A major strength of Literacy in the Information Age is the
ability of both Bruce and his guest authors to effectively explain complex
concepts surrounding the use, adaptation, and potential of technologies into
learning environments. The content is challenging but is presented in small
pieces that easily stand on their own. A weakness is the lack of a back of
the book index that would have greatly contributed to helping the user see
the interconnections that occur between various sections of the book. Bruce
does provide an extensive final glossary that combines all of the previous
glossaries into a cross referenced, searchable tool. As pointed out by
Bruce himself, the ephemeral nature of the Internet may result in expired
links from the lists provided in the columns.
Many of the virtual projects such as the Learning Technologies Timeline
mentioned in Section One and a computer mediated learning program, the Fifth
Dimension from Section Five are ongoing. Where possible the authors provide
contact information for interested individuals or groups who may be
considering such a project or program for their students. This book should
appeal to educators trying to help their students gain a starting point for
their own explorations of the issues surrounding technology, learning and
the literacies that evolve from them.
Pages: 364
Price: $30.95
ISBN: 0-8720-7003-4
Reviewed by Laura Koltutsky, University of Houston
Coles, Mike, White, Chas & Brown, Pip (2003)
Learning to Learn: Student Activities for Developing Work, Study and
Exam-Writing Skills.
Markham, Ontario: Pembroke Publishers,
distributed by Stenhouse.
Learning to Learn: Student Activities for Developing Work, Study and
Exam-Writing Skills is intended for teachers, parents and volunteer
tutors to use in helping students develop study and exam-taking skills. The
specific grade or age group for this book is not specified, but the content
suggests a middle school to high school audience. Learning to Learn
was adapted from a somewhat longer book, Learning Matters: Active
Approaches to Studying which is geared to the 11-18 age range and is
still available from Carel Press, Carlisle, UK, (£24.95, 132 p.).
The book consists of seven units covering: managing time and space, note
making, library and research skills, reading strategies, learning, writing
essays and exams. Each unit includes six to ten student activities preceded
by suggestions for teaching that include the purpose and estimated time for
the activity and often, discussion questions and additional activities or
instructions. The student activity pages are reproducible.
The teaching instructions are very brief, usually two or three
paragraphs. Not much context is provided to assist in presenting the
materials. For instance, the first exercise in the note making unit is to
compare "effective" and "ineffective" notes, but the "effective" notes,
although neater, lack information available in the "ineffective" notes.
There is no explanation of what makes good notes or specifically how to
create effective notes, and no key to the exercise. In another exercise,
there is no key to the meaning of the abbreviations being taught. Although
only one of the exercises in the book includes a key, and many of the
exercises would not necessarily require one, some of the exercises would be
difficult to teach without information that is not provided in the exercise
or teaching instructions.
The exercises vary considerably in quality. Some would be fine to use as
is. An exercise on how to determine whether a book would be useful for a
research project was very self contained and would be easy to teach. Some
would require a little tweaking, such as an exercise clearly about revising
an essay assignment, until the last sentence (in bold): "In an exam, it is a
foolish waste of time to write an essay once and then to copy it out again."
In another instance, a handout on "Exam do's and don'ts" includes the advice
"Don"t shun absolutely all delights to live laborious days." Some exercises
are problematic. One on "Unlocking new vocabulary" uses a somewhat random
selection of prefixes of doubtful usefulness in decoding new words,
including "Ab" (meaning "away from" or "out of") and the example "abscond."
There are some gaps in coverage for a work that claims to be a
“systematic and flexible approach to the key components of succeeding at
school." For instance, none of the note making exercises help someone take
notes in class rather than from text. Many of the exercises require the
student to analyze his or her own faults and learning processes, but do not
provide guidance in doing so. However, a good teacher could use these
exercises to help develop metacognitive skills.
Learning to Learn includes an extensive index, but no references.
It would be useful to expand the experienced teachers’ repertoire of study
and examination skills, but the lack of background reading and context would
make it difficult for less experienced teachers, parents and volunteer
tutors to effectively use the exercises.
Pages: 104
Price: $18.00
ISBN: 1-55138-153-2
Reviewed by Cheryl Grossman, ERIC Clearinghouse on Adult, Career and
Vocational Education, Ohio State University, Columbus, Ohio
Crone, Deanne A. & Horner, Robert H. (2003)
Building Positive Behavior Support Systems in Schools: Functional
Behavioral Assessment.
New York: The Guilford Press.
School personnel are increasingly charged with the responsibility of
working with students who exhibit problem behaviors in schools. Crone and
Horner have provided valuable guidance to both individuals and teams that
deal with student behavior issues. The focus is on the processes of using
Functional Behavioral Assessment (FBA) to determine students’ behavioral
needs and Behavior Support Plans (BSP) to address students’ behavioral
needs. Right out of the gate, Crone and Horner provide the reader with the
overall purpose of the book. Most school personnel short on time are sure
to appreciate this technique.
The book is divided into three succinct parts. The first provides
readers with answers to several “what” questions, including describing what
is happening in schools right now, what human behavior is, and what FBAs and
BSPs are. The section in part one describing human behavior is superb.
Important considerations regarding student behavior are presented to help
the reader clarify why students misbehave and how to avoid reinforcing
inappropriate behaviors when writing and implementing BSPs.
Part two builds from that foundation by providing descriptions of FBAs
and BSPs at work in three case studies (students described are 5, 8, and
13). The case studies are detailed in nature and include completed forms
that serve as models.
Although the case studies did have variance in described student
attributes and problem behaviors, the lack of a case study representing a
student of high-school age was evident. As it is assumed that most readers
would look for examples of both similar behaviors and similar age groups to
those with whom they work, school personnel in high schools may not feel the
book is as applicable to them as personnel in elementary schools and/or
middle schools.
Part three is presented in a frequently asked questions-type format in
regards to team issues that may arise. In devoting a third of the book to
the workings of behavior support teams, Crone and Horner have placed great
importance on the team approach.
The appendices are blank versions of the forms used throughout the book,
with most containing brief instructions for proper completion. Figures that
illustrate the processes of FBAs and BSPs are peppered throughout the book
and compliment the text nicely.
In essence, this book provides behavior support personnel (school
psychologists, counselors, administrators, and teachers) a solid system for
the purposes of identifying, addressing, and alleviating problem behaviors
in schools.
Pages: 171
Price: $28.00
ISBN: 1-57230-818-4
Reviewed by Jonella Kimmel, University of Texas-Pan American
England, Crystal M. (2003)
None of Our Business: Why Business Models Don’t Work in Schools.
Portsmouth, NH: Heinemann.
Crystal England offers readers a critical view of the present state of
the American educational system. She voices an opinion that is shared by
many educators having to deal with the system’s politics. She offers
research and statistical facts in opposition of the educational path headed
by today’s political and corporate leaders. Her philosophical point is
passionate and well intentioned, but offers few solutions to remedy the
complex problems that she highlights.
England compares the educational system to a pizza plant, “the clean
efficiency, the measures taken to secure against contamination, the way the
standards could be enforced time and again and again and again” (p. ix).
She points out those supporters of public school reform, like Martin Gross,
Myron Lieberman, and President George W. Bush, who compare public schools to
businesses. “They pull their analogies out of their pockets and gaze at
them fondly, tucking them carefully away and getting on with the business of
rhetoric and impracticality, satisfied that at last they have told us what
we needed to know” (p. x). The reader discovers a side to the educational
system that is hidden from the public. England analyzes controversial
issues, such as “teaching to the test” (p. 7), “poverty” (p. 9), and
“divergent cultures” (p.10), and identifies their impact on education. Her
goal is for the reader to be informed, to make independent decisions, such
as “is education an art or an industry? Which matters more…product or
process?” (p. x)
England addresses fundamental questions for the purpose of education.
She believes that “schools are a reflection of society as a whole” (p. 53),
and when referring to school failure one must ask in which ways society is
failing students. She believes that schools should not be concerned only
with “academic standards, but character standards” (p. 54) as well. She
believes that educators have “creativity and talents” for delivering
instruction and schools should be encouraging and flexible. She believes
that school environments should focus on student needs rather than test
scores (p. 54). There is more than meets the eye. Education leaders and
policy makers need to look beyond test scores and standards to aid in the
improvement of schools.
I applaud England for bringing such intricate issues to light. I was
expecting hope, or ideas in which I, as an educator, can use to change my
reality of the top-down management system education has become. There are no
easy solutions for the complexity of the factors involved in the American
educational system. This book is an excellent read for people outside of
the educational field. It will allow them to see what the system is all
about from the eyes of someone who has been a teacher, administrator and
professional speaker. Maybe the hope lies primarily with the public knowing
the truth, then acting upon it, especially through the political arena.
Pages: 120
Price: $14.00
ISBN: 0-325-00444-7
Reviewed by Claudia Mitchell, Point Loma Nazarene University-Mission
Valley
Heard, Georgia (2002)
The Revision Toolbox: Teaching Techniques That Work.
Portsmouth, NH: Heinemann.
Many students struggle with the daunting task of revision, as do many
teachers who are attempting to teach revision. Author Georgia Heard has
created an exceptional guide for teaching students the revision process of
writing! Her knowledge and skill are clearly apparent as she leads teachers
through what can be an otherwise overwhelming task.
Georgia Heard is the author of several books that address the teaching
of writing and specifically the genre of poetry. Her 20 years of experience
in writing and the teaching of writing enable her to successfully guide
other teachers and students through the intimidating tasks of writing and
revision. “The true meaning of revision is this: to see again…. I need to
see again to make sure those words reflect precisely what my eyes and heart
see” (Heard, 1995, p.121).
With The Revision Toolbox; Teaching Techniques That Work, Heard
makes it easy to see how her ideas make sense and how they will work. This
text is extremely teacher friendly. I found that The Toolbox is not
about new revision content; it is more about the approaches that Heard uses
to connect the lesson and the learner. I believe that through Georgia
Heard’s methods my students will be able to gain a better understanding of
the revision process. I am also confident that with the use of the
organizational ‘tools,’ they will attain empowerment, and even enjoyment,
within the progression of their own writing.
Georgia Heard has created a book design that can be easily implemented
into classroom mini-lessons, one-on-one conferences and centers that
students rotate through. Heard provides reference guides for student and
teacher use; she also uses many examples from student writing and her own
writing in order to model the instructional ideas. This book can enable
teachers to guide their students into the joy of the writing process, while
filling their revision toolboxes with precise and realistic tools that will
allow students choices when it is time for revision.
The text quickly moves into a series of three “toolboxes,” which provide
insight and organization to the tools which students can use to conquer the
revision of words, structure, and voice. The first of these addresses the
revision of words. This chapter offers engaging lessons that shed a great
light of understanding on the entire revision process. These lessons
include such concepts as collecting words to use later and using words to
add details to our writing. The next chapter focuses on the structure of a
student’s writing. The structure that Heard is referring to is the genre or
organization, (and the consistency or inconsistency of that organization),
that a student uses in his or her writing. Lessons from this toolbox
revolve around time sequences and genre usage. The third toolbox that Heard
offers is that of voice. This chapter also contains many teacher friendly
lesson plans. The concepts covered in this section range from point of view
to creating character. These three toolboxes contain essential skill
development, which Heard has made creatively accessible through these easy
lessons.
The next few chapters cover the strategies of rereading for revision,
teacher-student conferencing and the development of revision centers that
can be used in the classroom. Heard again covers these areas of the
strategies enabling the teacher to guide students through each process and
allowing the students to carry these skills forward in their very own
‘revision toolbox.’
The Revision Toolbox is a great way to help students help
themselves. Students will be able to carry these tools with them and be
prepared for future writing tasks.
References
Heard, Georgia. (1995) Writing towards home: Tales and lessons to find
your
way. Portsmouth, NH: Heinemann.
Pages: 134
Price: $17.00
ISBN: 0-325-00460-9
Reviewed by Kelly Oakes, Point Loma Nazarene University
Kincheloe, Joe L. (2003)
Teachers as Researchers: Qualitative Inquiry as a Path to
Empowerment.
New York: Routledge.
Joe Kincheloe, professor of education at City University of New York
Graduate Center and Brooklyn College, urges teachers to become researchers
in his latest book. Kincheloe traces research philosophies as well as how
the teaching profession became less of a professional position. He has very
strong views regarding education and at no point shies away from stating
them. He sees the current state of research as a place where “Teachers are
‘studied down’ in the sense that those who control the research use their
inquiry to inform themselves about their subordinates (mere practitioners),
later using their information to manipulate and control them” (p. 35).
Kincheloe feels that if teachers will get involved in research they will
be able to liberate themselves from the standards imposed upon them by
outsiders. Kincheloe proclaims “Teacher researchers can revolutionize
professional practice by viewing themselves as potentially the most
sophisticated research instrument available” (p. 52). Kincheloe believes
that both teachers and students will benefit from teachers conducting
research. He makes a special point to defend qualitative research as a valid
science and makes it clear that qualitative research is the best way to
study humans in their natural setting.
Kincheloe’s book is definitely not a casual read, but teachers who are
interested in sociology or research and professors of education will find it
informative. Teachers considering conducting research will likely be
inspired to do so by this book.
Pages: 236
Price: $31.95
ISBN: 185000854X
Reviewed by Jeff Luzius, Auburn University
Luskin, Bernard J. (2002).
Casting the Net over Global Learning: New Developments in Workforce
Training and Online Psychologies.
Irvine, CA: Griffin Publishing
Group.
Casting the Net has a lot in common with the TV infomercial; it
is for the busy person who doesn't have a lot of time and needs to buy a
solution to a problem rather than understand it deeply. The chapters are
short and punchy; the writing remarkably jargon free. Luskin states that
"each chapter may be read individually." (p. i) The author identifies, in
the Introduction, a long list of people who could benefit from his book, and
at the top of the list is "Corporate executives who need to stay competitive
in the new Information Age." (p.iv)
Luskin covers a lot of educational territory in 226 pages. After the
Introduction, Summary, Author's Notes and Preface, the book begins with a
chapter entitled "Shaping Global Learning: Everything Changes Everything".
The main thrust here seems to be that the various media are converging onto
the Internet and that this trend will have a significant impact the ability
to train the workforce. Luskin says: "Simply put, boundaries are
disappearing. The furture is blended and it is screen deep in entertainment,
education, and workforce training. Screen deep implying that all devices
converge in various forms." (p.2)
This is followed by two chapters on "corporate universities"; one simply
a list of these institutions. Chapter 4, "Hail to the Chiefs," is one of
the more interesting and informative. This one defines and explains,
briefly, the business roles of the alphabet soup of CEO, CIO, CTO, CKO, CLO,
etc. This may be worth the price of the book; luckily it's an inexpensive
one. These are followed by chapters on higher education ("Ivy Covered
Clicks"), a couple on learning styles and theories ("If I Only Had a Brain"
and "Learning Theories"). Chapter 8, "The Psychologies of Producing Media,"
is a more practical one featuring a list of 22 production techniques that
Luskin says "are essential to making better programs..." (p. 148)
The book ends with an appendix containing a reworked version of a
previously published article by Luskin and Toni T. Luskin, "Media,
Communication, and the Socio-Psychomedia Effect." This essay briefly
explores the various mass media in their historical context. It concludes:
"Those who understand the media psychology of producing newspapers,
magazines, books, movies, recordings, radio, television, CD-ROMS, Websites,
and Internet-based interactive communication, will have major impact impact
on our future lives."
The message seems to be, like the infomercials: Don't be left out of
this wonderful opportunity.
Pages: 226
Price: $17.95
ISBN: 1-58000-106-8
Reviewed by: Arie C. Koelewyn
Marland, Ken (2002)
High Frequency Words: Strategies that Build Skills in Spelling,
Vocabulary, and Word Play.
Portland, Maine: Stenhouse
Publishers.
This brief, colorful book is aimed at the new teacher of reading for the
primary grades, and is written to the education professional. It would also
be useful to the experienced teacher looking for links to learning theory
and a fresh approach to teaching these important word skills. Teachers of
older students who are learning English as a second language might also find
this helpful.
The book starts with a brief overview of theory and ties multiple-
intelligences theory to very specific examples of activities. It continues
with descriptions and examples of eleven specific spelling strategies.
The overview for conducting the lessons is very specific, listing
materials, time required, general directions and three-step lessons. The
lessons include Review, New Words and Strategies, and New Words and Mastered
Words. The lessons are very prescriptive, but provide a sound foundation for
setting up spelling lessons based on learning theory. A very helpful chart
lists the words covered and shows specifically which strategies for teaching
are used in the lessons.
In Part II each word is given a one-page lesson plan including
discussion, Strategies, and a sample mnemonic. The words covered include
foundation words, the target word, common errors, instructional sequence of
words and new words based on the word being taught.
A section with activity sheets provides handouts for eleven of the words
and can serve as a model for teachers to create handouts for other words.
The concluding section is Teacher Observation Tools, which are reproducible
forms for teachers to use for recording student progress.
This book can provide a sound foundation for teachers to build a
theoretically sound program for students to learn the often-used words that
form the basis of good spelling and vocabulary for the early learner.
Pages: 112
Price: $19.00
ISBN: 1-55138-144-3
Reviewed by Kesten Blake, Fullerton Joint Union High School District
Many teachers have asked themselves the question this title poses! The
answer according to Kathy Paterson is with organization, time management,
care and compassion. This resource is full of a wide range of creative and
common sense ideas to help teachers manage their classrooms, build
relationships, and save time. Each chapter begins with two pages of
narrative explaining the focus of the chapter, followed by many activities
and ideas. The activities and techniques are quick and easy to implement,
and most are classroom-tested.
Other books may treat the topics presented here more thoroughly,
however, this is a great book for one stop shopping of practical ideas. Some
topics that stand out include:
- Ways to help quiet kids speak up
- Refocusing activities
- Managing group work
- Ways to discourage bully behavior
- Handling homework issues
- Alternatives for studying spelling
- Using volunteers effectively
- Year end review and closure
Of particular note are the two appendices: "Enjoying
Impossible-to-Put-Down Books" and "Reading Books that Turn On Even the
Most Reluctant Readers." Another great feature is the reproducible
sheets scattered throughout the text. The material is aimed at grade
school classrooms, and can easily be adapted for middle school
classrooms.
Pages: 96
Price: $16.00
ISBN: 1-55138-149-4
Reviewed by Kathy M. Irwin, University of Michigan-Dearborn
Toch, Thomas (2003)
High Schools on a Human Scale: How Small Schools Can Transform American
Education.
Boston: Beacon Press.
Thomas Toch takes on the challenge of the failing, large, comprehensive
high schools, where he has discovered the human side of education has been
lost. The author does not just leave us without a solution, but through
investigation and research finds models and successful examples of secondary
education. High Schools on a Human Scale is organized as a quick
reference book with answers that are concise, workable, and easy to
implement in any high school. As a parent, teacher, guidance counselor, and
administrator, I was able to find useable nuggets and ideas for change in
every chapter.
Education must reflect society today in order to prepare students for
their future. Toch supports this idea in his statement “The problem is that
comprehensive high school were created to do something quite different from
what we want, and need, high school to do today”(p. 1). “The result, in many
comprehensive high schools, is a high level of alienation and apathy among
students and teachers" (p. 7). Toch was not only a teacher and lecturer at
Harvard, but also an education correspondent at U.S. News and World Report.
He is currently writer-in-residence at the National Center on Education and
the Economy.
Technology, internships, alternative ways of learning and performance-
based assessment should drive our changing educational future. Toch does an
outstanding job of presenting working high school models across the United
States that are diverse both socioeconomically and culturally. He not only
researched a variety of facilities, but visited and observed for himself
“schools in action” witnessing students needs being met while relationships
were being formed.
Thomas Toch has made a courageous stand in his book for small schools
and bringing back relationship and ownership for students in the place they
spend the majority of their adolescence years. I agree with the author that
many fear that smaller schools means going backwards in educational growth.
Toch claims this is simply not true. The focus on quality should be more
important than quantity. The programs he describes of lap top computers at
High Tech High, dividing Julia Richman High School into four separate units,
learning to debate verses violence at The Urban Academy, experiencing
internships at The Met, and finding ownership in Minnesota New Country
School, are all refreshing new avenues of meeting students individual needs.
High Schools on a Human Scale is a useful tool that should be on
the shelf of anyone who is involved with the educational system today.
Large comprehensive high schools are not working. The high school human
scale and achievement scale need to coincide to bring back the success of
American education once again.
Pages: 144
Price: $15.00
ISBN: 0-8070-3245-X
Reviewed by Jeanne Cochran, Tri-City Christian School
Tomlinson, Gerald, comp. & ed. (2003)
School Administrator's Complete Letter Book. Second edition with CD-
Rom.
San Francisco: Jossey-Bass.
Tomlinson has prepared a useful and informative book for practicing
school administrators. Not only does it offer sample letters and memos to
educational leaders in hard copy and on CD-Rom (to allow adapting
correspondence through ‘cut and paste’) but in doing so it also provides
some guidance on what is acceptable phrasing and content.
The book is a large collection of reportedly authentic letters, memos,
statements of philosophy, mission statements, school and school district
policies, and even model web pages. Contributors are purported to be
educators from across North America - however, I noted no Canadian
contributors. There are letters to parents, teachers, teacher applicants,
students, to members of the community, newpapers, etc. All kinds of schools
are included with in the examples -- pre-kindergarten, as well as
elementary, middle and secondary schools.
The book is clearly organized into chapters that, on the title page of
each chapter, explicitly list the topic of each correspondence and type of
correspondence (e.g., memo to a teacher). The last section in each chapter
is entitled “Write it Right” and includes some important writing
suggestions, e.g., double-check spelling, emphasize the word ‘you,’ and even
how not to say/phrase something. I especially liked how appropriate this
final section was. For example, under chapter eight, Get-well and sympathy
chapter, the “Write it Right” section contained a suggestion about being
tactful. While this suggestion may seem mundane to some, I believe that it
acts as a reminder to a busy leader to do it right; for as Bennis and Nanus
(1995) have been often quoted, “Managers are people who do things right and
leaders are people who do the right thing.”
The chapters are mainly in the order of a ‘normal’ school year. The
first chapter contains letters and memos welcoming staff and students back
to school. The next chapter provides some statements of philosophy and
policy, simulating the principal’s role in a school early in the year.
Next, there is a chapter on communicating about the curriculum - letters
that are both proactive (announcing and then planning a new curriculum) and
re-active (responding to a phone call or letter from an irate parent about
some aspect about the school curriculum). Subsequent chapters deal with the
physical plant of the school; the inevitable correspondence about busing;
money matters - especially helpful letters asking the reader to support the
school in some way; and announcing upcoming events.
The next few chapters deal with interpersonal issues. There are letters
containing recommendations of some sort; get-well and sympathy notes
directed towards students, teachers, support staff, and parents; and
letters, memos and forms about the evaluation of personnel. The final
suggestion here is pragmatic but almost too simplistic: leave nothing out.
Evaluating personnel is undoubtedly one of the more difficult yet necessary
tasks of a principal, and certainly more guidance than that offered in this
brief chapter is necessary in order to prepare school administrators
adequately. In a chapter on“answering criticism and complaints” the varied
examples of correspondence are followed by the suggestion that all responses
should be brief, but persuasive as well. This would be sound advice from a
lawyer too! Chapter 11 deals with discipline, suspension and expulsion
issues of children. Twenty-seven examples are included in this chapter
revealing the widespread nature of this issue. Chapters on congratulations
and showing appreciation round out this section.
The next chapter is entitled Internet Communications. While this is new
to the second edition of the book, I believe that is somewhat misnamed. The
chapter is only about Web pages, but there are many different ways to use
the internet. This chapter contains 25 different web pages to illustrate
the kinds of information that a school or district can offer to the general
community before and during the school year. It includes welcoming
information, current school events and activities planned. Unfortunately
the graphics are in black and white, substantially reducing the impact of
the web pages. A section on e-mail, should definitely be included in any
later edition of the book. How to respond to e-mail communication, and what
to send out and what not to communicate both individually and on school
listservs are topics that should be addressed.
The remaining chapters describe general types of communication that
educational administrators must deal with as the year proceeds: offers,
acceptances and approvals, reprimands and complaints, rejections, dismissals
and cancellations. All these letters illustrate the empathy and compassion
of a concerned school leader.
The penultimate chapter is on public relations and the media. The 18
included items reveal ways that school administrators interact with the
public. It includes such eclectic examples as a newsletter article about the
school, an announcement about the death of a student, and a media release
form for parents to complete. I think this chapter is perhaps the weakest
in the book. The editor himself knowledge that everything that goes on in a
school is or can be an issue of public relations. Many books and training
programs and packages have dealt extensively with the ways and means of
public relations.1 I found the content of this chapter lacking
in substance. For example, I would suggest examples of responses to a
newspaper criticizing/applauding an event/incident at the school. These, in
my opinion, are the most taxing for school administrators and certainly
require the most tact. For this book to have the impact and widespread use
it deserves, I recommend more attention to this chapter.
The last chapter contains the end-of-school-year letters, as a natural
closure to the book. It contains letters of appreciation, information
notices about the school’s achievements, and even plans for next year. In
many ways, it effectively summarizes the types of communication offered in
the previous chapters.
I think that this is quite a good book for both practicing school
administrators (both new and experienced) and aspiring school
administrators. Aspiring school principals need such examples in their
principal preparation program to become aware of the gamut of issues that
they will be confronted with every day in their school leadership positions.
School administrators need to be constantly reminded that the impact of
their words (and letters) will become part of their legacy at the school. In
addition to the suggestions mentioned above, I recommend that subsequent
revisions of this book be physically smaller so that it will fit on a
‘normal’ sized bookshelf. I compliment the editor on including a CD-Rom with
the book. School administrators must be computer competent; this
book reinforces that reality.
Notes
1Meek, A. (1999). Communicating with the
public: A guide for school leaders. Alexandria, VA: ASCD.
Jessop, P., Lennon, G., & Sumner, S. (1996). Renewing bridges:
Celebrating public education: A resource book. Toronto, ON:
Educational Services Committee, OSSTF.
References
Bennis, W.G., & Nanus, B. (1985). Leaders: The strategies for taking
charge. New York: Harper & Row, p. 112.
Pages: 416
Price: $44.95
ISBN: 0-7879-6589-8
Reviewed by by Ruth Rees, Queen’s University, Kingston, Ontario, Canada
Watson, Marilyn & Ecken, Laura (2003)
Learning to Trust: Transforming Difficult Elementary Classrooms Through
Developmental Discipline.
San Francisco: Jossey-Bass.
Flying in the face of conventional wisdom on how to maintain classroom
control using assertive discipline, especially at the lower grades, Marilyn
Watson, in collaboration with Laura Ecken, presents a strong case for an
alternative approach utilizing Developmental Discipline.
Watson serves in the double capacity as the program director of the
Northern California Developmental Studies Center's Child Development Project
(CDP) as well as the head of the center's Teacher Education Project. She is
a strong advocate of the concept that the more teachers can create caring
classrooms and school communities, the more likely students are to become
good people as well as good learners. To this end CDP encourages the use of
the Developmental Discipline classroom management plan.
The stress here is on teachers forming warm and supportive relationships
with and among their students. They help their students understand the
reasons behind classroom rules and expectations while teaching any relevant
skills the children might be lacking. The instructor also engages the
students in a collaborative, problem-solving process aimed at stopping
misbehavior and, if necessary, uses nonpunitive methods to externally
control class behavior.
Since the key to implementing a Developmental Discipline approach is
understanding attachment theory, Watson takes some time to explain the
tenets of this belief. Offering an alternative to the selfish,
individualistic view of children that the author believes "we have
inherited", she explains that, "the attachment theory assumes that children
are socially oriented from birth. They depend on the care and support of
their caretakers for their survival and development" (p. 9).
Since most caretakers are sensitive to the child's physical and
psychological needs, the youngster enters into a collaborative relationship
with the adult and strives to maintain that positive connection.
"Socialization from the perspective of attachment theory," writes the author
"is a collaborative process between child and adult rather than a coercive
one. This provides an explanation why some children do not respond
appropriately to our caring and also offers workable suggestions for ways to
break through their resistance" (p. 9).
With the help of Louisville, Kentucky, teacher Laura Ecken, Watson
applies this theory to a real classroom setting to show how it can build
collaborative, trusting relationships even with the most challenging
students.
As the reader follows the daily efforts of Ecken to create a environment
that centers on her students' needs, the reader will see the strengths and
weaknesses of the program. It is essential to also point out that
Developmental Discipline does not provide a quick fix; in fact just the
opposite is true. A commitment of time is necessary and patience is of
paramount importance because the desired changes will not occur overnight.
"This book once and for all dispels the myth that we simply must resort
to bribes, threats, and other instruments of coercion in order to deal with
angry, resistant students," writes Alfie Kohn in the Foreword. "That alone
is reason to buy it, read it, read it again, and then buy more copies to
hand out to one's colleagues" (p. xv).
Pages: 352
Price: $29.00
ISBN: 0-7879-6650-9
Reviewed by Robert F. Walch, Retired educator, Monterey, California
Whitehead, David (2003)
Writing Frameworks: Easy-to-Use Structures for Creating Confident,
Successful Writers.
Markham, Ontario: Pembroke Publishers,
distributed by Stenhouse.
Written in an approachable and playful style, Writing Frameworks
provides a starting point for teaching students how to clearly communicate
factual information. Designed for use in the classroom, this book offers
useful strategies and step-by-step frameworks for focusing thoughts and
writing about events or providing technical instructions. The book is
divided into seven sections, each addressing one of the following types of
factual writing:
- · Recounting
- Procedural
- Descriptive
- Reporting
- Explanative
- Argumentative
- Discussion
Every section begins with a brief statement to the teacher, providing a
brief explanation and a situational basis for using the materials that
follow. The bulk of the book consists of reproducible worksheets designed to
walk students through the process of recreating an event on paper. Examples
are prominently included in most sections and are geared at engaging
students, usually describing familiar topics and often incorporating a touch
of humor.
A brief section including materials to help busy teachers assess student
writing is included at the end of the book. These “Writing Record Forms” are
designed to rate the level of independence each student is showing in his or
her writing, while allowing teachers the flexibility to judge students
individually, rather than forcing a comparison between students.
The approachable manner in which Whitehead presents factual writing
makes this book appropriate for use with students of varying skill levels,
particularly those in the middle grades. Its straightforward layout and
browsability make it an appropriate addition to most curriculum collections.
Pages: 88
Price: $16.00
ISBN: 1-55138-154-0
Reviewed by Camila Gabaldón, Western Oregon University
Wilhelm, Jeffrey D. (2002)
Action Strategies for Deepening Comprehension.
New York: Scholastic.
In this very valuable and practical book, Jeffrey Wilhelm describes how
using “enactments” in the classroom can deepen students’ comprehension by
giving them opportunities to engage with, challenge and confront texts from
various points of view. Based on research and practical experience, Wilhelm
provides a blue print for encouraging rigorous creative and critical
thinking by guiding students through exercises in which they actively
imagine their way through a text.
When teachers stage enactments, they invite their students to respond to
texts by “living through” what they have read. For example, students might
be given a scenario and asked to role-play how various characters from their
reading would react to it. They might also be asked to become certain
characters while the rest of the class puts them on the “hot seat;” asking
them questions to determine the motivations and justifications for their
behavior.
The range of enactments suggested by Wilhelm makes this book a very
worthwhile resource. Exercises designed for every grade level and for
before, during and after reading are included. There are detailed step-by-
step instructions for teachers. He even reprints a short story and explains
a variety of enactments in terms of this example. Sample student activity
sheets, examples of student work and written guidelines for activities are
also included.
As someone who has long believed in the unique value of dramatic play as
a response to literature, I am happy that this book makes teachers aware of
its potential to transform students’ reading experiences. I am particularly
grateful that Action strategies for deepening comprehension has such
a “teacher friendly” format so that more and more teachers will actually try
some of these exciting ideas.
Pages: 191
Price: $17.95
ISBN: 0-439-21857-8
Reviewed by: Irene Rosenthal, College of St. Rose, Albany, NY
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