The Alberta Teachers’ Association

A World-Class Education Library At Your Fingertips

Little-known facts about the ATA library

Take a look below at some of the newest arrivals at your ATA library! Are you looking for a new hot book on teaching that isn’t in this list? E-mail us and we’ll be happy to see if we have it for you!

Books

Addison, Nicholas, et al. 2010. Understanding Art Education: Engaging Reflexively with Practice.  London, UK: Routledge. (707.12 A235)
This practical guide puts Art and Design into perspective and shows teachers how to make the subject accessible and interesting to their pupils. The authors explore how teachers can frame their own knowledge for classroom practice; teach art and design in the classroom; and work on professional development within their own subject area.

Appleman, Deborah, and Michael F. Graves. 2012. Reading Better, Reading Smarter: Designing Literature Lessons for Adolescents. Portsmouth, NH: Heinemann. (428.40712 A648)
The authors provide a practical guide for teachers to create their own Scaffolded Reading Experiences program to improve student reading and comprehension. 

Beninghof, Anne M. 2012. Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning. San Francisco, CA: Jossey-Bass. (371.148 B467)
Beninghof offers a guide to co-teaching that goes beyond special education – general education collaboration and instead looks at co-teaching in every possible scenario in the general classroom.  She provide teachers with great ideas for collaborating with all types of specialists in the classroom. 

Burger, Edward B., and Michael Starbird. 2012. The 5 Elements of Effective Thinking. Princeton, NJ: Princeton University Press. (153.42 B954)
Thinking better can be achieved by employing specific strategies that help you see from different perspectives and develop imaginative solutions. Burger and Starbird provide a roadmap for the reader to develop a more effective way of thinking.

Burgess, Jan, and Donna Bates. 2009. Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher Leadership. Alexandria, VA: ASCD. (371.106 B955)
Administrators depend on teacher leaders for assistance in managing change and improvements in schools. The authors of this book provide assistance to teachers who are or wish to be leaders by discussing both concrete and tangible aspects of teacher leadership.

Cheliotes, Linda Gross, and Marceta Fleming Reilly. 2012. Opening the Door to Coaching Conversations. Thousand Oaks, CA: Corwin Press. (371.207 C516)
A follow-up text to Coaching Conversations (also available in your ATA library), this book offers success stories about real problems solved through the coaching style of leadership.

Davis, Heather A., et al. 2012. An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. Thousand Oaks, CA: Corwin Press. (371.1024 D262)
By providing multiple solutions to the same situation, the authors share the psychology at play in the best-managed classrooms. Focus is placed on the relationships at work in the classroom and on the tools teachers can use to increase student engagement.

Davis, Ronald W. 2011. Teaching Disability Sport: A Guide for Physical Educators. Champaign, IL: Human Kinetics. (796.0456 D263)
The information in the book and enclosed DVD will guide teachers through steps to incorporate games and activities for disabled students in their physical education curricula.

Gabriel, John G., and Paul C. Farmer. 2012. Dealing with the Tough Stuff: Practical Solutions for School Administrators. San Francisco, CA: John Wiley & Sons. (371.2 G118)
Two experienced school administrators offer insight and solutions for the most difficult aspects of school leadership, such as handling discipline, meeting with parents, facilitating parent conferences and working smoothly with staff members. This insightful guide provides lots of information for new and veteran administrators.

Greenstein, Laura. 2012. Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning. Thousand Oaks, CA: Corwin Press. (371.26 G795)
Teaching students to develop new skills for the 21st century presents challenges for teachers in developing effective assessment tools for student mastery of skills like creativity, problem solving and use of technology. Greenstein provides rubrics and checklists for teachers to develop these assessments for their teaching.

Henderson, Robyn (Editor). 2012. Teaching Literacies in the Middle Years: Pedagogies and Diversity. South Melbourne, Australia: Oxford University Press. (372.609945 H497)
Henderson considers how teachers can use digital texts and popular culture to engage students in gaining code-breaking, media and content skills.  She considers the needs of students in urban, rural and indigenous communities in developing multiple literacies for the 21st century.

Laud, Leslie. 2011. Using Formative Assessment to Differentiate Mathematics Instruction: Seven Practices to Maximize Learning (Grades 4 – 10). Thousand Oaks, CA: Corwin Press. (510.712 L367)
Putting formative assessment into practice can be daunting, but Laud provides teachers with a clear path that allows them to learn how to establish norms, implement assessment, create tiered lessons, and provide classroom support to the range of students they will encounter in a math class.

Long, Michael H., and Catherine J. Doughty (Editors). 2011. The Handbook of Language Teaching. Malden, MA: Wiley-Blackwell. (418.0071 L849)
This handbook provides a great overview of the current state of research and practice in language teaching that is useful to beginning teachers, while experienced educators can refer to the book for specific solutions for their classes or programs.  The text provides explanatory demonstrations of principles that readers can readily absorb and apply to their own work.

Marzano, Robert J. et al. 2012. Becoming a Reflective Teacher. Bloomington, IN: Marzano Research Laboratory. (371.102 M393)
Marzano argues that teachers must examine their own practices and consider how they are or are not working in the classroom.  He addresses how teachers can combine a model of effective instruction with goal setting, focused practice and feedback, and observations of teaching to improve their instructional practices.

Rae, Tina, and Lisa Pedersen. 2007. Developing Emotional Literacy with Teenage Boys: Building Confidence, Self Esteem and Self Awareness. Paul Chapman Publishing. (373.0114 R134)
Statistics show that it is predominantly boys who suffer from behaviour and learning difficulties. This program was developed to specifically address emotional development in boys and to assist them in taking ownership of their own emotional growth.

Reiss, Michael (Editor). 2011. Teaching Secondary Biology. UK: Hodder Education. (570.712 R378)
Designed for those new to teaching biology and for new teachers, this book suggests a teaching sequence for building knowledge over a term and provides useful advice about common misconceptions experienced by students in biology class. 

Rief, Sandra F. and Judith M. Stern. 2010.  The Dyslexia Checklist: A Practical Reference for Parent and Teachers. San Francisco, CA: Jossey-Bass. (371.9144 R553)
Offering the most current research for understanding dyslexia and other reading and language disabilities, this book gives teachers practical ideas for supporting and intervening with students who are struggling to cope with these disabilities. 

Streshly, William A., et al. 2012. The New School Management by Wandering Around. Thousand Oaks, CA: Corwin Press. (371.200973 S914)
Although wandering management is not new, the authors’ approach is fresh and they offer useful advice for administrators in using the “wandering around” style to develop a more interactive leadership style.

Swearer, Susan M., et al. 2009. Bullying Prevention and Intervention: Realistic Strategies for Schools. New York: Guilford Press. (371.58 S974)
The media coverage of bullying and of resulting suicides has hit a fever pitch in the last few years and is creating enormous pressure on schools and boards to develop effective strategies for preventing bullying inside and outside of the classroom.  In response to this pressure, the authors ground their advice to teachers in research and extensive experience in schools to offer step-by-step strategies for developing school- and district-wide policies, coordinating prevention teams, and implementing targeted interventions for students at risk.

Taylor, Edward W., et al. 2012. The Handbook of Transformational Learning: Theory, Research and Practice. San Francisco, CA: John Wiley & Sons. (370.115 T239)
The authors provide a comprehensive examination of three decades of theory development, research and practice in transformative learning. The authors explain what transformative learning is, distinguish it from other forms of learning and encourage teachers to foster it in their practice.

Videos

Accentuate the Positive: Using Positive Psychology in the Classroom. DVD. 2010. Films for the Humanities and Sciences. (55 minutes)
This video shows students working through an experimental program in their school – an attempt to teach them to be happier, more optimistic people. 

Autism and Asperger’s Syndrome: An Insightful Presentation by Dr. Temple Grandin. DVD. 2009. Future Horizons. (103 minutes)
As an autistic person herself, Dr. Temple Grandin speaks with tremendous insight about the autistic spectrum disorder in children and adults.  In this presentation she focuses on sensory sensitivities and ways to remedy them, accommodating neurological differences and differentiating disability versus poor behaviour.

Generation M: Misogyny in Media and Culture. DVD. 2008. Media Education Foundation. (60 minutes)
Misogyny continues to have a profound effect in American society despite the achievements of the women’s movement in recent decades.  This film looks at the hateful images of women that are aimed at our children and the violent play encouraged in boys, and considers how we harm both genders by devaluing one of them.

Inclusion Insights: Stereotypes, Lazy Brains, and Unintentional Intolerance. DVD. 2011. SunShower Learning. (3 videos: 27 minutes, 21 minutes, 23 minutes)
Dr. Steve Robbins is a popular speaker at organizations such as Disney, Pepsico, McDonald’s and NASA.  In this video he explores intolerance with an approach that does not blame or point fingers, but it challenges everyone to be more open-minded, mindful and intentional about inclusion and value people for their unique gifts.

Time-Out in a Responsive Classroom.  DVD. 2007. Northeast Foundation for Children. (35 minutes).
This video focuses on how teachers can help children regain their self-control when they are losing it through the use of a positive time-out rather than using time-outs as a form of punishment.

The Uh-Oh Syndrome: From Intolerance to Inclusion. DVD. 2012. SunShower Learning. (28 minutes)
The “Uh-Oh Syndrome” is a negative reaction experienced when we encounter something or someone different from ourselves. It is a natural human response but one that must be overcome as we work toward inclusion in society and education. Presenter Dr. Steve Robbins presents an explanation for this reaction and how we can work to overcome it.

Wikis in the Classroom. DVD. 2011. McIntyre Media. (20 minutes)
Wikis allow for students and educators to share information online quickly and easily.  This video describes what wikis are and how teachers can use them as educational tools both in and out of the classroom.

French Books/Livres en français   

Mathématiques d'école : Nombres, mesures et géométrie
Daniel Perrin. 2011. Paris, France : Cassini. (510 P458)
Les mathématiques d'école dont nous parle Daniel Perrin sont celles de tout le monde : nombres, géométrie, aires et volumes. Nous sommes familiers avec ces notions depuis notre plus tendre enfance, et pourtant elles présentent des difficultés inattendues dès qu’on veut les cerner d'un peu plus près. Ces difficultés, bien sûr, doivent être soigneusement cachées aux élèves de l’école élémentaire et du collège, mais pas à leurs maitres. Les notions premières, celles que chaque enseignant doit maitriser, sont donc ici justifiées, expliquées, commentées dans un exposé agréable (les démonstrations un peu arides sont reportées en annexe) et qui ne s’écarte jamais du terrain très concret choisi au départ. Grâce à ce livre, le lecteur pourra aussi satisfaire son gout de la recherche en se confrontant à plus de 200 exercices, tous passionnants, tous corrigés, et à une cinquantaine de problèmes. Ce livre s’adresse aussi aux professeurs du second degré et à tous les étudiants en mathématiques.

3 minutes pour susciter l'intérêt des élèves : Plus de 100 activités pour favoriser l'apprentissage
Kathy Paterson. Adaptation de Louis Laroche. 2012. Montréal, QC : Chenelière Éducation. (371.102 P296)
Cet ouvrage propose plus de 100 activités simples, concises et stimulantes, auxquelles tous les élèves peuvent participer, en groupe ou individuellement. Ces activités d’environ trois minutes sont structurées de manière à faire participer tous les élèves de la classe, favorisent l’apprentissage et font appel autant à la compétition qu’à la coopération. Grâce à ce temps d’arrêt, les élèves peuvent retrouver leur concentration. Une fois redevenus attentifs, ils seront mieux disposés à se recentrer sur leur tâche. Cet ouvrage s’adresse aussi bien aux nouveaux venus dans l’enseignement qu'aux enseignants expérimentés.

Des stratégies pour une direction scolaire efficace : Motiver et inspirer les enseignants
Joseph Blase et Peggy C. Kirby. Adaptation de Martine Leclerc. 2010. Montréal, QC : Chenelière Éducation. (371.106 B644)
Quelles stratégies les directeurs efficaces utilisent-ils pour influencer les enseignants, les élèves et l’enseignement en classe? Pour répondre à cette question, les auteurs proposent des stratégies visant à aider les leadeurs du milieu de l’éducation à : influencer les autres grâce à des attentes bien définies; favoriser l’engagement du personnel; maximiser le rendement en soulignant les bons coups; encourager l’autonomie professionnelle; guider et appuyer; et avoir recours à l’autorité formelle de façon constructive. Cet ouvrage clair et pertinent s’adresse aux directeurs d’école expérimentés et à ceux qui aspirent à le devenir.

Empower : Stratégies pour maximiser votre intelligence émotionnelle par le pouvoir et l'énergie des émotions
Isabelle Fontaine. 2010. Brossard, QC : Un monde différent. (152.4 F678)
Parsemé d’astuces simples et d’histoires vécues, cet ouvrage vous prouvera qu’il est possible, entre autres, de vous sortir d'un état de fatigue en quelques minutes, de stimuler les hormones du bonheur dans votre cerveau, d’apprécier une personne que vous méprisez depuis longtemps, de faire de votre pire client votre meilleur client, bref d’améliorer votre sentiment de satisfaction et de maitrise de votre vie. Des astuces existent… Il suffit de les découvrir.

La rentrée scolaire : Stratégies pour les enseignants
Harry K. Wong et Rosemary T. Wong. Adaptation de Sylvie Dubé et Gervais Sirois. 2012. Montréal, QC : Chenelière Éducation. (371.102 W872 2012)
Les auteurs de cet ouvrage ont bien compris l’importance du début de l’année scolaire et l’immense responsabilité qu’à l’enseignant de réussir ces premiers jours. Ils proposent aux enseignants de tous les niveaux, débutants ou expérimentés, des stratégies et outils qui les aideront à vivre avec leurs élèves une rentrée stimulante et une année scolaire réussie. Cet ouvrage très pratique composé de 25 courts chapitres faciles à lire contient de nombreux exemples concrets et des témoignages d’enseignants.

La gestion de classe au secondaire : Guide pratique
Julia G. Thompson. Adaptation de Christine Hamel. 2012. Montréal, QC : Chenelière Éducation. (371.1024 T473)
La gestion de classe est un des aspects les plus complexes du travail des enseignants au secondaire. Le comportement parfois difficile de certains jeunes peut prendre au dépourvu même les enseignants les plus expérimentés. Dans ce guide pratique, l’auteur propose des stratégies immédiatement applicables en classe afin de : créer un environnement positif, propice à l’apprentissage et à la réussite; prévenir les problèmes de discipline, réduire les perturbations, contrer l’intimidation et gérer les écarts de conduite; développer et maintenir un partenariat avec la famille des élèves; et susciter l’intérêt, la motivation et l’autodiscipline chez les élèves. Les enseignants trouveront dans ce guide pratique des formulaires, listes, et auto-évaluations qui les aideront à travailler avec les élèves de façon efficace.