School and Society Supplementary Readings

• Learner-centered Psychological Principles: A Framework for School Redesign and Reform. Washington, D.C.: American Psychological Association, 1995.  
• Arends, R. (2006). Learning to Teach. Boston, MA: McGraw Hill.
  
• Armstrong, T. (2000). Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Armstrong, T. (2006). The Best Schools: How Human Development Research Should Inform Educational Practice. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Barth, R. (2001). Learning by Heart. San Francisco: Jossey-Bass.
  
• Berliner, D. and Biddle, B. (1995). The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools. Reading, MA: Addison-Wesley.
  
• Burke, J. and Krajicek, J. (2006). Letters to a New Teacher: a Month-by-month Guide to the Year Ahead. Portsmouth, NH: Heinemann.
  
• Caine, R and Caine, G. (1997). Education on the Edge of Possibility. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Caine, R and Caine, G. (1997). Unleashing the Power of Perceptual Change: the Potential of Brain-based Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
• Comer, J. (2009).  What I learned in school: Reflections on race, child development, and school reform. Hoboken, NJ: Jossey-Bass.
• Costa, A. and Kallick, B. (1995). Assessment in the Learning Organization: Shifting the Paradigm. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Christensen, C., Horn, M. and Johnson, C. (2008). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. New York: McGraw-Hill.
  
• Cushman, K. (2003). Fires in the Bathroom: Advice for Teachers from High School Students. New York: New Press.
  
• Duckworth, E. (2008). At Få Vidunderlige Ideer Og Andre Essays Om Undervisning Og Læring. (The Having of Wonderful Ideas) Århus: Klim.
  
• Danielson, C. (2007). Enhancing Professional Practice: a Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Darling-Hammond, L. (2010). The Flat World and Education: How America's Commitment to Equity Will Determine Our Future. New York: Teachers College.
  
• Davidson, C. (2011). Now you see it: How the brain science of attention will transform the way we live, work, and learn. New York: Viking Press.
• Davidson, C. and Goldberg, D. (2010). The future of thinking: Learning institutions in a digital age. Cambridge, MA: MIT Press. 
• Eklund, N. (2008). How was your day at school?: Improving dialogue about teacher job satisfaction. Minneapolis, MN: Search Institute.
• Esquith, R. (2007). Teach like Your Hair's on Fire: the Methods and Madness inside Room 56. New York: Viking.
  
• Fried, R. (2005). The Game of School: Why We All Play It, How It Hurts Kids, and What It Will Take to Change It. San Francisco, CA: Jossey-Bass.
  
• Gardner, H. (1983). Frames of Mind: the Theory of Multiple Intelligences. New York: Basic.
  
• Gardner, H. (1993). Multiple Intelligences: the Theory in Practice. New York, NY: Basic.
  
• Garmston, R. and Wellman, B. (2009). The Adaptive School: a Sourcebook for Developing Collaborative Groups. Norwood, MA: Christopher-Gordon.
  
• Goleman, D. (2006). Emotional Intelligence. New York: Bantam.
  
• Goleman, D. (2006). Social Intelligence: the New Science of Human Relationships. New York: Bantam.
  
• Glasser, W. (1992). The Quality School: Managing Students without Coercion. New York: HarperPerennial.
  
• Glazer, S, and Smith, H. (1999). The Heart of Learning: Spirituality in Education. New York: J.P. Tarcher/Putnam.
  
• Goodlad, J. (2004). A Place Called School. New York: McGraw-Hill.
  
• Grinder, M. (2009). ENVoY: Your Personal Guide to Classroom Management. Battle Ground, WA: M. Grinder & Associates.
  
• Hargreaves, A. (1997). Rethinking Educational Change with Heart and Mind. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Hooks, Bell. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
  
• Intrator, S. and Scribner,M. (2003). Teaching with Fire: Poetry That Sustains the Courage to Teach. San Francisco: Jossey-Bass,.
  
• Jackson, R. (2009). Never Work Harder than Your Students & Other Principles of Great Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Jensen, E. (2009). Fierce Teaching: Purpose, Passion, and What Matters Most. Moorabbin, Vic.: Hawker Brownlow Education.
  
• Gallagher, C. (2007). Reclaiming assessment: A better alternative to the accountability agenda. Portsmouth, NH: Heinemann.
  
• Kohn, A. (1996). Beyond Discipline: from Compliance to Community. Alexandria, VA: ASCD.
  
• Kohn, A. (1993). Punished by Rewards. Houghton Mifflin.
  
• Kohn, A. (2006). The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. Cambridge, MA: Da Capo Life Long.
  
• Kohn, A. (2006).The Schools Our Children Deserve: Moving beyond Traditional Classrooms and "tougher Standards" Boston: Houghton Mifflin.
  
• Kozol, J. (2007). Letters to a Young Teacher. New York: Crown.
  
• Kozol, J. (1991). Savage Inequalities: Children in America's Schools. New York: Crown Pub.
  
• Kozol, J. (2005). The Shame of the Nation: the Restoration of Apartheid Schooling in America. New York: Crown.
  
• Littky, D. and Grabelle, S. (2004). The Big Picture: Education Is Everyone's Business. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Nathan, L. (2009). The hardest questions aren't on the test: Lessons from an innovative urban school. Boston, MA: Beacon.
• Nichols, S. & Berliner, D. (2007). Collateral damage: How high-stakes testing corrupts America's schools. Cambridge, MA: Harvard Education Press.
• Palmer, P. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco, CA: Jossey-Bass.
  
• Perkins, D. (2009). Making Learning Whole: How Seven Principles of Teaching Can Transform Education. San Francisco, CA: Jossey-Bass.
  
• Perkins, D. (1992). Smart Schools: from Training Memories to Educating Minds. New York: Free.
  
• Perrone, V. (2000). Lessons for New Teachers. Boston: McGraw-Hill.
  
• Postman, N, and Weingartner, C. (1969). Teaching as a Subversive Activity. New York: Delacorte.
  
• Postman, N. (1995). The End of Education: Redefining the Value of School. New York: Knopf.
  
• Ravitch, D. (2010). The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. New York: Basic.
  
• Richardson, W. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin.
  
• Rose, M. (1995). Possible Lives: the Promise of Public Education in America. Boston: Houghton Mifflin.
  
• Rose, M. (2009). Why School?: Reclaiming Education for All of Us. New York: New.
  
• Senge, P. (2005). Schools That Learn: a Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education. New York: Doubleday.
  
• Schön, D. (2007). The Reflective Practitioner How Professionals Think in Action. Aldershot: Ashgate.
  
• Sizer, T. (1992). Horace's Compromise: the Dilemma of the American High School. Boston: Houghton Mifflin.
  
• Sternberg, R. and Grigorenko, E. (2007). Teaching for Successful Intelligence: to Increase Student Learning and Achievement. Thousand Oaks, CA: Corwin.
  
• Stevens, R. (1999). Teaching in American Schools. Upper Saddle River, NJ: Merrill,.
  
• Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Tough, P. (2008). Whatever it takes: Geoffrey Canada's quest to change Harlem and America. Boston, MA: Houghton Mifflin Co.
• Wheatley, M. (2006). Leadership and the New Science: Discovering Order in a Chaotic World. San Francisco, CA: Berrett-Koehler.
  
• Wiggins, G. and McTighe, J. (2006). Understanding by Design. Upper Saddle River, NJ: Pearson Education.
  
• Wolfe, P. (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Wood, C. and Wrenn, P. (1999). Time to Teach, Time to Learn: Changing the pace of School. Greenfield, MA: Northeast Foundation for Children.
  

• The Miscellaneous Course Handouts page has hyperlinks to several more articles and websites of interest to students in this course.

In addition, the following educational philosophy and reference books are available in the Lindell Library for EDC 490/580 students to use.

•     A.P.A. (2009, 6th edition). Publication Manual of the American Psychological Association. Washington, D.C.: A.P.A.
•     Baron, B. (1998). Philosophy applied to education. Upper Saddle River, NJ: Merrill.
•     Frankena, W. (1965). Three historical philosophies of education. Chicago: Scott, Foresman, and Co.
•     Gutek, G. (1997). Historical and philosophical foundations of education. Upper Saddle River, NJ: Merrill.
•     Kneller, G. (1971, 2nd ed.). Introduction to the philosophy of education. New York: John Wiley and Sons, Inc.
•     Ozmon, H. & Cramer, S. (1992, 5th ed.). Philosophical foundations of education. Englewood Cliffs, NJ: Prentice-Hall, Inc.
•     Strouse, J. (1996). Themes of social justice in education. Upper Saddle River, NJ: Merrill.