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Booth, David (2001)
Reading & Writing in the Middle Years.
Portland, Maine: Stenhouse
Publishers.
David Booth makes this statement in Reading &Writing in the
Middle Years: "Our main goal as literacy teachers must be to help
students build bridges between the ideas in the text and their own
lives." (p. 21) Booth goes on to reinforce this message in a clear,
well constructed, and concise guide on setting up reading, writing, and
literacy programs in a middle school classroom. The author focuses on
activities that place responsibility on students to come to their own
understanding of text. These activities require the teacher to create
a student-centered classroom where the teacher's role is that of
facilitator or collaborator. Given this student-centered approach,
Booth still emphasizes that the teacher needs "to provide explicit
instruction in reading and writing, so that all our students can
acquire the strategies that will help them to read and write more
complex and meaningful texts." (p. 10) Booth gives both neophyte
teachers and those unfamiliar with constructivist classrooms, examples
and methods for implementing some of these strategies.
The second chapter focuses on reading strategies, and Booth gives
teachers real life examples of how various reading strategies were
successfully incorporated in classes taught by Booth or his colleagues.
The chapter on writing strategies discusses various forms of writing,
such as letter writing, instructions, and research. Booth then
describes how to incorporate these forms into meaningful daily writing
activities. The final chapter on teaching strategies contains explicit
directions on how to develop, organize, and build a literacy program
that incorporates all of the strategies mentioned in earlier chapters.
The final chapter also addresses assessment, focusing on tools like
portfolios, self-assessment, and checklists for both student and
teacher. Booth supplies teachers with the tools they will need to
incorporate these strategies and does so in a conversational manner
that is not intimidating. I only wish this book had been available
when I was taking my language arts methods class. A natural companion
piece to Booth's Guiding the Reading Process.
Pages: 176
Price: $17.50
ISBN: 0-55138-136-2
Reviewed by Laura Koltutsky, University of Houston
Freppon, Penny A. (2001)
What It Takes To Be a Teacher: The Role of Personal and Professional
Development.
Portsmouth, N.H.: Heinemann.
The March 2002 Educational Leadership is a theme issue
devoted to "Redesigning Professional Development" and this book would
fit that emphasis very well. Freppon's sub-title "The Role of Personal
and Professional Development" is the focus of the book which seeks to
describe "what these things look and feel like from inside the lives of
effective teachers and in their classrooms." Freppon is a former
elementary teacher and now a professor at the University of Cincinnati.
She has published extensively on whole language/literature-based
classrooms and on skills-based classrooms. Here she identifies nine
unusually effective teachers, from the U.S. and Canada, and provides a
framework in which each can speak of her or his growth and development
in elementary classrooms. The book begins with a chapter on
"Understanding the Ways Teachers Learn" and ends with one on
development as a lifelong process. The intervening four chapters are
arranged similarly with a brief editorial introduction, then an
individual teacher's first person recollections of personal and
professional development that did and did not succeed. After each
teacher's section, Freppon provides questions for discussion (e.g.
teacher discussion groups) and at the end of each chapter she gives a
brief summary plus a bibliography of all sources mentioned (and these
teachers do talk about books!). These chapters cover reading and
writing, classroom inquiry, and teaching with respect.
The value of this work comes in the words of the teachers
themselves as they describe how they arrived at their present state,
how they continue to develop, and what influenced them in becoming
better teachers. Although anyone seeking role models or mentors might
find much of value here, the experienced teacher may gain more than the
student contemplating teaching as a career. Both for those who feel
they need something more than their own experience and for those who
may be encouraged to realize that what they are doing has worked for
veterans; this book will provide challenges and a sense of the rewards
that can come from the interrelationship of personal and professional
development. Recommended for teacher education collections and for
personal libraries.
Pages: 180
Price: $20.00
ISBN: 0-325-00371-8
Reviewed by Roland C. Person, Southern Illinois University, Carbondale
Gordon, Michael & Keiser, Shelby, editors (2000, paperback revision,
1998 hardcover)
Accommodations in Higher Education under the Americans with
Disabilities Act (ADA): A No-Nonsense Guide for Clinicians, Educators,
Administrators, and Lawyers.
New York: Guilford
Publications.
Accommodations in Higher Education under the ADA is a
tightly structured sequence of articles written by leading disability
service providers in higher education. Critical questions, challenges,
and controversies regarding the accommodation process are addressed in
this straightforward guide to the practical application of the ADA in
postsecondary education. Written two years after the seminal work, this
revision presents the essential principles of the ADA with heightened
authority, based on judicial interpretations of the fundamental intent
of the law to end discrimination without affirming entitlement.
In their preface to the revised paperback edition, Gordon and
Keiser discuss the complex issues of "substantial impairment' and the
"average person standard" in light of recent court cases that have
widened "the gap between the legal and clinical definitions of a
disorder" (p. xiii). Written as a manual for clinicians and
administrators, this book presents core principles and concrete
procedures to guide the evaluation, documentation, and accommodation of
college students across a wide range of disabilities. Numerous
diagnostic tools, sample forms, and accessible resources add to the
practicality and immediacy of the contents of each chapter.
Beginning with a conceptual overview of disability law, the editors
strategically enlist reputable contributors, such as Joan Maguire,
Ph.D., to provide coverage of educational and testing accommodations.
James Frierson, JD, clarifies the legal requirements of clinical
evaluations of disability under the ADA in compliance with recent
significant court cases. Key issues surrounding specific disabilities,
such as Attention Deficit/Hyperactivity Disorder, learning
disabilities, and anxiety disorders, are boldly addressed by experts
such as Kevin Murphy, Ph.D., Barbara Lorry, Ph.D., Lauren Wylonis, MD,
and Edward Schweizer, MD.
This is not a theoretical book. Rather, it is a hands-on guide that
will benefit administrators, educators, and clinicians in their daily
implementation of disability law on college campuses. The dual role of
Gordon and Keiser as editors and co-authors of selected chapters lends
consistency and coherence to the text. Their stated intent, to present
a well-reasoned perspective on the ADA, is orchestrated with finesse
and skill. The reader, regardless of personal bias, will be impressed
by Gordon and Keiser's ambitious attempt to level, but not tilt, the
playing field for students with disabilities.
Pages: 236
Price: $24.00 Paperback, $40.00 Hardcover
ISBN: 1-57230-323-9 Paperback, 1-57230-359-X Hardcover
Reviewed by Sally Haddad Riconscente, Bryant College, Smithfield, RI
Lyons, Carol A. & Pinnell, Gay Su (2001)
Systems for Change in Literacy Education: A Guide to Professional
Development.
Portsmouth, NH: Heinemann.
Reading, writing, and arithmetic have been considered the trinity
of education
priorities since colonial times (Unger, 1996). In this trio literacy,
signified
by reading and writing, represents the lion's share of the effort.
Few educators
would argue that literacy has historically been considered a major
focus of
American education. Nor would those associated with teacher
preparation programs
argue that reading and writing are critical components of the
education curriculum.
However, today's educational landscape presents challenges for those
responsible
for developing reading and writing skills in elementary classrooms.
What can
be done to assist teachers with this significant task?
In their introduction Lyons and Pinnell state, "The literature of
education
is filled with information on learning to teach, but there are few
programs
designed specifically for those who teach literacy teachers." (p. ix)
In Systems
for Change in Literacy Education, the authors seek to provide
teachers with
a single volume guide to professional development in literacy. In a
sequential,
systematic manner the book presents a structure for conceptualizing a
course
that builds literacy education into daily teaching activities. The
book is organized
around four sections:
- Developing Teachers' Conceptual Knowledge and Skills,
- Implementing High-Quality Professional Development,
- Enabling Professional Development through Coaching,
- Supporting Lasting Change.
Each section contains a four-chapter sequence concentrated on a
specific aspect
of the section theme. The four sections, taken collectively, present
a comprehensive
guide to the scope and sequence of an effective program to educate
literacy
teachers.
Section 1 establishes the foundation of the book. The section opens
with a discussion of adult learning and literacy and explores the
components that ensure a sound, pedagogical framework built on
constructivist principles. Information regarding factors associated
with developing a community of learners in a collaborative environment,
the reading-writing process, and key points about teaching literacy are
also discussed. Chapters within this section explore issues related to
adult learning, teaching literacy, and developing effective literacy
professional development experiences.
Section 2 builds on Section 1 by outlining specifics to assist in
organizing
and implements an information literacy professional development
program, including
classroom innovations and teaching techniques. Chapters within this
section
provide suggestions for designing, developing, instituting, and
assessing an
innovative professional development program
Section 3 focuses on coaching and details strategies and techniques
to maximize the coaching experience for both staff developers and
teachers. The chapters within this section include discussions
designed to augment skills such as analysis of instructional
effectiveness, assessment of literacy teaching, coaching to improve
pedagogical style, and reflection of organizational structures and
classroom practices.
Section 4 discusses issues and situations relevant to professional
development. Chapters within this section detail methods to assist
teachers continue learning and research, strategies for overcoming
barriers to effective professional development programs, program design
for both classroom and school levels, and the contribution staff
developers can make to augmenting teacher education and school
effectiveness.
In this book the authors sought to provide teacher educators with a
rich array
of theoretical and pragmatic information that would stand as a
comprehensive
resource for professional development. They have exceeded their own
expectations.
Systems for Change in Literacy Education contains every
element critical
to developing successful literacy teaching from research to writing
scales to
curriculum suggestions. Moreover, this work has the potential to be
used by
individuals or groups with equal success. This is a terrific book!
Strongly
recommended.
References
Unger, Harlow G. (1996) Colonial Education in America. In
Encyclopedia
of American Education. (Volume 1, pp. 226-229). New York, Facts
on File.
Pages: 262 Price: $26.00
ISBN: 0-325-00282-7
Reviewed by Francine M. DeFranco, University of Connecticut
Niles, Spencer G. & Harris-Bowlsbey, JoAnn (2002)
Career Development Interventions in the 21st Century.
Columbus, OH: Merrill Prentice
Hall.
The authors of Career Development Interventions in the 21st
Century reach their goal of writing a readable, usable, interesting
textbook for entry level counseling students. The authors provide case
examples throughout each chapter of the book, making the challenging
content clear and relevant to students of the next generation of
counselors. The authors succeed in providing an overview of the
development of career counseling as a specialty area in counseling as
well as demonstrating the integration of career counseling into
traditional therapeutic services.
Several chapters are devoted to teaching content and application of
traditional career development theories and the emergence of current
theories in the field. The author's commitment to infuse
multiculturalism throughout the book is impressive. An entire chapter
is devoted to focusing on career counseling interventions with diverse
populations. The authors educate students on current models of racial,
gender, gay/lesbian, and persons with disabilities identity development
in order to reconceptualize career development interventions within
changing populations. This theme of inclusive career development
interventions is apparent throughout the book, and is especially
noticeable in the chapters focusing on interventions and assessment
approaches.
This textbook provides information necessary to develop counselors
with the skills and knowledge to meet the changing demands of
technology in the 21st century. Several chapters focus specifically on
the emergence of the Internet and related computer based interventions.
Detail is given to types of computer-assisted systems of assessment,
career information, and career planning. The authors discuss ethical
issues as they relate to the increase of technological information,
cybercounseling, and interventions in the field of career counseling.
The authors utilized a framework developed by the National Career
Development Association, specifically focusing on the career
development competencies to gear the content of each chapter. The case
studies provided in each chapter assist the reader in developing the
knowledge and skills for providing appropriate career development
interventions. The book offers a website that is to be utilized as a
companion for the text, which is updated periodically. This website
offers features such as interactive self quizzes, links to web sites
that relate to each chapter's content, a message board for
communicating with an audience of similar students, and real- chat
which enables the students to interact with others for projects and
study groups.
Overall, this is a very comprehensive textbook designed to aid
students in career counseling development. The text is easy to read
and comprehend, the case studies provided are indicative of the types
of problems that students will encounter with clients in all areas of
practice. The authors are to be commended for their ability to
synthesize complex technological information that continues to emerge
at a rapid pace in our ever changing society.
Pages: 480
Price: $64.00
ISBN: 0-13-927146-5
Reviewed by Jennifer Brooks, University of South Carolina
November, Alan (2001)
Empowering Students with Technology.
Arlington Heights, IL: SkyLight
Professional Development.
If spending figures are an indicator, there is no doubt that
American schools are embracing technology. Figures from Market Data
Retrieval show that $5.67 billion, or $121.37 per student, was spent on
technology in the 1999-2000 school year (p. xvii). Alan November asks
readers to look beyond this statistic and ask, "Are students using
technology to learn? Is technology making a difference in the learning
process?"
November, a Harvard graduate and veteran in the area of technology
integration, sees both positive and negative responses to these
questions and uses his book, "Empowering Students with Technology", to
show teachers, administrators, parents and students how to embrace
technology as a learning tool.
According to November, for technology to really impact the learning
process, a major shift in thinking and practice must take place. He
uses his introduction to talk about this shift. Too many organizations,
he notes, automate with technology; that is, they use technology to
perform the same tasks with more efficiency.
The real test of technological integration, he believes, is
informating. Informating changes the flow and control of information.
To demonstrate this contrast, he shares the example of a school that
purchases a $2,000 computer and then uses it like pencil and paper to
record grades or to have students write an essay, examples of
automating. Informating, on the other hand, would involve students,
from a variety of locations, to use their computers to collaborate with
other students to write a story and then publish their work on the net
for a global audience.
What November describes in these five chapters amounts to a
revolution in teaching. "The real revolution in learning is not about
adding technology on top of the current structure of school. Instead,
the real revolution is about a transformational shift of control from
the school system to the learner." (p. xv-xvi)
Chapter one, "Teaching and Learning the Structure of Information",
stresses the need for students to know how to evaluate information, to
think critically about the information they find on the Internet.
Chapter two, "Empowering Learning By Expanding Relationships," looks at
the need for collaboration in education between students, teachers and
parents, both locally and around the world. Chapter three, "Emerging
Roles with in the Knowledge Community," examines how the role of
teacher changes when students are empowered.
In Chapter four, "Accessing Primary Sources to Enhance Critical
Thinking," November highlights the resources available through sites
such as the National Archives and includes examples of assignments that
can be used to enhance students' critical thinking skills. Finally, in
Chapter five, "Building Knowledge without Boundaries: Online Learning,"
November discusses the growing trend toward online learning, using the
examples of three pioneering online school programs.
Very visual in its presentation, this book includes photographs,
cartoons, sidebars, charts and graphs, giving it a web site appearance
and feel. It includes an excellent appendix of websites along with a
helpful bibliography and useable index. Each chapter contains sample
assignments called E-Ventures and a set of questions for reflection.
Recommended for anyone interested in technological innovation in
the classroom.
Pages: 101
Price: $24.95
ISBN: 1-57517-372-7
Reviewed by Stephanie Davis, Spring Arbor University
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