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ONGOING PROFESSIONAL LEARNING: CURRENT BIBLIOGRAPHY (Revised: May 16, 2003 )
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| Home: | To be most effective, teaching practice
should be informed by, and grounded in the results of current
research. Below is a sample of the readings that I have done in the past year to
keep current on the latest developments, issues, and findings in educational
journals, books, and other resources.
Abikoff, H. (1987). An Evaluation of Cognitive-Behavioral
Therapy. Advances. Clinical Child Psychology, Vol. 10, p. 171-216.
Amos, S. (2001). Daily Vigorous Physical
Activity: Making it Happen, One Vigorous Step at a Time. Orbit. Vol, 13, No.
4, pp. 25-27.
Barnett. D. & Smith, D. (1992). The Curriculum, pp. 37-46. Preparation
for Classroom Teaching, Harcourt Brace & Co: Toronto. Bennett,
B., Rolheiser, C., & Stevahn, L. (1991). Cooperative Learning Structures,
pp. 199-238, in Cooperative Learning: Where Heart Meets Mind. Educational
Connections: Toronto.
Berrill, D. P. & De’Bell, K.
(1997). Strategies for Inviting Females to the Physical Sciences: Physics for
Elementary Teacher Candidates. Orbit. Vol. 28, No. 1, pp. 50-53.
Beynon, C. A., Geddis, A. N., &
Onslow, B. A. (2001). Learning-to-Teach: Cases and Concepts for Novice
Teachers and Teacher Educators. Prentice Hall: Toronto, Ontario. Blaydes,
J. (2001). Advocacy: A Case for Daily Quality Physical Education.
Teaching Elementary Physical Education. May, pp. 9-12 Borich,
G. D. (1990). Chapter 3, How to Observe, pp. 49-85, in Observation Skills for
Effective Teaching. Merill Publishing: Columbus, Ohio.
Bourne, P., McCoy, L. &
Novogrodsky, M. (1987). Gender and Schooling. Orbit. Vol. 28, No. 1,
p. 1
Bromley,
K., DeVitis, L., & Modlo, M. (1995). What are Graphic Organizers?, pp. 6-43,
in Graphic Organizers: Visual Strategies for Active Learning. Scholastic:
New York, New York.
Brown, J. S., Collins, A., &
Duguid, P. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18, 32-42.
Buchoff, R. (1990). Attention
Deficit Disorder: Help for the Classroom Teacher. Childhood Education,
v. 67 n. 2, p. 86-90. Case,
R. (1999). Global Education: It’s Largely a Matter of Perspective. Case, R.
& Clark, P. (Eds.) The Canadian Anthology of Social Studies. pp.
75-82. Vancouver
Candau, D., Doherty, J., Hannafin,
R., Judge, J., Yost, J., & Kuni, P. (2002). Teach to the Future.
Intel Corporation
Carrasquillo, A. & Rodriguez, V.
(1996). Language Minority Students in the Mainstream Classroom, pp.
91-106. Toronto: Multilingual Matters.
Cathcart, W. G., Pothier, Y. M.,
& Vance, J. H. (2000). Learning Mathematics in Elementary and Middle
Schools. Prentice-Hall Canada Inc.: Scarborough, Ontario.
Cherkes-Julkowski, M., Sharp, S.,
Stalzberg, J. (1997). Rethinking Attention Deficit Disorders. Cambridge,
Massachusetts: Brookline Books.
Colgan, L. (2000). Testing the
Big Ideas in Mathematics. Orbit, Vol. 30, No. 4, pp. 54-57.
Corson, D. (1994). Bilingual
education policy and social justice. A. Blackledge (Ed.), Teaching bilingual
children, pp. 1-17. Oakhill: Trentham Books Ltd.
D’Arcangelo, M. (2001). Wired
Mathematics: A Conversation with Brian Butterworth. Educational
Leadership, November, pp. 14-19.
Davies, A., Politano, C., &
Cameron, C., (1993). Making Themes Work. Peguis Publishers, Winnipeg, MB.
Doll, R. C. (1996). Chapter 1:
Historical and Philosophical Foundations of Curriculum Decision Making, pp. 5-37
in Curriculum Improvement: Decision Making and Process, Allyn and Bacon:
Boston, Massachusetts.
Donahue Zakkai, J. (1997). Dance
as a Way of Knowing. Stenhouse Publishers: York, Maine.
Earl, L. & Cousins, B. (1995).
Assessment that matters and facing the change, p. 14-33, in Classroom
Assessment. OPSTF: Toronto, Ontario.
Eby, J. W. (1998). Chapter 2:
Planning a Healthy, Safe Environment for Learning, pp. 26-61; Chapter 8:
Discussion and Questioning, Strategies That Make Learning More Authentic, pp.
205-226; Chapter 13: Reflective Teachers and the School Community, pp. 337-361,
in Reflective Planning, Teaching, and Evaluation: K-12. Merrill:
Columbus, Ohio.
Edwards, L., Salant, V., Howard, V.
F., Brougher, J., and McLaughlin, T. F. (1995). Effectiveness of
Self-Management on Attentional Behavior and Reading Comprehension for Children
with Attention Deficit Disorder. Child and Family Behavior Therapy,
vol. 17 (2), p. 165-175.
Egbo, B. (2001). Differential
Enunciation, Mainstream Language and the Education of Immigrant Minority
Students. Journal of Teaching and Learning, 1 (2), pp. 47-61.
Fiore, T. A., Becker, E. A., Nero,
R. C. (1993). Educational Interventions for Students with Attention Deficit
Disorder. Exceptional Children, 60 (2) 163 ?173.
Fraivillig, J. (2001). Strategies
for Advancing Children’s Mathematical Thinking. Teaching Children
Mathematics, April, pp. 454-459.
Gee, C. (2000). Visual Arts as a
Way of Knowing. Stenhouse Publishers: York, Maine.
Glasser, W. (1986). Control
Theory in the Classroom. New York: Harper and Row Publishers.
Goodrich Andrade, H. (2000). Using
Rubrics to Promote Thinking and Learning. Educational Leadership,
February, pp. 13-18. Gunning, T. G. (2000). Creating
Literacy Instruction for All Children. Pearson Education Inc.:
Hanes, B, Prawatt, R., &
Grissom, S. (1979). Sex-role perceptions during adolescence. Journal of
Educational Psychology, 39, 590-605 IN Robison-Awana, et al, 2001.
Hankins, K. H. (1998). Cacophony
to symphony: Memoirs in teacher research. Harvard Educational Review, 68
(1), 80-95.
Helmer, S. & Eddy, C. (1996). Look
at me when I talk to you: ESL learners in non-ESL classrooms, pp. 46-55.
Toronto: Pippin Publishing
Hewitt, J. (2000). Successes,
Failures, Future Role: Computers in the Classroom. Orbit, Vol. 31,
No. 3, pp. 33-36.
Intel Corporation (2001). Intel
Teach to the Future.
Johnson, D.D. (1991). I Can’t
Sit Still ?Educating and Affirming Inattentive and Hyperactive Children.
Santa Cruz, California: ETR Associates.
Kaufman, M. (1997). Working with
Young Men to End Sexism. Orbit. Vol. 28, No. 1, pp. 16-18
Kentel, J. (2001). The Absence of
Pedagogy: Ten Common Practices in Elementary Physical Education and the Need for
Change. Physical and Health Education. Spring, pp. 4-9.
Kohn, A., (1993). Punished by
Rewards. New York: Houghton Mifflin Company.
Kuwahara Lang, F. (2001). What Is
a “Good Guess,?Anyway? Estimation in Early Childhood. Teaching
Children Mathematics, April, pp. 462-466.
Larkin, J. (1997). Confronting
Sexual Harassment in Schools. Orbit. Vol. 28, No. 1, p. 14-15.
Law, B. & Eckes, M. (2000). The
More-Than-Just-Surviving Handbook: ESL for Every Classroom Teacher. Portage
& Main Press: Winnipeg, Manitoba.
Lee, J. D. (2002). More than
Ability: Gender and Personal Relationships Influence Science and Technology
Involvement. Sociology of Education. Vol. 75 (October), pp. 349-373.
Lerner, S. R., Lowenthal, B.,
Lerner, J.W. (1995). Attention Deficit Disorders Assessment and Teaching).
Toronto: Brooks/Cole Publishing Company.
Lynch-Brown, C. & Tomlinson, C.
M. (1993). Essentials of Children’s Literature. Allyn & Bacon:
Madura, S. (1995). The line and
texture of aesthetic response: Primary children study authors and illustrators.
The Reading Teacher, Vol. 49, No. 2, October, 110-118.
Maloney, M. (1998). Teach Your
Children Well. Cambridge, MA: Cambridge Center for Behavioral Studies.
McKay, S. L. (1993). The Plurality
of Literacies. McKay, S. L., Agendas for second language literacy, pp.
1-24. Cambridge: Cambridge University Press.
Miller Grant, J., Heffler, B., &
Merewether, K.(1995). Towards a Vision, pp. 5-13; Chapter 1: Educating for the
Future, pp. 15-19; Chapter 2: Types of Conferences, pp. 20-25, in Student Led
Conferencing. Pembroke Publishing: Markham, Ontario.
Mistretta, R. & Porzio, J. A.
(2000). Using Manipulatives to Show What We Know. Teaching Children
Mathematics, September, pp. 32-33.
Morrisseau, M. (2000). Educating
Beyond the Stereotype: Native Education in the Millennium Should No Longer Mean
“I is for Indian?#060;/i>. Education Today, Vol. 12, No. 3, fall, pp. 13, 14,
32, 33
Moss, D. M., and Schwartz, C.
(1989). Shelley: The Hyperactive Turtle. Woodbine House: Bethesda, MD.
Nelson-Burford, A. (1985). How to
Focus the Distractible Child. Saratoga, California: R & E Publishers.
Nieto, S. (1996). Affirming
Diversity: The sociopolitical context of multicultural education, pp.
196-206. New York: Longman.
Nikiforuk, A. (2002). The Testing
Paradox. Owl Canadian Family, April, pp. 22-24.
Ormrod, J. E. (1999). Long-Term
Memory. Human Learning, pp. 203-229. New York: Prentice Hall.
Ontario Ministry of Education and
Training (1993). Antiracism and Ethno-cultural Equity in School Boards.
Guidelines for Policy Development and Implementation.
Ontario Ministry of Education and
Training (1998). Guide To The Provincial Report Card, Grades 1-8.
Ottawa Carleton District School
Board (1999). Living Language. OCDSB: Nepean, Ontario.
Page, N. (1995). Music as a Way
of Knowing. Stenhouse Publishers: York, Maine
Paley, V. G. (1986). On listening
to what the children say. Harvard Educational Review, 56 (2), 124-131.
Robertson, H-J. (1997). Must
Girl-Friendly Schools Be Girl-Only Schools? Orbit Vol. 28, No. 1, pp. 4-10.
Robison-Awana, P., Kehle, T. J.,
Bray, M. A., Jenson, W. R., Clark, E. & Lawless, K. A. (2001). Self-Esteem,
Gender-Role Perception, Gender-Role Orientation and Attributional Style as a
Function of Academic Competence: Smart Girls are Different, But a Boy is a Boy
is a Boy. Canadian Journal of School Psychology. Vol. 17, No. 1, pp. 47-64.
Rogers, P. (1997). Changing Women
or Changing Mathematics? Orbit. Vol. 28, No. 1, pp. 30-34.
Royer, R. & Royer, J. (2002). Developing
Understanding with Multimedia. Learning & Leading with Technology,
Vol. 29, No. 7, pp. 40-45.
Ruffini, M. F. (2000). Do It
Step-by-Step: A Systematic Approach to Designing Multimedia Projects. Learning
& Leading with Technology, Vol. 27, No. 5, pp. 122-128.
Sadker, D. (1999). Gender Equity:
Still Knocking at the Classroom Door. Educational Leadership. April, pp.
22-26.
Scaini, C. (2001). What’s
Healthy About Physical Education? Orbit. Vol. 31, No. 4, pp. 33-35.
Schwartz, S. & Pollishuke, M.
(2002). Creating the Dynamic Classroom: A Handbook for Teachers. Irwin
Publishing: Toronto
Sears, A. (1997). Social Studies in
Canada. Wright, A. & Sears, A., Trends and Issues in Canadian Social
Studies, pp. 18-38.
Smith, T. E. C., Polloway, E. A.,
Patton, J. R., Dowdy, C. A., & Heath, N. L. (2001). Teaching Students
with Special Needs in Inclusive Settings. Pearson Education Canada Inc.:
Toronto, Ontario.
Tancock, S. M. (1994). A literacy
lesson framework for children with reading problems. The Reading Teacher,
Vol. 48, No. 2, October, pp. 102-111. Tiedt, Tiedt, & Tiedt (2001). Language Arts Activities for the Classroom. Allyn & Bacon:
Tomlinson, C. A. (2000). Reconcilable
Differences? Standards-Based Teaching and Differentiation. Educational
Leadership, September, pp. 6-11.
Tomlinson, C. A. (2002). How to
Differentiate Instruction in Mixed-Ability Classrooms. Association for
Supervision and Curriculum Development: Alexandria, Virginia.
Tompkins, Bright, Pollard &
Winsor (1998). Content and Teaching Strategies. Allyn & Bacon:
Tompkins, G. (1998). 50 Literacy
Strategies ?Step by Step. Prentice-Hall Inc.:
Traver, R. (1998). What is a Good
Guiding Question? Educational Leadership, March, pp. 70-73.
Vineyard Video Productions (1997). ADD/ADHD/LD:
Understanding the Connection.
Vygotsky, L. S. (1978). Mind in
Society, pp. 79-91. Cambridge, MA. Harvard University Press.
Weaver, C. (1994). Success at
Last! Helping Students with Attention Deficit (Hyperactivity) Disorders Achieve
Their Potential. Heinemom, Portsmouth
Weber, E. (1999). Assessing
students?individual differences through portfolios. pp. 83-102, in Student
Assessment That Works. Allyn and Bacon: Boston, Massachusetts.
Wehrmann, K. S. (2000). Baby
Steps: A Beginner’s Guide. Educational Leadership, September pp.
20-23.
Wells, G. (2000). Dialogic inquiry
in education. Lee, C. D. & Smagorinsky, P. (Eds.) Vygotskian perspectives
on literacy research: Constructing meaning through collaborative inquiry,
pp. 51-85. New York: Cambridge University Press.
Whalen, C. K., Henker, B. H. (1986) Cognitive
Behavioral Therapy for Hyperactive Children: What do we know? Journal of
Children in Contemporary Society, vol. 19, p.123-141.
Wiggins, G. (1997). Practicing
What We Preach in Designing Authentic Assessments. Educational Leadership,
December 1996 ?January 1997, pp. 37-44.
Wiggins, G., & McTighe, J.
(1998). Understanding by Design. Association for Supervision and
Curriculum Development: Alexandria, Virginia.
Wilgosh, L. (1996). Underachievement
of Women and Girls: Some Societal and Feminist Views: A Further Study of the
Media. Education Canada. Fall, pp. 25-31.
Wilson, J. D. (1984). Multicultural
Programmes in Canadian Education. Samuda, R. et al, Multiculturalism in
Canada: Social and Educational Perspectives. pp. 62-77
Wolf, D. Bixby, J, Glenn III, J.,
& Gardner, H. (1991). To use their minds well: Investigating new forms of
student assessment. Review of Research in Education, 17, 31-74.
Woolfolk, A. E., Winne, P. H., &
Perry, N. E. (2000). Piaget’s theory of cognitive development. Educational
Psychology, pp. 27-42. New York: Prentice Hall.
Woolfolk, A. E., Winne, P. H., &
Perry, N. E. (2000). Behavioral views of learning. Educational Psychology,
pp. 190-209. New York: Prentice Hall.
Woolfolk, A. E., Winne, P. H., &
Perry, N. E. (2000). Social Learning Theory. Educational Psychology, pp.
209-225. New York: Prentice Hall. Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2000). Creative Learning Environments. PP. 414-449, in Educational Psychology. Prentice Hall: New York, New York.
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