Bibliography for Teachers
Crocetti, E., Rubini, M., Luyckx, K., & Meeus, W. (2007). Identity formation in early and middle adolescents from various ethnic groups: from three dimensions to five statuses.
J Youth Journal
, 37, 983-996.
This article clearly outlines the three-faceted formation of identities in teenagers. In designing this unit on literature and identity, it was important to understand how students develop a sense of self and make meaning of their place in the larger society. Although this article was quite technical, it did have implications for classroom use.
Hinchey, P. (2004).
Becoming a critical educator: defining a classroom identity
designing a critical pedagogy
. New York, Peter Lang.
This book is a great resource for teachers who are looking to re-engage students and provide equal opportunities to students through reflective and critical practices. It clearly defines what it means to be a critical educator and energizes teachers to question practices that are not beneficial to students.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy
. American Education Research Journal
, 32(3), 465-491.
The theory of the culturally relevant pedagogy is explored. Working under the assumption that the purpose of schools is to reproduce inequality in the greater society, the author focuses on teaching and culture to better understand why certain groups of students, in particular African Americans, are not succeeding in schools.
Milner, H.R. & Tenore, F.B. (2010). Classroom management in diverse classrooms.
, 45, 560-603.
Through reflection and understanding culturally responsive classroom techniques, Milner & Tenore offer helpful suggestions and case studies to ready teachers enter urban school districts.
Schon, D. (1983).
The reflective practitioner
. New York: Basic Books.
This book is great introduction to the importance of reflection in the teaching profession. In order to effectively teach our students, we must learn to effectively reflect on our own practice. Through personal reflection, observations and professional development, teachers can improve their practice and effective reach the students who sit before them.
Tyler, R. W. (2009). Basic Principles in Curriculum and Instruction. In D. J. Flinders & S. J. Thornton (Eds.),
The Curriculum Studies Reader: Third Edition
This resource was used to glean differentiate instruction strategies and help me narrow down the scope of my unit. It is a very helpful resource for curricula designers.
Wiggins, G. & McTighe, J. (2005). Understanding by design (2
ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.
This book’s outlines the importance of backwards planning and provides educators with a comprehensive look at understanding by design curriculum planning. The authors focus on depth not breadth and use enduring understandings and overarching goals to frame each unit.
Zeichner, K. and Liston, D. (1996).
. Mahwah, NJ, Lawrence Erlbaum Associates.
This book is a great companion to Schon’s
The Reflective Practioner
. It outlines the need for teachers to collaborative and flexible in the classroom with the aim of creating democratic classrooms through social justice and reflective practices.
Reading List for Students
Alexie, S. (2007).
New York: Grove/Atlantic Inc.
Betts, D. (2015).
Bastards of the reagan era
. New York: Four Way Books
Yang, G. L. (2006).
American born Chinese
. New York: Square Fish