Bibliography

EDUC402 Content Literacy

 * Langer, J. A. (1991).** Literacy and schooling: A sociocognitive perspective. In E. H. Hiebert (Ed.), //Literacy for a diverse society// (pp. 9-27). New York: Teachers College Press. [|Langer1991.pdf] (Printed).


 * Novak, J. D., & and Gowin, D. B. (1984).** //Learning how to learn.// New York: Cambridge University Press. [|Novak1984.pdf] (Printed).


 * Vacca, R. T., & Vacca, J. L. (2008).** //Content area reading: Literacy and learning across the curriculum.// Boston: Allyn & Bacon. [|Vacca2008.pdf] (Printed).


 * Alexander, P. (2005)//.//** //Psychology in learning and instruction.// Upper Saddle River, NJ: Prentice-Hall. [|Alexander2005.pdf] (Printed).


 * Newmann, F. & Wehlage, G.G. (1993).** Five standards of authentic instruction. //Educational Leadership 50//(7), 8-12. [|Newmann.pdf]


 * Tredway, L. (1995).** Socratic seminars: Engaging students in intellectual discourse. //Educational Leadership, 53//(1), 26-29. [|Tredway1995.pdf]

EDUC490 Records of Practice
Chapter 1: Failing at Smart: Or What's an Education For? Chapter 2: Rethinking Smart: The Idea of Intellectual Character Chapter 3: Acting Smart: How Thinking Dispositions Close the Ability-Action Gap
 * Ritchhart, R. (2002)**. //Intellectual character: What it is, why it matters, and how to get it.// San Francisco: Jossey-Bass.


 * Effective Teaching Standards:** [|Standards and Benchmarks.doc]

Chapter 1: Introduction Chapter 2: The Structure, Specificity, and Problems of Obejctives Chapter 3: The Taxonomy Table Chapter 4: The Knowledge Dimension Chapter 5: The Cognitive Process Dimension
 * Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001).** //A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives (Abridged Edition).// New York: Longman Publishers.


 * Lampert, M. (2001).** //Teaching problems and the problems of teaching.// New Haven, CT: Yale University Press. [|Lampert2001.pdf]

The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach which is to define what topics need to be covered (Printed). Their framework identified three main stages:
 * Wiggins, G. P. & McTighe, J. (2005).** //Understanding by design// (Extended 2nd edition). Upper Saddle River, N. J.: Merril/Prentice Hall. [|Wiggins2005.pdf]
 * Stage 1: Identify desired outcomes and results.
 * Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment).
 * Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.

EDUC490 Pedagogy for Diverse Learners

 * Burke, Hagan, Grossen, 1998)**. What curricular designs and strategies accommodate diverse learners?


 * Griffin, P. & Harro, B. (1982).** Action continuum [Handout]. Ann Arbor, MI: University of Michigan: School of Education. [|Oppression Action Continuum.doc]


 * Harklau, L. (2003).** Language socialization in bilingual and multilingual societies. Great Britain: Cromwell Press Ltd. [|Harklau, L.pdf]

According to Harro and the cycle of socialization model, we all have a social identity profile that establishes us into certain unequal roles in society placing us into a dominant group or a target group. Individuals tend to think more about their attributes that classify them in the target group due to them being easier to inventory. The roles and classifications are first integrated into our system at a very young age by our caretakers and then reinforced or contradicted by further socialization by other external institutions.
 * Harro, B. (2000).** //Readings for diversity and social justice: an anthology on racism, sexism, anti-Semitism, heterosexism classism, and ableism.// New York: Routledge. [|Harro, B.pdf]

This article argues that racism is not deliberate acts against a particular race but a complex systemic phenomenon that pervades social norms, beliefs, and even into the self-portrait of the individual. We see evidence of the systemic inequalities in our changing legislation, the beliefs of the dominant and subordinate groups, and the lack of desire to voice these permeating ideas by the dominant group. A better view of the current social structure can be seen by studying the history of how we have come to establish the social norms and beliefs.
 * Schmidt, S. L. (2005).** More than men in white sheets: Seven concepts to the teaching of racism as systemic inequality. //Equity and Excellence in Education, 38//(2), 110-122. [|Schmidt.pdf]

This chapter addresses the views of the dominant group and how they perceive their impact and personal sense of superiority. It states that the dominant group often assigns meaning to behavior and sets the standards for perceiving reality. Goodman also discusses how dominant groups often avoid and deny issues of inequality and the existence of dominant and target groups. Lastly, the dominant group often does not get reinforced by analyzing their own status and thus have little to profit from the change of standards.
 * Goodman, D. J. (2001).** //Promoting diversity of social justice: Educating people from privileged groups.// Thousand Oaks, CA: Sage Publications, Inc. [|Goodman. D.J.pdf]


 * Howard, A. (2009).** Unlearning the lessons of privilege. //Educational Leadership 66//(8). [|Howard, A.pdf]

This article argues that there is major discrepancy between teacher work force and the social cultural, economic, and linguistic background of the students. This discrepancy calls for a teacher curriculum to be established in order to create a curriculum that encourages teachers, and students, to critically evaluate their ideological views and experience the subordination of minority groups. The Teacher needs to model these views and be a defender and cultural advocate for their students. The author shows through her own personal research as well as through historical examples that the school system is not an apolitical institution and should acknowledge the inequalities present.
 * Bartolomé, L. I. (2004).** Critical pedagogy and teacher education: Radicalizing prospective teachers. //Teacher Education, 31//(1), 97-122. [|Bartolomé, L.pdf]


 * Godley, A. J., Sweetland, J., Wheeler, R. S., Minnici, A., & Carpenter, B. D. (2006).** Preparing teachers for dialectally diverse classrooms. Educational Researcher, 35(30), 30-37. [|Godley, AJ.pdf]


 * Kalyanpur, M. & Harry, B. (1999).** //Culuture in education: Building reciprocal family-professional relationships.// Baltimore, MD: Paul H. Brookes Publishing Co. [|Kalyanpur _ Harry.pdf]


 * Kohn, A. (2005).** Unconditional teaching. //Educational Leadership, 63//(1), 20-24. [|Kohn, A.pdf]

EDUC606 Educational Psychology
Alexander, P. A. (2006). //Psychology in learning and instruction.// Upper Saddle River, NJ: Pearson Prentice Hall.
 * "Students had learned to value speed over reflection" (p. 151).


 * I am uncertain of the exact APA citing. Needs to be double-checked by a professional APA Citer.