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(ISBN numbers are listed)
American Association for Advancement
of Science. (1993). Benchmarks for science literacy. New
York: Oxford University Press. 0195089863
Ashton-Warner, S. (1986). Teacher. New York: Simon &
Schuster. 0671617680
Bass, J. E. & Carin, A.A. (2000).
Teaching science as inquiry. New York: Prentice Hall. 0130212849
Beaty, J.J. (2002). Observing
development of the young child. Upper Saddle River, N.J.:
Merrill. 0130271535
Bianchini, J.A. (1998). What's the
big idea. Science and Children: 36(2), pp. 40-43.
Bickart, T.S., Kohn, E., Jablon,
J.R., & Dodge, D.T., (1999). Building the primary classroom
: a complete guide to teaching and learning. Portsmouth, NH:
Heinemann. 1879537389
Teachers build the classroom environment, relationships with the
children, and partnerships with families. This book provides a
framework for building a classroom community. It is divided into
useful sections on classroom management and curriculum content.
Bresnick, J. (2000). Facilitating
inquiry. Connect, 13(4), pp. 6-10.
Burns, M. (2000). About teaching mathematics: a k-8 resource. Sausalito, CA: Math Solutions Publications.
Campbell, D.M., Cignetti, P.B.,
Melenyzer, B.J., Nettles, D.H., & Wyman, R.M. (Eds.). (2001).
How to develop a professional portfolio: a manual for teachers.
Boston: Allyn and Bacon. 0205319793
This is a very helpful book for professionals as they build a
teaching portfolio. It describes different uses for portfolios
and provides many examples of acceptable artifacts to include.
This book is not specific to National Boards, but is useful for
the general idea of portfolios.
California State Board of Education.
(1990). Science framework for California public schools: k-12.
Sacramento, CA: California Department of Education. 0801108705
Carin, A. (1993). Teaching science
through discovery. New York: Merrill. 0132340895
Charney, R. (2002). Teaching
Children to Care: Classroom Management for Academic and Ethical
Growth, K-8. Greenfield, MA: Northeast Foundation for
Children.
Clayton, M.K., & Forton, M.B.
(2001). Classroom
Spaces That Work. Greenfield, MA: Northeast Foundation
for Children.
This is a practical guide for creating a space or environment
that works for students and teachers, It is divided into topics
that are easily reviewed and implemented.
Copley, J. (2000). The young
child and mathematics. Washington, DC: NAEYC.
This book is based on the National Council of Teachers of Mathematics
and the NAEYC guidelines. It gives examples and research on how
to create mathematical environments for preschool and primary
age children.
Coulter, B. (2000). How does technology
support inquiry? Connect, 13(4), pp. 23-25.
Danielson, C. (1996). Enhancing
professional practice: a framework for teaching. Alexandria,
VA: Association for Supervision and Curriculum Development. 0871202697
This book is written for teachers at any stage in their career.
It provides a framework for professional practice based on four
domains of teaching responsibility: planning and preparation,
classroom environment, instruction and professional responsibilities.
Denton, P., & Kriete, R. ( 2000).
The
First Six Weeks of School. Greenfield, MA: Northeast Foundation
for Children.
This book deals with how to plan and structure the first six weeks
of the school year so that effective learning can take place all
year long. The book is divided into 3 age ranges. It stresses
building community and creating and building routines. There is
a collection of games and activities included as well.
Doris, E. (1991). Doing what
scientists do : children learn to investigate their world.
Portsmouth, NH: Heinemann.
This book presents classroom examples of discovery science for
elementary classrooms. It includes common sense guidelines for
teachers to follow. 0435083090
Echols, J.C., Hosoume, K., &
Kopp, J. (1997). Eggs, eggs, everywhere: teacher's guide preschool
- 1. Berkeley, CA: Great Explorations in Math and Science,
Lawrence Hall of Science, University of California. 0924886137
Fisher, B. (1998). Joyful learning in kindergarten. Portsmouth, NH: Heinemann. 0325000387
Foundations: Inquiry, thoughts, views and strategies for the
K-5 classroom. (2001). Arlington, VA: Division of Elementary,
Secondary, and Informal Education.
This is a resource that has contributing authors who explain different
perspectives of inquiry as it relates to science, mathematics
and technology education.
Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: good
first teaching for all children. Portsmouth, NH: Heinemann.
0435088637
Fountas, I.C. & Pinnell, G.S.
(1999). Matching books to readers : using leveled books in
guided reading, K-3. Portsmouth, NH: Heinemann. 0325001936
A comprehensive guide for selecting books at the right level for
the students in my classroom. This resources expands upon the
book list in Guided Reading. Information on assessment
and book management is also included.
Fountas, I.C., Pinnell, G.S., &
Giacobbe, M.E. (1998). Word matters: teaching phonics and spelling
in the reading/writing classroom. Portsmouth, NH: Heinemann.
0325000514
This book presents the theoretical basis as well as the practical
side of work study to teach phonics and spelling to young learners.
It is a systematic literacy program for teaching children about
letters, sounds and words.
Fountas, I.C. & Pinnell, G.S.
(Eds.). (1999). Voices on word matters : learning about phonics
and spelling in the literacy classroom. Portsmouth, NH: Heinemann.
0325001324
This resource extends the ideas from Word Matters and includes
guest authors and their ideas. There are learning activities and
practical information on interactive writing and shared reading.
Friedl, A.E. & Koontz, T.Y.
(2001). Teaching science to children: an inquiry approach.
Boston: Mc-Graw Hill. 0072380578
Heidemann, S., & Hewitt, D.
(1992). Pathways to play: developing play skills in young children.
St. Paul, MN: Redleaf Press.
Play is a life skill for young children that leads into social
skill learning. This book presents checklists and activities to
use to foster creative play in young children. It discusses cooperative
play and how to help children having difficulties. 0934140650
Hillan, J. & Hoover, E. (Eds.).(1990).
Primarily plants: a plant study for K-3. Fresno, CA: AIMS
Education Foundation. 188143124X
Isenberg, J.P. & Jalongo, M.R.
(1997). Creative expression and play in early childhood.
Upper Saddle River, NJ: Merrill.
This book emphasizes the teacher as a researcher. It discusses
strategies that will help to lead a classroom to a more child-centered,
play-based curriculum. It also includes the topics of assessment
and families.
Kriete, R. (1999). The
Morning Meeting Book. Greenfield, MA: Northeast Foundation
for Children.
This book presents to concept of Morning Meeting and its four
components. There are also many resources to use when planning
the components and communicating about the meeting with others,
The information presented is clear and useful. It is enough to
get a classroom started on the Morning Meeting concept.
Lowell, L. & Willard, C. (1997).
Sifting through science: teacher's guide. Berkeley, CA:
Great Explorations in Math and Science, Lawrence Hall of Science,
University of California. 0924886463
McCarrier, A., Fountas, I.C. &
Pinnell, G.S. (2000). Interactive writing : how language and
literacy come together, K-2. Portsmouth, NH: Heinemann. 0325002096
Teachers and children work together to produce written text. This
technique focuses on the early phases of writing. Many foundational
literacy skills are taught through this method. Very practical
information that is similar in style to the other Fountas and
Pinnell books.
Miller, W.H. (1995). Alternative
assessment techniques for reading and writing. West Nyack,
NY: Center for Applied Research in Education. 0876281412
Many informal assessments are explained and provided for use in
assessing children's reading, writing and spelling strengths and
weaknesses.
Morrow, L.A. (1997). Literacy
development in the early years : helping children read and write.
Boston: Allyn and Bacon.
An integrated language arts approach is presented that includes
the concepts of balanced, constructivist and direct instruction.
It provides a research based rationale. Literacy development happens
between adults and children interacting and this book provides
children's literature connections to use. 020530589X
Nilson, B. (2000). Week by week:
plans for observing and recording young children. Albany:
Delmar Thomsan Learning. 0766810542
Neuman, S.B., Copple, C. & Bredekamp,
S. (2000). Learning to read and write: developmentally appropriate
practices for young children. Washington, D.C.: National Association
for the Education of Young Children. 0935989870
Olson, S. & Loucks-Horsley,
S. (Eds.). (2000). Inquiry and the national science education
standards: a guide for teaching and learning. Washington,
DC: National Academy Press. 0309064767
This book is written for educators and is a practical guide to
teaching inquiry. It illustrates how inquiry-based education helps
students learn science content, master how to do science and understand
the very nature of science.
Paley, V.G. (1993). You can't
say you can't play. Cambridge, Massachusetts: Harvard University
Press. 0674965906
Paley is author of Wally's Stories and other books about
kindergarten children and learning. This book deals with social
issues in the classroom and the concept that everyone is to be
included. She shares stories of her experiences.
Pearce, C. (1999). Nurturing
inquiry: real science for the elementary classroom. Portsmouth,
NH: Heinemann. 0325001359
Principles and Standards for
school mathematics. (2000).
Reston, VA: National Council of Teachers of Mathematics.
Rogers, C.S. & Sawyers, J.K.
(1988). Play in the lives of children. Washington, D.C.:
National Association for the Education of Young Children. 0935989099
This book focuses on the question of why play is important for
children. It discusses what they learn through play and research
regarding play.
Routman, R. (2000). Conversations:
strategies for teaching, learning, and evaluating. Portsmouth,
NH: Heinemann. 032500109X
Routman, R. (1994). Invitations:
changing as teachers and learners, K-12. Portsmouth, NH: Heinemann.
043508836X
Routman, R. (1988). Transitions:
from literature to literacy. Portsmouth, NH: Heinemann. 0435084674
Schickedanz, J.A. (1997). Curriculum
in early childhood: a resource guide for preschool and kindergarten
children. Boston: Allyn and Bacon. 0205167527
Schulman, M.B., & Payne, C.D.
(1998). Getting the most out of morning message and other shared
writing lessons. New York: Scholastic Professional Books.
0590365169
This is a Scholastic Professional Book written by teachers. It
contains writing lessons and demonstrates how to share important
concepts about print, writing forms and models of written language.
Trawack-Smith, J. (1994). Interactions
in the classroom - facilitating play in the early years. New
York: Merrill.
This is an early childhood curriculum text. It deals with constructing
a play-based curriculum. It focuses on the idea that play is an
important vehicle for learning. It includes a research base and
examples of the author's experiences. 0024125113
Villavicencia, J. (2000). Inquiry
in kindergarten. Connect, 13(4), pp. 3-5.
Wiebe, A., Ecklund, L., & Hillen,
J. (1985). Glide into winter with math and science. Fresno,
CA: Fresno Pacific College--Project AIMS. 1881431177
Wiggins, G.P. (1998). Understanding
by design. Alexandria, VA: Association for Supervision and
Curriculum Development. 013093058X
Wong, H. (1998). The first days
of school: how to be an effective teacher. Mountainview, CA:
Harry K. Wong Publications.
This book presents strategies that help to create a classroom
environment that works. It is written in a way that makes the
research applicable to classroom situations. Academic learning
is of course important and the book gives suggestions on ways
to maximize learning by the routines and procedures created. 0962936022
Wood, C. (1999). Time
to Teach, Time to Learn: Changing the pace of school. Greenfield,
MA: Northeast Foundation for Children.
