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Atwell, Nancie. In the Middle: Writing, Reading, and Learning with Adolescents. Portsmouth, NH:
Boyton/Cook Publishers, Heinemann, 1987. ISBN 0-86709-163-0 * On setting up and monitoring
a writing workshop. |
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Asimov, Isaac. Asimov's Guide to Shakespeare. 2 vols in 1. New York: Avenel Books, 1978. |
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Beach, Richard. A Teacher's Introduction to Reader-Response Theories. NCTE's Teacher's
Introduction Series. Urbana, IL: National Council of Teachers of English, 1993. ISBN 0-8141-
5018-7 * On the main categories of R-R theories, simple descriptions. |
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Blake, Julie. The Full English: An A-Z Handbook of English Teaching Activities. Sheffield, UK: NATE, 2006.
* ISBN: 978-1-90470-920-6 A recipe book of engaging activities for the classroom. |
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Bohle, Robert. From News to Newsprint: Producing a Student Newspaper. 2nd ed. Englewood
Cliffs, NJ: Prentice-Hall, 1992. ISBN 0-13-325325-2 * A good reference. |
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Branscombe, N. Amanda, Dixie Goswami, and Jeffery Schwartz, eds. Students Teaching,
Teachers Learning. Fore. by James Britton and Nancy Martin. Portsmouth, NH: Heinemann,
1992. ISBN 0-86709-299-8 * Series of essays on teaching English. |
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Burke, Jim. Illuminating Texts: How to Teach Students to Read the World.Portsmouth, NH:
Heinemann, 2001. A master teacher-author explores "textual intelligence," or literacy. |
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Cambridge School Shakespeare Series. * Order by play title; these are the finest teaching
guides for teaching Shakespeare's plays. Each consists of annotated text with oodles of
practical and engaging lessons, including process drama, writing, reflecting, artistic
activities. |
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Clandinin, D. Jean and F. Michael Connelly. Narrative Inquiry: Experience and Story in
Qualitative Research. San Francisco: John Wiley and Sons, 2000. * Applicable to reader-
response approach literature from mutliple directions simultaneously. |
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Coles, Robert. The Spiritual Life of Children. Boston: Houghton Mifflin, 1990. ISBN0-395-55999-
5 * Insight into children’s inner lives by one of America’s foremost child psychiatrists and
teachers. |
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Copeland, Matt. Socratic Circles: Fostering Critical and Creative Thinking in Middle and High
School. Portland, ME: Stenhouse Publishers, 2005. The title sums it up. This is the seminal text
on Socratic method in schools. |
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Edelman, Marian Wright. The Measure of Our Success: A Letter to My Children and Yours.
Boston: Beacon Press, 1992. ISBN 0-8070-3102 * Straightforward, eloquent, and inspirational
book on education and values. |
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Freedom Forum. Death by Cheesburger: High School Journalism in the 1990s and Beyond.
1994. Arlington, VA: The Freedom Forum, n.d. * Free from the Freedom Forum: includes oodles
of case histories and full texts of U.S. Supreme Court decisions that pertain to school
publications. |
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Fulwiler, Toby, ed. The Journal Book. Portsmouth, NH: Boyton/Cook Publishers, Heinemann,
1987. ISBN 0-86709-175-4 * A variety of essays on ways to use journal writing. |
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Gardner, Howard. Frames of Mind: The Theory of Multiple Inteligences. 10th anniversary ed.
New York: Basic Books/HarperCollins, 1983. ISBN 0-465- 02510-2 * Challenges the idea that
intelligence is a single general capacity possessed by every individual and asserts that the mind
yields a variety of intelligences that create unique cognitive profiles for each person. |
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Glasser, William. Control Theory in the Classroom. New York: Harper & Row, Publishers, 1986.
ISBN 0-06-096085-X * A significant book on student motivation. |
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Glasser, William. Schools Without Failure. New York: Harper & Row, Publishers, 1969.
ISBN 0-06-090421-6 * Practical school reforms to bring relevance to the classroom. |
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Greenman, Robert. The Adviser's Companion. New York: Columbia Scholastic
Press,Columbia U, 1991. ISBN 0-916084-21-3 * An essential text for school publications
advisers. |
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Harrower, Tim. The Newspaper Designer's Handbook. 2nd ed. Dubuque, IA: Wm. C. Brown
Publishers, 1991. ISBN 0-697-13382-6 * A thorough primer on contemporary newspaper
design. |
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Hart, Diane. Authentic Assessment: A Handbook for Educators. Menlo Park, CA: Addison-
Wesley Publishing Co., 1994. ISBN 0-201-81864-7 * A clean and simple primer on the topic;
good examples. |
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Heathcote, Dorothy and Gavin Bolton. Drama For Learning: Dorothy Heathcote's Mantle of the
Expert Approaches to Education. Gen. ed. Cecily O'Neill. Portsmouth, NH: Heinemann, 1994.
ISBN0-435-08643-X * A dialogue between the authors that details Heathcote's approach. |
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Hallowell, Edward M. and John J Ratey. Driven to Distraction. New York: Pantheon Books, 1994.
ISBN 0-679-42177-7 * A clear, interesting text on recongnizing and coping with Attention Deficit
Disorder from childhood to adulthood. |
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Holman, C. Hugh. A Handbook to Literature. 7th ed. Indianapolis: Odyssey Press, n.d. |
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Hooks, Bell. Talking Back: Thinking Feminist, Thinking Black. Boston: South End Press, 1989.
ISBN 0-89608-352-7 * Here is a clear voice on on feminism, on racism and the power of writing
to heal wounds caused by these and other -isms inside and outside the academy. |
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Isler, Wolfgang. The Act of Reading: A Theory of Aethetic Response. Baltimore, MD: Johns
Hopkins UP, 1978. ISBN 0-8018-2371-4 * An important text on R-R theory. |
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Jennings, Kevin, ed. Becoming Visible: A Reader in Gay and Lesbian History for High School
and College Students. Boston: Alyson Publications, 1994. ISBN 1-55583-254-7 * Drawing
from primary and secondary sources, this reader covers 2000 years of history and a diverse
range of cultures; ready for immediate classroom use; complete with term lists and study
questions. An eye-opener to much that has been censored from history texts. |
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Johnson, David W., Roger T. Johnson, and Edythe Johnson Holubec. Circles of Learning:
Cooperation in the Classroom. 3rd ed. Edina, MN: Interaction Book, Co., 1990. ISBN 0-
939603-12-8 * A short, simple, yet comprehensive and practical primer on cooperative
learning. |
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Johnson, Liz and Cecily O'Neill. Dorothy Heathcote: Collected Writings on Education and
Drama. London: Stanley Thornes Publishers Ltd., 1984. ISBN 0-7487-0358-6 * Essays and
articles from the master teacher of process drama. |
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King, Nancy. Storymaking and Drama: An Approach to Teaching Language and Literature at
the Secondary and Postsecondary Levels. Portsmouth, NH: Heinemann, 1993. ISBN 0-435-
08625-1 * A highly informative text on a variety of student response techniques, including drama,
story, writing, reading, visual art. Includes lots of insights from a teacher with a lively, practical
approach.
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Lakoff, George and Mark Johnson. Metaphors We Live By. Chicago: U of Chicago, 2003. |
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Lambert, Alan and Cecily O'Neill. Drama Structures: A Practical Handbook for Teachers.
Portsmouth, NH: Heinemann, 1991. * Give readable, brief explanations of process drama
theory and several practical sample lessons. |
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Liesveld, Rosanne, JoAnn Miller and Jennifer Robinson. Teach with Your Strengths: How Great
Teachers Inspire Their Students. New York: Gallup Press, 2005. ISBN 978-1595620064 *
The authors then describe the 34 varieties of talent measured by an online test and suggest how
to use them to increase teacher effectiveness. |
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Martin, Nancy. Mostly About Writing: Selected Essays of Nancy Martin. Upper Mountclair,
NJ: Boyton/Cook Publishers, Inc., 1983. ISBN 0-86709-069-3 * Essays from a leading
researcher. |
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Meek, Margaret. How Texts Teach What Readers Learn. Exeter, England: The Thimble Press,
1988. * Based on research, this is an overview of how text construction determines the message
received; research points to how texts might be better constructed to match how readers read. |
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- - - - - . On Being Literate. Portsmouth, NH: Heinemann, 1991. ISBN 0-435-08726-6
* An examination and a "reassurance" of what "being literate" means in the age of the
microprocessor, a time when literary contexts are rapidly and ever changing. |
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Morgan, Norah and Julianna Saxton. Asking Better Questions: Models, Techniques and
Classroom Activities for Engaging Students in Learning. Markham,
Ontario:Pembroke/Stenhouse Publishers, 1994. ISBN 1-55138-045-5 * Shows how to give
students more opportunities to deepen answers and ask questions that are meaningful. |
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Naidoo, Beverley. Through Whose Eyes? Exploring Racism: Reader, Text and Context. Stoke-
on-Trent, Staffordshire, England: Trentham Books Limited, 1992. ISBN 0-948080-67-1 *
Discusses how a reader's culture influences how he reads and writes. |
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Neelands, Jonothan and Tony Goode. Structuring Drama Work: A Handbook of Available Forms
in Theatre and Drama. Fore by David Booth. Cambridge, UK: Cambridge UP, 2000. ISBN
978-0521787291 * If Lambert and O'Neill's Drama Structures is the bible, this is the common
book of prayer for process drama in education. A must-have for the teacher's toolkit. |
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Noddings, Nel. Critical Lessons: What Our Schools Should Teach. Cambridge: Cambridge UP, 2006 * Noddings
focuses on the critical, reflective thinking that should be encouraged in high schools and urges such topics as
psychology of war, what it means to make a home, advertising and propaganda, choosing an occupation, gender,
and religion be issues discussed as issues vital to life in a democracy. |
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O'Neill, Cecily. Drama Worlds. Portsmouth, NH: Heinemann, 1995. |
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Paley, Vivian Gussin. You Can't Say You Can't Play. Cambridge, MA: Harvard UP, 1992.ISBN
0-674-96589-2 * On making the learning community inclusive. Includes and interesting
interpolation of fable. |
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Papp, Joseph and Elizabeth Kirkland. Shakespeare Alive! New York: Bantam Books, 1988.
ISBN 0-533-27081-8 * A captivating tour of the world of the Bard--great "and-you-are-there"
descriptions. The first couple of chapters are worth it. |
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Pink, Daniel H. A Whole New Mind: Why Right-brainers Will Rule the Future. New York: Riverhead, 2006. * Pink contends that
the future of global business belongs to people who can think well with the right-brain skills. After identifying trends he suggests
six senses or skill sets to develop. |
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Pinker, Steven. How the Mind Works. New York: W. W. Norton & Company, 1997. ISBN 0-965-
8304-4 * Accessible resource on cognitive science’s recent understandings of thinking. |
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Postman, Neil. The End of Education: Redefining the Value of School. New York: Vintage
Books/Random House, 1995. ISBN 0-679-75031-2 * The late social critic and NYU prof
suggests that the current crisis in our educational system dervives from its failure to supply
students with a transcendent, unifying narrative like those inspired by previous generations–
and he suggests ways to do so. |
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- - - - and Charles Weingartner. Teaching as a Subversive Activity. New York: Dell Publishing,
1969. * Significant book on authentic teaching, meaning making, language, and educational
reform. Now back in print with the new ISBN 978-0385290098 . |
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Purves, Alan. How Do Porcupines Make Love III: Teaching a Response-Centered Literature
Curriculum. White Plains, NY: Longman, 1994. * A potpourri of teaching strategies from writing
workshops to process drama; enjoyably witty and highly informative.
|
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Richards, I.A. Principles of Literary Criticism. New York: Harcourt Brace Jovanovich, 1925.
* A seminal-ovarian text on literary theory, focusing on the emotional use of words. |
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Richardson, Will. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms.
Thousand Oaks, CA: Corwin Press, 2006. |
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Rosenblatt, Louise M. Literature as Exploration. 5th ed. Fore. by Wayne Booth. New York:
Modern Language Association, 1995. ISBN 0-87352-567-1 (cloth), 0-87352-568-X (ppbk) *
Building on her transactional theory of reader response, Ros. argues that teachers play a pivotal
role in influencing how students respond to a text. |
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- - - - . The Reader, The Text, The Poem: The Transactional Theory of
the Literary Work. Carbondale: Southern Illinois UP, 1978. * A seminal-ovarian text on
transactional reader- response thoery, giving equal importance to text and reader. |
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Scher, Anna and Charles Verrall. 200+ Ideas for Drama. Portsmouth, NH: Heinemann, 1992.
ISBN 0-435-08606-5 * A smorgasbord of activities for process drama. |
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Shakespeare, William. The Illustrated [Play title]. New York: Workman Publishing, Co., Inc.,
1982. * Full color comic-book-style complete folio edition of the major plays by Shakespeare. |
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Tarlington, Carole and Wendy Michaels. Building Plays: Simple Playbuilding Techniques at
Work. Portsmouth, NH: Heinemann, 1995. ISBN 0435086899 * A "how-to" on building a play
for presentation using collaborative, process drama strategies.
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Wagner, Betty Jane. Dorothy Heathcote: Drama as a Learning Medium. Washington, DC:
National Education Association, 1976. ISBN 0-8106-1381-6 * A powerful book that follows the
teaching technique of a pioneer and master in process drama. |
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- - - - . Educational Drama and Language Arts: What Research Shows. Portsmouth, NH:
Heinemann, 1998. ISBN 0-325-00076-x * Documentation on the value of process drama in
teaching. |
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- - - - and Mark Larson. Situations: A Casebook of Virtual Realities for the English Classroom.
Portsmouth, NH: Heinemann, 1995. * Incredibly practical book of situations that arise in the
English classroom and clear solutions to them. |
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Walsh, J. Martyn and Anna Kathleen Walsh. Plain English Handbook. 9th ed. New York:
SRA/McCormick-Mathers, 1987. ISBN 0-07-481475-0 * By far the simplest, clearest, most-comprehensive grammar and mechanics handbook. A workbook is available. |
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Warren, Bernie and Tim Dunne. Drama Games: A Practical Guide for Leaders Working with
Disabled People. North York, Ontario, Canada: Catpus Press, Inc., 1989 ISBN 0-921801-15-7
* Lists of practical games that are good for warm-ups to drama activites; much more than the
subtitle implies. |
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Wilhelm, Jeffrey D. You Gotta BE the Book:Teaching Engaged and Reflective Reading with Adolescents. 2nd Ed.
New York: Teachers College Press, 2007 |
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Wilhelm, Jeffrey D. and Brian Edmiston. Imaging to Learn: Inquiry, Ethics, and Integration
through Drama. Portsmouth, NH: Heinemann, 1998. ISBN 0-435-07041-X * Theory and
practice on integration of drama strategies to create powerful learning contexts.
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