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New and eclectic acquisitions
Your ATA Library always keeps an eye open for interesting new materials to support you in your work. In this issue of the magazine, we’re happy to present you with a list of new arrivals to the library—we hope there is something to appeal to everyone. Of course, many more new titles are available in our library catalogue (http://library.teachers.ab.ca), where you can explore some of your favourite subjects. Please remember that no matter where you are in the province, we’ll send the materials to you in a jiffy and we pay all shipping costs, so there is no cost to you.
Books
African Fractals: Modern Computing and Indigenous Design
Eglash, Ron. 2005. London, U.K.: Rutgers University Press (514.742 E28)
Eglash offers an intriguing look at fractal geometry, which is characterized by the repetition of similar patterns and ever-diminishing scales. He focuses on traditional African architecture and art, which were influenced by fractal designs long before such geometry evolved in the West (in the 1600s) and considers the social and political implications of these designs, which have shaped traditional thought.
Bullying and Students with Disabilities: Strategies and Techniques to Create a Safe Learning Environment for All
McNamara, Barry Edwards. 2013. Thousand Oaks, Calif.: Corwin (371.782 M159)
A 2007 study of bullying in schools revealed a stunning fact: 80 per cent of students with learning disabilities were bullied at school. McNamara examines how bullying programs have failed this student population and discusses how to make schools safer for all learners.
Developing Digital Literacies: A Framework for Professional Learning
Summey, Dustin C. 2013. Thousand Oaks, Calif.: Corwin (370.711 S955)
Summey presents an integrated method for teachers to incorporate digital literacies throughout their instruction. A companion website features planning materials, sample instructional tools and links to resources.
Engaging Young Children with Informational Books
Patrick, Helen, and Panayota Mantzicopoulos. 2014. Thousand Oaks, Calif.: Corwin (371.148 P314)
Although many students prefer to read fiction, reading factual material is critical to student success in math, social studies and science. The authors present ideas for shared reading, informal writing and selecting books to engage students with this type of reading material.
The Focus Factor: 8 Essential Twenty-First Century Thinking Skills for Deeper Student Learning
Bellanca, James A. 2013. New York: Teachers College Press (370.152 B436)
Using the theory of mediated learning as a lens for teaching, Bellanca discusses how teachers can focus on deeper learning and teach students how to separate what is important from what is not, how to search for information and how to connect ideas to solve problems.
Identity Safe Classrooms: Placed to Belong and Learn
Steele, Dorothy M., and Becki Cohn-Vargas. 2013. Thousand Oaks, Calif.: Corwin (306.3 S814)
Research shows that students from all backgrounds like school more and do better in school when their classroom is identity safe. In identity-safe schools, teachers create a culture in which differences are assets rather than impediments to learning. The authors present strategies for transforming classrooms into identity-safe learning environments.
Implementing Restorative Practices in Schools: A Practical Guide to Transforming School Communities
Thorsborne, Margaret, and Peta Blood. 2013. London, U.K.: Kingsley (371.93 T487)
Restorative practice favours relationships over retribution. Although a restorative practice approach improves relationships and learning for students, it still requires a relational school culture to succeed. The authors present strategies for creating a restorative culture in schools.
The Learner-Directed Classroom: Developing Creative Thinking Skills Through Art
Jaquith, Diane B., and Nan E. Hathaway (eds.). 2012. New York: Teachers College Press (372.5044 J36)
Teaching art can be challenging when students are used to following explicit instructions. Given the self-directed nature of art, most students don’t know where to begin when faced with a blank page. The authors discuss how teachers can move from top-down, teacher-driven instruction to empower students to engage in self-directed education.
Lemons to Lemonade: Resolving Problems in Meetings, Workshops, and PLCs
Garmston, Robert J., and Diane P. Zimmerman. 2013. Thousand Oaks, Calif.: Corwin (658.4 G212)
Conflict between participants can cause any meeting to dissolve into a nonproductive mess. To get meetings back on track, the authors present best practices for quashing conflict and methods for dealing with interrupters, subject changers and other time wasters.
Physics of the Human Body
McCall, Richard P. 2010. Baltimore, Md.: John Hopkins University Press (612 M164)
Our bodies work through the laws of physics. In each chapter of this fascinating book, McCall looks at a fundamental physics concept and shows how it relates to the functions and movements of the human body. For example, how blood moves through veins is a good example of Poiseuille Flow. This is a great book for showing the practical side of physics.
Red Alert! Saving the Planet with Indigenous Knowledge
Wildcat, Daniel R. 2009. Golden, Colo.: Fulcrum (304.2 W668)
Arguing that the root of our environmental crisis is the Judeo-Christian belief that humans are caretakers of the earth and therefore in control of it, Wildcat looks to First Nations’ understanding of the Earth as a system that was once in balance and that can be brought into balance again by using First Nations’ knowledge of natural cycles and living with nature instead of trying to dominate it.
Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools
Ravitch, Diane. 2013. New York: Knopf (379.3 M972)
In this compelling book, Ravitch argues against myths of the declining American education system and uses research data to prove that public schools in the U.S. are continuously improving rather than falling further behind. She argues that reports to the contrary are part of a concerted effort to destroy public schools.
Technology-Infused French: Foreign Language Instruction for the Digital Age
Fasgraf, Carl (ed.). 2011. Eugene, Ore.: International Society for Technology in Education (448.24 F177)
Learning second languages happens best in realistic settings, but that is an ideal learning environment that is difficult to achieve in the classroom. The essays in this book demonstrate how technology can create realistic settings for students and thereby increase language acquisition.
Untangling the Web: 20 Tools to Power Up Your Teaching
Dembo, Steve, and Adam Bellow. 2013. Thousand Oaks, Calif.: Corwin (371.33 D375)
Educators never have time to go through and compare dozens of web tools to determine which ones will most engage their students. The authors present the 20 best tools that are free and flexible for teaching classes from kindergarten to high school.
Using Physical Activity and Sport to Teach Personal and Social Responsibility
Watson, Doris L., and Brian D. Clocksin. 2013. Champaign, Ill.: Human Kinetics (306.438 W338)
The authors explain how to implement a character education program in schools through physical activities with children. The resource includes examples of units, lessons and assessments for teaching basketball, golf, football, volleyball, team handball, tennis, yoga, fitness and adventure education.
Video
F.A.S. Forward: A Fresh Look at Fetal Alcohol Syndrome. 2001 (30 minutes)
This documentary offers perspectives from four people who have fetal alcohol syndrome (FAS): two children, a teen and an adult. The four discuss with parents, teachers, coaches and social workers their struggles, strategies and successes, as well as myths and stigmas they combat.
Case Studies in Childhood Obsessive Compulsive Disorder. 2009 (38 minutes)
People with obsessive-compulsive disorder (OCD) can’t turn off their anxieties. This film highlights the stories of four children and teens struggling with OCD and the effect the disorder has on them and their families.
Haywire: Children Living with Schizophrenia. 2010. (41 minutes)
Pediatric or childhood schizophrenia strikes children and youth under the age of 18, but in rare cases it has been diagnosed in children younger than 10. The video profiles three families coping with raising young children with schizophrenia.
Talk to Me: Conferring to Engage, Differentiate, and Assess 6–12. 2012. (115 minutes)
Through 14 one-on-one conferences and 5 group conferences, Cris Tovani differentiates instruction to meet her students’ specific needs. The video is a practical demonstration of differentiation techniques.
French books/Livres en Français
Difficultés de lecture et d’écriture – Prévention et évaluation orthophonique auprès des jeunes
St-Pierre, Marie-Catherine, Véronique Dalpé, Pascal Lefebvre et Céline Giroux. 2011. Québec, Québec : Presses de l’Université du Québec (618.928 55 S775)
En établissant un pont entre les connaissances scientifiques contemporaines et l’expertise clinique, cet ouvrage propose des pratiques fondées sur les données issues de la recherche en langage écrit. Il adopte une perspective langagière des difficultés de la lecture et de l’écriture et suggère une démarche clinique aux orthophonistes impliqués dans la prévention et l’évaluation des difficultés des jeunes enfants à l’écrit.
Enseigner pour émanciper, émanciper pour apprendre – Une autre conception du groupe-classe
Cornet, Jacques, et Noëlle De Smet. 2013. Issy-les-Moulineaux, FRA : ESF éditeur (371.3 C813)
Cet ouvrage, rédigé par deux professeurs belges formateurs d’enseignants, est un manuel de pédagogie pour une éducation « authentiquement émancipatrice ». Découvrez comment il est possible, dans une classe, de travailler de manière coopérative afin que chaque élève puisse apprendre, « se dégager de toute forme de fatalité et se construire comme sujet libre ». Ce livre est un outil de formation qui peut permettre aux enseignants d’une école de s’émanciper eux-mêmes par leur travail en commun.
Fondements et pratiques de l’enseignement de l’histoire à l’école – Traité de didactique
Martineau, Robert. 2011. Québec, QC : Presses de l’Université du Québec (907.107 14 M385)
Pourquoi apprend-on aujourd’hui l’histoire à l’école, pourquoi l’enseigne-t-on, et comment devrait-on l’enseigner? Pour répondre à ces questions, l’auteur explore les origines de l’enseignement de l’histoire, en retrace les fondements épistémologiques, en apprécie les fondements éthiques et politiques, et en saisie les fondements didactiques. Il examine ensuite la pratique de cet enseignement au Québec dans la planification pédagogique, l’intervention en classe d’histoire, l’utilisation des ressources et l’évaluation des apprentissages.
La formation des enseignants inuits et des Premières Nations – Problématiques et pistes d’action
Maheux, Gisèle, et Roberto Gauthier. 2013. Québec, Québec : Presses de l’Université du Québec (370.71 M214)
Les programmes de formation à l’enseignement qui s’adressent aux autochtones sont-ils conçus pour transmettre le patrimoine culturel et scientifique de nos sociétés euro-occidentales? Cet ouvrage révèle la complexité de la formation des enseignants inuits et des Premières Nations en exposant différents points de vue : celui des formateurs universitaires, celui des étudiants ainsi que celui des partenaires des communautés autochtones.
L’histoire nationale à l’école québécoise – Regard sur deux siècles d’enseignement
Bouvier, Félix, Michel Allard, Paul Aubin et Marie-Claude Larouche. 2012. Québec, QC : Éditions du Septentrion (971.400 7 B782)
Cet ouvrage analytique et descriptif très pointu de plus de 500 pages, fruit d’une recherche minutieuse de longue haleine, porte sur l’histoire de l’enseignement de l’histoire du Québec au Québec de 1635 à nos jours. Il « met en lumière les courants pédagogiques qui ont animé les milieux de l’éducation dans ce secteur névralgique pour la mémoire et l’identité collective des Québécois. »
Manuel d’enseignement des sciences et de la technologie – Pour intéresser les élèves du secondaire
Potvin, Patrice. 2011. Québec, QC : Éditions Multimondes (507.12 P859)
Ce livre a pour objectif principal d’aider les enseignants en sciences et technologie du secondaire. Il présente des concepts didactiques et des modèles susceptibles de leur servir dans leur travail. Il veut aussi informer les enseignants des résultats les plus récents et les plus probants de la recherche en didactique des sciences et de la technologie et des méthodologies qui en découlent, afin de leur permettre de mettre à jour et de varier leurs pratiques.
Pour des technologies accessibles aux élèves handicapés ou en difficulté d’apprentissage ou d’adaptation
Viens, Jacques, Jacques Langevin, Marjolaine Saint-Pierre et Sylvie Rocque. 2012. Montréal, Québec : Éditions Nouvelles AMS (371.33 V662)
Ce livre propose un éventail riche et réaliste des enjeux, potentialités et contraintes posés par les nouvelles technologies pour les élèves HDAA (handicapés ou en difficulté d’apprentissage ou d’adaptation). Les textes sont regroupés sous trois grandes catégories : Utilisation des TIC pour et par des élèves HDAA; État d’accessibilité des TIC aux élèves HDA et rôles des différents agents concernés; Conditions favorables et pistes de solutions pour assurer l’accessibilité des TIC aux élèves HDAA.
Prévenir les violences à l’école
Galand, Benoît, Cécile Carra et Marie Verhoeven. 2012. Paris, FRA : Presses Universitaires de France (371.782 V511)
Afin de relever le défi de la violence à l’école, 23 docteurs et professeurs français, belges, suisses, luxembourgeois et québécois spécialisés dans des disciplines variées ont collaboré ici pour articuler les résultats de leurs recherches et proposer des pistes pour prévenir les agressions, l’intimidation et un climat scolaire propice à la violence.
