Annotated Bibliography

Heather Shelton

ED 698: Master’s Portfolio

University of Southeast Alaska

ANNOTATED BIBLIOGRAPHY 1

Arts Integration

Burnaford, G., Aprill, A., & Weiss, C. (2001) Renaissance in the classroom: Arts integration

and meaningful learning. Lawrence Erlbaum Associates, Inc.

Encouraging readers to consider the learning and growth possibilities, Burnaford and Weiss

discuss what occurs when art educators and artists come together with a classroom teacher to

engage students in music, drama, dance, media arts, and visual arts. The authors describe how

students, teachers, and artists can begin with arts integration into classroom lessons and going

beyond a typical unit to use the arts throughout the school year. This information comes from a 6

year study of arts integration in the Chicago Arts Partnership in Education (CAPE). Many of the

frameworks, resources, and suggestions provided in the text are motivational and would be easy

to integrate slowly into the classroom.

Donahue, D.M. & Stuart, J. (2010) Artful teaching: Integrating the arts for understanding

across the curriculum, K-8. Teachers College Press.

Using examples of arts-integration across grade levels, Donahue and Stuart describe how the arts

can be an entry point into gaining understanding of how and why students learn. The authors

take care to reference enriching and exciting examples from public school teachers as they

integrate the arts, music, drama, and dance within the content areas of science, mathematics,

English, and social studies. There is great encouragement throughout the text encouraging

teachers to take heart and move forward, even by small steps, to integrate the arts into the

classroom to enrich and improve student learning opportunities.

ANNOTATED BIBLIOGRAPHY 2

Assessment

Tomlinson, C.A & McTighe, J. (2006). Integrating differentiated instruction and

understanding by design. Association for Supervision and Curriculum Development

(ASCD).

Combining the concept of Understanding by Design (UbD) and the importance of differentiation

during instruction, Tomlinson and McTighe provide educators with a fresh perspective on how to

create a curriculum that follows standard while covering the wide range of learners in the

classroom. The authors show how these two models can work together as they help educators in

providing tools, structures, and guidance when developing curriculum that brings the ideas of

who, where, and what we teach to the forefront.

This text is a great resource for new and experienced educators by showing examples from the

classroom and highlighting how UbD and differentiation work together in both teaching and

learning. Standards are considered in each chapter along with what really matters when looking

at diversity in the classroom. With so many ideas and suggestions laid out, educators have the

opportunity to see their classroom with fresh eyes and a new perspective on engaging students in

academics tailored to their specific learning needs, including assessing how students are learning.

By using formal and informal assessments, teachers can see what learning is being retained and

what may need to be changed. The UbD design helps teachers do this because they are able to

plan the assessments and make adjustments as needed when differentiating for students.

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd edition). Association for

Supervision and Curriculum Development (ASCD).

ANNOTATED BIBLIOGRAPHY 3

Answering the question of what is understanding and how it differs from knowledge, Wiggins

and McTighe introduce the backwards design of the Understanding by Design (UbD)

framework. Since the first release of the UdD framework in 1998, the authors provide updated

templates and expand on the design of curriculum, assessment, and instruction using feedback

from educators worldwide who have used this framework. By focusing on the six facets of

understanding and exploring the ideas of essential questions and transfer tasks, educators can

enrich student learning as they apply these concepts in the classroom. Using a practical array of

strategies, tools, and examples from all content areas, the authors offer a path to educators for

creating curriculum that ensures a better and more stimulating learning experience.

This text is an excellent guideline that can be used for educators who want to not only create

meaningful learning but also understand how it can be done by focusing on the big ideas and

ultimate goal of what students should learn. Any educator can benefit from using this to improve

the quality of learning in their classroom, whether it is creating an individual unit or to

curriculum frameworks. By breaking the unit down and looking at what students will be

learning, assessments can be designed to show student learning in a variety of ways and help

educators plan lessons based on what will be assessed at different points in the unit. The final,

formal assessment is important and can be informed by the informal and formal assessments

given throughout the unit.

Diversity and Differentiation

Johnston, P.H. (2012). Opening minds: Using language to change lives. Stenhouse

Publishers.
ANNOTATED BIBLIOGRAPHY 4

Demonstrating how the things said and not said by teachers can have consequences for the lives

of students, Johnston shows how the words chosen by teachers can affect the students' world in

the classroom and even their future. Through research, it is shown how words shape a students’

learning, their sense of self, and social, emotional, and moral development. The author not only

explains how to engage students with productive talk but how to create classrooms that support

both students' intellectual development and development as a human being.

This book shows how words have an impact on both children and adults. Not only does our

history with words shape us but our current experiences with words can change our view in a

positive or negative way. There is an obvious emphasis put on how words impact learning and

that words can have different meanings in other languages. Those who learn English as a second

language can struggle with understanding the meaning behind words and may struggle in clearly

expressing themselves. The same can be said of other cultures who speak English. Words have

different meanings in different cultures and this text helps to emphasize that being respectful and

empowering with our words, especially with children, has a lasting impact.

Sousa, D.A. & Tomlinson, C.A. (2011). Differentiation and the brain. Solution Tree Press.

As students are becoming more academically and culturally diverse, the need to shift from a one-

size fits all approach to teaching needs to be made. Differentiated instruction examples,

scenarios, exercises, as well as research from cognitive psychology, neuroscience, and pedagogy.

The authors take care to explain how the brain learns and how approaches to differentiated

instruction can impact learning along with how to create a positive learning environment that

leads to productivity while supporting diversity. Examples of implementation strategies are

shared along with ways to sharpen one's knowledge of developmental neuroscience and
ANNOTATED BIBLIOGRAPHY 5

psychology to teach content in a way that will not only benefit the students you teach, but be

taught in the best way possible.

English Language Arts/Literacy

Cooper, J. D. (2003). Literacy: Helping children construct meaning (5th edition).

Houghton Mifflin Company.

Focusing on an active learning approach to teaching literacy, Cooper provides a resource

that teachers can use both directly and indirectly in instruction. Using stories created by

children and sample lesson plans, the text is engaging and provides a visual guide that

teachers can use when planning lessons. The author provides background on how literacy

develops in stages, the role that literacy standards play in both teaching and learning, how

diversity impacts learning, and the incorporation of technology in teaching.

This text provides a wealth of knowledge that can be applied by both new and experienced

teachers alike. There is an easy to use outline that models a balanced literacy program for

primary and intermediate grades along with middle school. The importance of student

routines was discussed and can be implemented immediately by teachers along with how

easy it can be to account for standards both in the lesson and in assessments.

Spandel, V. (2009). Creating writers through 6-trait writing assessment and instruction

(5th edition). Pearson.

Providing clear guidelines on how to help students draft, assess, and revise their writing, Spandel

offers a comprehensive view of some of the best educational philosophies and strategies relating

to writing instruction and assessment. Spandel explains the six traits of writing throughout the
ANNOTATED BIBLIOGRAPHY 6

chapters and includes voices from teachers, provide teacher experience, and strategies that allow

teachers to become successful at writing instruction. Not only are strategies and suggestions

given for struggling writers but also to challenge writers who need it.

The author gives many excellent suggestions of how to encourage and challenge writers of all

levels and goes into detail about how students can benefit from differentiated instruction when

writing to become the most successful writer they can be. This text is an amazing resource for

anyone who is wanting to redesign and rethink writing instruction and include the six traits as

part of their writing instruction plan.

Leadership and Collaboration

Church, S. & Swain, M. (2009). From literature circles to blogs: Activities for engaging

professional learning communities. Pembroke Publishers.

Giving suggestions that allow for professionals to build trust and rapport while expanding their

own self self-directed growth, Church and Swain provide a framework and strategies that

supports and guides self-reflection while trying to improve student learning. The authors focus

on how teachers can initiate a collaborative group and then make the transition to being a learner

as well. Classroom implications, incorporating technology, examples of applying learning

experiences, and alternate ways of learning are discussed as teachers try to make sense of

collaborative creations while having external expectations on them.

This book can be easily adapted to the individual needs of teachers as there are many entry

points where teachers can begin. Both experienced and new teachers can gain insight into their

classroom as they build trust and rapport with colleagues while expanding their own learning.
ANNOTATED BIBLIOGRAPHY 7

Yendol-Hoppey, D. & Dana, N. F. (2010). Powerful professional development: Building

expertise within the four walls of your school. Corwin.

Showing school teams and leaders how to move away from drawing exclusively on outside

expertise and moving to drawing on experience within the building, Yendl-Hoppey and Dana

demonstrate how easy it is to improve teaching practice and student learning by job-embedded

professional development. A strategy professional development toolbox is given along with

recommendations of when to use the variety of strategies relating to time, setting and

implementation through real life examples. Research relating to professional learning

communities is given and how the use of this research can help schools to transform into a self-

sustaining learning community.

Suggestions in this book are not only for school administration staff but it is also for the

classroom educator who desires to build their professional development within the walls of their

school and classroom. Practical applications within the text demonstrate how the strategies given

can be implemented in a variety of ways to help educators as they attend to their own

professional development learning needs. Anyone interested in boosting and supporting

professional learning within their school can use this text as a guide as they build their expertise.

Learner Development

Hammond, Z. (2015). Culturally responsive teaching & the brain. Corwin Press.

Drawing on cutting edge neuroscience research, Hammond offers a new approach to designing

and implementing instruction that is culturally responsive and brain compatible. The author

provides information on how culture has an effect on the brain in learning relationships and gives
ANNOTATED BIBLIOGRAPHY 8

ten things that teachers can do to build student learning in preparation for them to be independent

learners.

The focus of student learning is apparent in this text and is the driving force behind why it is

important to understand how culture impacts the learning of the brain. By being aware and

increasing knowledge, teachers can better understand how a student’s individual culture impacts

them and shift their mindset to building a culturally responsive community that allows for

learning. When connected to culture, learning gains meaning and gives students connections to

their home culture and background. This text can help teachers become aware that student

development and learning looks different in other cultures and by understanding the learning

culture at home, that culture can then be purposefully transferred to help the student to develop

and learn while at school.

Tompkins, G.E. (2003). Literacy for the 21st Century (3rd edition). Pearson.

An easy, readable text with many samples of student work, Tompkins is able to show how

teachers can engage students in a balanced literacy program by using literature, critical skills,

and strategies. By examining four different methodologies, the authors provide any reader with

examples of best practice for integrating reading instruction in elementary and middle school

grades that are developmentally appropriate for the different learning age groups.

With there being many levels to reading and writing, knowing when it is developmentally

appropriate to teach certain skills is key for teachers and Tompkins shows how teachers can

teach these areas along with explaining why phonemic awareness is important for spelling and

phonics. A variety of strategies and approaches to providing instruction are shared as well as

ways to include real reading and writing. Thoughtful application of instructional practice and
ANNOTATED BIBLIOGRAPHY 9

theoretical principles are described throughout the text, providing basic information about

literacy instruction that can be used at the beginning of a teaching career or years into one. To be

a truly effective teacher like the examples in the text, one must continue to expand their

knowledge base and teaching by participating in professional development opportunities.

Learning Environment

Derrington, C. & Goddard, H. (2008). ‘Whole-brain’ behavior management in the

classroom. Routledge.

Providing educators with a more holistic view on how they impact student’s learning and

behavior by understanding themselves, Derrington and Goddard introduce the concept model of

‘whole-brain’ classroom management that challenges current theories. The whole-brain approach

draws upon concepts and influences that cross disciplinary boundaries as educators try to

interpret and understand the complexity of children’s behavior. By encouraging self-evaluation,

the authors take educators through the process of how their way of thinking, acting, and relating

to others impacts the behavior of the children in the classroom using research in neuroscience,

interpersonal awareness, and biopsychosocial theory.

Providing creative solutions and insights, this text can be used as a guide for educators as they go

about deepening personal and professional development while trying to raise the achievement of

children, even those with difficult or challenging behavior.

Edwards, C.H. (2008). Classroom discipline & management (5th edition). Wiley.

This text is designed to help teachers explore their own philosophy and approaches to classroom

discipline. Edwards emphasizes how informed decision making can help provide teachers with
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10
understanding of discipline theories and approaches along with examples of application in a

practical manner. An important consideration included in this text is how a particular approach

or theory design can correct or prevent a behavior from occurring, which can be often ignored

when looking at classroom discipline. Diversity of students is discussed and the role that teachers

have in assisting all students with effective and efficient learning is mentioned throughout the

text to provoke awareness for how discipline may need to vary depending upon the individual

needs of the student and the needs of the classroom as a whole.

Mathematics

Clements, D.H. & Sarama, J. (2014). Learning and teaching early math: The learning

trajectories approach (2nd Edition). Routledge.

Early math experts Clements and Sarama outline how learning trajectories can help provide

guidance for teaching and finding a child’s level of mathematical understanding. They go in-

depth into mathematical concepts and the related research that can help teachers to understand

the many levels of knowledge displayed by individual children, which in turn allows teachers to

better meet the learning needs of all students. Each topic discussed by the authors has a

developmental path that depicts the movement children take as they develop mathematical

concepts and skills. Evidence-based guidelines and instructional activities are included that are

simple, straightforward manner that shows respect and understanding for teachers and what

occurs daily in the classroom.

Van de Walle, J.A., Karp, K.S., Bay-Williams, J.M. (2015). Elementary and middle school

mathematics: Teaching developmentally. (9th Edition). Pearson.

 ANNOTATED BIBLIOGRAPHY
11
Broken into two sections that discuss the foundations and perspectives of teaching mathematics

and the development of mathematical concepts and procedures, the authors provide a perspective

on trends in mathematical education and the process of doing mathematics. They show how the

core of effective mathematical teaching combines with an understanding of how students learn

and how to promote that learning through problem solving. By developing the core ideas relating

to learning, teaching, planning and assessing, the authors provide application suggestions that

combine the discussion of mathematical content and student development of content

understanding. This text is an excellent resource for not only teaching but also for developing

pedagogical strategies that can be applied now and in the future.

Planning for Instruction

Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance

understanding. Stenhouse Publishers.

Focusing on instruction that responds to student interest and learning needs, this text gives

practical suggestions for how teachers can model strategies to build comprehension. Examples of

student work, illustrations, snippets of conversations, and assessment interviews show and

evaluate students ability to use strategies. Strategies given range from using short text to teach

comprehension to ideas for books that can promote discussion and thinking. The strategies

discussed can be transferred to other content areas as engagement is the goal of learning. As

students engage in reading they are acquiring information, enhancing their understanding, and

remembering what they read.

When it comes to planning, this text provides several suggestions that can be used to introduce

and guide students in the practice using a variety of strategies. There are suggestions of popular
 ANNOTATED BIBLIOGRAPHY
12
topics in other content areas that have a book or text that connects and allows students to use the

skills they have learned across all content areas and not solely in one area. By planning for

learning across several content areas, new and experienced teachers can benefit from referencing

this book and using it as a resource when teaching reading strategies for students to become

fluent readers.

Koechlin, C. & Zwaan, S. (2014). Q tasks: How to empower students to ask questions and

care about the answers (2nd edition). Pembroke Publishers.

This text shows teachers how by empowering students to develop their own questions, they can

build their critical thinking and inquiry skills. By using the power of technology teachers can

provide students with the opportunity for collaboration. The authors maintain that questioning is

a skill that needs nurturing and this text offers a variety of choices that teachers can use to help

teach students how to formulate questions in an information-rich environment. By putting the

power of questioning in the hands of students, they are empowered to take charge of their own

learning by being in the center of it. Tried and true classroom activities are provided that take

students beyond simple rote learning and memorization along with providing ways that students

can research and ask questions using the technology available to them.

As a new teacher, having this resource can help in providing innovative ways that allow students

to ask questions that focus on personal learning and give ownership to that learning. When

planning instruction, this text can be used by both new and experienced teachers as technology

has now been included and the questions students ask are changing how they are learning. By

planning what questions can be asked, teachers are taking the time to plan student engagement

and providing opportunities for students to learn from each other.

 ANNOTATED BIBLIOGRAPHY
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Philosophy

Crain, W. (2011). Theories of development. Pearson.

Covering twenty four different theorists, Crain compares and contrasts each theorist’s theory on

how people develop as individuals. Beginning with John Locke, Jean-Jacques Rousseau, and

preformationism, the author then moves into other areas that relate to education, cognitive

development, learning, moral development, and so many more. While each theorist has their own

ideas relating to development, the author takes effort to show how the many theories are

influenced by one that came before.

This book is an excellent resource for any educator to have as it goes in depth into what each of

the twenty four theorists believed and how each one has anticipated and advanced the many

humanistic ideas and insights. Practical application of theories is not covered however Crain

does take an effort to explain the view standards movement that is in contemporary education

through the developmental, or Rousseautist perspective, which is at the center of this book.

Galinsky, E. (2010). Mind in the making. HarperCollins.

There is little research-based advice for parents on how to raise their children to be a well

rounded individual who is capable of achieving their full potential. Outlining seven critical areas

that children need most, Galinsky informs and shows parents what studies have proven and how

parents can start strengthening seven skills in their child. The skills of (1) focus and self control;

(2) perspective taking; (3) communicating; (4) making connections; (5) critical thinking; (6)

taking on challenges: and (7) self-directed, engaged learning are not only learned at home, they

are also learned and developed at school. School is where these skills are fostered a great deal
 ANNOTATED BIBLIOGRAPHY
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and children can pick up on new components of these skills while at school and will develop

these skills as they interact with others. These skills are used to achieve goals, communicate

learning, and can be drawn up as children learn how to be better prepared for the pressures that

life brings.

It is clear that Galinsky took time to speak with researchers in child development and

neuroscience as she draws upon her own studies and career to help provide a means for parents

to learn how to give their children some of the most important tools they will need. As a teacher,

these seven skills are often used in the classroom and can be fostered in the learning environment

through simple, everyday means.

Professional Learning and Ethics

Frank, C. (1999). Ethnographic eyes: A teacher’s guide to classroom observation.

Heinemann.

Hidden within the classroom, everyday practice and routines can often become invisible until a

conscious effort is made to try and understand and recognize these implicit patterns. Frank

extends research beyond the university setting to include the classroom, he demonstrates how

ethnography can help teachers see beneath the surface of the classroom routine, gain a new

understanding of classroom diversity, and recognize that difference can be a resource relating to

community building. Learning how to record, analyze, and represent the classroom culture being

examined, the author helps the reader to expand their own cultural perspective and reflect on

their practice in a critical way.

When conducting research in the classroom, this text provides teachers guidance as they try to

better understand their students and the community being created in the classroom. In taking this
 ANNOTATED BIBLIOGRAPHY
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journey to evaluate one part of the classroom with ethnographic eyes, it is possible to learn the

invisible patterns and discover the areas that may need improvement and how the framework can

be applied in a variety of ways when trying to improve the classroom environment.

O’Leary, Z. (2021). The essential guide to doing your research project. SAGE

Publications.

A practical, step by step guide for approaching a research project, O’Leary showcases how to

tackle research with real world applications. The process of choosing a research topic, designing

the project, the methodology for collecting data, how to analyze results, and communicate results

are mapped out in a practical and easy to accomplish manner. The author both empowers and

challenges the reader to be reflective and critical about the research that is not only conducted

but consumed.

Providing skills and momentum for starting a research project, this text is a detailed handbook

that can be used by anyone who is conducting a research project they want to be successful.

Communicating in a simple, clear way that is easy to read and understand, anyone can gain

valuable insight into the research process and have the ability to conduct a project at any stage of

academic or professional learning.

Science

Almarode, J., Fisher, D., Frey, N. & Hattie, J. (2018.) Visible learning for science grades K-

12: What works best to optimize student learning. Corwin.

Using Hattie’s fifteen years of educational research as a cornerstone, this text provides a

framework for how teachers can maximize students' learning in the range of topics in both the
 ANNOTATED BIBLIOGRAPHY
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life and physical sciences. The authors provide teachers with the ability to implement high-

impact instruction using the three phases of learning: surface, deep, and transfer. When students

are able to explore the concepts in science using these phases, they are able to have a deeper

science exploration, think metacognitively, articulate generalizations relating to science

connections, and apply their knowledge to discern and innovate when solving complex problems.

While the focus is science, the three learning phases and other learning strategies discussed in the

text can be transferred to other content areas by both the teacher and the student.

Fisher, D., Frey, N., Quaglia, R., Smith, D. & Lande, L. (2018). Engagement by design:

Creating learning environments where students thrive. Corwin.

Trying to genuinely engage students can be difficult and finding a rhythm where students can

progress is not easy but it is possible. The authors state that by understanding engagement and

actively pursuing it, teachers can forge a real connection with students, be in control of

managings classroom success, and increase student learning. With science being an interesting

content area, it can be easy to create an engaging learning environment where students can learn

by being actively engaged in their own learning and challenging themselves to dive into a topic

that is both challenging and engaging.

Social Studies

Chapin, J. R. & Messick, R. G. (2002). Elementary social studies: A practical guide (5th

edition). Allyn and Bacon.

Chapin and Messick focus on basic yet critically specific topics relating to the teaching of social

studies in the classroom. The authors designed this text to help teachers focus on the most central
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concerts within social studies education and helps to enable student concentration of relevant

strategies within the content of social studies methods. There is an emphasis placed on

citizenship education in a democracy as the authors state that students are growing into adults

who are lacking or unwilling to use knowledge and skills to be a contributing member of local

and wider communities. By breaking down the topics into basic, specific, and critical when

teaching social studies, a sequencing scope for kindergarten to eighth grade shows a way that

allows for teachers to collaborate across grade levels to provide a cohesive social studies learning

experience that can be applied to real life experiences and situations.

Martorella, P.H. & Beal, C. (2002). Social studies for elementary school classrooms:

Preparing children to be global citizens. Pearson Education Inc.

Martorella and Beal combine teacher wisdom, research findings relating to social studies, and

well grounded theories to assist elementary teachers in becoming more effective teachers. The

authors give a foundation of the social studies curriculum, explore the research and sources

relating to the subject, provide planning and instructional strategies to aid in the comprehending

and remembering of subject matter, address how to prepare children to live in a culturally

diverse, complex world, and suggest ways to enrich classroom activities for all students and how

to assess the outcomes of social studies instruction. This text does very well at connecting the

area of social studies to other content areas along with how to help students make connections to

real life experiences as they become active participants of their community.

Technology
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Brooks-Young, S. (2007). Digital-age literacy for teachers: Applying technology standards to

everyday practice. International Society for Technology in Education (ISTE).

Reviewing the National Education Technology Standards (NETS), Brooks-Young outlines how

the standards can be used in an effective way in the classroom. In doing this, the author helps

teachers to understand how to reexamine their classroom management and curriculum, regardless

of their technology proficiency, to incorporate technology more effectively. By understanding

how the standards break down and connect to different content areas, it is easier to see where

technology can be incorporated into the daily lessons being taught in the classroom.

Taffe, S.W. & Gwinn, C.B. (2007). Integrating literacy and technology: Effective practice for

grades K-6. The Guilford Press.

Written as a resource for busy teachers, the authors provide ways to effectively use technology in

the classroom. A step by step outline of the continuing cycle of planning, teaching, and assessing

in an technology rich classroom is given to help not only provide the incorporation of technology

but how to develop children's reading and communication skills in the digital world. Classroom

examples are given along with tips and tools that teachers can use to support their development,

including reproducible materials for teachers to use. This text helped me to see the integration of

technology in the classroom more than just a tool but as a way to enrich and enhance student

learning and abilities because we now live in a technology rich world.