Professional Library - Books
Ashburn, E. A., & Floden, R. E. (Eds.). (2006). Meaningful learning using technology. New
York, NY: Teachers College Press, Columbia University.
In this book, national experts use concrete examples to describe specific knowledge, beliefs, and strategies that will enable teachers and district leaders to support meaningful learning using technology. Chapters examine the intersection between course content, types of technology, and the supports and professional development required to effectively implement technology in the K–12 classroom.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind,
experience, and school. Washington D.C.: National Academy Press.
This book is a collaboration between the Commission on Behavioral and Social Sciences and the Education of the National Research council. The goal of the book is to look at how people, of all ages, learn. The researchers also studied the design of learning environments through the years in order to better understand what works for learners today.
Coyne, M.D., Kame’enui, E., Carnine, D. (2011). Effective teaching strategies that accommodate
diverse learners (4th edition). Boston: Pearson.
This book focuses on the characteristics and needs of diverse learners in the classroom, and provides strategies for helping those students succeed in the classroom. A discussion of assessment, especially formative, is included as part of meeting these students' needs.
Cunningham, C. A., & Billingsley, M. (2006). Curriculum webs: Weaving the web into teaching and
learning. (2nd ed.). Boston, MA: Pearson Education. (Original work published 2003)
This book discusses the important attributes of creating a Webquest or similar "curriculum web" in order to help students develop student inquiry skills and better understand the curricular content. This includes a walk-though of each of the important components, with examples.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: John Wiley & Sons.
This book is a great guide for those that are in a leadership position or would like to be. Fullan looks at what drives people. Moral purpose, the need to understand change, forming and maintaining relationships and a focus on knowledge are just a few of the subject discussed. It is a great book for anyone that is looking for a guide for instituting change in a business or school.
Gaible, E. and Burns, M. (2005). Using Technology to Train Teachers: Appropriate Uses of ICT
for Teacher Professional Development in Developing Countries. Washington, DC:
infoDev /World Bank.
This is a handbook created to help individuals utilize information and communication technologies (ICT) and to improve and expand teacher professional development activities. This handbook proposes types of PD and ICT implementations that can achieve specific objectives in relation to educational improvement.
Heath, C., & Heath, D. (2011). Switch, how to change things when change is hard. Crown
Business.
In this book the Heath’s work hard to dissect why change is so hard for people. Through real stories of about people or groups trying to change an aspect of their personal or professional lives, the idea that we can change is proven. The readers learns about the Rider, the Elephant, and the Path, and how the use of all three can lead to great change.
Johnson, A. P. (2008). A short guide to action research. Boston: Pearson/Allyn and Bacon.
This book guides the learner through comprehension and interpretation of both qualitative and quantitative techniques in action research methods and then describes all phases of the process, including selecting a topic; collecting, analyzing, and reporting data; reviewing the literature; and presenting the report.
Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded second edition). (2 ed.).
Alexandria, VA: Association for Supervision & Curriculum Development.
This book provides information about backward design and how it can work to increase student achievement. This premise begins with starting with the end in mind: planning what the teacher wants students to know, and then creating the activities to help students reach that goal.
York, NY: Teachers College Press, Columbia University.
In this book, national experts use concrete examples to describe specific knowledge, beliefs, and strategies that will enable teachers and district leaders to support meaningful learning using technology. Chapters examine the intersection between course content, types of technology, and the supports and professional development required to effectively implement technology in the K–12 classroom.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind,
experience, and school. Washington D.C.: National Academy Press.
This book is a collaboration between the Commission on Behavioral and Social Sciences and the Education of the National Research council. The goal of the book is to look at how people, of all ages, learn. The researchers also studied the design of learning environments through the years in order to better understand what works for learners today.
Coyne, M.D., Kame’enui, E., Carnine, D. (2011). Effective teaching strategies that accommodate
diverse learners (4th edition). Boston: Pearson.
This book focuses on the characteristics and needs of diverse learners in the classroom, and provides strategies for helping those students succeed in the classroom. A discussion of assessment, especially formative, is included as part of meeting these students' needs.
Cunningham, C. A., & Billingsley, M. (2006). Curriculum webs: Weaving the web into teaching and
learning. (2nd ed.). Boston, MA: Pearson Education. (Original work published 2003)
This book discusses the important attributes of creating a Webquest or similar "curriculum web" in order to help students develop student inquiry skills and better understand the curricular content. This includes a walk-though of each of the important components, with examples.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: John Wiley & Sons.
This book is a great guide for those that are in a leadership position or would like to be. Fullan looks at what drives people. Moral purpose, the need to understand change, forming and maintaining relationships and a focus on knowledge are just a few of the subject discussed. It is a great book for anyone that is looking for a guide for instituting change in a business or school.
Gaible, E. and Burns, M. (2005). Using Technology to Train Teachers: Appropriate Uses of ICT
for Teacher Professional Development in Developing Countries. Washington, DC:
infoDev /World Bank.
This is a handbook created to help individuals utilize information and communication technologies (ICT) and to improve and expand teacher professional development activities. This handbook proposes types of PD and ICT implementations that can achieve specific objectives in relation to educational improvement.
Heath, C., & Heath, D. (2011). Switch, how to change things when change is hard. Crown
Business.
In this book the Heath’s work hard to dissect why change is so hard for people. Through real stories of about people or groups trying to change an aspect of their personal or professional lives, the idea that we can change is proven. The readers learns about the Rider, the Elephant, and the Path, and how the use of all three can lead to great change.
Johnson, A. P. (2008). A short guide to action research. Boston: Pearson/Allyn and Bacon.
This book guides the learner through comprehension and interpretation of both qualitative and quantitative techniques in action research methods and then describes all phases of the process, including selecting a topic; collecting, analyzing, and reporting data; reviewing the literature; and presenting the report.
Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded second edition). (2 ed.).
Alexandria, VA: Association for Supervision & Curriculum Development.
This book provides information about backward design and how it can work to increase student achievement. This premise begins with starting with the end in mind: planning what the teacher wants students to know, and then creating the activities to help students reach that goal.