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Alleman, Janet & Brophy, Jere (2002)
Social Studies Excursions, K-3: Book Two Powerful Units
on Communication, Transportation, and Family Life.
Portsmouth, NH: Heinemann.
Social Studies Excursions, K-3: Book Two is the
second in a planned three-volume series that provides plans
for social studies units in Grades K-3. Each volume in the
series will cover three or more cultural universals
commonly covered in elementary social studies. Cultural
universals are defined as " basic human needs and social
experiences found in all societies, past and present."
Book One covers units on food, clothing and shelter. This
second volume covers units on communication, transportation
and family life. Alleman and Brophy (both professors of
education at Michigan State University) have been
collaborating on research regarding what children know
about these basic social studies topics for a number of
years. The results of their research have informed the
development of these unit plans, which the authors see as
supplements or substitutions for primary level social
studies textbooks. Additionally, Alleman and Brophy
incorporate some science topics and integrate the language
arts into these plans through writing and a focus on
appropriate children's literature that enhances the child's
experience of the topics covered. The authors provide
substantial background for their content-based unit plans
in Chapter 1 of both volumes currently in print, linking
their approach to principles of teaching for understanding,
appreciation and life application, and teaching for
conceptual change. They acknowledge the National Council
for the Social Studies standards on curriculum and powerful
teaching and learning (http://www.ncss.org) as
influential guidelines in the final form of these units.
Book Two follows the same structure as Book One with
different cultural universals as the themes of the three
units.
- Chapter 1, Background: How and Why We Developed
the Units, goes into considerable detail about the need for
a substantial content base in primary grade social studies
curriculum, summarizing current research and thinking about
elementary social studies. The chapter also covers
principles of teaching and NCSS and state standards for
social studies that informed the development of the units;
a summary of the six components common to each unit; and a
description of the authors' approach to the development of
elementary social studies units contrasting it with
approaches that have been suggested by other researchers
and curriculum developers in elementary social studies.
- Chapter 2, Implementation: Preparing for and Teaching
the Units, provides steps that are suggested as a teacher
begins to plan for incorporating one or more of these units
into a social studies curriculum. Steps offer detailed and
specific suggestions, such as lengths of time to teach,
frequency of teaching times during a week, advice on
presenting particular types of activities within the units,
etc. These steps are based on the experience of Barbara
Knighton, who first taught these units and is listed as a
contributor to the series, as well as on the experience of
other teachers who used the units prior to publication.
The role of parents and others in the child's home as
partners in learning about the content of these units is
emphasized.
- Unit Sections: The remainder of the book is divided
into three sections, covering a unit each on communication,
transportation and family living. Each section contains an
introduction where the major concepts of the subject
content of the unit are laid out, along with information
from the authors' research on the knowledge children bring
to the classroom about the subject. Interview questions
used in the research as well as summaries of children's
responses to those questions are provided so that the
teacher using this book begins with an understanding of
what the students in his/her classroom may already know--
understanding which can be built upon through the unit's
activities. The introduction to each unit is followed by
thirteen to fifteen lessons. Each lesson is further
divided into Resources, Children's Literature, General
Comments, General Purposes or Goals, Main Ideas to Develop,
Teaching Tips from Barbara [Kingston], Starting the Lesson,
Suggested Lesson Discussion (often with several options),
Activity, Summarize, Assessment and Home Assignment. The
home assignments include a sample letter to parents to send
home with the child. Each lesson involves an activity that
takes the students outside the classroom either during
class or as part of the home assignment.
Alleman and Brophy have achieved their goal of
providing content-rich units for elementary social studies
units. The sequence of each unit builds from an
examination of the cultural universal in terms of the
today's U.S. society and builds back in time and outward to
include other cultures' experiences with that universal.
The unit sections are well laid out, with much practical
advice to the teacher. The list of recommended children's
literature for each lesson has been carefully selected,
based on the authors' stated belief that children's
literature must be carefully examined to ensure that it is
not misleading and does not portray dated or stereotypical
views. They recommend using non-fiction, rather than
fiction, for most children's literature selections for
these units. The volumes in this series are designed for
the practicing primary grade teacher, as well as for
teacher education programs. The strong emphasis on content
is certainly in keeping with trends in teacher education to
include more discipline-specific content in teacher
education courses. Implementing all the units in the two
volumes currently available would be a significant
undertaking. However, as the authors suggest, implementing
lessons within a unit can substantially enhance primary
grade social studies curriculum. The two volumes available
in the series are models of the integration of theory and
practice. At a time when many schools of education are
emphasizing the primary sources available on the Internet,
some mention of these Web resources would make this volume
and its companion truly comprehensive resources for the
primary grade teacher interested in finding an alternative
to elementary social studies textbooks and in developing a
content-rich social studies program for the primary grades.
Pages: 324
Price: $28.00
ISBN: 0-325-00316-5
Reviewed by Carla A. Hendrix, Plattsburgh State University
of New York
Gupton, Sandra Lee (2002)
The Instructional Leadership Toolbox: A Handbook for
Improving Practice.
Thousand Oaks, California: Corwin Press.
Sandra Gupton’s book on instructional leadership is
based upon a great deal of "real" experience and is
seasoned with a healthy amount of real soul. The text is
not based upon recent research, instead the
Instructional Leadership Toolbox offers the reader
the wisdom of a highly successful and respected educator of
22 years. Gupton has served as a public school teacher, an
administrator, and for 11 years as a professor of
educational leadership. The author presents what she feels
is the essence of what leadership research and theory have
taught us about what is needed to be an effective
principal. She successfully brings together theory and
research into a very readable and user-friendly textbook
format.
The book’s strength lies in its practical
interpretation of the theory behind instructional
leadership and its ability to provide principals with tools
to improve their effectiveness on the job. Theory is
presented in a practical manner. Gupton reframes the
existing knowledge base into working everyday tools, not
solutions and simple answers. The author believes that the
complexities of instructional supervision are such that
there are few simple answers.
Throughout the book Gupton reminds the reader of what
is important in the principalship: the improvement of
classroom instruction and student learning. She makes a
strong case for student-centeredness and learner centered
principles as espoused by the American Psychological
Association (1993). The book’s logical format assists
readers to organize their thoughts about how the various
functions of the principalship all lead back, either
directly or indirectly, to what’s happening in the
classroom. Gupton suggests ways to maintain a steady course
so as not to get so encapsulated by the trees that one does
not see the forest, a common experience for many a busy
school administrator. The reader is helped to stay focused
on what’s best for children and not get disconcerted by
national reports, mandates, accountability, and annual
tests. Gupton’s book serves as a facilitator for principals
who have become lost in the abyss requiring them to do so
much for so many. The reader is guided to addressing two
important questions: 1. Where do I anchor myself? and 2.
How do I maintain a steady course?
Sandra Gupton skillfully introduces a different tool
metaphor with each of the 10 book chapters, Each tool has
the potential to assist principals to improve their
leadership skill and therefore, children’s learning.
-
Chapter One "A School Leader’s Compass: In Whose Interest?"
sets the stage for the entire book. Great importance is
given to the principal being anchored. This chapter
stresses the importance of understanding, thinking through,
and articulating a personal vision for what a good school
is. It also advocates anchoring values that pin themselves
to helping students.
- Chapter Two "The Nut and Bolts of School Leadership"
looks at what literature is telling us about instructional
leadership and what the various commissioned groups and
leaders in the field say are important proficiencies for
today’s principals. This chapter helps the reader to
consistently and continually gauge where they are, and
where the standards in the profession say they should be.
- Chapter Three "Blueprints for Success" addresses the
basic processes and products or blueprints that guide the
daily operation of the school. The first two chapters of
the book guided the reader from self reflection on to the
national-state arena in terms of what the profession feels
is important. This chapter addresses the importance of
having a well grounded, value based set of blueprints for
success.
- Chapter Four "A School’s Organizational Superglue"
provides insight into ensuring a positive school culture
based upon both teaching and learning. It offers a number
of excellent suggestions that should help a school leader
set in motion conditions for the development of the desired
school culture. Gupton considers this tool critical and
recognizes that school culture is not determined by only
one person, but by the entire school community.
- Chapter Five "Organizational Conduits: Communication
Strategies for Effective Instructional Leadership" is
closely related to school climate. Presented are strategies
for improving school communication. This chapter helps the
principal deal with how to establish strategic, healthy
communication conduits.
- Chapter Six "A Learning Organization’s Whetstones: Best
Leadership Practices for Facilitating Professional Growth
and Development" discusses a number of powerful tools for
ensuring best practices from professionals in the form of
reflective practice, supportive supervision, and
cooperative evaluation. Gupton suggests that if a school is
going to be on the real cutting edge, one wetstone or
sharpener must be effective staff development.
- Chapter Seven "The Lens of Instructional Leadership"
addresses the importance of the principal focusing the work
of the school on what’s happening in the classroom. Gupton
uses the American Psychological Association’s "Principles
of Learner Centered Schools" as the spine of this chapter
and challenges the reader to take these principles to
heart.
- Chapter Eight "Tape Measures, Plumb Lines, and Common
Sense: What Counts in Accountability" deals with the issue
of accountability without which no book on the
principalship would be complete. This chapter helps the
principal take a sensible look at what true accountability
is all about. Chapter eight is a powerful chapter that
draws its strength from the wisdom of some of the most
powerful voices and thinkers in the profession and should
help anchor the principal when dealing the accountability
issues.
- Chapter Nine "The Instructional Leader’s Power Tools:
Cutting-Edge Leadership Strategies" addresses the
importance of data based decision-making. In today’s world
which is often characterized by "knee jerk" reactions, it
is important for school leaders to experience a "gut" check
from time to time before making important decisions. These
decisions need to be based upon strong data.
- Chapter Ten "The Ultimate Leadership Tool: Personal
Fitness" brings the reader full circle to the book’s first
chapters where was he/she was asked to take a real strong
introspective look at what they stood for and what anchored
them as a person. The focus of this chapter is on personal
fitness, not just skills, but fitness as a whole person.
Quoting Gupton "You really are, after all, in the school,
no greater person then what you are when you go home."
The Instructional Leadership Toolbox can be used
by the practicing principal as a bit of a "gut check" from
time to time through the use of a reflection box appearing
at the end of each chapter. This box provides pointers to
keep the administrator grounded on what is really
important. This handbook offers great flexibility to put an
individual spin on leadership and encourages personal
reflection on questions designed to help principals find
the direction most fitting to their situation and school
context. Sandra Gupton suggests that tools are needed to do
our best and keep us at our best and offers the educational
leader a quality toolbox.
Reference
Presidential Task Force on Psychology in Education &
American Psychological Association (1993). Learner-centered
psychological principles: Guides for school design and
reform. Washing, DC: American Psychological
Association/Mid-continent Regional Educational Laboratory.
Pages: 248
Price: $65.95 (Hardcover), $29.95
(Paperback)
ISBN: 0-7619-7825-9(Hardcover), 0-7619-7826-
7(Paperback)
About the Reviewers
Warren G. Ortloff is an assistant professor of
educational leadership and coordinator of the master’s
program in educational administration for overseas
educators at the University of Southern Mississippi. He is
a former overseas school administrator and his interests
include international education, character education and
culture.
Luz Marina Escobar is an assistant professor of
Spanish at the University of Southern Mississippi. She is a
former overseas school administrator and has interests in
international education, second language acquisition and
comparative culture.
Miller, Debbie (2002)
Reading with Meaning: Teaching Comprehension in the
Primary Grades.
Portland, Maine: Stenhouse
Publishers.
In Reading with Meaning, Debbie Miller, a first
grade teacher in
Denver with thirty years teaching experience, has written a
thorough explication of her very personal and successful
approach to teaching reading. Early in the book she states
"my
focus is on helping children develop strategies for
comprehension," and those looking for strategies for
teaching children words and sounds will not find them here.
Instead,
Miller engagingly articulates how she helps her students
develop into "thoughtful, independent and strategic
readers." (p. 49)
Reading with Meaning provides a straightforward,
helpful organization, with Miller laying out her guiding
principles and overall goals for teaching comprehension in
the first chapter. Subsequent chapters represent each month
of the school year, in which she describes what reading
comprehension skill she wants to address that month and how
she goes about achieving her goals. Each chapter contains
specific, concrete examples of student activities and
descriptions of student interactions. Miller refers to
research in reading to support her approach and includes a
bibliography covering both the professional literature on
the topic and the children’s books she discusses in class.
Miller is an interesting, entertaining writer and her
passion for teaching and love of her students are evident
throughout the book. Liberally sprinkled with samples of
her students’ efforts, the discussion of her strategies
lays out a kind of curriculum for teaching comprehension
and makes clear that what Miller accomplishes in the
classroom can be replicated by other teachers. Not every
instructor will have the ambition or the time to
incorporate Miller’s methods and curriculum into her own
teaching. But, if the increase in student reading
comprehension that Miller observed in her own students is
any indication, doing so is well worth the effort.
Pages: 193
Price: $21.00
ISBN: 1-57110-370-4
Reviewed by Shellie Jeffries, Aquinas College
Rodis, Pano; Garrod, Andrew; & Boscardin, Mary Lynn (2001)
Learning Disabilities & Life Stories.
Needham Heights, MA : Allyn and Bacon.
The editors have given us a book that should be added
to any educator's library. Former students with learning
disabilities share their life stories in a personal and
deeply passionate way. The reality of these accounts makes
this book differ from similar books written on the subject.
The authors capture their audience through reality and
truths, hoping to guide the average person on a journey
toward understanding of a world most know little about.
They speak of the pain of isolation and feelings of
failure. Readers are able to escape into the world of
disabilities as never before. Aaron Piziali, one of the
students, states it best:
I am a prisoner, a survivor, a target, and a
struggler, continuously defending, negating, and recreating
myself. My disability? My disability is that I have been
disabled, as well as discouraged and discounted by a
temporarily able-minded, able-bodied general public (p.
31).
Written with a variety of educators, as well as
students, in mind, the authors saw the book as the ideal
textbook for college level classes on learning
disabilities. Working in the field of education, I can
attest to the ignorance of many on the subject. With this
ignorance comes neglect and negative feelings. We tend to
ignore what we don't understand. With IEP's, 504 plans, and
psychological testing year after year, many professionals
key in on the weaknesses of students, forgetting the
positives they bring. As one of the author's states, "Could
it be that we have terribly underestimated them, and that
this underestimation is a palpable wrong?" (p. xxii) This
statement reaffirms the need to look at the whole child,
not only the disability.
The authors point out in the last few chapters that the
first step in any of these processes is to simply listen.
Because teachers often have little time to deal with
students who are disruptive or have other learning
disabilities within the classroom, they are shuffled from
person to person, with the student getting lost in the
paper trail of special education. This book takes us on
this journey with each student, sometimes sadly, but often
with hope.
I agree with the authors that educators need to find
ways to educate the
public, parents, and teachers on how to acknowledge the
problems, and deal
with them so each child will feel accepted. In writing this
book, the
authors help us realize the failures of our educational
system where
students with learning disabilities are most often not
given a chance to
express their feelings of hurt and anger, although many do
not know they can
express their feelings. Learning Disabilities & Life
Stories was written for
all of us, so that we never forget that all students should
have equal
opportunities in the eyes of educators, giving each child a
voice. All
children need to know they have a place in society and that
we will be ready
to help them get there safely.
The strength of this book is the honest and
straightforward stories of
those who lived through things we can only imagine. I will
recommend this
book to my colleagues as I continue in the field of
education. I know that I
will look at things in a new light because of the
overpowering stories in
this book.
Pages: 242
Price: $35.00
ISBN: 0-20532010-4
Reviewed by Toni Arthur, Pt. Loma University, San Diego, CA
Topping, Donna & McManus, Roberta (2002)
Real Reading, Real Writing: Content Area
Strategies.
Portsmouth, NH: Heinemann.
Real Reading, Real Writing is an accessible and
engaging collection of teaching strategies for integrating
literacy across the school curriculum. The authors present
the convincing argument that "we must teach not only the
content but also (and more important) the processes of
learning". To the authors, this means not assuming that
the Language Arts teacher is the only person responsible
for teaching students how to read and write. It means that
the authors are "committed to engaging students, cross-
curricularly, in the processes of reading; modeling the
behavior we want to engender; and helping them become
strategic learners not just for today but for a lifetime".
The creative and practical strategies offered here were
developed during the teaching careers of two highly
experienced and successful teachers who have brought their
respective strengths in literacy and science to the text.
Topping is now at Millersville University in Pennsylvania
teaching literacy to teacher candidates while McManus
teaches science in a middle school in Pennsylvania.
Topping provides the theoretical and research background
for the practical ideas created and used by McManus in her
science classrooms, giving the reader the benefit of their
combined thinking and practice. The authors' collaborative
voice is used to full advantage in the text to create a
teaching guide that is conversational in tone and that is
organized into logical chapters and sub-headings that
facilitate browsing and that make locating specific
activities easy. Although there is no index the detailed
Table of Contents provides adequate direction to the dozens
of instructional strategies and activities described in the
text.
"Donna" and "Roberta" open the first chapter with their
teaching stories to explain how they both arrived at the
same realization that all teachers need to model literate
behaviors in their classrooms and schools. Although the
focus of the book is on the middle school science
curriculum and classroom, teachers will find instructional
ideas here that can be used in many subject areas and in
grades both above and below the middle level. Readers will
be impressed with and will benefit from the fine crafting
of the learning activities created and modified by McManus
and the excellent instructions that accompany each idea.
The activities range from the creative use of Venn diagrams
for reading review and card games for learning vocabulary
to the use of Survey Question Read Recite Review (SQ3R) as
a way of approaching formidable science textbooks. The
three chapters at the core of this book focus on "Making
Reading Happen" by offering activities that enrich and
direct the reading experience both before, during, and
after the act of reading. Many of the ideas in these three
central chapters will read as just plain common sense, but
the valuable links to subject content that McManus
interweaves in her lesson plans provide teachers with a
workable approach to improving comprehension in the subject
classroom.
Sample classroom handouts are helpfully included both
throughout the text and in appendices, completing the
activity descriptions provided in the text. A list of
favorite student science books and a comprehensive list of
professional reading is also included. This is a highly
recommended text intended for classroom teachers.
Beginning teachers will especially value this book for the
detailed descriptions of lesson ideas, for the inclusion of
the reasons why these ideas work and for the exciting and
enthusiastic approach the authors take to their teaching.
Pages: 188
Price: $19.00
ISBN: 0-325-00428-5
Reviewed by Brenda Reed, Queen's University, Canada
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