The Montana State Reading Council has created a library of professional materials that are available for checkout by members of the organization. The procedure to checkout any of the materials from the bibliography is very simple:

1.     Send a request for the title you would like to borrow to:

Carole Monlux at monlux@montana.com

Or call 406-543-5358

Or drop a note to 3738 West Central Missoula, MT 59804

2.     Borrowed materials should be kept no more than 3 weeks

3.     The borrower is responsible for the return postage on any and all items borrowed.

We hope you will find some materials on the bibliography that will enhance your professional development. 

Available tiles (alphabetical by title)

A  B  C  D  E  F  G  H  I   K  L  M  O  P  Q  R  S  T  U   W

Sullo, Bob
ACTIVATING THE DESIRE TO LEARN
ASCD, 2007
Bob Sullo shows how to apply lessons from the research on motivation in the classroom. 

 
Reeves, Douglas B.
ACCOUNTABILITY FOR LEARNING: HOW TEACHERS AND SCHOOL LEADERS CAN TAKE CHARGE
ASCD, 2004
ACCOUNTABILITY FOR LEARNING explains how to build a student-centered accountability system by examining key indicators in teaching, leadership, curriculum, and parent and community involvement.  Reeves outlines how teachers can become leaders in accountability by using a four-step process of observation, reflection, synthesis and replication of effective teaching practices.  Finally, the author discusses the role of local, state, and federal policymakers and corrects the myths associated with No Child Left Behind.

 
Ramage, John D., John C. Bean and June Johnson
THE ALLYN & BACON GUIDE TO WRITING with INSTRUCTOR’S RESOURCE MANUAL
Pearson Education, 2006
The authors are clearly informed about the latest theories of teaching rhetoric and writing and apply those theories in practical lessons, exercises, and assignments.

 
Gall, Joyce P, M.D. Gall and Walter R. Borg
APPLYING EDUCATIONAL RESEARCH: A PRACTICAL GUIDE, 5^TH Edition
This text is intended for instructors who emphasize teaching students how to locate, read interpret, and apply the findings of education research studies.  This edition also addresses how to design, in detail, and conduct a research study.

 
Marzano, Robert J.
THE ART AND SCIENCE OF TEACHING: A COMPREHENSIVE FRAMEWORK FOR EFFECTIVE INSTRUCTION
ASCD, 2007
Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students.  He articulates his framework in the form of 10 questions that represent a logical planning sequence for successful instructional design.

Braunger, Jane and Jan Patricia Lewis
BUILDING A KNOWLEDGE BASE IN READING
Northwest Regional Laboratory, NCTE, IRA, 1997
Excellent summary of research on how children learn to read, providing a baseline for helping students meet today’s high standards. 

 
Hamner, Doris M.
BUILDING BRIDGES: THE ALLYN & BACON STUDENT GUIDE TO SERVICE-LEARNING
Allyn & Bacon, 2002
This book was written to provide the people involved with service-learning the preparation they seek, and the motivation to sustain them throughout their service-learning journey.

Jacobs, James S. and Michael O. Tunnell
CHILDREN’S LITERATURE: BRIEFLY
Merrill, 1996
The purpose of this publication is to shed light on children’s literature and its use with young readers.  (Includes a Macintosh disk)

 
Griffith, John W. and Charles H. Frey
CLASSICS OF CHILDREN’S LITERATURE, 4^TH Edition
Prentice-Hall, Inc. 1996
An anthology of the most celebrated and enduring literary pieces for children in the English-speaking tradition.

 
Henley, Martin
CLASSROOM MANAGEMENT: A PROACTIVE APPROACH
Pearson Education, 2006
A comprehensive text that provides teachers with practical strategies in managing classroom behavior based on theories of human behavior.  Discusses contemporary topics on diversity, social skill instruction, and positive behavior support.  Encourages teachers to reflect on their assumptions and look for causes and solutions when students misbehave.

 
Hill, Jane D. and Kathleen M. Flynn
CLASSROOM INSTRUCTION THAT WORKS WITH ENGLISH LANGUAGE LEARNERS
ASCD, 2006
The strategies discussed in this book include homework and practice, summarization and note taking, and use of nonlinguistic representations, among many others.  For each strategy, the authors provide a summary of the research, detailed examples of how to modify the strategy for use with ELLs in mainstream classrooms, and teacher accounts of implementation.  This book also shows teachers how to glean insight into students’ backgrounds and address the cultural biases inherent in many classroom practices.

 
Cipani, Ennio
CLASSROOM MANAGEMENT FOR ALL TEACHERS: PLANS FOR EVIDENCE-BASED PRACTICE
Pearson Education, Inc., 2008
A teacher manual that presents user-friendly information on 10 classroom management plans, derived from an empirical research basis, for use with individual children or entire classes.  Management plans are detailed for two common problem areas:
1.  Disruptive behavior and rule violations
2.  On-task and assignment completion problems

 
Cipani, Ennio
CLASSROOM MANAGEMENT FOR ALL TEACHERS: 12 PLANS FOR EVIDENCE-BASED PRACTICE, Second Edition
Pearson, 2004
This teacher manual presents user-friendly information on 12 classroom management plans, derived from an empirical research basis, for use with individual children or entire classes.

 
Wade, Rahina C. editor
COMMUNITY SERVICE-LEARING: A GUIDE TO INCLUDING SERVICE IN THE PUBLIC SCHOOL CURRICULUM
State University of New York Press, 1997
This book responds to the many recent calls for youth involvement in service as part of the public school curriculum.  While service-learning holds many benefits for students, teachers, and communities, there are also many challenges to effectively incorporate it into the curriculum.

 
Bailey, Becky A., Dr.
CONSCIOUS DISCIPLINE; 7 BASIC SKILLS FOR BRAIN SMART CLASSROOM MANAGEMENT
Loving Guidance, 2000
A book in which daily conflicts are used to teach conflict resolution, social skills, character development and self control.

 
Ellery, Valerie
CREATING STRATEGIC READERS:  TECHNIQUES FOR DEVELOPING COMPETENCY IN PHONEMIC AWARENESS, PHONICS, FLUENCY, VOCABULARY, AND COMPREHENSION
IRA, 2005
The author lays the groundwork for a comprehensive literacy classroom, detailing appropriate curriculum, assessment, and instruction.  She then focuses on the five essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. 

Curwin, Richard L., Allen N. Mendler and Brian D. Mendler
DISCIPLINE WITH DIGNITY: NEW CHALLENGES, NEW SOLUTIONS, 3^RD Edition
ASCD, 2008
DISCIPLINE WITH DIGNITY details an affirming approach to managing the classroom that promotes respect for self and others.  This updated edition offers practical solutions that emphasize relationship building, curriculum relevance, and academic success.  The emphasis is on preventing problems by helping students to understand each other, work well together, and develop strategies for handling common and sever problems in dignified ways.

Moore, Kenneth D.
EFFECTIVE INSTRUCTIONAL STRATEGIES: FROM THEORY TO PRACTICE
Sage Publications, 2005
A concise and easy-to-read K-12 teaching methods text.  Applying the latest research findings to practical classroom practices, it provides thorough coverage of the strategies and skills essential to every teacher’s repertoire. 

Campbell, Martha E.
FOCUS FROM PARAGRAPH TO ESSAY
Prentice Hall, 1996
A rhetoric/workbook that offers an integrated approach to paragraph and essay composition skills. The text incorporates student samples as well as professional models, and features specific organization strategies for each rhetorical purpose. 

 
Lanning, Lois A.
4 POWERFUL STRATEGIES FOR STRUGGLING READERS GRADES 3-8: SMALL GROUP INSTRUCTION THAT IMPROVES COMPREHENSION
Corwin Press, 2009
This book shows teachers how to support students’ reading comprehension by teaching the strategies that highly effective readers use: summarizing, creating meaningful connections, self-regulating, and inferring.  The author examines how, why and when to use each strategy and what each strategy looks like in practice.

Garner, Betty K.
GETTING TO GOT IT: HELPING STRUGGLING STUDENTS LEARN HOW TO LEARN
ASCD, 2007
In this book the author focuses on why students struggle and what teachers can do to help them become self-directed learners.  Difficulty reading, remembering, paying attention, or following directions are not the reasons students fail but symptoms of the true problem: underdeveloped cognitive structures-the mental processes necessary to connect new information with prior knowledge; organize information into patterns and relationships; formulate rules that make information processing automatic, fast, and predictable; and abstract generalizable principles that allow them to transfer and apply learning. 

 
Loveless, Tom, editor
THE GREAT CURRICLUM DEBATE: HOW SHOULD WE TEACH READING AND MATH
Brookings Institution Press, 2001
The American school curriculum is controversial.  Throughout the twentieth century, educators argued about what schools should teach and how they should teach it.  At the end of the century, the debate focused on reading and mathematics.  This book is about the public conflict that surrounded the two subjects in the 1990s.  It includes contributions from influential scholars on both sides of the debates, as well as chapters by distinguished nonpartisans.  It examines what fueled the controversies, clarifies adversarial positions, analyzes the politics of disputes, and investigates how curricular conflicts may have affected policy and practice.

 
Sawyer, Walter E.
GROWING UP WITH LITERATURE, 4^th Edition
Thomson Delmar Learning, 2004
A comprehensive guide for the individual wishing to learn how to use children’s books in early childhood programs and classrooms.  Teachers and parents will be better skilled at developing children’s early literacy capabilities through the knowledge that will be gained in reading this book.  A list of the best children’s picture books from the last half-century is included.

Schulze, Arlene C.
HELPING CHILDREN BECOME READERS THROUGH WRITING: A GUIDE TO WRITING WORKSHOP IN KINDERGARTEN
IRA, 2006
How and why do young children, especially those making their first foray into formal education, become readers and writers?  With this book the author answers this question and more as she shows kindergarten teachers and administrators how to help young children become readers and writers through a workshop approach. 

Gestwicki, Carol
HOME, SCHOOL, AND COMMUNITY RELATIONS, 5^TH Edition
Thomson Delmar Learning, 2004
This resource is a valuable tool for teachers who strive to form collaborative relationships with their students’ families.  With an emphasis not only on the theoretical approach, but also on the practical approach the reader will have the knowledge to immediately employ the suggested strategies. 

 
McEwan, Elaine K.
HOW TO DEAL WITH TEACHERS WHO ARE ANGRY, TROUBLE, EXHAUSTED, OR JUST PLAIN CONFUSED
Corwin Press, 2005
Is an indispensable handbook for educators hoping to manage, shape, and improve teacher behaviors with the ultimate goal of improving student achievement and performance.  The research based text introduces the approach of Assertive Intervention.

Pollock, Jane E.
IMPROVING STUDENT LEARNINGONE TEACHER AT A TIME
ASCD, 2007
Jane Pollock shows how making the right adjustments in four critical areas of practice-curriculum, instructional planning and delivery, assessment, and record keeping and reporting can help any teacher improve student learning significantly. 

American Association of School Librarians
INFORMATION POWER: BUILDING PARTNERSHIPS FOR LEARNING
American Library Association, 1998
INFORMATION POWER approaches the growth of advocating the creation of a community of lifelong learners.  This publication provides broad guidelines, with some helpful examples, for local professionals to adapt to their individual learning situations within their school library media programs.

 
Fink, Rosalie and S. Jay Samuels, editors
INSPIRING READING SUCCESS: INTEREST AND MOTIVATION IN AN AGE OF HIGH-STAKES TESTING
IRA, 2007
Although recent U.S. legislation has had a profound impact on reading instruction and student achievement, some students continue to fall behind.  This provocative text addresses this gap with a new perspective on reading instruction that goes beyond the realms of teacher content knowledge and methodology.  You’ll learn how motivation and interest can enhance reading instruction for all students-and you’ll get strategies to increase reading success.

 
Holt, Larry C. and Marcella Kysilka
INSTRUCTIONAL PATTERNS: STRATEGIES FOR MAXIMIZING STUDENT LEARNING
Sage Publications, 2006
This book explores the interactive patterns that exist in today’s classroom and demonstrates how teachers can facilitate the interactivity of these patterns to match their goals for student learning.  The patterns included are teacher-centered patterns, teacher-student interactive patterns, and student-centered patterns.

Barr, Robert D and William H. Parrett
THE KIDS LEFT BEHIND; CATCHIN UP THE UNDERACHIEVING CHILDREN OF POVERTY
Solution Tree, 2007
THE KIDS LEFT BEHIND is a comprehensive guide to successfully reaching and teaching the underachieving children of poverty.  It synthesizes best practices from the most recent research to reveal an abundance of practical, usable strategies to implement at the district, school and classroom levels

Van Scoter, Judy and Suzie Boss
LEARNERS, LANGUAGE, AND TECHNOLOGY: MAKING CONNECTIONS THAT SUPPORT LITERACY
Northwest Regional Educational Laboratory, 2002
This guidebook draws on both research and classroom practice to steer educators toward effective uses of technology to advance literacy. 

 
Reeves, Douglas B.
THE LEARNING LEADER: HOW TO FOCUS SCHOOL IMPROVEMENT FOR BETTER RESULTS
ASCD, 2006
Helps leadership teams go beyond excuses to capitalize on their strengths and reduce their weaknesses.  The Leadership for Learning Framework is introduced which challenges readers to consider that student achievement is more than a set of test scores. 

 
Arends, Richard I.
LEARNING TO TEACH, Sixth Edition
McGraw Hill, 2004
A publication that provides a comprehensive and balanced view of teaching. 

 
Tucker, Pamela D. and James H. Stronge
LINKING TEACHER EVALUATION AND STUDENT LEARNING
ASCD, 2005
Researchers Pamela D. Tucker and James H. Stronge who that including measures of student achievement in teacher evaluations can help school systems focus their efforts to meet high standards.  The book shows how four school systems have built such measures into their evaluation programs.

 
Labbo, Linda D., Mary Susan Love, Mirri Park Prior, Betty P. Hubbard, and Tammy Ryan
LITERATURE LINKS: THEMATIC UNITS LINKING READ-ALOUDS AND COMPUTER ACTIVITIES
IRA, 2006
This book serves as a link between story time and computer time.  The authors present a variety of classroom- tested integrated activities, such as reading children’s books, creating multimedia documents, writing, with word-processing programs, and engaging in online communication.  The book assists teachers in creating a literacy-rich learning curriculum by linking children’s literature with practical, timely, motivating, and developmentally appropriate computer activities. 

 
Keating, Helane Levine and Walter Levy
LIVES THROUGH LITERATURE : A THEMATIC ANTHOLOGY, 3^rd Edition
Prentice Hall, 2000
An anthology designed to teach and encourage student participation in the study of literature, critical thinking, and writing.

Diamond, Marian and Janet Hopson
MAGIC TREES OF THE MIND: HOW TO NUTURE YOUR CHILD’S INTELLIGENCE, CREATIVITY, AND HEALTHY EMOTIONS FROM BIRTH THROUGH ADOLESCENCE
Plume Printing, 1999
Leading brain researcher, Dr. Diamond draws on decades of experience and scientific study to reveal how a child’s brain physically responds to environmental influences and how we can provide our children with the nurturing and stimulating conditions they need to develop and thrive. 

Rothstein-Fisch, Carrie and Elise Trumbull
MANAGING DIVERSE CLASSROOMS: HOW TO BUILD ON STUDENTS’ CULTURAL STRENGTHS
ASCD, 2008
The authors present a simple framework for understanding cultural differences, comparing the “individualistic” culture that prevails in American education with the “collectivistic” culture that characterizes most of the world’s population, including many of the Latino immigrant students in U.S. world’s population, including many of the Latino immigrant students in U.S. classroom.  At the heart of the book are teacher-developed strategies that capitalize on the cultural value that these students and their families offer, such as an emphasis on helping, sharing, and the success of the group.  The strategies cover a wide spectrum of issues and concerns.

 
Fewell, Patricia J. and William J. Gibbs
MICROSOFT OFFICE FOR TEACHERS, 2^nd Edition
Pearson Education, Inc. 2006
A practical guide for teachers who want to learn how to use the Microsoft Office suite as a tool in instruction, learning, and classroom management.  A CD is included. 

Armstrong, Thomas
THE MULTIPLE INTELLIGENCES OF READING AND WRITING: MAKING THE WORDS COME ALIVE
ASCD, 2002

Borich, Gary D.
OBSERVATION SKILLS FOR EFFECTIVE TEACHING, 5^TH Edition
Pearson, 2008
This book focuses on one of the principal means by which you can become an effective and professional teacher by observing others and incorporating the best of what you see and hear into your own teaching practice.

Wong, Linda
PARAGRAPH ESSENTIALS: A WRITING GUIDE
Houghton Mifflin Company, 2002
PARAGRAPH ESSENTIALS focuses on the skills you need to write effective, grammatically correct paragraphs.  Step-by-step guidance, sample models, and a variety of exercises and writing activities help you master the paragraph-writing process. 

 
Alvermann, Donna E, Jennifer S. Moon and Margaret C. Hagood.
POPULAR CULTURE IN THE CLASSROOM: TEACHING AND RESEARCHING CRITICAL MEDIA LITERACY
IRA, 1996
This publication addresses the importance of developing within children and adolescents a critical awareness of the social, political, and economic messages emanating from the different forms of popular culture.  This book is written for teachers, researchers, and theorists who have grown up in a world radically different from that of the students they teach and study. 

Miller, Darla Ferris
POSITIVE CHILD GUIDANCE, 4^th Edition
Thomson Delmar Learning, 2004
The author answers some age-old questions that plague caregivers, parents, and educators:
By identifying typical characteristics and needs in young children Miller is able to offer a myriad of practical, effective, and flexible guidance strategies. 

Torp, Linda and Sara Sage
PROBLEMS AS POSSIBILITIES: PROBLEM-BASED LEARNING FOR K-12 EDUCATION
ASCD, 1998
Torp and Sage offer opportunities to learn about problem-based learning (PBL) from the perspectives of teachers, students, parents, administrators, and curriculum developers.  Readers gain a holistic sense of the problem-solving process through actual examples from PBL units at elementary, middle, and high school levels.

Shank, Gary D.
QUALITATIVE RESEARCH: A PERSON SKILLS APPROACH
Merrill Prentice Hall, 2002
The text looks at any points of view and approaches within qualitative research and then distills out a set of common principles.
 

Barrentine, Shelby J, editor
READING ASSESSMENT: PRINCIPLES AND PRACTIES FOR ELEMENTARY TEACHERS
IRA, 1999
By presenting examples of a variety of alternative assessment methods, the articles in this publication provide educators with practical means to overcome the boundaries and labels that standardized tests place on students as well as on teachers and schools.  The aim of the book is to supply elementary classroom teachers with foundation information on which to build solid explanations about why particular assessment practices make a difference in teaching children.

Roberts, Patricia L. and Richard D. Kellough and Kay Moore
A RESOURCE GUIDE FOR ELEMENTARY SCHOOL TEACHING PLANNING FOR COMPETENCE
Pearson, 2006
This guide is devoted to providing you with rich, practical information on planning, classroom management, teaching strategies, and assessment in the elementary classroom.  Designed to engage readers in both hands-on and reflective learning, each chapter contains an abundance of application exercises. 

Justice, Laura M. and Khara L. Pence
SCAFFOLDING WITH STORYBOOKS: A GUIDE FOR ENHANCING YOUNG CHILDREN’S LANGUAGE AND LITERACY
IRA, 2005
Early educators have the critical task of preparing young children from diverse backgrounds to start school with strong foundations in language and literacy.  At the same time, young children need instruction that is appealing and developmentally appropriate.  This book provides simple-but effective-adjustments you can make while engaging children with storybooks.  Interactive reading techniques and activities that focus on six key aspects of early childhood language and literacy:  print knowledge, word knowledge, phonological knowledge, alphabet knowledge, narrative knowledge, and world knowledge are presented. 

Allington, Richard L and Patricia M. Cunningham
SCHOOLS THAT WORK: WHERE ALL CHILDREN READ AND WRITE
Pearson, 2007
Provides critical insight into elementary schools and how they are to meet the increased demands of education for the 21^st century.

O’Day, Shannon
SETTING THE STAGE FOR CREATIVE WRITING: PLOT SCAFFOLDS FOR BEGINNING AND INTERMEDIATE WRITERS
IRA, 2006
Plot scaffolds help you foster creativity and original writing.  This text offers a research rationale, hands on lessons and literacy strategies for those unsure about teaching writing.  While we have all seen kids “copy” story plots from movies and other books, plot scaffolds provide a sophisticated support that allows students to reach a new more linguistically advanced place in the writing and take ownership. 

 
Gee, James Paul
SOCIAL LINGUISTICS AND LITERACIES: IDEOLOGY IN DISCOURSES, Second Edition
Taylor & Francis, 1996
Gee’s book serves as an introduction to the study of language, learning and literacy in their social, cultural and political contexts..  It shows how contemporary sociocultural approaches to language and literacy emerged and surveys the current state of the field other its first couple of decades. 

 
Totten, Samuel and Jon E. Pedersen
SOCIAL ISSUES AND SERVICE AT THE MIDDLE LEVEL
Allyn and Bacon, 1997
This resource gives an in-depth view of how schools have successfully implemented community service and service learning.  It is a comprehensive look at all disciplines-math, science, social studies, language arts, and technology.  The authors of this book present actual working examples of how individuals have integrated social issues, community service and service learning into their schools.

 
Erickson, Lawrence G.
SUPERVISION OF LITERACY PROGRAMS: TEACHERS AS GRASS-ROOTS CHANGE AGENTS
Allyn & Bacon, 1995
The intent of this book is to talk directly to classroom teachers about their roles as change agents, especially as it applies to improving the teaching of reading and writing.

Simonson, Michael, Sharon Smaldino, Michael Albright, Susan Zvacek
TEACHING AND LEARNING AT A DISTANCE: FOUNDATIONS OF DISTANCE EDUCATION, Third Edition
Pearson, 2006
This publication emphasizes the importance of Internet-based instruction and provides you with the basics you need to become a knowledgeable distance educator. Including theory and research that inform distance learning, practical skills and knowledge needed to function immediately in a distance learning environment, and managerial and administrative issues that arise in the distance learning environment.

 
Sandel, Lenore, Editor
TEACHING WITH CARE: CULTIVATING PERSONAL QUALITIES THAT MAKE A DIFFERENCE
IRA, 2006
In today’s standards focused environment, we often overlook the real key to student achievement-teachers’ personal qualities.  In this collection respected educators give their views on what it takes to be an outstanding teacher, reinforcing the individual teacher’s sense of self.

Mills, Steven C. and M.D. Roblyer
TECHNOLOGY TOOLS FOR TEACHERS: A MICROSOFT OFFICE TUTORIAL, 2^nd Edition
Pearson Education, 2006
This publication is a user-friendly guide for teachers who want to learn the basics of the Microsoft Office suite and how to integrate it into the curriculum.  A CD is included with the book. 

 
Bednar, Nancy, Julia Jasmine and Dolores P. Rice
THEMATIC UNITS ACROSS THE CURRICULUM
Teacher Created Materials, 1992
A collection of thematic teaching ideas that can be reproduced.

 
Popham, W. James
TRANSFORMATIVE ASSESSMENT
ASCD, 2008
Popham explains the research supporting formative assessment’s effectiveness and why familiarity with this research is the key to preserving both teacher sanity and district funds.  You’ll find step-by-step guidance on how to build frameworks for formative assessment and how to carry out each of the process’s four levels: teachers’ instructional adjustments, students’ learning tactic adjustments, a classroom climate shift, and school-wide implementation.

 
Zmuda, Allison and Robert Kuklis and Everett Kline
TRANSFORMING SCHOOLS: CREATING A CULTURE OF CONTINUOUS IMPROVEMENT
ASCD, 2003
The authors by using a fictional school guide the reader to a clear understanding of the six steps of continuous improvement:  1.  Identify core beliefs, 2. Create a shared vision, 3.  Use date to determine the gaps between the current reality and the shared vision, 4.  Identify the innovations that will most likely close the gaps,  5.  Develop and implement an action plan,  6.  Endorse collective accountability. 

 
Robbins, Stephen P.
THE TRUTH ABOUT MANAGING PEOPLE…AND NOTHING BUT THE TRUTH
Prentice Hall, 2003
Author Stephen Robbins cuts through the research and theory to deliver immediately useful and essential insights for the effective management of people.

Wiggins, Grant and Jay Tighe
UNDERSTANDING BY DESIGN is accompanied by a  separate Handbook
ASCD, 1998
What is understanding and how does it differ from knowing?  What do we want students to understand and be able to do?  What enduring knowledge is worth understanding?  How will we know that students truly understand and can apply knowledge in a meaningful way?  How can we design our courses and units to emphasize understanding and “uncoverage” rather than “coverage”?  This book explores these questions and provides practical solutions for the teacher designer.

 
Bettelheim, Bruno
THE USES OF ENCHANTMENT: THE MEANING AND IMPORTANCE OF FAIRY TALES
Vintage Books, 1989
The author of this book gives a moving revelation of the enormous and irreplaceable value of fairy tales and how they educate, support and liberate the emotions of children.

Peck, Ruth L. and Robert S. Anillo
WHAT CAN I DO FOR AN ART LESSON?: A PRACTICAL GUIDE FOR THE ELEMENTARY CLASSROOM TEACHER
Parker Publishing Company, Inc., 1966
This book presents ideas and activities that involve general learning or understanding.  The lessons that are presented are practical and easy.  Included are ways to adapt the lessons so that they may be used at different grade levels.

 
Samuels, S. Jay and Alan E. Farstrup, Editors
WHAT RESEARCH HAS TO SAY ABOUT FLUENCY INSTRUCTION
IRA, 2006
An indispensable resource for classroom teachers and teacher educators, the reader-friendly text offers a range of expert perspectives on the key aspects of fluency: history, definitions,; instruction and development; measurement and assessment; issues of struggling readers, ELL’s and dyslexic learners are discusses in reader friendly text. 

 
Farstrup, Alan E. and S. Jay Samuels, Editors
WHAT RESEARCH HAS TO SAY ABOUT READING INSTRUCTION 3^RD Edition
IRA, 2002
You will find in this third edition solid information on how to teach students to read based on evidence from a broad base of effective, well-designed research.  The editors have updated the book to reflect current thinking in the field and address issues that have come to attention recently, including the National Reading Panel Report.  Maintaining a balance among theory, research, and effective classroom practice, the book focuses on early reading instruction, phonemic awareness, comprehension and many other topics.

Fink, Rosalie
WHY JANE AND JOHN COULDN’T READ-AND HOW THEY LEARNED: A NEW LOOK AT STRIVING READERS
IRA, 2006
This book explains how a group of striving readers succeeded in achieving high-level reading ability.  The book presents an interest-driven, or interest-based, model of reading.  Included are a variety of teaching materials, strategies, and activities that enhance the usefulness of the text.