List of Books Used in UAS Graduate Program and as Professional

Development
Abbeduto, L. (2010). Taking sides: Clashing views on controversial issues in educational
psychology. [sixth edition]. Guilford, CT: McGraw-Hill/Dushkin.
I appreciated reading about both sides of an issue. It really makes me think about the current
and common issues in education.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and
assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition,
New York : Longman.
I love this tool for lesson planning. It greatly helps me consider critical thinking skills the
students need to learn and how to incorporate more difficult skills into a lesson.

Atwell, N. (2015). In the middle: A lifetime of learning about writing, reading and
adolescents.(3RD ed.). Portsmouth, NH: Heinemann.
To me, this book reads more as a narrative. I wouldn’t use this as a resource for lesson planning
but it would definitely be helpful when I am creating a reading or writing curriculum or
workshop.

Bass, Contant and Arthur Carin. Teaching Science as Inquiry. Allyn and Bacon. Twelfth
Edition. 2014.
Useful book for planning science lessons. Includes science activities at the end of the book.

Burgess, D. (2012). Teach like a pirate: increase student engagement, boost your creativity,
and transform your life as an educator. Dave Burgess Consulting, Inc.
I read bits and parts of this book and I appreciated that he said it’s not an all or nothing
technique. It gave me the feel that it’s all about the passion of teaching and using that passion to
engage students in their learning. I have seen many wonderful reviews on this book so I want to
read it all from beginning to end eventually.

Charles, C.M. (2011) Building classroom discipline, 10th ed. Allyn & Bacon
This book has been incredibly helpful and resourceful for learning about theorists. I have tried
to find similar books summarizing theorists but I have yet to find one better than this. I like
how the theories are explained in multiple ways. Chapter three was most helpful for me when
trying to get the main idea from each theorist. Then if I wanted more detail, I could look at the
following chapters. The book format is laid out nicely so it was easy to find the information I
needed.

Clay (2014). By Different Paths to Common Outcomes: Literacy Learning and Teaching.
Portland, ME: Stenhouse Publishing
Clay (2000). Running Records For Classroom Teachers. Portsmouth, NH: Heinemann
Johnston, Peter (2012). Opening Minds: Using Language to Change Lives. Portland,
ME: Stenhouse Publishers
Useful tool for understanding and using running records in a classroom.

Fields, M.V., Meritt, P.A., & Boesser, K (2014) Constructive guidance and discipline. 6th ed.
Pearson
I had a difficult time enjoying this book. The pictures throughout the book appeared odd to me,
whether the picture didn’t fit the topic it was placed in or the feeling that the pictures weren’t
professionally done. I browsed through the book but did not find many interesting topics that
caught my eye. Perhaps the material is more generic or the layout was difficult to take in. It
could be because I have an e-book version of this book. I just feel I didn’t gain a lot of valuable
information from this book and I would be reluctant to read it cover to cover when preparing
for teaching.

Fletcher, R. & Portalupi, J. (2001). Writing workshop, the essential guide. Portsmouth, NH:
Heinemann.
This book covers everything a teacher needs to know to have a successful writing workshop.
From start to finish, Fletcher describes and explains the writing workshop.

Freeman, D.E. & Freeman, Y.S. (2014). Essential linguistics: What you need to know to teach
reading, ESL, spelling, phonics, grammar. (2nd ed.). Portsmouth, NH: Heinemann.
Very useful in understanding and teaching the English language. Educational for myself and
my students. I will reread this book again before beginning teaching.

Harvey, S., & Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance
understanding. York, Me.: Stenhouse.
I really enjoyed this book. It is of use for any subject area. In fact, this book has the most
sticky notes of all my books this semester. I will definitely be keeping this book to reference in
the future.

Hicks, T. (2009). The digital writing workshop. Portsmouth, NH: Heinemann.

This book may prove to be very useful in my career. As students move toward computers and
away from paper, Hicks covers many topics on how to promote a successful workshop via
computer.

Koechlin, C., & Zwaan, S. (2015). Q tasks: how to empower students to ask questions and care
about answers 2nd ed. Moorabbin: Hawker Brownlow.
I did not enjoy this book as a reading from cover to cover. I will definitely be keeping this to
use as more of a reference when I am looking for quality lesson plan ideas. It does contain a lot
of graphic organizers that I will most certainly use in the future. Overall, a great reference! Just
not a good book for general reading.

Lemov, D. (2010) Teach like a champion: 49 techniques that put students on the path to
college. Jossey-Bass.
I felt that a lot of these techniques I had already learned through my schooling at UAS or in the
classroom as a substitute teacher. Also, many of them seemed common sense, so I had a
difficult time finding techniques that I wanted to try in class. I might look through it a couple
times before I begin a teaching position but I most likely won’t keep this book in my resource
collection.

Lesh, B. (n.d.). "Why Won't You Just Tell Us the Answer?": Teaching Historical Thinking in
Grades 7-12. Port, ME: Stenhouse.
This was a fantastic book! I knew nothing about historical investigation before reading this. I
appreciate the depth he went in to and the steps to make it successful in a classroom. This book
really gave me a new perspective on teaching social studies.

Lickona, T. (1994) Raising good children, Bantom

I enjoyed reading this book. As a babysitter of kids of various ages, it was great to see where
they are at in their development and have more understanding for all children. I rented this
book from the library so I cannot reference it now but I do remember enjoying the ends of the
chapters because it contained, from what I remember, guidance for children at each stage.

Loewen, J. W. (2010). Teaching what really happened: how to avoid the tyranny of textbooks
and get students excited about doing history. New York: Teachers College Press,
Columbia University.
The small amount that I read from this book was interesting! If I ever find time to read for
enjoyment, I could sit down and read this. I do agree to the importance of teaching the truth
versus the single perspective that comes from textbooks.

Lu Chi. (2000). The art of writing: Lu Chi’s wen fu (S. Hamill, translator). Minneapolis, MN:
Milkweed.
Poetic telling of the process of writing. I’m not sure of it’s use in my teaching or education.
Perhaps useful when teaching poetry to intermediate or middle school students.

MacKenzie, R. (2010) Setting limits in the classroom. 3rd ed. Prima.

As a future teacher, my biggest concern is effective classroom management and behavior. I
really enjoyed chapter six on how to teach the rules and the approaches to teaching. I learned
that I often use the permissive approach and I need to be more firm. I’m unsure about the recess
academy idea because
I feel all students needs as much recess time as they can get. I saw this often in the book where
he suggests using a loss of recess time as punishment. I would like to see variety or other ideas
than taking away recess because that socialization and exercise are necessary for learning. I
appreciate that the chapters are short but full of useful information and ideas.

Meeks, Linda, Heit, and Page. (2013). Comprehensive School Health Education, (eighth
edition, but earlier version is acceptable). Mcgraw Hill. Virginia: Association for
Supervision and Curriculum Development.
Miller, Debbie (2008). Teaching with Intention: Defining Beliefs, Aligning Practice, Taking
Action. Portland, ME: Stenhouse Publishing

Miller, Debbie (2013). Reading with Meaning: Teaching Comprehension in the Primary
Grades. Portland, ME: Stenhouse Publishing

Moline, S. (2012). I see what you mean: visual literacy K-8. Portland, Me.: Stenhouse.
I also love this book as a reference. I feel that I didn’t spend as much time reading this book but
I hope to read more in the future. Visual learning is important in differentiation of learning
styles and I plan to incorporate multiple learning styles into all of my lessons. So this book will
be of great help!

Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching. San
Francisco: Josey-Bass Publishing.
This was one of my favorite books at the beginning of my education at UAS. While it is nearly
20 years old, it’s a delight to read and still relevant to today.

Robert D. Clements and Frank Wachowiak Allyn & Bacon, 2011. Emphasis Art: a Qualitative
Art Program for Elementary and Middle Schools, 9th ed.

Slavin, R. (2015). Educational psychology: Theory and practice. [eleventh edition]. NY:
Allyn & Bacon.

Sousa, David, A. and Tomlinson, Carol Ann. 2nd Ed. (2011). Differentiation and the Brain: Now
Neuroscience Supports the Learner-Friendly Classroom. Solution Tree Press,
Bloomington, IN.

Strickland, D., Ganske, K., Monroe, J. K. (2001 or 2002). Supporting struggling readers and
writers: Strategies for classroom intervention 3 – 6. Portland, ME: Stenhouse.
Many strategies and ideas for helping ELL and students struggling with language arts. Many of
the strategies by Strickland are useful and simple to implement or teach to improve learning.

Taylor, C.S. & Nolan S.B. 2nd Ed. (2008). Classroom Assessment: Supporting Teaching and
Learning in Real Classrooms. Pearson Education, Inc., Upper Saddle River, New Jersey.

Tomlinson, C. A., & McTighe J. (2006). Integrating Differentiated Instruction +

Understanding by Design. ASCD, Alexandria, Virginia.

Tomlinson, C. (2014) Differentiated Classrooms: Responding to the Needs of All Learners 2nd
ed. ASCD
I think the two main goals for instruction are engagement and differentiation for student needs.
This book really covers differentiation at all levels, from the school as a whole to lesson
planning. I appreciate the strategies given in the book and the examples of differentiation.
Differentiating what, how and why examples help me to understand what is differentiated in
the lessons and I can see asking myself these questions in the future to ensure I am using
differentiation. I will definitely use this book in the future to help guide my lesson planning.

Van de Walle, J.A., Karp, K.S., and Bay-Williams, J.M. (2016). Elementary and
Middle School Mathematics: Teaching Developmentally (Subscription), 9th
Ed. New York: Pearson Education, Inc.

Weaver, C. (2009). Reading process: Brief edition of reading process and practice. (3rd ed.).
Portsmouth, NH: Heinemann.
Includes the complete process of miscue analysis and how children learn to read. Great reading
for understanding student development in reading.

Wiggins, Grant and McTighe, Jay 2nd Ed. (2005). Understanding by Design. Pearson Merrrill
Prentice Hall, Upper Saddle River, New Jersey.

Wong, H. K., & Wong, R. T. (1991). The first days of school. Sunnyvale, CA: Harry K. Wong
Publications.
I was referred this book by many people. I purchased it before I knew I was presenting on
Harry and Rosemary Wong. I love their philosophy and theory on classroom management and I
look forward to implementing their techniques in my classroom. Reading through the book I
felt there was basic information and sometimes common sense information (perhaps it’s not
really common sense but more of you read it and then it feels like common sense). There is
really valuable information in the book but I wish the layout was more simple.