The Alberta Teachers’ Association

A Cornucopia of New Resources

Elaine Atwood

The Alberta Teachers’ Association (ATA) library, located in Barnett House, offers research services, books, periodicals and videos (in English and French). The ATA library’s catalogue of professional development materials (books, periodicals and videos) is available online. Although there are some restrictions (such as periodicals and government documents), most materials can be requested electronically. Books may be borrowed for one month and videos for one week, booked in advance. Please contact library staff for further details.

To access the ATA library catalogue, go to Professional Development on the ATA website (www.teachers.ab.ca). You can also contact the library directly to borrow items or to request research services by calling 1-800-232-7208 (780-447-9400 in Edmonton) or by e-mailing library@ata.ab.ca.

Following is a selection of new acquisitions related to challenges facing today’s educators and youth.

NEW BOOKS

The Adolescent Brain: Reaching for Autonomy
Robert Sylvester, 2007 (155.5 S985)
“Good news: Most adolescents finally make it through the door into responsible adulthood. More good news: We now better understand the underlying biology that drives adolescent maturation.” The author offers suggestions for developing positive relationships with adolescents and nurturing their creativity, imagination and individuality by focusing on mentoring rather than managing.

Anger Management for Youth: Stemming Aggression and Violence
Leona L. Eggert, 2007 (152.47 E29)
This structured program, intended for a teacher or group leader, features exercises and activities suitable for individual or group work.

Children, Adolescents, and Media Violence: A Critical Look at the Research
Steven J. Kirsh, 2006 (302.2308 K61)
The book “provides a comprehensive review and critique of the [scant] research on media violence as it relates to children and adolescents.” Kirsh discusses theories of aggressive behaviour and reviews numerous studies of media and their effects on viewers. The resource contains an in-depth look at media violence directed at youth—sports aggression, comic books, war toys, cartoons, video games, music and movies.

Cyber Bullying: Bullying in the Digital Age
Robin M. Kowalski, Susan P. Limber and Patricia W. Agatston, 2008 (302.3 K88)
The authors discuss the latest research and examine studies involving more than 3,500 American middle school students. Also discussed are online research projects and social network sites. The authors provide “critical prevention techniques and strategies for effectively addressing electronic bullying.”

Educating the Net Generation: How to Engage Students in the 21st Century
Bob Pletka, 2007 (373.18 P726)
The author “examines the unique characteristics of the Net Generation and explains how the educational expectations and needs of the Net Generation differ from their Gen-X parents and Baby Boomer grandparents. It also looks at why many students resist engaging in formalized education in schools and ultimately drop out.”

Engaging Adolescent Learners: A Guide for Content-Area Teachers
ReLeah Cossett Lent, 2007 (373.1102 L574)
“When common sense gives way to narrow research and testing hysteria, when schools all over the country [U.S.] ignore the developmental needs and interests of the learners, as well as the expertise of the teacher, an educational revolution is inevitable. … By coming to understand the complex facets of learning and the importance of engagement, it is possible for teachers to transform their instructional practices … and deeply engage adolescent learners.”

Generations at School: Building an Age-Friendly Learning Community
Suzette Lovely and Austin G. Buffum, 2007 (371.201 L911)
The book introduces school leaders to the “distinct generations” found in American schools: Veterans (born 1922–1943), Baby Boomers (1944–1960), Generation X (1960–1980) and Millennials (1980–2000). The influences of the different generations in professional learning communities are examined.

Making Learning Come Alive: Interactive Experiences for the Secondary Classroom
David Smokler, 2005 (373.19 S666)
The author suggests ways to work with teens’ natural learning processes using a variety of experiential games to create engagement, motivation and understanding. The suggested games and activities are classroom tested, linked to curriculum and based on brain research. Also included are assessment strategies.

Reading the Media: Media Literacy in High School English
Renee Hobbs, 2007 (302.23 H682)
The book describes a comprehensive media literacy course developed for a New Hampshire high school. Topics covered are learning objectives, activities, classroom experiences, assessment strategies and outcomes. The author documents how the course improved reading comprehension, writing, critical analysis and other academic skills.

Personalizing the High School Experience for Each Student
Joseph DiMartino and John H. Clarke, 2008 (373.1394 D582)
Authors DiMartino and Clarke suggest practices to enhance learning for high school students. Guided learning practices are discussed: teachers as advisors, personal learning plans and personalized teaching (differentiated instruction, community-based learning, personalized assessment, and personalized school systems).

Ready or Not, Here Life Comes
Mel Levine, 2005 (305.242 L665)
The author suggests that schools must focus on teaching the life skills of self-awareness, understanding and interaction.

The Resilience Revolution: Discovering Strengths in Challenging Kids
Larry K. Brendtro and Scott J. Larson, 2006 (362.7 B837)
The book focuses on providing at-risk youth with the most important factor in their success: a positive adult connection. Strategies to build trust, nurture talent and instill purpose are highlighted.

A School for Each Student: Personalization in a Climate of High Expectations
Nelson Beaudoin, 2008 (371.394 B373)
“With real stories from real schools, this book offers an alternative vision of school improvement. Instead of a one-size-fits-all approach the author presents practical [instructional and organizational] strategies which put students firsts.”

Taking Action on Adolescent Literacy: An Adolescent Guide for School Leaders
Judith L. Irvin, Julie Meltzer and Melinda Dukes, 2007 (428.4 I72)
Literacy is key to overall school improvement. The authors discuss developing and implementing a schoolwide literacy plan and suggest strategies to integrate literacy learning across all content areas. Interventions for struggling adolescent readers and suggestions for school principals about allocating resources to support a literacy initiative are provided.

Understanding Youth: Adolescent Development for Educators
Michael J. Nakkula and Eric Toshalis, 2006 (305.235 N163)
The resource offers a constructionist view of adolescent development by examining adolescent growth and identity in the context of the various relationships with adults in a school. Adolescent identity development from the perspectives of gender, race and religion is discussed.

Unleashing the Potential of the Teenage Brain: 10 Powerful Ideas
Barry Corbin, 2008 (370.1523 C791)
Reaching and teaching “unpredictable teenage brains” is a challenge. Barry Corbin offers an overview of neuroscience and brain development in adolescence. The author suggests instructional and assessment strategies that are suitable for any subject area and provides insight into creating an optimal learning environment.

The World’s Best High School Cartoons …
Compiled by Dave Craig, 2005 (741.5 W886)
The anthology of cartoons covers topics such as career choices, counselling, adolescence, parents and teachers.

The World’s Best Middle School Cartoons …
Compiled by Dave Craig, 2005 (741.5 W886)
The anthology of cartoons covers topics such as communication, puberty, school rules and regulations, and teachers.

You Gotta Be the Book: Teaching Engaged and Reflective Reading with Adolescents
Jeffrey D. Wilhelm, 2008 (428.4 W678)
Creating a reader-centred classroom is the central theme of this resource. The author illustrates how drama, think-aloud protocols and other strategies can engage adolescent readers. Intervention strategies specifically for struggling or reluctant readers are featured.

The Young Adolescent and the Middle School
Steven B. Mertens, Vincent A. Anfara and Micki M. Caskey, eds., 2007 (373.18 Y68)
Articles address the physical, cognitive/intellectual and social/personal development needs of young adolescents and the role of the middle school in meeting these needs. Specific aspects include
gifted students, motivation, single-sex classrooms, refugee and immigrant students, and the psychology of sport and physical activity for young adolescents.

Young Force: Engaging Students through Community Volunteerism
Shirley Jorgensen, 2008 (361.37 J82)
This ATA Educational Trust Project describes a storefront school project designed to enhance student engagement through community volunteerism. The author writes: “Youth Force is a particularly effective strategy for engaging secondary students who are at risk for not completing their academic goals for the semester. However, this model could be implemented as a regular CTS class option for spring and fall.”

PERIODICALS

Educational Leadership
Volume 65, number 8, May 2008, examines the theme of “Reshaping High Schools.” Many reformers believe that high schools need to undergo radical change. Many students express their discontent for high school by dropping out. This issue features policy changes, reform models and ways to improve high schools.

VIDEOS

7 Amazing Discoveries: Practical Applications of New Brain Research
Eric Jensen, 2006 (AV)

Over the past 20 years, discoveries in neurobiology, biology, psychology and cognitive science have uncovered new ways to engage and motivate students. Thousands of schools are applying these concepts in the classroom and watching student achievement skyrocket. This video profiles these discoveries.

Differentiated Reading and Writing Strategies for Middle and High School Classrooms: A Multimedia Kit for Professional Development
Carolyn Chapman, 2007 (AV)
This staff development multimedia kit provides everything teachers need to lead workshops on differentiated strategies for reading and writing that appeal to all middle and high school learners.

Meaningful Mathematics: Leading Students Toward Understanding and Application
Nanci N. Smith, ASCD, 2007 (AV)
Designed for Grades K–12, the video introduces classroom techniques that actively engage students in deeper conceptual thinking about mathematics. Classroom activities and teaching strategies that address student prior knowledge and misconceptions about mathematics are examined. Students are challenged to justify and explain their understanding of mathematics. The resource connects mathematics to real-life situations and problems and provides chances for students to apply math content that they’ve learned. Also featured are opportunities for students to use multiple ways to demonstrate what they’ve learned in resolving mathematical problems.

A Practical Approach to Classroom Management and Discipline, Grades 6–12
Spencer Henry, 2007 (AV)
Part 1 discusses being proactive in establishing classroom management routines that prevent many behaviour problems and set a positive, productive tone for the school year. Viewers will observe secondary-level teachers and students engaged in foundational first-day experiences that lay the groundwork for the remainder of the year.

A Practical Approach to Classroom Management and Discipline, Grades 6–12
Spencer Henry, 2007 (AV)
Part 2 features staff development trainer Spencer Henry, who takes viewers through scenarios specifically designed to demonstrate practical, classroom-proven strategies for intervening with difficult students and de-escalating potentially volatile situations.

Teaching the Adolescent Brain
Wayne Jennings and Marcia D’Arcangelo, 2006 (AV)
The series looks at the changes that occur in the developing brains of healthy teens and explores what these cognitive and emotional changes might imply for classroom practice.

Working on the Work: Making Student Engagement Central
Phillip C. Schlechty, 2005 (AV)
This resource emphasizes the need to provide students with schoolwork that is engaging, meaningful and interesting. By following the powerful Working on the Work framework, teachers are empowered to transform schools from an organization that produces compliance to one that nurtures attention and commitment. The two-part program addresses the philosophies underlying the framework and the concrete methods for implementing it in schools or school districts.

GUIDES PÉDAGOGIQUES

7 projets à l’école maternelle
Isabelle Pouyau, 2002 (372.218 P879)
Ce guide s’adresse aux enseignants d’écoles maternelles qui souhaitent travailler en unités d’apprentissage interdisciplinaires. Il propose de construire l’ensemble des apprentissages autour de projets qui permettent d’aborder tous les domaines d’activité de l’école maternelle.

50 activités pour apprendre à vivre ensemble
Sylvia Dorance, 2007 (372.21 D693)
L’auteure propose ici 50 activités de maternelle (enfants de 3 à 6 ans) visant à : favoriser l’autonomie; instaurer le dialogue; inciter à la prise de responsabilités; susciter la curiosité intellectuelle; mettre en jeu la collaboration; apprendre à gérer ses émotions; découvrir les autres; faciliter l’échange entre l’école et l’extérieur; et éveiller à la protection de l’environnement.

Comment différencier la pédagogie
Éric Battut et Daniel Bensimhon, 2006 (371.394 B336)
Différencier la pédagogie est l’un des moyens de répondre à l’hétérogénéité croissante des classes au niveau élémentaire. Ce guide fournit donc toutes les clés méthodologiques et pratiques nécessaires pour différencier la pédagogie et permettre à tous les élèves de progresser.

Devoirs simplifiés pour parents débordés
Louise St-Pierre, 2007 (371.30281 S141)
Ce guide propose aux parents : des stratégies pour développer entre eux et leurs enfants une complicité propice à l’étude; des méthodes d’observation et des façons simples de déterminer leurs styles d’apprentissage; et enfin des trucs pour créer l’ambiance idéale à l’heure des devoirs et rendre agréable l’apprentissage de la lecture, de l’écriture et des mathématiques.

L’enfant aux deux langues
Claude Hagège, 2005 (404.2 H141)
L’auteur se penche ici sur la question de l’âge idéal à l’introduction d’une deuxième langue : apprend-on aussi efficacement au début de la vie que durant la période adulte? Est-ce que le bilinguisme facilite le développement de certaines facultés intellectuelles?

Enseigner avec les technologies
Christian Depover, Thierry Karsenti et Vassilis Komis, 2007 (371.33 K18)
À partir d'un fil conducteur articulé sur la notion d'outil à potentiel cognitif, les auteurs tentent de revisiter la vision trop classique que les éducateurs se sont souvent faite des technologies. Leur réflexion s'inscrit dans un large mouvement qui conduit à questionner l'action éducative.

L’évaluation en cours d’apprentissage
Anne Davies, 2008 (371.26 D255)
Dans ce guide, l’auteure s’appuie sur les recherches récentes en évaluation et sur des exemples vécus en classe pour proposer aux enseignants de tous les niveaux scolaires des outils simples pour mettre en place des pratiques d’évaluation dans toutes les disciplines.

L’éveil musical à la maternelle
Agnès Matthys, 2007 (372.218 M443)
Des séquences musicales prêtes à l’emploi, qui ne nécessitent pas de compétences musicales particulières, sont proposées dans cet ouvrage.

Faciliter l’intégration et l’inclusion des enfants ayant des besoins particuliers
Chantal Thériault, 2007 (371.9046 T399)
Qu’il s’agisse de troubles de langage, de déficience intellectuelle, de troubles envahissants du développement ou de tout autre problème majeur, les interventions doivent avant tout être axées sur la satisfaction des besoins de l’enfant. Il faut les encourager à développer leur autonomie fonctionnelle en leur fournissant des outils adaptés à leur situation.

La gestion, l’amélioration, la profession : Les clés d’un enseignement efficace en 9^e et 10^e année
Marianne Perron-Gadoury, 2007 (373.71 P459)
Ce guide pédagogique offre des conseils pratiques et des informations permettant d’acquérir une meilleure compréhension de la gestion de classe en 9^e et 10^e année. Il propose des stratégies pour répondre aux différents besoins des élèves, des conseils pour communiquer avec eux, et des suggestions pour prévenir les problèmes de discipline.