Library Book Suggestions – April 2017

The following books are available to check out from the T/TAC William & Mary Library.

The New Art and Science of Teachingthenewart
Author: Robert J. Marzano
Call Number: TT271
This upd    ated, popular resource offers a framework for substantive change based on the author’s 50 years of education research. While the previous model focused on teacher outcomes, the new version places focus on student outcomes. Ten design areas within the three categories of teaching–feedback, content, and context–form a road map for K-12 teachers’ lesson and unit planning. Readers will explore over 330 specific classroom strategies that educators can implement for optimal student learning, while each chapter provides guidance for planning changes and highlights current education practices to put those strategies in place.

A Guide to Mathematics Leadership: Sequencing Instructional ChangeAguidetomathematicsleadership
Authors: Don S. Balka, Ted H. Hull, & Ruth Harbin Miles
Call Number: CMT88
School leaders who are responsible for improving mathematics achievement face tremendous challenges. Written by three noted mathematics educators, this book helps leaders implement a high-quality mathematics program, regardless of the status of their current programs or the availability of resources. This resource presents a process-based approach to improving mathematics instruction based on five principles identified by the National Council of Teachers of Mathematics (NCTM)—equity, curriculum, teaching, learning, and assessment—and four leadership principles from the National Council of Supervisors of Mathematics (NCSM)—equity leadership, teaching and learning leadership, curriculum leadership, and assessment leadership. Filled with practical advice, tips, tools, and resources for each stage of the program improvement cycle, this book guides readers in the next steps to excellence in mathematics instruction and learning.

The Art of Coaching Teams: Building Resilient Communities That Transform Schoolstheareofcoachingteams
Author: Elena Aguilar
Call Number: TM35
This is the manual you never received when you signed on to lead a team. Being a great teacher is one thing, but leading a team, or team development, is an entirely different dynamic. Your successes are public, but so are your failures—and there’s no specific rubric or curriculum to give you direction. Team development is an art form, and this book is your how-to guide to doing it effectively. You’ll learn the administrative tasks that keep your team on track, and you’ll gain access to a wealth of downloadable tools that simplify the “getting organized” process. Just as importantly, you’ll explore what it means to be the kind of leader that can bring people together to accomplish difficult tasks. You’ll find practical suggestions, tools, and clear instructions for the logistics of team development as well as for building trust, developing healthy communication, and managing conflict.

Why Do English Learners Struggle With Reading?: Distinguishing Language Acquisition From Learning Disabilitieswhydoenglishlearnersstruggle
Edited by John J. Hoover, Leonard M. Baca, & Janette K. Klingner
Call Number: ELL1
Do your students’ reading difficulties reflect language acquisition issues or a learning disability? Now in an updated second edition, this essential guide helps educators make informed, accurate choices about strategies and services to support English Learners. Developed for general and special education teachers and service providers, this trusted resource offers a variety of research-based best practices. Readers will find helpful vignettes, checklists, and suggestions that support outstanding teaching practices and appropriate, effective use of assessment and referrals.

Collaboration and Co-Teaching: Strategies for English Learners
Authors: Andrea Honigsfeld & Maria G. Dovecollaborationandcoteaching
Call Number: ELL2
Teacher collaboration and co-teaching are proven strategies for helping students with diverse needs achieve academically. This practical resource provides a step-by-step guide to making collaboration and co-teaching work for general education teachers and English as a second language (ESL) specialists to better serve the needs of English language learners (ELLs). The authors address the fundamental questions of collaboration and co-teaching, examine how a collaborative program helps ELLs learn content while meeting English language development goals, and offer information on school leaders’ roles in facilitating collaboration schoolwide.

The Motivated Brain: Improving Student Attention, Engagement, and Perseverancethemotivatedbrain
Authors:  Gayle Gregory & Martha Kaufeldt
Call Number: BR77
What really motivates students to learn? What gets them interested and keeps them interested in pursuing knowledge and understanding? Recent neuroscientific findings have uncovered the source of our motivation to learn, or as neuroscientist Jaak Panksepp terms it, the drive to seek. Informed by new findings on the nature of the brain’s seeking system, the internationally renowned authors have identified key brain-friendly strategies for improving student motivation, knowledge acquisition, retention, and academic success. This book will enable teachers to harness the powers of their students’ intrinsic motivation to make learning fun, engaging, and meaningful.

The Power of The Adolescent Brain: Strategies for Teaching Middle and High School Studentsthepowerofadolexcentbrain
Author: Thomas Armstrong
Call Number: BR78
Moody. Reckless. Impractical. Insecure. Distracted. These are all words commonly used to describe adolescents. But what if we recast these traits in a positive light? Teens possess insight, passion, idealism, sensitivity, and creativity in abundance—all qualities that can make a significant positive contribution to society. In this thought-provoking book, the author looks at the power and promise of the teenage brain from an empathetic, strength-based perspective, and describes what middle and high school educators can do to make the most of their students’ potential. Thoroughly grounded in current neurological research, this book explains what we know about how the adolescent brain works and proposes eight essential instructional elements that will help students develop the ability to think, make healthy choices, regulate their emotions, handle social conflict, consolidate their identities, and learn enough about the world to move into adulthood with dignity and grace.

Working with Traumatic Brain Injury in Schools: Transition, Assessment, and Interventionworkingwithtraumaticbraininjury
Authors:  Paul B. Jantz, Susan C. Davies, & Erin D. Bigler
Call Number: BR79
Every day, children and adolescents worldwide return to the educational setting having sustained a traumatic brain injury (TBI). The possible negative consequences of TBI range from mild to severe and include neurological, cognitive, emotional, social, and behavioral difficulties. Within the school setting, the negative effects of TBI tend to persist or worsen over time, often resulting in academic and social difficulties that require formal and informal educational assistance and support. This comprehensive practitioner-oriented guide to effective school-based services for students who have experienced a TBI is primarily written for school-based professionals who have limited or no neurological or neuropsychological training. This book is also written for parents and guardians of students with TBI because of their integral role in the transition, school-based assessment, and school-based intervention processes.

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Educators and parents/families in our service area (Regions 2 & 3) may request books and materials from the T/TAC William & Mary Library. Requested materials will be mailed to you along with a postage-paid envelope to facilitate the return of materials to our library. Two books will be shipped at a time. If the item you are requesting is not immediately available, you will be placed on a waiting list. When it becomes available, it will be shipped to you immediately.

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