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CED newly acquired books
This document provides summaries for 14 new books added to the College of Education library. It includes the book title, author, call number, publisher and a brief description of each book. The books cover a range of topics related to education including supporting students with learning difficulties, professional learning communities, organizational behavior in schools, primary science education, special needs, teaching adolescents and culturally responsive instruction.
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CED newly acquired books
- 1. NEW BOOKS INCOLLEGE OF EDUCATION TITLE:The Dyscalculia toolkit: supporting learning difficulties in Maths AUTHOR: Bird, Ronit CALL NO: RJ 496 A25 B57 2017 Published by: SAGE Book Description The new edition of the best-selling Dyscalculia Toolkit continues to meet the needsof specialist and non-specialistteachersworking with learners aged 6 to 14 years who have difficulty with math and numbers. With over 200 activities, 50 games, and new and improved illustrations, the updated Third Edition also includes exclusive access to a new companion website. Featuring practical, creative, and innovative ideas and strategies, this is the complete toolkit to help teachers and parents support learners with dyscalculia or those struggling with mathematics. TITLE:Shared leadership:the essential ingredient for effective PLCs AUTHOR: Wilhelm, Terry CALL NO: LB 1731 W55 2017 Published by: Corwin Book Description Supercharge your school culture with authentic shared leadership. Why do so many professional learning communities (PLCs) fail? Terry Wilhelmanswersthisquestion―andmore―bychallengingeducatorsto work together once and for all to cultivate shared leadership. Through simple practices and processes, Shared Leadership: The Essential IngredientforEffectivePLCs highlightsapproachesthatsparkandsustain a successful PLC.If youneedhow-tostepstofuelahealthyschoolculture in curriculum, instruction, and assessment, it’s all here: Developing teacher leadership and enhancing collaboration Discussion protocols to fire up team meetings Tools and troubleshooting tips Common scenarios and dilemmas
- 2. TITLE:Organizational behavior forschool leadership: leveraging your school for success AUTHOR: Kaplan, Leslie S. CALL NO: LB 2805 K36 2017 Published by: Routledge Book Description Organizational Behavior for School Leadership provides a theoretical and practical framework to help emerging leaders build the mental models they need to be effective. Presenting traditional, modern, and contemporary perspectives, each chapter offers opportunities for readers to reflect on the ideas and apply their leadership perspective and skills to their own work settings. In this way, this important book helps graduate students in educational leadership understand organizational situations and circumstances, an essential step in making appropriate decisions about people, school operations, and the community that generate improved student and teacher outcomes. TITLE:Primary science: teaching theory and practice AUTHOR: Sharp, John CALL NO: LB 1585.5 G7 P75 2017 Published by: SAGE Book Description An extensive knowledge of the primary science curriculum is not enough for trainee teachers, they need to know how to teach science in the primary classroom. This is the essential teaching theory and practice text for primary science that takes a focused look at the practical aspects of teaching. It covers the important skills of classroom management, planning, monitoring, and assessmentandrelates these specifically to primary science,with new material on assessmentwithout levels. New coverage on being a scientist is included to help readers understand how science teaching goes far beyond the curriculum, whilst practical guidance and features support trainees to translate their learning to the classroom.And to support students even further with the very latest strategies in classroom practice.
- 3. TITLE:A quick guideto special needs and disabilities AUTHOR: Bates, Bob CALL NO: LC 4704 B38 2017 Published by: SAGE Book Description A Quick Guide to Special Needs is an easy go-to guide for busy teachers, SENCOs, practitioners and anyone else who is interested in pragmatic solutions to the challenges of teaching children and young people with additional needs. Detailing over 60 conditions which cause people to have additional needs, Bob Bates helps you broaden your understanding of different physical, neurological, psychological, and developmental needs with accessible bite-sized explanations of the conditions, best practice approaches to working with these learners, and how to apply them to your everyday teaching. TITLE:Caring for young children with special needs AUTHOR: Croft, Cindy CALL NO: HV 888 C76 2017 Published by: Redleaf Press Book Description This easy-to-use guide gives you a quick overview on many topics related to working with young children with special needs. Learn about inclusion in early childhood programs and disability law, as well as typical vs. atypical development. The quick guide also covers several specific disabilities/special needs and provides definitions, common characteristics, and practical strategies for adaptation. Cindy Croft is the director of the Center for Inclusive Child Care at Concordia University and on faculty for several university education programs. She has her MA in Education and has worked in the field of early childhood for over twenty years.
- 4. TITLE:Teaching the wholeteen: everyday practices that promote success and resilience in school and life AUTHOR: Poliner, Rachel A. CALL NO: LB 1607 P65 2017 Published by: Corwin Book Description How can you help teens thrive now and for life? Support them as whole learners. Developing independence and responsibility. Collaborating and communicating effectively. Establishing valuable work habits. Harnessing emotions and motivation. In this insightful, culturally responsive guide, Poliner and Benson integrate these lifelong skills into daily practices through Practical applications for diverse populations in every class, advisory, team, or club. The latest research on best practices from adolescent psychology, neuroscience, school climate Tools for teachers, administrators, counselors, and parents to help teens succeed now and later in school, home, workplace, and community. TITLE:What is it about me you can't teach? Culturally responsive instruction in deeper learning classrooms AUTHOR: Rodriguez, Eleanor Renee CALL NO: LC 5131 R63 2017 Published by: Corwin Book Description Now in its third edition, this powerful book features timely new content from innovative schools and teachers, focusing on reaching struggling students. The authors illuminate how to raise student achievement by upholding high expectations, while teaching with cultural responsiveness. Discover how to: Lead all students to deeper learning, grounded in critical thinking, creative problem solving, communication, collaboration―and the "5th C," cultural awareness Support the latest standards for college and career readiness and English Language Proficiency/Development Incorporate technology into teaching and learning in innovative ways, adaptable to varying resource levels Implement K-12 lesson plans that support individualized, project- based learning
- 5. TITLE:Math instruction forstudents with learning problems AUTHOR: Gurganus, Susan Perry CALL NO: QA 11.2 G87 2017 Published by: Routledge Book Description Math Instruction for Students with Learning Problems, Second Edition provides a research-based approach to mathematics instruction designed to build confidence and competence in pre- and in-service PreK–12 teachers. This core textbook addresses teacher and student attitudes toward mathematics, as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. The material is richwith opportunities for class activities and field extensions, and the second edition has been fully updated to reference both NCTM and CCSSM standards throughout the text and includes an entirely new chapter on measurement and data analysis. TITLE:Dyslexia-friendly strategies for reading, spelling and handwriting: a toolkit for teachers AUTHOR: Montgomery, Diane CALL NO: LB 1576 M65 2017 Published by: Routeledge Book Description Many pupilswithdyslexiahave poorspellingandhandwriting,even whentheirreadingisadequate.Thispractical yetevidence-basedbook showsteacherswhoworkwith pupilswithdyslexiahow theycan effectivelyaddresstheseareasof weakness.Diane Montgomery introducesherpopularCognitive ProcessStrategiesforSpelling(CPSS) and providesguidance onhow thisdirectactioncanbe successfully usedinboth primary andsecondarycontexts. The bookdescribes dyslexia-friendlyapproachesinLogographic,Alphabeticand Orthographicphases – ‘the three faces’of dyslexia.Bestliteracy practice for all childrenisillustratedinadevelopmental readingand spellingapproach,handwritingasa supportto literacyteachingis explainedandstrategiesforovercominghandwritingdifficultiesare detailedfromReceptiononwards. Dyslexia-friendly Strategiesfor Reading,Spelling and Handwriting isfull of new research,case examples and practical methodsthathave beentriedandtestedinthe classroom. Thisis a must-readguide forall teachersandSENCOsinprimaryand secondarysettingsworkingwithpupilswithdyslexia.
- 6. TITLE:Flourishing in theearly years: contexts, practices and futures AUTHOR: CALL NO: LB 1139.23 F66 2017 Published by: Routeledge Book Description If young children are to flourish and become happy, confident and motivatedlearners,theyneedtodevelopinanenvironmentthatgives themthe opportunitiesandfreedomtoplayandlearn,alongwiththe support of parents and practitioners who are flourishing themselves. Thisinvaluable textlooksatthe conditionsthatenable all thoseengaged inthe earlyyearssectortoflourish,coveringthemessuchasthe outdoor environment, the curriculum, parent partnership, equality and ethical practice. Divided into three sections, each part covers: Concepts: A consideration of how flourishing is framed by political, historical and policy frameworks. TITLE:Reframing science teaching and learning: students and educators co-developing science practices in and out of school AUTHOR: Stroupe, David CALL NO: LB 1585 R44 2017 Published by: Routeledge Book Description Responding to recent reform efforts, such as the Next Generation Science Standards, which call for students to learn science practices, this book proposes a conceptual reframing of the roles of teachers and students in formal and informal science learning settings. Inviting the field to examine the state of "science practice," it provides concrete examples of how students, supported by the actions of educators, take on new roles, shifting from passive recipients of information to active participants in conceptual, social, epistemic, and material features of science work.
- 7. TITLE:Collective efficacy:howeducator`sbeliefsimpactstudent learning AUTHOR: Donohoo,Jenni CALLNO: LB 1025.3 D66 2017 Published by: Corwin Book Description Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)―the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing. TITLE:Explaining primary science AUTHOR: Chambers,Paul CALL NO: LB 1585.5 G7 C43 2017 Published by: SAGE Book Description Successful science teaching in primary schools requires a careful understanding of key scientific knowledge. Explaining Primary Science covers all the major areas of science relevant for beginning primary school teachers, explaining key concepts from the ground up, helping trainees develop into confident science educators. Classroom activities and videos of useful science experiments and demonstrations for the primary classroom are integrated into each chapter to translate concepts into teaching practice. Chapter content is linked to the National Curriculum in England and the Curriculum for Excellence, demonstrating how you could relate understanding to the relevant curriculum taught in schools.
- 8. TITLE:Best practices forfaculty research committees: how to review applications and interview candidates AUTHOR: Buller, Jeffrey L. CALL NO: LB 2332.7 B85 2017 Published by: Jossey - Bass Book Description The essential guidebook for effective faculty hiring committees Best Practices for Faculty Search Committees presents a clear, direct action plan for faculty and administration involved in hiring. Written by a veteran university administrator, this book lays out a step-by- step process for selecting the right candidate for the job. Practical guidance on application review, interviewing, and evaluation walks you through established and effective methods, while case studies and examples from a variety of institutions provide insight into real- world implementation. Whether you're serving on a faculty search committee for the first time, or simply seeking a more efficient route to the best candidate, this book provides invaluable guidance that can streamline the search and selection process. TITLE:Global conceptsfor young people:stories,lessons,and activitiesto teach childrenabout our world AUTHOR: Hunt, Becky CALL NO: LC 1099.3 H86 2017 Published by: Routledge Book Description Learn how to teach global concepts and use them to increase critical thinking across the curriculum.In this new book from popular consultant Becky Hunt, you’ll get ready-to-use lesson plans, stories, and activities to help you teach five key global Concepts―Change, Interdependence, Culture, Scarcity, and Power. Aligned with both the C3 Social Studies Framework and the Common Core State Standards for English Language Arts, these engaging lesson plans encourage critical thinking skills that will lead to increased creativity in problem solving.
- 9. TITLE:Handbook of writing,literacies,andeducationin digital cultures AUTHOR: Kathy A. Mills CALL NO: LB 1044.87 H346 2018 Published by: Routledge Book Description At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. Written by well-known scholars from around the world, it closely attends to the digitalization of writing and literacies that is transforming daily life and education. The chapter topics—identified through academic conference networks, rigorous analysis, and database searches of trending themes—are organized thematically in five sections TITLE:Understandingspecial educational needsand disabilityinthe early years: principlesandperspectives AUTHOR: Janice Wearmouth CALL NO: LC 4019.3 W43 2018 Published by: Routledge Book Description At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. Written by well-known scholars from around the world, it closely attends to the digitalization of writing and literacies that is transforming daily life and education. The chapter topics—identified through academic conference networks, rigorous analysis, and database searches of trending themes—are organized thematically in five sections
- 10. TITLE:Understandingand supportingyoung writersfrom birth to 8 AUTHOR: NoellaM. Mackenzie CALL NO: LB 1139.5 L35 M32 2018 Published by: Routledge Book Description As the world comes to grips with what it means to be literate in the twenty-first century, Understanding and Supporting Young Writers from Birth to 8 providespractitionerswith the skills and knowledge they need to support young children effectively as they learn to write. Interweaving theory and research with everyday practice, the book offersguidance on all aspects of writing, from creating multimodal texts and building children’s vocabulary, to providing support for children who find writing particularly challenging. With appropriate strategiesto develop young children’s writing from an early age included throughout, the book discusses the role of oral language in early writing in detail and explores the key relationships between ‘drawing and talking’, ‘drawing and writing’ and ‘drawing, talking and writing’. TITLE:The voice of the child: how to listeneffectivelytoyoung children AUTHOR: Gouldsboro,JuliaMaria CALL NO: LB 1139.5 L35 G68 2017 Published by: Routledge Book Description If we want children to be successful, confident, independent learners, we need to relearn the skill of truly listening. The Voice of the Child builds on a number of theories which recognize the importance of interacting with, and listening, to the children in our care, and demonstrates how these can be put into practice - listening, communicating and hearing the voice of the child effectively. The book addresses each phase of a child’s development, from birth through to five years, and explains how communication skills can be used to support individual children’s specific needs. Chapters offer practical tips and strategies to help early years’ practitioners to listen and communicate in such a way as to encourage and enhance the development of a child’s speech and language skills.
- 11. TITLE:Handbook of teacherqualityand policy AUTHOR: CALL NO: LB 2838 H32 2017 Published by: Routledge Book Description The International Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national,and local policy actors. Editedbytwoof the leadingcomparativeauthoritiesinthe field,itdraws on the research and contributions of scholars from across the globe to explore five centralquestions.The internationalcontributorsrepresenta wide variety of scholars who identify global dynamics influencing policy discourses on teacher quality, and examine national and local teaching and policy environments influencing teacher policy development and implementationinvariouscountries.Dividedintofivesections,the book brings together the latest conceptual and empirical studies on teacher quality and teacher policies to inform future policy directions for recruiting, educating, and supporting the teaching profession. . TITLE:The passion-drivenclassroom:a framework for teachingand learning AUTHOR: Maiers,Angela CALL NO: LB 1065 M34 2018 Published by: Routledge Book Description Turn your classroom into a thriving community of learners! In The Passion-Driven Classroom, bestselling authors Angela Maiers and Amy Sandvold show you how to spark and sustain your students’ energy, excitement, and love of learning. This updated edition offers a new framework for changing your mindset and implementing a passion-driven classroom, where passion meets practice every day as students learn new skills and explore their talents. You’ll come away with specific examples of how to set up your classroom, how to manage it, and how to assign passion projects where studentstake the lead. With this book, you’ll be able to move away from prescription- driven learning toward Passion-Driven Learning, so you can make a real difference in the lives of your students.
- 12. TITLE:Buildingskillsfor effective primaryteaching:aguide for trainees and their mentors AUTHOR: Maiers,Angela CALL NO: LB 1556.7 G7 B85 2017 Published by: SAGE Book Description Building Skills for Effective Primary Teaching supports and challenges primary trainee teachers and their mentors (both school based and university/SCITTbased)byofferingarange of approaches,strategies,and perspectives to aspects of primary teaching, with learning and pupil progressas the focus.It offersthoughtprovokingactivities,case studies, and reflection tasks for trainees and mentors and supports trainees working towards their professional development targets. The text also explores less common themes such as question and dialogue, EAL and teacher presence. It helps trainees to understand and develop these skills and begin to use them in their teaching. It then supports them in reflecting on their development of these skills and evaluating their impact on learning. .