Chapter 1    (Back to Top)

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

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

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

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

Goodlad, J. (2004). Romances with schools. New York: McGraw-Hill.
     A thoughtful reflection by one of America’s foremost educators
     about his own experience and romance with public education.

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

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

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

Stronge, J. H., Tucker, P.D., & Hindman, J. L. (2004). Handbook
     for qualities of effective teachers. Alexandria, VA: Association
     for Supervision and Curriculum Development.

Chapter 2    (Back to Top)

Banks, J. A. (2002). An introduction to multicultural education
     (3rd ed.). Boston: Allyn & Bacon. One of the best texts on
     multicultural education. Provides theory, research and
     practical ideas for teachers.

Colangelo, N. & Davis, G. (2003). Handbook of gifted education.
     Boston: Allyn & Bacon. Considered by many to be the best
     work on gifted education. Summarizes the research as well
     as provides practical ways regular classroom teachers can
     work with gifted students.

Cushner, K., McClelland, A., and Safford, P. (2006). Human
     Diversity in Education: An Integrative Approach (4th ed.).
     New York: McGraw-Hill. This book gives a thorough presentation
     of the issues surrounding multicultural education in the broadest
     sense and further develops sensitivity to problems inherent in
     intercultural interaction in schools through didactic presentation,
     case studies, and critical incidents.

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

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

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

Gay, G. (2000). Culturally responsive teaching: Theory, research
     and practice. New York: Teachers College Press. A well written
     book on how teaching that is culturally responsive can meet the
     needs and enhance the success of students of color and those who
     have been disenfranchised.

Gazzaniga, M.S. (2005). The Ethical Brain. Chicago: The University
     of Chicago Press. One of America’s foremost neuroscientists
     provides clear explanation about how the brain creates and deals
     with beliefs and the ethical and moral considerations that face us today.

Kissen, R. M. (ed.). (2003). Getting ready for Benjamin: Preparing
     teachers for sexual diversity in the classroom. Lanham, MD:
     Rowman and Littlefield. Good introduction and discussion aimed
     at helping teachers understand and deal with sexual diversity
     in the classroom.

Lessow-Hurley, J. (2003). Meeting the needs of second language
     learners: An educator’s guide. Alexandria, VA: Association
     for Supervision and Curriculum Development. A brief, but
     clear discussion of what regular classroom teachers can do to
     meet the needs and increase the achievement of English
     language learners.

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

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

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

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

Chapter 3    (Back to Top)

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

Bredeson, P. V. ((2003). Designs for learning. Thousand Oaks,
     CA: Corwin Press. By applying architectural principles,
     Bredeson provides an interesting perspective for thinking about
     educational planning and professional development.

Ferguson, D. L., Ralph, G., & Meyer, G. (2001). Designing
     personalized learning for every student. Alexandria, VA:
     Association for Supervision and Curriculum Development.
     Provides many concrete and clear strategies teachers can use to
     personalize instructions for every student in their classroom.

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

Gronlund, N. E. (2004). Writing Instructional Objectives for
     Teaching and Assessment. (7th ed). New York: Prentice Hall.
     Provides a step-by-step guide for writing instructional objectives.
     This edition discusses the importance of integrating planning,
     teaching, and assessment.

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

Parkay, F.W., Anctil, E.J. & Hass, G.J. (2006). Curriculum
     planning: A contemporary approach. (8th ed.). Boston:
     Allyn and Bacon. Excellent insights into a variety of approaches
     to effective curriculum planning.

Weimer, M. (2002). Learner-centered teaching: Five key changes
     to practice. San Francisco: Jossey-Bass. Description about how
     five particular classroom practices must be changed before
     teachers can create learner-centered classrooms.

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

Chapter 4    (Back to Top)

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

Johnson, D. W. & Johnson, F. (2006). Joining together. Group theory
     and groups skills. (9th ed.). Boston: Allyn & Bacon. This book is
     an excellent introduction to group theory with many practical
     exercises that can be used by teachers in the classroom.

Johnson, D. W. (2006). Reaching out: Interpersonal effectiveness
     and self-actualization. (9th ed.). Boston: Allyn & Bacon. One
     of the definitive works on interpersonal communications and
     relationships. Very important advice for teachers about how to
     create caring, productive learning communities.

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

Sagor, R. (2003). Motivating students and teachers in an era of
     standards. Alexandria, VA: Association for Supervision and
     Curriculum Development. Explores ways teachers and educators
     can keep a positive tone and motivate students in an era when
     standards can lead to discouragement for many students.

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

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

Chapter 5    (Back to Top)

Emmer, E., Evertson, C., Clements, B., and Worsham, W. E. (2006).
     Classroom Management for Secondary Teachers. (7th ed.).
     Englewood Cliffs, N.J.: Prentice Hall.

Evertson, C., Emmer, E., Clements, B., and Worsham, M. (2006).
     Classroom Management for Elementary Teachers. (7th ed.).
     Englewood Cliffs, N.J.: Prentice Hall.

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

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

Marzano, R. J., Marzano, J.S. & Pickering, D.J. (2003). Classroom
     management that works: Research-based strategies for every
     teacher. Alexandria, VA: Association for Supervision and
     Curriculum Development. A brief and clear discussion of what
     some of the research says about classroom management. Also
     provides many strategies teachers can use to create effectively
     managed classrooms.

McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of
     classroom management: Managing time and space, student
     behavior, and instructional strategies. Alexandria, VA:
     Association for Supervision and Curriculum Development. A
     good discussion about the importance of integrating several
     elements (time, space, behavior and instruction) to create effective
     classroom management systems.

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

Weinstein, C.S. (2007) Secondary Classroom Management
     Practices: Lessons from Research and Practice (3rd ed.). New
     York: McGraw-Hill.

Weinstein, C. S., and Mignano, A. J., Jr. (2007). Elementary
     Classroom Management: Lessons from Research and Practic.
     (4th ed.). New York: McGraw-Hill.

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

Chapter 6    (Back to Top)

Airasian, P. W. (2005). Classroom Assessment: Concepts
     and Applications. (5th ed.).. New York: McGraw-Hill. This
     excellent text written specifically for teachers includes both formal
     as well as informal assessment procedures.

Gronlund, N. E. (2006). Assessment of Student Achievement
     (8th ed.). Boston: Allyn & Bacon. A very good standard text,
     recently updated, on how classroom teachers can assess learning
     outcomes.

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

McMillan, J. H. (2001). Classroom assessment: Principles and
     practices for effective instruction. Boston: Allyn and Bacon.
     A careful and thorough explication of classroom assessment.
     Provides theory and principles behind the day-to-day assessment
     strategies used by effective teachers. Emphasizes the importance
     of integrating instruction and assessment.

Popham, W. J. (2001). The truth about testing. An educator’s call
     to action. Alexandria, VA: Association for Supervision and
     Curriculum Development. A critical and thoughtful critique of
     the standardized testing practices in use in today’s schools.

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

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

Chapter 7    (Back to Top)

Bligh, D.H. (2000). What’s the use of lectures? San Francisco:
     Jossey-Bass. Written mainly for college teachers, this book
     provides an excellent critique of the uses and abuses of the lecture
     method and provides a balanced view about what the method can
     and cannot achieve.

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

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

Joyce, B., Weil, M., and Calhoun, E. (2004). Models of Teaching
     (7th ed.). Boston: Allyn & Bacon. This book is a must. It provides
     more information on the models of teaching described here, plus
     many others.

Marzano, R. J. (2004). Building background knowledge for academic
     achievement: Research on what works in schools. Alexandria, VA:
     Association for Supervision and Curriculum Development. Clear
     discussion about what teachers (and parents) can do to help students
     overcome weaknesses or gaps in their background knowledge.

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

Zull, J. E. (2002). The art of changing the brain. Sterling, VA:
     Stylus Publishing. An excellent, if somewhat difficult, discussion
     about how the brain works and processes information with
     implications about how education can aim at changing the brain.

Chapter 8    (Back to Top)

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

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

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

Joyce, B. Weil, M. and Calhoun, E. (2004). Models of Teaching.
     (7th ed.) Boston: Allyn & Bacon. This book offers a good
     explanation of the direct instruction model.

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

Chapter 9    (Back to Top)

Barell, J. (2003). Developing more curious minds. Alexandria, VA:
     Association of Supervision and Curriculum Development. A small
     book filled with ideas and strategies about how to get students to
     think on their own, to investigate and to draw their own conclusions.
     Emphasis on inquiry and problem-based curriculum.

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

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

Costa, A. and Kallic, B. (2002) Discovering and exploring habits
     of mind. Alexandria, VA: Association of Supervision and
     Curriculum Development. Authors describe 16 of what they
     label "habits of mind" (e.g., thinking flexibly; persisting) and
     discuss the importance of developing these habits in education
     and life.

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

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

Novak, J. (1998). Learning, creating, and using knowledge: Concept
     maps as facilitative tools. Mahwah, NJ: Lawrence Erlbaum. Provides
     important insights about the nature of learning and strategies for how
     concept maps can facilitate learning.

Chapter 10    (Back to Top)

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

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

Jacobs, G. M., Power, M.A. & Loh, W.I. (2002). Teacher sourcebook
     for cooperative learning: Practical techniques, basic principles, and
     frequently asked questions. Thousand Oaks, CA: Corwin Press. An
     excellent book on how teachers can use cooperative learning to build
     effective learning communities, improve students’ collaborative skills,
     and develop effective classroom management.

Johnson, D. W., & Johnson, F. P. (2003). Joining Together: Group
     Theory and Group Skills (8th ed.). Englewood Cliffs, NJ:
     Prentice-Hall. This book is an excellent introduction to group theory
     with many practical exercises that can be used by teachers in the
     classroom.

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

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

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

Chapter 11    (Back to Top)

Delisle, R. (1997) How to use problem-based learning in the
     classroom. Alexandria, VA: Association for Supervision and
     Curriculum Development. Delisle provides a clear description about
     the problem-based learning process and strategies teacher can employ
     to implement PBL.

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

Krajcik, J., Czerniak, C. M. and Berger, C. F. (2004), Teaching
     Children Science: A Project-Based Approach. (2nd ed.). New
     York: McGraw-Hill. This book is an excellent text on science
     teaching that details how to use problem-based approaches.

Lambros, A. (2002). Problem-based learning in K-12 classrooms:
     A teacher’s guide to implementation. Thousand Oaks, CA: Corwin
     Press. This book is filled with important strategies for planning and
     using problem-based learning in elementary and secondary classrooms.
     Straightforward and clearly written.

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

Savin-Baden, M. (2003). Facilitating Problem-Based Learning. Open
     University Press. Discusses issues that need to be explored as teachers
     begin to use problem-based learning in their classrooms. Particularly
     good at looking at how to use the Internet and the role of assessment in
     problem-based learning.

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

Chapter 12    (Back to Top)

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

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

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

Cook, A. & Tashlik, P. (2004). Talk, talk, talk: Discussion-Based
     Classrooms. New York: Teachers College Press. Explores how
     discussion can be used in a variety of subjects and how to develop
     students’ discussion skills and how to create inquiry-based classrooms.

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

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

Spiegel, D. L. (2005). Classroom discussion: Strategies for engaging
     all students, building higher-level thinking skills, and strengthening
     reading and writing across the curriculum. New York: Scholastic
     Teaching Resources. Describes how discussion can be a valuable
     tool for engaging students, promoting higher level thinking, and
     promoting reflection in the classroom.

Chapter 13    (Back to Top)

Armstrong, T. (2000). Multiple intelligences in the classroom. (2nd ed.).
     Alexandria, VA: Association for Supervision and Curriculum
     Development. Practical guide along with numerous strategies about
     how teachers can use ideas from Gardner’s theory of multiple
     intelligences in their classrooms.

Benjamin, A. (2002). Differentiated instruction: A guide for middle and
     high school teachers. Larchmont, NY: Eye on Education. Timely
     explanation about how teachers can vary and adapt their instruction
     so they can meet the needs of all learners.

Drapeau, P. (2004). Differentiated instruction: Making it work: A
     practical guide to planning, managing, and implementing differentiated
     instruction to meet the needs of all learners. New York: Scholastic
     Paperbacks. Provides a good definition of differentiated instruction and
     rich details about how to plan and implement a differentiated classroom.

Gregory, G.H. & Chapman, C. (2001). Differentiated instructional
     strategies: One size doesn’t fit all. Thousand Oaks, CA: Corwin Press.
     Clearly written description of strategies teachers can use to vary learning
     experiences based on student interests and needs.

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

Witherell, N. & Mcmacken, M. (2002). Graphic organizers and activities
     for differentiated instruction. New York: Scholastic Teaching Resources.
     Provides a variety of practical teaching tools to support individual learning
     needs and to differentiate instruction.

Chapter 14    (Back to Top)

Evans, R. (2002). The human side of school change: Reform, resistance,
     and the real-life problems of innovation. San Francisco: Jossey Bass.
     A very clearly written book that provides valuable perspectives about
     how schools work and practical strategies about how school change
     can be guided and managed.

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

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

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

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

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

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