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Annotated Bibliography

Bass, J. E., Contant, T. L., Carin, A. A., & Carin, A. A. (2009). Teaching science as inquiry.
Boston: Allyn & Bacon/Pearson.

A good introductory work on teaching inquiry-based science curriculum. This book has

good suggestions for improving engagement. Lots of use of real-world examples help

teachers develop the skills to link abstract science concepts with student’s experiences.

This book also contains several frameworks based on the NSE standards, making a lot of

the suggestions easy to incorporate in a school’s existing curriculum.

Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math,
inspiring messages, and innovative teaching. Jossey-Bass & Pfeiffer Imprints.

This book begins with the premise that all people are capable of being “math people” and

provides a variety of strategies and activities to build that confidence. The book explains

how our brains learn and process, and gives solid advice to educators on how to combat

common pitfalls and mindsets students may have.

Burgess, D. (2012). Teach like a pirate: Increase student engagement, boost your creativity, and

transform your life as an educator. San Diego, CA: Dave Burgess Consulting.

If you are looking for suggestions on how to improve your teaching practice, this book is a

good one to read. The reflection questions alone are a great starter for a teacher looking at

their practice. The book also contains several “hooks” or ideas you can use in the

classroom to boost engagement. But I really prefer how the book has teachers look at

themselves and how they present their material. Probably best for middle and high school,

though a lot of the reflection questions are good for any academic professional.
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Dana, N. F. (2014). Digging deeper into action research: A teacher inquirer's field guide.
Hawker Brownlow Education.

This book is a good companion resource for those who wish to engage in research through

inquiry in the classroom. The author is insightful about the unique challenges of classroom

research and gives many helpful tips and tricks to get the most from your inquiry. It is

important to note this book focuses on qualitative data collection rather than quantitative.

Fay, J., & Fay, C. (1995). Teaching with love and logic: Taking control of the classroom (1st
ed.). Golden, CO: Love and Logic Institute.

A valuable resource for classroom management and room building. Based on the

philosophy of “Love and Logic” which focuses on maintaining dignity for both students

and teachers in times of conflict. This book gives several easy to implement suggestions

on how to provide positive guidance to students throughout the K-12 levels.

Fletcher, R. J., & Portalupi, J. (n.d.). Writing workshop: The essential guide. Portsmouth, NH:
Heinemann.

This book is a practical and well-organized resource whose goal is to get your classroom

writing workshop up and running as quickly and successfully as possible. Each chapter

gives very specific suggestions for integrating writing workshop in to a wide range of

grade level classrooms. There is also a real focus on the foundational skills required of

students for a writing workshop and how to teach them.

Grant, C. A., & Sleeter, C. E. (2011). Doing multicultural education for achievement and equity.
New York: Routledge

A great, reader friendly primer on multicultural ed for pre-service teachers. Provides a lot

of information and resources on how schools work within communities and the social

aspects that affect them. The reflection pieces are especially important for getting one’s
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thoughts together and finding blind spots or unacknowledged preconceptions. A good

starter resource when looking at equity in education.

Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for
understanding and engagement. Stenhouse.

This book is a literal compendium of ideas for the creative teaching of comprehension in

the language arts classroom. Broken into two parts, the first half is all about the teaching

of comprehension and the second half is chock full of ideas and strategies to try. This

book also has a pretty great appendix of child friendly literature if you are looking to

build a classroom library. Can be a bit overwhelming for a new teacher, but a great

resource to have on the shelf as you build a practice.

Hicks, T. (2009). The digital writing workshop. Portsmouth, NH: Heinemann.

If Writing Workshop is the resource you want for starting your classroom’s writing

workshop, this book is the next logical step. Focusing on the use of technology in

developing a writing workshop this book was cutting edge in 2009. Even though it is over

ten years old, the book contains a lot of helpful advice in implementing the digital

component of a solid writing workshop. This resource is even more relevant in a COVID-

19 classroom environment, where schools are leaning towards a digital format.

Honigsfeld, A. (2019). Growing language & literacy: Strategies for english learners.
Heinemann.

A practical, straightforward guide to providing support for English Language Learners in

the primary classroom. Book does an excellent job of breaking down the WIDA levels of

English language acquisition and gives solid, easily implemented ideas for each facet of

literacy. This book dovetails wonderfully with I see what you mean: Visual literacy K-8 in
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its use of graphic organizers and other visual aids. The strategies included are not just for

ELL students, they are in many cases best practices for any student.

Humphreys, C., & Parker, R. E. (2015). Making number talks matter: Developing mathematical
practices and deepening understanding, grades 4-10. Hawker Brownlow Education.
This book is a fantastic resource to help you implement number talks in your classroom!

Full of practical advice, from how to explain various strategies, to the ever-present

questions from left field that students ask. Contains frames and sentence starters to help

guide students to talk mindfully and critically about their math thinking. An ideal book to

have for an intermediate elementary classroom up through high school.

Kagan, S. (2014). Brain friendly teaching: Tools, tips & structures. San Clemente, CA: Kagan
Cooperative.
Have you ever wondered why some of the things we do in the classroom work? Kagan

presents an easy to read, comprehensive explanation of the latest neuroscience and how it

can be used to best help our students. Full of ideas, activities, and strategies this resource

combines the why’s (why does the brain work the way it does) with the how’s (how can

we include this information in our classrooms?) From hydration to socialization this

resource is a must-have.

Lickona, T. (1994). Raising good children: Helping your child through the stages of moral
development. Bantam Books.

Though presented more toward parents, this book does a fantastic job of describing and

explaining the various stages of emotional and moral development in children, thus

making it a good resource for educators as well. Full of advice on things from what to do

when children lie, to helping teach kids right from wrong. Dr. Lickona is practical in his
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suggestions and though ideally based at home, a lot of his strategies work equally well in

the classroom.

Loewen, J. W. (2007). Lies my teacher told me: Everything your American history textbook got
wrong. New York: Simon & Schuster.

I feel like this should be required reading not only for teachers entering the field, but

students as well. Starting off as a survey of some top history textbook it has become a

scathing review of the many falsehoods perpetuated in history and social studies

classrooms. Similar to Doing Multicultural Education this book helps educators see their

blind spots, and helps teachers to develop a critical eye toward the resources they use in

their classrooms. This book doesn’t offer much in the way of advice, the issues Loewen

raises are not for teachers alone to tackle. However, any book that helps teachers better

their critical thinking, and thus help their students to develop it is an important read.

Moline, S. (2012). I see what you mean: Visual literacy K-8. Portland, Me.: Stenhouse.

The author of this book believes we are all bilingual, and our second language is visual.

From that basis the book provides great guidance on how to teach using this visual

language in the form of diagrams and pictures. A good resource for any subject and I’ve

noticed a lot of current curriculum is taking notes from Moline’s ideas regarding visual

literacy. Full of great graph ideas!

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that
works. Association for Supervision and Curriculum Development.

Despite its age this book is a wonderful resource for how to successfully incorporate tech

into your classroom. Whereas a lot of teacher resource books are rooted in the theoretical,
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this book is written very practically, more like a manual. The book does a great job of

breaking down types of tech, and giving specific examples of programs or apps that fit this.

Lots of suggestions for in-class application.

Slavin, Robert E. Educational psychology: Theory and practice. Pearson, 2006.

A very good overview of the complex world of educational psychology. The book

contains a lot of information, and gives several (an almost overwhelming amount) of

outside resources as well. For those who do not have a background in early childhood

development or psychology this book is a great primer. Full of statistics and research and a

good foundational work.

Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for
positive classroom management. Alexandria: ASCD.
I find this book to be a particularly helpful resource in the area of classroom

management. Full of advice for developing positive classroom climate, this book

highlights something I felt in my gut, but could never find the words to express: that

rewards and punishments are for the short term only. Written in a reader-friendly way

and full of examples and suggestions I would highly suggest this book for any teacher

who was looking to develop a welcoming and long-term constructive classroom

environment. It also does a great job of introducing restorative justice concepts and gives

many suggestions for classroom implementation.

Taylor, B. M., & Duke, N. K. (2013). Handbook of effective literacy instruction: Research-based

practice K-8. New York: The Guilford Press.

Handbook is a great term to use for this amazing resource for teaching literacy. A

comprehensive collection of the core skills of literacy and many helpful ideas on how to
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best develop instruction. This book takes the most current research and provides practical

suggestions for application, sometimes a rarity. The worksheets and checklists provided

are incredibly helpful as well.

Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated
classroom. Hawker Brownlow Education.

As the title suggests, this book is all about how to assess student work in a differentiated

classroom. I appreciate the focus on all forms of assessment, from a pre-unit pre

assessment to report cards. Includes many real word examples and scenarios for teachers to

consider as they implement. Written with a very positive “we can do it!” attitude the book

however sits more in the theoretical, providing fewer solid suggestions for application.

Overall a decent book to have on the shelf.

Weaver, C. (2009). Reading process. Portsmouth, NH: Heinemann.

A comprehensive look at how we learn to read, and how to teach reading. Backed up by

extensive data, this book comes from a place of being informed of student needs, and helps

teachers achieve the goal of successful reading instruction. The miscue analysis mentioned

in this book was especially helpful in my primary methods classes. However, a lot of her

advice can be used in the intermediate elementary grades as well.

Wiggins, G. P., & McTighe, J. (2008). Understanding by design Alexandria, VA: Association
for Supervision and Curriculum Development

How do we know when a student “gets it”? This book helps answer that question with the

backwards design lesson format. Full of practical ideas this book is a good introduction to

backwards design and answers a lot of the “why” questions I had regarding lesson

writing. Though I find backwards design to be a format with a very high learning curve,
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and not really appropriate for daily lesson planning, it really helps focus on key ideas and

goals in unit frameworks and larger curriculum planning.

Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher.
Harry K. Wong Publications.

If there is one book I would consider a “teaching bible” it is this one. Few books prepare

teachers for the reality that is the utter chaos of the first days of school. Dr. Wong breaks

down all the things you need to prepare for in an easy to read manner that doesn’t

overwhelm the reader. This book eased so many of my fears going into my first year of

teaching, and helped me catch a great many things I would have missed (what do I do if

my attendance program is down??). I would argue this book is best suited for elementary

teachers, as some of the advice might not translate as well in middle or high schools.