The Alberta Teachers’ Association

Pssst … Over here! You’re about to discover one of the best kept secrets at the Alberta Teachers’ Association. Did you know that you have access to a great professional library that ships materials across Alberta to members for free? Oh, you knew that. Well, what about the fact that ATA library staff will provide you with research articles from the library’s databases? Didn’t know that, did you? The ATA library circulates thousands of titles and answers thousands of research questions every year. If you haven’t taken advantage of our services, it’s time to discover how you can benefit from our expertise. Find out how we can help you with your professional information needs by giving us a call at 1-800-232-7208 or send an e-mail to library@ata.ab.ca.

Books

Curriculum and the Aesthetic Life: Hermeneutics, Body, Democracy, and Beauty in Curriculum Theory and Practice
Blumenfeld-Jones, Donald. 2012. London, UK: Lang (375.001 B658)
The author investigates the intersection of curriculum theory and practice with aesthetics and hermeneutic inquiry. He ties together theory with practice and provides concrete examples of curriculum practice to the reader. This book is essential reading for anyone involved in the arts and education.

Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games
Dial-Driver, Emily, Sally L. A. Emmons and Jim Ford (editors). 2012. Jefferson, NC: McFarland (302.23 D782)
A perception exists that teachers abandon academic rigour when they incorporate popular culture materials into the classroom. However, students learn the same critical thinking skills (perhaps to a better degree) using these texts because they consider themselves experts on popular culture and are therefore more confident in their analyses. The essays in this book were written by teachers who have successfully integrated classic and contemporary works into their curriculum.

Connecting Comics to Curriculum: Strategies for Grades 6–12
Gavigan, Karen W., and Mindy Tomasevich. 2011. Santa Barbara, Calif: Libraries Unlimited (372.6044 G283)
Although graphic novels are used frequently in the classroom, some teachers are reluctant to use these texts. Gavigan and Tomasevich discuss graphic novels and present research supporting their use in schools. The authors examine best curriculum practices for incorporating these materials across the secondary curriculum.

Integrating the Arts across the Elementary School Curriculum
Gelineau, R. Phyllis. 2012. Belmont, Calif: Wadsworth Cengage Learning (700 G317)
Gelineau advocates incorporating music, visual arts, drama and movement into elementary school curriculum to stimulate student learning in all subjects. She includes practical tools and activities for the classroom.

Curriculum Studies Gone Wild: Bioregional Education and the Scholarship of Sustainability
Hensley, Nathan. 2011. New York: Lang (333.72071 H493)
The author explores the intersection between curriculum studies and sustainability, arguing that educators can develop students’ understanding and ability to preserve the ecological complexities that maintain biospheric wellness. Readers will develop an understanding of the overlap between sustainability and education.

Learning at the Ends of Life: Children, Elders and Literacies in Intergenerational Curricula
Heydon, Rachel. 2012. Toronto, Ont: University of Toronto Press (374.00846 H615)
Intergenerational learning programs bring together members of different generations (such as elders and young children) to foster multimodal literacy for both generations in considering new ways of seeing oneself and the world. Heydon proposes that educators rethink monogenerational learning to see new possibilities for students.

Early Childhood Curricula: Reconceptualist Perspectives
Iannacci, Luigi, and Pam Whitty (editors). 2009. Calgary, Alta: Detselig (372.21 E12)
Early childhood education has become an important political discussion in many countries, so it’s important that educators explore the political agendas and assumptions about children, childhood and learning. Early Childhood Curricula draws from Canadian research and explores new thinking about early childhood education.

The Big Book of Therapeutic Activity Ideas for Children and Teens Inspiring Arts-Based Activities and Character Education Curricula
Joiner, Lindsey. 2012. London, UK: Kingsley (618.92 J74)
Generally, creative activities are a great way to motivate and increase student participation, and this is especially true for troubled youth. Joiner presents creative activities for use inside and outside the classroom that are designed to teach social skills development, anger control strategies, and conflict resolution and thinking skills.

Cultures of Curriculum, 2nd Edition
Joseph, Pamela Bolotin. 2011. London, UK: Routledge (375.001 J83)
Curriculum written within the culture of a society can reinforce the dominant culture or can be developed as an exploration of cultural variation within society. Joseph considers how to create curricula with cultural purpose and reculture classrooms and schools.

Integrating Aboriginal Perspectives into the School Curriculum: Purposes, Possibilities, and Challenges
Kanu, Yatta. 2011. Toronto, Ont: University of Toronto Press (371.829 K16)
Aboriginal students benefit from having First Nations perspectives integrated into the curriculum: increased self-esteem, improved critical thinking and higher rates of student retention. For non- Aboriginal students, Aboriginal perspectives challenge mainstream views and enhance cultural awareness. Kanu discusses the benefits of including aboriginal perspectives in the classroom and provides ideas about how to integrate these perspectives.

Visions in Global Education: The Globalization of Curriculum And Pedagogy in Teacher Education and Schools: Perspectives from Canada, Russia, and the United States
Kirkwood-Tucker, Toni Fuss (editor) 2009. London, UK: Lang (370.116 K59)
This book features essays from leading scholars on the topic of global education. Kirkwood-Tucker includes rarely discussed topics such as the competing orientations of global education and multicultural education; mentorship in global education pedagogy; and the impact of national policies in education on global teacher education practice. This book is at the cutting edge of new creative scholarship in global education.

Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies
Paraskeva, João M. 2011. New York: Palgrave MacMillan (375.001 P221)
Paraskeva challenges educators to be agents of change and to make social justice central to education. He argues that teachers have the ability to decolonize curriculum and to affect cultural development to make society less discriminatory and more compassionate.

What Is Curriculum Theory?
Pinar, William. 2011. London, UK: Routledge (375.0001 P646)
Curriculum theory is the scholarly effort to understand the curriculum and includes historically and thorough analysis of current educational curriculum and policies. Pinar engages teachers in understanding curriculum in how it is situated historically, socially and autobiographically as he traces back to the 1950s the catastrophic curriculum shift toward standardized testing.

Curriculum Theory: Conflicting Visions and Enduring Concerns
Schiro, Michael. 2013. Los Angeles, Calif: Sage (375.001 S337)
Schiro presents a clear and thorough description of the major curriculum philosophies that have influenced educators and education in the last century. Through his discussion of the four big educational visions—scholar academic, social efficiency, learner centred and social reconstruction, Schiro encourages readers to reflect on their own educational beliefs and to interact effectively with educators who might hold different beliefs.

Sounds of Silence Breaking: Women, Autobiography and Curriculum
Miller, Janet L. 2005. New York: Lang (375.001 M647)
This book highlights Miller’s writings from the last 20 years and shows how she reconceptualises curriculum through major theorists and through her own theories.

The False Promise of Global Learning: Why Education Needs Boundaries
Standish, Alex. 2012. London, UK: Continuum (371.39 S785)
Increasingly, corporations, political activists and policymakers are taking positions on education that define students solely as future workers in corporations. Because of their economic and political clout, these voices are dominating the debate about future education needs. Standish warns that teachers and communities are losing control over the curriculum to extraneous economic arguments. In opposition to writers like Zhao (see below), he argues that the nature of education has become confused with social, economic, political and therapeutic aims. He urges educators to define the boundaries and purposes of education.

Educating the Whole Child for the Whole World: The Ross School Model and Education for the Global Era
Suárez-Orozco, Marcelo M., and Carolyn Sattin-Bajaj (editors) 2010. New York: New York University Press (370.11 S939)
In contrast to the Standish book listed previously, these essays examine some of the best practices in K–12 education. The writers consider the practices of the Ross Schools as an example of global education.

A Common Countenance: Stability and Change in the Canadian Curriculum
Tomkins, George S. 2008. Vancouver, BC: Pacific Educational Press (375 T658)
The author explores the history of curriculum development from the colonial days of Canada through the turbulence of the 1970s up to 1980. This book is essential reading for Canadian educators to understand where we were, how we got here and to understand how we might go into the future.

A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life
Wallin, Jason J. 2010. New York: Palgrave MacMillan (370.12 W211)
Drawing on the philosophy of Gilles Deleuze, Wallin rethinks curriculum as a type of “concept creation.” He challenges readers to engage the contemporary struggles of curriculum theory, educational philosophy and pedagogical practice with this new lens.

World Class Learners: Educating Creative and Entrepreneurial Students
Zhao, Yong. 2012. Thousand Oaks, Calif: Corwin (370.11 Z39)
In stark contrast to Standish’s “The False Promise of Global Learning,” listed above, which questions corporate interest in education, Zhao argues that students must receive an education focused on their economic success in a globalized economy. He considers how the curriculum can be changed to cultivate entrepreneurs who create jobs and contribute to the economy.

French Books/Livres en Français

Enseigner les mathématiques : Des intentions à préciser pour planifier, guider et interpréter
De Blois, Lucie. 2011. Québec, QC : Les Presses de l’Université Laval (372.7044 D286)
Le propos de ce livre vise à expliciter les relations possibles entre différents concepts mathématiques à l’étude au primaire et au secondaire et les obstacles parfois créés. Il a donc pour but de permettre aux enseignants du primaire de mieux comprendre comment les mathématiques qu’ils font faire à leurs élèves seront approfondies et développées au secondaire. Il vise aussi à permettre aux enseignants du secondaire de mieux cerner ce que leurs élèves ont pu vivre lorsqu’ils étaient au primaire. Dans ce contexte, les mathématiques ne seront pas vues seulement comme une application des nombres et des opérations, mais seront considérées comme une façon d’interpréter des phénomènes, d’organiser des données et de réagir aux problèmes qui nous entourent.

1001 problèmes en théorie classique des nombres
De Koninck, Jean-Marie, et Armel Mercier. 2004. Paris, FRA : Ellipses Édition Marketing S.A. (512.7 D328)
Il était une fois un sultan qui décida d’avoir chaque soir une nouvelle conjointe et de la mettre à mort le lendemain. Ayant appris les intentions du sultan, la fille du vizir s’offrit alors pour le premier soir et entreprit aussitôt de lui réciter un conte qui le captiva au point que, mu par le désir de connaitre la suite de l’histoire, il remit toujours au lendemain son projet d’exécution. C’est dans le même état d’esprit que l’ouvrage de Jean-Marie De Koninck et Armel Mercier veut donner gout à la théorie des nombres, par l’énumération de 1 001 problèmes qui, à l’instar des Contes des 1 001 nuits, s’enchainent dans une irrésistible envie de constamment attaquer le problème qui suit. Du novice autodidacte au mathématicien confirmé, les mordus des nombres y trouveront une grande variété de problèmes, certains simples, d’autres plus complexes, mais qui dans tous les cas devraient leur procurer des lendemains mathématiques pleins de promesses.

Animez vos réunions! Méthodes et outils pour conduire avec succès tous types de groupes
Kalfon, Julia. 2012. Paris, FRA : Éditions Dunod (658.456 K14)
Animer une réunion, animer un groupe, qu’est-ce que cela signifie? Quels sont les objectifs réels de l’animateur? Comment va-t-il les atteindre? Toutes les réunions ne s’appréhendent pas de la même manière. Chaque type de réunion nécessite son type d’animation. L’animateur doit savoir adapter son comportement aux situations les plus imprévues ou difficiles et mener le groupe jusqu’à son objectif. Cet ouvrage fournit des clés pour choisir le mode d’animation adapté à chaque type de réunion et s’adresse à tous les gestionnaires, formateurs ou professionnels susceptibles d’animer des réunions ou des groupes de personnes.

Socialisation des jeunes et éducation aux médias
Frau-Meigs, Divina. 2011. Toulouse, FRA : Éditions Érès (302.230835 F845)
Consommés à environ 3h30 par jour, les médias représentent la deuxième activité des jeunes après le sommeil. Quels sont les mécanismes et l’impact des médias sur les jeunes? Doit-on s’inquiéter des contenus et comportements à risque (violence, pornographie, conduites extrêmes...) véhiculés par les médias? Comment en parler ouvertement avec les jeunes dans les contextes d’apprentissage formel et informel? Ayant pour objectif de faire progresser l’éducation aux médias, l’auteur propose ici une analyse cohérente de l’environnement médiatique, tous supports confondus, inspirée des recherches internationales en cognition sociale qui reconfigurent les connaissances antérieures sur l’attention, la mémoire, l’émotion et l’action, et montrent comment fonctionne le phénomène de la socialisation par les écrans.

Communauté d’apprentissage professionnelle : Guide à l’intention des leaders scolaires
Leclerc, Martine. 2012. Québec, QC : Presses de l’Université du Québec (370.7155 L462)
Ce guide vous fait mieux connaitre ce qu’est une communauté d’apprentissage professionnelle CAP et, surtout, vous offre les outils qui vous accompagneront dans la mise en oeuvre de celle-ci. Les trois stades de progression, de même que chacun des indicateurs de la Grille d’observation de l’évolution de l’école en communauté d’apprentissage professionnelle (GOCAP), sont décrits en détail. Des méthodes pour fixer, observer et évaluer les résultats sont également proposées.

Lire et écrire à l’ère des TIC : Activités simples et stimulantes
Donohue, Lisa, et adaptation de François Rivest. 2012. Montréal, QC : Chenelière Éducation (372.6044 D687)
Dans son ouvrage, Lisa Donohue propose d’utiliser les nouvelles technologies de l’information pour soutenir et renforcer la lecture et l’écriture. Tout enseignant qui veut tirer pleinement parti des nouvelles formes de communication y découvrira des stratégies variées et efficaces. Au fil des activités, élèves et enseignants apprendront à utiliser les blogues, les wikis, les clavardoirs, etc. (littératie numérique); à comprendre les messages transmis par les médias, les points de vue et les intentions des auteurs (littératie médiatique); à établir une identité et un réseau social avec des élèves d’autres classes, d’autres écoles, voire d’autres pays (littératie sociale); et à prendre conscience de l’importance de la lecture, à se forger un esprit d’analyse, à questionner, à évaluer l’information reçue (littératie critique).