Library Book Suggestions – January 2017

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

Differentiating Instruction in the Inclusive Classroom: Strategies for Success
Authors: Barbara C. Gartin, Nikki L. Murdick,  Darlene E. Perner & Marcia B. ImbeauDifferentiatingInstruction
Call Number:  IN205
Students in the 21st-century classroom are diverse – culturally, economically, and linguistically, with disparate needs and abilities. General education classroom students vary in academic readiness, interest level, and individual learning profile, and some may have severe learning and behavioral challenges. All teachers today need to be able to differentiate instruction, using strategies that address students’ strengths, interests, skills, and readiness for learning, in a flexible classroom environment. This 10th volume in the CEC Division on Autism and Developmental Disabilities’ Prism series, reviews the building blocks of effectively meeting the needs of all students – universal design for learning, multiple intelligence theory, and findings from brain research – and supports teachers in successfully delivering instruction and providing support.

Assistive Technologyat
Authors: Emily C. Bouck
Call Number: AT75
Succinct, yet comprehensive, this practical text is designed to help educators better understand assistive technology and how it can support students with disabilities from early childhood through the transition into adulthood. This book is organized around the purpose of technology and the support it can provide rather than a student’s disability categorization. Grounded in research and filled with engaging case studies and activities, the author offers an unbiased depiction of the advantages and limitations of technology. Readers are exposed to a full range of assistive technology including up-to-date coverage of low- and high-technology, as well as free and for-purchase options that can be used to support students with disabilities.

Strategies and Models for Teachers: Teaching Content and Thinking Skillsstrategiesformodels
Author: Paul D. Eggen & Donald P. Kauchak
Call Number:  TT267
Well known for it’s practical case-study approach, this Sixth Edition opens each chapter with a case study that illustrates an instructional model in practice and translates cognitive principles of learning into teaching strategies. This edition is composed of two main parts. In Part I, the first three chapters describe principles of cognitive learning and motivation theory, teaching strategies that apply to all grade levels, and the teaching of thinking. In Part II, the remaining chapters offer detailed coverage of the individual models, with each model designed to help learners reach specific cognitive, social, and critical thinking goals. With a focus on active learning, utilizing research, cognitive psychology, experience, and emphasizes the teacher’s central role in the learning process, teachers will find this an invaluable resource throughout their career.

Increasing Oral and Literate Language Skills of Children in Poverty (DVD & Guide)increasingoral
Authors: American Speech-Language-Hearing Association
Call Number: CLA60
This session discusses the effects of poverty on children of low-socioeconomic-status (SES) and investigates whether academic underachievement is caused by language impairment, environmental factors, or a combination of both. In order to differentiate language impairment from language difference based on environmental factors, participants will learn how to get away from knowledge-based testing and conduct dynamic assessment of information processing skills. Building oral and literate vocabulary skills, and executive functioning, in low-SES children is emphasized. Increasing academic achievement and helping students in poverty meet new Common Core State Standards in language is also discussed.

Paraprofessionals in The Classroom: A Survival Guide
Author: Betty Y. Ashbaker & Jill Morganpara
Call Number: PA32
Using a straight-forward presentation, this resource covers topics such as behavior, teaching, assessment, and collaboration and outlines how paraprofessionals can support both students and teachers. Grounded in real classroom situations, it also addresses issues such as learner diversity, confidentiality, professionalism, role definition, and self-evaluation. This updated, second edition includes more details on supervision, new tactics for behavior management, and tear-out forms designed to help paraprofessionals manage their daily tasks.

Discipline in The Secondary Classroom: A Positive Approach to Behavior Management
Authors: Randall S. Sprickdiscipline
Call Number:  BM302
This third edition is a treasure trove of practical advice, tips, checklists, reproducibles, and ready-to-use activities that will save secondary teachers time and help them become more effective educators. Both new and seasoned teachers will find the book invaluable for designing a management plan that prevents problems, motivates students, and teaches students to behave responsibly. In addition, the companion DVD features short video lessons from discipline and classroom management expert, Dr. Sprick.

Linking Teacher Evaluation and Student Learning
Authors: Pamela D. Tucker & James H. Strongelinking
Call Number: TS115
If you’ve ever doubted that it was fair or effective to judge teachers on the basis of student test scores alone, then here’s a book that will introduce you to better ways to use measures of student achievement in your teacher assessment system. The authors take you to four schools to show you how to link teacher performance to student learning by using the following objective measurements: (1) Quality of student work and how it reflects the outcomes specified and taught by the teacher; (2) Level of student content knowledge during pre- and post-instruction assessments; (3) Student progress toward annual, quantifiable academic goals; and (4) Learning gains achieved by students in relation to their growth-rates in previous years. Appendixes filled with organizers and rubrics give you hands-on ways to adapt the book’s methodologies to your own situation.

Strategy Instruction for Middle and Secondary Students with Mild Disabilities: Creating Independent Learners
Author: Greg Conderman, Laura Hedin & Val Bresnahanstrategy
Call Number: IS21
The pressure is on special and general education teachers alike. If we’re to ensure that adolescents with mild disabilities achieve the very same gains as their peers, we must first teach them how to learn. Here’s a one-stop guide for getting started, pairing the very best instructional methods with assessments and IEP goals so all students can be independent learners. Driven by research, this indispensible resource features evidence-based strategies for teaching vocabulary, reading, written language, math, and science, as well as study skills, textbook skills, and self-regulation; clear presentation that describes strategies in context; informal assessments for every content area or skill addressed; and case studies that link assessment results, IEP goals, and learning strategies. Whether you teach in an inclusive, resource, or self-contained setting, there’s no better guide for teaching your students learning strategies that will last a lifetime.



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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