, NY : Eye On Education, c2003.Explains how teachers can use data in the elementary classroom toimprove student learning, with information on how teachers canchoose and analyze the best data for their lessons, interpret data,incorporate it into every subject, and other related topics.

PRO 372.21 GRO Gronlund, Gaye, 1952. Make early learning standards come alive :connecting your practice and curriculum to state guidelines. 1st ed.St. Paul, MN : Redleaf Press ;, 2006.The what and why of early childhood learning standards Planningcurriculum with early learning standards in mind Using authenticassessment measures Communication and literacy standards inaction Mathematics standards in action Science standards inaction Social studies standards in action Social/emotionalstandards in action Physical development and health standards inaction Creative arts standards in action Communicating withothers about learning standards Improving child outcomesrelated to learning standards while advocating for young children.Provides ideas for putting early childhood learning standards intopractice, presenting curriculum and activity suggestions for firststeps, progress, and accomplishment of each standard incommunication and literacy, math, science, social studies,social/emotional development, physical development and health,and creative arts.

PRO 372.21 MAE Maeroff, Gene I. Building blocks : making children successful in the



early years of school. 1st ed. New York : Palgrave Macmillan, 2006.Examines early learning and the primary grades of schooling,discussing its strength and weaknesses and offering educators agroundbreaking strategy for improving early education in the UnitedStates.

PRO 372.37 LUK Lukenbill, W. Bernard. Health information in a changing world : practicalapproaches for teachers, schools, and school librarians. SantaBarbara, Calif. : Libraries Unlimited, c2010.Schools, libraries, and health education Health curriculum andinstruction Teaching and holistic health information literacy Searching for health information and developing library use skills Materials for health instruction and information Literature, thearts, performance activities, and languages Connections to goodhealth : social and behavioral sciences, and languages Connections : health, physical education, science, and mathematics Globalization, instruction, and youth health Outreach, health,and the school community Into the future : health, curriculum,and librarians. Contains a complete action plan to help librariansand teachers to provide better health information to students andtheir caregivers, discussing the integration of health and othersubjects in the curriculum, assessment and evaluation of healthinformation, and effective instructional methods.

PRO 372.4 LES Leslie, Lauren. Qualitative reading inventory, 3. New York : Longman,c2001.

PRO 372.41 FOU Fountas, Irene C. The Fountas & Pinnell leveled book list K8. 20062008ed. Portsmouth, NH : Heinemann, c2006.Presents an alphabetical listing over 18,000 recommended booksfor students in kindergarten through eighth grade, each withnotations on level, genre, word count, author/series, andpublisher/distributor, and includes a second list organized byreading level.

PRO 372.41 ROB Robinson, Richard David, 1940. Teacher effectiveness and readinginstruction. Bloomington, Ind. : ERIC Clearinghouse on Reading andCommunication Skills :, 1991.

PRO 372.41 WEB Weber, Elaine M. Guided highlighted reading : a closereading strategyfor navigating complex text. Gainesville, FL : Maupin House, c2012.A guide to teaching reading strategies to fourth through twelfthgrade students focusing on four reading purposesreadingcomprehension, author's craft, Tier II vocabulary acquisition, andanswering multiple choice questions.

PRO 372.45 HOB Hobbs, Nancy. Personalized reading : it's a piece of PIE. Santa Barbara,Calif. : Libraries Unlimited, c2011.Introducing PIE and how it came to be Explaining the (PIE)program Selecting the book: the importance of choice Readingthe book Writing about the book Sharing the book Thecollaborative practice of sharing books Extending the book Appendix A: PIE to go resources Appendix B: PIE to go checklist.Describes the steps of the Personalized, Independent Enrichment(PIE) program, which is designed to help students choose books at



a suitable reading level and identify and dismiss books of lowinterest, and also encourages them to select books from multiplegenres and authors.

PRO 372.45 HOB Hobbs, Nancy. Personalized reading : it's a piece of PIE. Santa Barbara,Calif. : Libraries Unlimited, c2011.Introducing PIE and how it came to be Explaining the (PIE)program Selecting the book: the importance of choice Readingthe book Writing about the book Sharing the book Thecollaborative practice of sharing books Extending the book Appendix A: PIE to go resources Appendix B: PIE to go checklist.Describes the steps of the Personalized, Independent Enrichment(PIE) program, which is designed to help students choose books ata suitable reading level and identify and dismiss books of lowinterest, and also encourages them to select books from multiplegenres and authors.

PRO 372.47 GAL Gallagher, Kelly, 1958. Deeper reading : comprehending challengingtexts, 412. Portland, Me. : Stenhouse Publishers, c2004.Identifies the elements of an effective reading lesson, and presentsstrategies teachers may use to help secondary students read andunderstand challenging fiction and nonfiction books.

PRO 372.6 BEA Beaty, Janice J. 50 early childhood literacy strategies. 2nd ed. UpperSaddle River, N.J. : Merrill, c2009.Presents fifty early childhood literacy strategies along with handonstory activities and drawing and writing exercises.

PRO 372.6 LYO Lyons, Carol A. Systems for change in literacy education : a guide toprofessional development. Portsmouth, NH : Heinemann, c2001.A guide to planning and implementing a literacy professionaldevelopment course for teachers, sharing information aboutclassroom and adult learning, offering suggestions for implementingan effective professional development system, discussing coachingin the professional development context, and exploring issues in themodern educational environment.

PRO 372.6 MCK McKnight, Katherine S. (Katherine Siewert). The teacher's big book ofgraphic organizers : 100 reproducible organizers that help kids withreading, writing, and the content areas. San Francisco : JosseyBass, c2010.Contains one hundred reproducible graphic organizers that aredesigned to help develop the reading, writing, and content areasskills of fifth through twelfthgrade students and promote activelearning.

PRO 372.6 PIN Pinnell, Gay Su. The continuum of literacy learning, grades 38 : a guideto teaching. Portsmouth, NH : Heinemann, c2007.Presents a comprehensive curriculum program designed to helpteachers of grades three through eight help their students developas readers, writers, and language users, with resources forplanning, assessment, evaluation, discussion, and trouble shooting.

PRO 372.62 AND Anderson, Carl, educator. How's it going? : a practical guide to



conferring with student writers. Portsmouth, NH : Heinemann,c2000.Carl Anderson explains how teachers can conduct powerful writingconferences in the classroom and integrate writing practices intotheir curriculum.

PRO 372.7 MAT Adding it up : helping children learn mathematics. Washington, DC :National Academy Press, c2001.Examines the ways children from prekindergarten to eighth gradelearn math, and proposes changes in teacher education, curricula,and math instruction. Covers such areas as the math children knowbefore they begin school, proficiency in whole and other numbers,and teaching for mathematical proficiency.

PRO 372.7 PIC Pica, Rae, 1953. Jump into math : active learning for preschoolchildren. Beltsville, MD : Gryphon House, c2008.Describes one hundred math activities for preschoolers, most witha related children's book or song; grouped by level of difficulty.

PRO 373.11 Kraut, Harvey. Teaching and the art of successful classroommanagement : a howto guidebook for teachers in secondaryschools. 2nd ed. Staten Island, N.Y. : AYSA Pub., 1996.

PRO 373.1102 WOR Wormeli, Rick. Meet me in the middle : becoming an accomplishedmiddlelevel teacher. Portland, ME : Stenhouse Publishers ;, c2001.Offers advice on how to meet the challenges of teaching middlelevel students, describing strategies for creating a culture oflearning, fostering student achievement through innovative andaccomplished practice, and extending professional practices.

PRO 373.12 BRE Breaking ranks in the middle : strategies for leading middle levelreform. Reston, VA : National Association of Secondary SchoolPrincipals, c2006.

PRO 373.13 WAT Waterman, Sheryn Northey. Handbook on differentiated instruction formiddle and high schools. Larchmont, NY : Eye On Education, c2005.A practical handbook for middle and high school educators thatprovides strategies for meeting the diverse needs of students.

PRO 373.139 DIM DiMartino, Joseph. Personalizing the high school experience for eachstudent. Alexandria, VA : ASCD, c2008.A failure to adapt Guiding personalized learning Personallearning plans Personalized teaching Communitybasedlearning Personalized assessment Personalizing schoolsystems. Presents six emerging practices in high school teaching tohelp students feel more prepared with instruction relevant to theirtalents, interests, and goals, including guided personalized learning,communitybased learning, personalized teaching and assessment,and more.

PRO 373.17 KES Kessler, Rachael, 1946. The soul of education : helping students findconnection, compassion, and character at school. Alexandria, VA :Association for Supervision and Curriculum Development, c2000.Honoring young voices Deep connection Silence and stillness



Meaning and purpose Joy Creativity Transcendence Initiation Conclusion: from fear to dialogue, from standoff tocollaboration. Explores the spiritual dimension of education, anddiscusses ways to nourish the spiritual development of adolescentsin public schools without violating anyone's legal rights.

PRO 373.19 TOM Tomlinson, Carol A. Differentiation in practice : a resource guide fordifferentiating curriculum, grades 59. Alexandria, VA : ASCD,c2003.Presents an introduction to differentiated instruction, a systematicapproach to planning curriculum and instruction to meet the needsof academically diverse learners, and features annotated lessonplans for differentiated units in a variety of curriculum areas,geared toward students in the middle grades.

PRO 373.19 TOM Tomlinson, Carol A. Differentiation in practice : a resource guide fordifferentiating curriculum, grades 912. Alexandria, VA :Association for Supervision and Curriculum Development, c2005.American stories : an English unit on reading and writing historicalfiction Which comes first, the individual or society? : an Englishand humanities unit on Macbeth Toward disunion, 18541861 : aU.S. history unit on the path to the Civil War It has to hang : avisual arts unit on 3d ceramic sculpture The eyes of experience: an English unit on perspective and identity Point the way : amathematics unit on vectors What goes up must come down : amathematics unit on quadratics in the general form The littleprince and me : a world language unit on reading targetlanguageliterature Water, water, everywhere : an earth science unit onwater and watersheds. Presents an introduction to differentiatedinstruction, a systematic approach to planning curriculum andinstruction to meet the needs of academically diverse learners, andfeatures annotated lesson plans for differentiated units in a varietyof curriculum areas, geared toward students in themiddle grades.

PRO 373.2 GEO The Middle schooland beyond. Alexandria, Va. : Association forSupervision and Curriculum Development, c1992.

PRO 373.73 Siz Sizer, Theodore R. Horace's compromise : the dilemma of the Americanhigh school : the first report from a study of high schools, cosponsored by the National Association of Secondary SchoolPrincipals and the Commission on Educational Issues of the NationalAssociation of Independent Schools. Boston : Houghton Mifflin,1984.The first report from a study of high schools.

PRO 373.73 SIZ Sizer, Theodore R. Horace's hope : what works for the American highschool. Boston, Mass. : Houghton Mifflin, c1996.The author, using the persona of fictional high school teacherHorace Smith, offers meditations on what has been learned fromserious efforts at school reform in the late twentieth century.

PRO 373.73 Siz Sizer, Theodore R. Horace's school : redesigning the American highschool. Boston : Houghton Mifflin Co., 1992.Dialogue about what it means to be, educated in this country, who



the recipients of the education should be, and how best to providethat education.

PRO 375 CON Content of the curriculum. 2nd ed. Alexandria, Va. : Association forSupervision and Curriculum Development, 1995.Arts : what students should learn in the arts / Paul R. Lehman English language arts : publicprofessional tensions in the standardsdebate / Miles Myers English language arts : a masterycurriculum for English language arts / Allan A. Glatthorn Foreignlanguage : foreign language curriculum in an era of educationalreform / Myriam Met Health : health education : a foundation forlearning / Deborah Haber and Christine Blaber Home economics :the family and consumer sciences curriculum / Sharon S. Redick Mathematics : the school mathematics curriculum / Anna O.Graeber Physical education : physical education curriculum /Robert P. Pangrazi and Charles B. Corbin Science : redefining thecontent of the science curriculum / Andrew Ahlgren Social studies: the study of people in society / Donald H. Bragaw and H. MichaelHartoonian Technology : technology education / M. JamesBensen. A guide to curriculum content that profiles ten subjectareaslanguage arts, math, science, social studies, foreignlanguage, the arts, technology, physical education, health, andhome economicsdiscussing issues regarding standards, goals,curriculum structure, research and evaluation, and planningresources.

PRO 375 CRA Crawford, Joe, 1946. Aligning your curriculum to the common corestate standards. Thousand Oaks, CA : Corwin, c2012.A guide for teachers to implement curriculum based on theCommon Core State Standards, including methods to connectassessments to quarterly instructional objectives, tips onscaffolding, examples from districts who have already implementedCCSS, and charts, graphs, access to software for mappingcurriculum, instruction, and assessment.

PRO 375 GLA Glatthorn, Allan A., 1924. Performance assessment and standardsbased curricula : the achievement cycle. Larchmont, N.Y. : Eye OnEducation, c1998.Describes a systematic approach to curriculum, assessment,instruction, and learning called the achievement cyclethe closeinteractive relationships of four key elements: standardsbasedcurricula, performance evaluation, assessmentdriven instruction(ADI), and authentic learning.

PRO 375 MCT McTighe, Jay. The understanding by design handbook. Alexandria, Va. :Association for Supervision and Curriculum Development, c1999.A companion book to the "Understanding by Design" text, whichprovides a sixstep guide to the theory of understanding, featuringa unit planning template, worksheets, exercises, design tools,design standards and tests, an a peer review process.

PRO 375 WIG Wiggins, Grant P., 1950. Understanding by design. Alexandria, Va. :Association for Supervision and Curriculum Development, c1998.What is backward design? What is a matter of understanding? Understanding understanding The six facets of understanding Thinking like an assessor How is understanding assessed in light



of the six facets? What is uncoverage? What the facets implyfor unit design Implications for organizing curriculum Implications for teaching Putting it all together : a designtemplate. Explores six different facets of understanding; examinesways to design curriculums to engage students in exploring anddeepening their understanding of important ideas; and discusseshow to design assessments that reveal the extent of studentunderstanding.

PRO 379.1 CAR Carr, Judy F. Succeeding with standards : linking curriculum,assessment, and action planning. Alexandria, VA : Association forSupervision and Curriculum Development, c2001.Overview of standards linking The curriculum and assessmentplan Defining effective practices for attainment of standards The comprehensive assessment system Action planning Reporting in relation to standards Professional development,supervision, and evaluation Getting started. Presents a processthat schools and districts can use to incorporate local, state, andnational standards into their curricula and develop an assessmentsystem.

PRO 379.1 CAR O'Shea, Mark R., 1946. From standards to success : a guide for schoolleaders. Alexandria, VA : Association for Supervision andCurriculum Development, c2005.A visit to a standardsbased school An overview of curriculummanagement for standards achievement The standardsachievement planning cycle The district's plans for standardsimplementation The principal's role in a standardsbased school Evaluation of standards achievement Professional developmentfor standards achievement. Introduces school leaders to theStandards Achievement Planning Cycle, a comprehensive protocoldesigned to help schools meet state standards, with fictionalexamples of the protocol's fundamentals and their impact.

PRO 379.1 REE Reeves, Douglas B., 1953. Accountability for learning : how teachersand school leaders can take charge. Alexandria, VA : Associationfor Supervision and Curriculum Development, c2004.Introduction The "Aword" : why people hate accountability andwhat you can do about it Accountability essentials : identifyingand measuring teaching practices The accountable teacher Teacher empowerment : bottomup accountability A view fromthe district The policymaker's perspective Putting it alltogether : standards, assessment, and accountability Appendix A,A sample comprehensive accountability system Appendix B,Tools for developing and implementing an accountability system Appendix C, Contact information for state departments of educationand other organizations. Argues that rather than protest the call foraccountability in schools, teachers and administrators shouldembrace it as an opportunity for empowerment, developingstudentcentered accountability systems of their own in order toimprove teaching methods and influence policy makers; andexplains how to do so.

PRO 398.8 LAC Lacome, Julie. Walking through the jungle. 1st U.S. big book ed.Cambridge, Mass. : Candlewick Press, 2004, c1993.In this traditional English nursery rhyme, a young boy imagines the



sounds made by various animals in the jungle.

PRO 407.1 ZWI Zwiers, Jeff. Building academic language : essential practices forcontent classrooms, grades 512. 1st ed. San Francisco : JosseyBass/International Reading Association, c2008.Offers advice to educators on how to help students in grades five totwelve learn to understand and use the academic language theyneed to succeed in school, looking at general types of academiclanguage, as well as topic specific variations.

PRO 428 ADO Adolescent literacy, field tested : effective solutions for everyclassroom. Newark, DE : International Reading Association, c2009.Describes effective practices for teaching literacy to adolescents,covering writing, comprehension, vocabulary, cooperative learning,new literacies, assessment, and the content areas, and looks athow the strategies work in real school environments. Includeslesson ideas, and discussion questions.

PRO 428 COM Common Core curriculum maps in English language arts, grades 912.1st ed. San Francisco, CA : JosseyBass, c2012.Presents a comprehensive, coherent sequence of thematic units forteaching the skills outlined in the CCSS for English language arts inninth through twelfth grades.

PRO 428 RIG The right to literacy in secondary schools : creating a culture ofthinking. New York : Teachers College Press ;, c2009.The right to think: giving adolescents the skills to make sense ofthe world / Baynard Woods Metacognition: how thinking abouttheir thinking empowers students / Jennifer Swinehart Not myenemy, but my friend: how literacy serves contentarea goals /Angela Zehner Access and power right now: from school to world/ Marjorie Larner Mathematics teaching for understanding:reasoning, reading, and formative assessment / Paula Miller andDagmar Koesling The scientist in the classroom: the place ofliteracy within scientific inquiry / Moker KlausQuinlan and JeffCazier Argument and advocacy: rigorous talk about culturallyrelevant text in social studies / Joanna Leeds Selfassessment ofstandardized test data: empowering students to plan and own theirlearning in language arts / Lesli Cochran Engaging classroomcommunities: belonging, rigor, and support as three pillars of athinking classroom / Michelle Morris Jones Thinking, notshuffling: expecting all students to use their minds well / WendyWard Hoffer Independence is the greatest gift I can give: usingthe gradual release of responsibility framework / Jennifer Kirmes Time to think: using the workshop structure so students think andteachers listen / Samantha Bennett. Describes the importance ofliteracy skills for adolescents in secondary schools, discusses howliteracy affects the other core content areasmath, science, socialstudies, and language artsand offers advice and strategies foreducation professionals to encourage students to achieve higherlevels of success.

PRO 428.007 ESS Essential questions in adolescent literacy : teachers and researchersdescribe what works in classrooms. New York : Guilford Press,



c2009.A collection of essays in which teachers collaborate with scholars topresent effective strategies for using literacy research findings intopractice in grades five through twelve.

PRO 428.0071 BEE Adolescent literacy : turning promise into practice. Portsmouth, NH :Heinemann, c2007.Contains essays concerning literacy in adolescents, addressingtopics such as comprehension, classroom discussion, vocabularyinstruction, writing strategies, inquiry, assessment, and more.

PRO 428.4 FIE Building academic literacy : an anthology for reading apprenticeship. 1sted. San Francisco : JosseyBass, c2003.Essays, journalistic writings, poetry, and personal stories offer abroad range of cultural and historical perspectives on literacy andidentity and power.

PRO 428.4 FIE Building academic literacy : lessons from reading apprenticeshipclassrooms. 1st ed. San Francisco : JosseyBass, c2003.Supporting adolescent readers, an introduction to the academicliteracy course and the reading apprenticeship framework / RuthSchoenbach "A really good conversation," engaging students inworking with texts / Daniel Moulthrop Awakening the readerwithin / Lisa Messina, Elizabeth Baker The voice inside your headasks, "are you comprehending?" / Carolyn Orta Creating areading apprenticeship classroom / Amy Smith Designing aneffective academic literacy course / Ruth Schoenbach. A collectionof essays in which teachers explain how they introduced theReading Apprenticeship instructional framework into theircurriculum.

PRO 428.4 GAL Gallagher, Kelly, 1958. Readicide : how schools are killing reading andwhat you can do about it. Portland, Me. : Stenhouse Publishers,c2009.The elephant in the room Endangered minds Avoiding thetsunami Finding the "sweet spot" of instruction Endingreadicide. Argues that the standard instructional practices used bymost schools is contributing to the decline of reading, and suggestsways in which teachers and administrators can encourage thedevelopment of lifelong readers.

PRO 428.4 GAL Gallagher, Kelly, 1958. Reading reasons : motivational minilessons formiddle and high school. Portland, Me. : Stenhouse Publishers,c2003.Contains forty reproducible minilessons, ranging from five totwenty minutes in length, designed to motivate middle and highschool students to read and to impress upon them the importanceof reading.

PRO 428.4 ROZ Rozzelle, Jan. Power tools for adolescent literacy : strategies forlearning. Bloomington, IN : Solution Tree, c2009.Describes more than fifty strategies designed to promote theliteracy skills of secondary students across the curriculum; andincludes an overview of related research and reflection andimplementation tools.



PRO 428.4 SCH Reading for understanding : a guide to improving reading in middle andhigh school classrooms. 1st ed. San Francisco : JosseyBassPublishers, c1999.Describes a reading apprenticeship approach for getting middle andhigh school students interested in reading and improving theircomprehension, focusing on academic literacy.

PRO 428.4 TOV Tovani, Cris. Do I really have to teach reading? : contentcomprehension, grades 612. Portland, Me. : Stenhouse Publishers,c2004.Describes strategies teachers can use to help their studentsunderstand the reading in any curriculum area, and includesexamples and stories from high school classrooms, and examplesof student work.

PRO 428.4 WIL Willis, Judy. Teaching the brain to read : strategies for improvingfluency, vocabulary, and comprehension. Alexandria, VA :Association for Supervision and Curriculum Development, c2008.Provides brainbased teaching strategies for improving phonemicawareness, reading skills, fluency, vocabulary, and comprehension.

PRO 428.4071 BRO Brozo, William G. To be a boy, to be a reader : engaging teen andpreteen boys in active literacy. 2nd ed. Newark, DE : InternationalReading Association, c2010.Provides suggestions to encourage boys and male preteens tobecome actively engaged in reading, discussing entry points fordisinterested boys, and providing descriptions of ten archetypes,classroom vignettes, and alternative forms of text such as graphicnovels, music lyrics, and electronic media. Includes a list ofliterature that features positive male archetypes.

PRO 428.4071 ZWI Zwiers, Jeff. Building reading comprehension habits in grades 612 : atoolkit of classroom activities. 2nd ed. Newark, DE : InternationalReading Association, c2010.A guide to building the reading comprehension habits of sixththrough twelfthgrade students that includes activities thatemphasize organizing text information, connecting to backgroundknowledge, generating and answering questions, word meanings,and monitoring one's comprehension.

PRO 507 RHO Professional development leadership and the diverse learner. Arlington,VA : NSTA Press, c2001.

PRO 507 RHO Professional development : planning and design. Arlington, VA : NSTAPress, c2001.

PRO 507.1 LLE Llewellyn, Douglas. Inquire within :implementing inquirybasedscience standards. Corwin Press, c2002.A guide to using inquirybased instruction as a central strategy forteaching science which offers suggestions on developing teachingcompetencies and strategies.

PRO 510 GER GermainMcCarthy, Yvelyne, 1948. Bringing the NCTM standards to life



: exemplary practices for middle schools. Larchmont, NY : Eye OnEducation, c2001.Uses teacher profiles and sample lessons to demonstrate how theNCTM Standards are used by middle and high school teachersacross the country.

PRO 510 MAC MacNeal, Edward, 1925. Mathsemantics : making numbers talk sense.New York : Viking, 1994.Reunites numbers and meaning by looking at math as a language.

PRO 510 STI Stigler, James W. The teaching gap : best ideas from the world'steachers for improving education in the classroom. 1st Free Presstrade pbk. ed. New York : Free Press, 2009, c1999.The authors present a comparison of teaching methods in differentcultures, and discuss the implications of their findings for theimprovement of American classroom teaching.

PRO 612.8 SYL Sylwester, Robert. A celebration of neurons : an educator's guide to thehuman brain. Alexandria, Va. : Association for Supervision andCurriculum Development, c1995.At the edge of a major transformation How our brain organizesitself on the cellular and systems levels How our brain interactswith the outside environment How our brain determines what'simportant How our brain learns, remembers, and forgets Howour brain solves problems How our brain adapts itself to itsenvironment. Provides an introduction to late twentiethcenturyscientific understanding of the development, organization, andoperation of the brain, written especially for educational leaders,and suggests some broad educational applications that may beintroduced in schools.

PRO 613.7 PHY Physical Best (Program). Physical Best activity guide : elementary level.2nd ed. Champaign, IL : Human Kinetics, c2005.Teaching middle and high school level healthrelated fitness Introduction to healthrelated fitness concepts Aerobic fitness Muscular strength and endurance Flexibility Body composition Combined component training Selfmanagement and goalsetting skills Being a good physical activity consumer Planningfor a physically active lifestyle. Explains how to teach healthrelated fitness in middle and high school; presents more than fiftyinstructive activities on aerobic fitness, muscular strength andendurance, flexibility, combined component training, bodycomposition, selfmanagement and goal setting, and activelifestyleplanning; and includes charts, task cards, work sheets, and otherreproducibles on CDROM.

PRO 658 WAL Walton, Mary, 1941. The Deming management method. New York, NY :Perigee, c1986.

PRO 707 Tim Timmons, Virginia Gayheart. Art materials, techniques, ideas : aresource book for teachers. Worcester, Mass. : Davis Publications,[1974].

PRO 808 BAI Going bohemian: how to teach writing like you mean it. 2nd ed.



Newark, DE : International Reading Association, 2010.

PRO 808 CAR Carroll, Joyce Armstrong, 1937. 4 by 4 : practical methods for writingpersuasively. Santa Barbara, Calif. : Libraries Unlimited, c2012.A practical guide for students that teaches how to writepersuasively.

PRO 808 LED Ledbetter, Mary Ellen. The writing teacher's activityaday : 180+reproducible prompts and quick writes for the secondary classroom.San Francisco, CA : JosseyBass, c2010.Contains 180 reproducible prompts and quick writes teachers mayuse to help students in grades six through twelve improve theirwriting skills.

PRO 809 HER Herz, Sarah K. From Hinton to Hamlet : building bridges between youngadult literature and the classics. 2nd ed., Rev. and expanded.Westport, CT : Greenwood Press, 2005.Presents an introduction to using young adult literature in middleand high school classrooms, and presents a selection of young adulttitles that build thematic links to classics such as "The Adventuresof Huckleberry Finn" and "Great Expectations" that help toencourage students to become lifetime readers.

PRO 973.7 PHI Phillips, Donald T. (Donald Thomas), 1952. Lincoln on leadership :executive strategies for tough times. New York : Warner Books,[1993], c1992.Examines the leadership style of American president AbrahamLincoln, and looks at how his tactics can be applied in modernorganizations.

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