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Course Number: EDUC 3100 (CRN 80354; 2 credit hours)

Course Title: Middle Level Teaching Methods

Semester and Year: Fall Semester 2016

Seminar Wednesday 3:30–6:00 pm - Room G-229

Office Location: Arts & Science, G205D

Office Hours: Monday: 3:30 – 4:30

Thursday: 3:00 – 5:00*

*By Appointment on Campus or In Field

Instructor: Ms. Rosetta Riddle (678) 466-4741

E-mail Address: rosettariddle@clayton.edu

Texts: LiveText - www.LiveText.com membership: This is a website

for portfolio development and the submission of major course

assignments. A one-time purchase is required for all students in

the Education program. ISBN: 9780979663567.

Moore, Kenneth D. (2015). Effective Instructional Strategies: From

Theory to Practice (4th ed.). Los Angeles: SAGE Publications, Inc

Catalogue Course Description:

EDUC 3100 - Middle Level Teaching Methods. This site-based course is an exploration into the

cognitive, social affective and physical aspects of the middle level learner. Varied teaching techniques

will be used and discussed, with a particular emphasis on verifying concepts learned in class through experiences with middle level learners in individual and group settings.

Course Prerequisites*:

Prerequisites: Admission to the teacher education program – Usually taken concurrently with EDUC 3000 and EDUC 3010

Computer Requirement:

Each CSU student is required to have ready access throughout the semester to a notebook

computer that meets faculty-approved hardware and software requirements for the student's

academic program. Students will sign a statement attesting to such access. For further

information on CSU's Official Notebook Computer Policy, please go to

http://itpchoice.clayton.edu/policy.htm.

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Students must be able to use:

Microsoft Word,

PowerPoint

Send and receive email with attachments

Use LiveText

Use the internet

Use educational technology in the classroom and

Use Desire2Learn.

In-Class use of Notebooks: Notebooks are required in this course and students should bring

computers to each class meeting.

Conceptual Framework:

The mission of the Teacher Education Unit is to prepare professional educators who engage

in reflective practice and who are competent, caring, committed, collaborative, culturally

responsive, and prepared to teach diverse learners in an ever-changing society. For the

complete CSU Teacher Education Unit Conceptual Framework, follow the link below.

Knowledge Base: Critical elements for effective teaching include the effective delivery of instruction, which includes

the teacher’s ability to address a variety of social, emotional and cultural needs of students as well as the management of both student behavior and classroom routines. Teachers are responsible for

providing pupils with appropriate knowledge and skills to become well-educated, responsible

members of society. It is critical that pre-service teachers have both the knowledge and authentic experiences for understanding how to develop quality-integrated instruction. Harold Porter (2003)

indicates that in order for effective instruction to take place, teachers must use management practices

that lead students to become effectively engaged in the learning. Porter also indicates that beginning

teachers must have experiences that enable them to effectively deliver instruction that meets the needs of a variety of students.

Purpose:

The purpose of this course is to provide students with a broad repertoire and understanding of

teaching strategies as well as classroom organization and management techniques as they relate to the

teaching of young adolescents. Students will examine various approaches to classroom discipline. Aspects of the adolescent learner will be discussed, including the cognitive, social, affective, and

physical development of middle school students and how this development affects planning and

instruction in the classroom. Included in this course will be opportunities for middle school teachers to work directly with students in their various content areas. In addition, these teachers will arrange

for the students to observe in content classrooms and demonstrate specific teaching skills during

microteaching experiences.

Essential Question: How do using effective research-based instructional strategies and classroom management techniques

positively affect teaching and learning?

Course Goals:

Students will:

Teacher candidates should be prepared to teach using a variety of effective instructional strategies,

assessments and technology to meet the needs of a diverse student body including students with cultural and/or special needs. The goals for the course are:

1. To prepare teacher candidates to be ready for the classroom

2. To give guidance and preparation in planning, organizing and sequencing instruction using the Clayton State Lesson Plan

3. To familiarize students with the academic language of their content discipline

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4. To familiarize students with the state content standards/Common Core standards and provide

instruction on how to “unpack” standards 5. Provide opportunities for students to work directly with content specialists and have the

experience of teaching in a classroom

6. Recognize the importance of assessment for learning and have an understanding of formative

and summative assessment and how data should be used to guide instruction. 7. Introduce EdTPA and Intern Keys, their components and show the relationship between the

components and effective instruction

8. Show the importance of knowing and believing all students can learn and giving all students opportunities to think critically and be involved in problem solving

9. Familiarize students with different methods of teaching, differentiating instruction and

learning modalities 10. Model various teaching techniques, use of technology and assessments

11. Model classroom management techniques to show importance of a balance between

management and effective instruction

Understandings (Objectives) & Outcomes for EDUC 3100

(All Clayton State Middle Grades Program Outcomes will be addressed during this course):

Students will:

1. Develop a teaching repertoire of a variety of instructional teaching strategies 2. Show a good understanding of performance standards both GA and Common Core for their

concentration area in grades 6-8 by developing a lesson plan in area of concentration

3. Prepare lesson plans using the Clayton State Lesson Plan Template

4. Reflect on the planning process 5. Demonstrates discipline knowledge

6. Teach a lesson demonstrating the ability to organize the curriculum and/or instructional tasks

which are developmentally appropriate. 7. Examine classroom management strategies

8. Evaluate and reflect upon teaching strategies and situations

9. Develop a repertoire of questioning, differentiated instructional strategies, and assessment techniques

10. Infuse instructional technology into lessons

11. Show an understanding of EdTPA, Intern Keys, Clayton State Lesson Plan and its

components as they relate to providing effective instruction 12. Demonstrate differentiation through lesson planning

13. Begin developing components of their own classroom management plan

14. Demonstrate knowledge of academic language as it relates to their content discipline 15. Work with colleagues and demonstrate the professional dispositions of an effective teacher

16. Demonstrate an understanding of UbD – backward design

Upon completion of this course, candidates will demonstrate the following competencies:

(Outcomes # 1-6 identified).

1. An awareness of instructional models and how they are matched to student

needs. (#2, 3)

2. An awareness of instructional and assessment techniques closely aligned with

recognized student needs. (#1, 2, 3, 4)

3. An awareness of appropriate assessment techniques, with each lesson plan

designed and implemented, and attempt to answer the questions “Why am I doing

this and why am I doing it this way?” and “How does the teacher know what has

been successful in a class period or unit of study?” (#3, 4)

4. An awareness of classroom management plans .(#3, 5, 6)

5. An awareness of a variety of teaching and learning models currently used and

endorsed by professional organizations and an understanding of how to prepare

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lesson plans that address Georgia Performance Standards through teaching with

Understanding by Design and Backward Mapping Models. (#6, 2)

6. Understanding that special emphasis needs to be placed on how interns meet the

diversity of student needs and/or how successfully they include all students in their

instruction. (#3, 6)

All course outcomes are aligned with Clayton State University’s Teacher Education Program

Outcomes and the Regents’ Principles for the Preparation of Teachers for the Schools (see

The Teacher Education Policy Manual and Teacher Intern Handbook).

Standards:

The course will incorporate professional standards as outlined by the following:

Clayton State University Education Unit Outcomes; Association for Middle Level Education

(AMLE) standards; Interstate New Teacher Assessment and Support Consortium (INTASC);

and the International Society for Technology in Education (ISTE) standards for teachers.

See http://www.clayton.edu/teachered/standardsoutcomes for a full description of standards.

Objectives/Resources Program

Outcomes

AMLE INTASC ISTE Assessments

Develop and write

lesson plans that include

the necessary

modifications in order

to meet the needs of all

students

I, II, IV,

VI

1,2,4

1-5 2 Dispositions

Lesson Plan Rubric

Intern Keys Rubric

edTPA Task 1

Mentor and

Supervisor

Observations

Plan and teach lessons

to students that include

the use of technology

and a variety of teaching

strategies (grades 4-8)

reflecting the

dimensions of the

effective teaching

practices as reflected in

the Clayton State Unit

Outcomes

II, III, IV,

V, VI

4 1,4,7 3 Dispositions

Lesson Plan Rubric

Intern Keys Rubric

edTPA Task 1

edTPA Task 2

Mentor and

Supervisor

Observations

Apply various

assessment procedures,

formal/informal,

appropriately to all

lessons taught

I 4.c 8 2 Dispositions

Lesson Plan Rubric

Intern Keys Rubric

edTPA Task 1

edTPA Task 2

edTPA Task 3

Mentor and

Supervisor

Observations

Plan a three/four week

lesson unit (work

sample) that clearly

II, III, IV 1,2,4 1,2,3,6 1-4 Dispositions

Lesson Plan Rubric

Intern Keys Rubric

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indicates the learning

gains of the students

edTPA Task 1

edTPA Task 3

Student Learning

Analysis

Mentor and

Supervisor

Observations

Communicate

effectively and

professionally with

school administrators,

mentor teachers, learner,

families and peers

V, VI 5

10 2c, 5 Dispositions

Intern Keys Rubric

edTPA Task 3

Mentor and

Supervisor

Observations

Successfully complete

six weeks of full time

teaching

I, II, III,

IV, V, VI

1-5

1-8

Dispositions

Lesson Plan Rubric

Intern Keys Rubric

edTPA Task 1

edTPA Task 2

Mentor and

Supervisor

Observations

Successfully complete a

teacher portfolio and

performance assessment

demonstrating

knowledge, skills, and

dispositions appropriate

to the profession.

I, II, III,

IV, V, VI

1-5 1-10 1-5 Lesson Plan Rubric

edTPA

Teacher Education

Portfolio

Technology:

The use of technology will be embedded in daily assignments and course presentations.

Specific attention will be given to the use of LiveText and D2L programs for developing

electronic portfolios, and to the utilization of Internet sites and web-based education

technologies as a source for creative and successful planning for instructional purposes.

Diversity/Multiculturalism: How to address diversity among the adolescent middle school population is a major theme

throughout the CSU Teacher Education curriculum. Diversity and multiculturalism are

essential to the middle school philosophy, and are constant challenges to middle school

educators as they create varied teaching and learning approaches. Meeting the individual

needs of students in a multicultural classroom, including gender, race, religion, ethnicity,

socioeconomic status, learning styles, and stages of physical, social, and intellectual

development, are incorporated as major components of every topic in the course’s

curriculum.

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Professionalism:

Effective teachers are committed to the teaching philosophy of differentiated instruction and

to the profession’s Code of Ethics. Interns will demonstrate the proficiencies of

differentiated instruction; will establish positive, supportive relationships and appropriate

communication with students, colleagues, parents, community members, and outside

agencies; and will maintain the highest standards of ethical behavior as stated in the PSC

Code of Ethics. A record of students’ attendance, punctuality and general professional

behavior will be kept. As in a real school setting, the instructor will counsel with students who need

improvement in this area and the “professionalism” grade will reflect the level of adherence to

established professional guidelines. As you visit your mentor’s school, remember you are

“professional” visitors and you are expected to dress and conduct yourself in a professional

manner.

Course Requirements and Assignments:

1. Assigned Readings – You are expected to read all assigned readings before class. We will spend time in class discussing the readings. You should bring questions, comments, or ideas

that come up during your readings.

2. Written Assignments – You will complete a variety of written assignments. All written assignments should be typed, double-spaced, one-inch margins, and Times New Roman 12

font.

3. Reflections – Students will submit reflections on the content mentor sessions. Students will submit reflections via D2L by the assigned deadline.

4. Lesson Plan – Students will develop, plan and present a mini-lesson.

5. Group project/Unit – Interdisciplinary Unit Plan Development and Presentation

6. Service Learning – 20 service leaning hours are required for EDUC 3010 and 3100 (combined). The work you do during those hours should be related to your goal of becoming

a teacher and to giving back to the community. A log must be kept and a reflection will be

written tying your service to your goal of becoming a teacher. The log and template documents will be available in D2L.

7. All written assignments are expected to be presented in proper written format and will be

evaluated according to the following guidelines:

Content: The information conveyed must be appropriately accurate and extensive to meet the

purpose of communication. The communication must demonstrate the sender's awareness of the qualities the recipient brings to the exchange. The details selected and the level of development

must be appropriate for the recipient's level of familiarity, comprehension level, and attitude

toward the information. Organization: Well-organized communication must be characterized by an orderly sequencing of

information, with logical movement from the beginning to the end. It possesses unity and

coherence, supports the focus topic, and provides clear transitions from one key point to the next

key point.

Mechanics, Grammar, and Style: Effective communicators carefully select and arrange words,

phrases, and clauses to create clear relationships among ideas within sentences. To foster clear

communication, effective communicators bring together all the presentational tools at hand,

including those involving voice or punctuation, sentence structure, gesture, and elements of

format. An effective communication also involves style, tone, point of view, attitude, or

personality of the sender.

Course Grading: Evaluation of EDUC 3100 will include attendance and participation at each class meeting

and prompt completion of assignments as specified in Course Requirements. Points are

accumulated. Every point is earned through participation and performance. Earned points are

averaged to calculate course grades: 90%-100%=A, 80%-89%=B, 70%-79%=C, 60-69%=D,

Below 60%=F.

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Assessment/Evaluation

Grade Weights Criteria

25% Attendance, Punctuality and Participation

45% Class Assignments

15% Mid-Term

15% Final

Missed Work:

A grade of zero points will be assigned for missed work. If a student is absent for a

medical emergency on the day an assignment is due, the assignment will be due on the

next day (all assignments are due electronically in LiveText or D2L). In the case that a

student is unable, for medical reasons, to submit the assignment on the next day the

assignment is due on the day the student is medically cleared to return to class.

Mid-term Progress Report: The mid-term grade in this course will reflect approximately 25% of the entire course grade. Based

on this grade, students may choose to withdraw from the course and receive a grade of "W." Students pursuing this option must fill out an official withdrawal form, available in the Office of the Registrar,

or withdraw on-line using the Swan by mid-term.

Academic Integrity:

Academic integrity is of paramount importance at Clayton State University. Students are

expected to abide by the Student Code of Conduct as outlined in the University’s official

Student Handbook. Any type of activity that is considered dishonest by reasonable standards may

constitute academic misconduct. The most common forms of academic misconduct are cheating and

plagiarism. All instances of academic dishonesty will result in a grade of zero for the work involved All instances of academic dishonesty will be reported to the Office of Community Standards.

Judicial procedures are described in the Student Resource Handbook (Procedures for Adjudicating

Alleged Academic Conduct Infractions beginning on page 16).

Plagiarism Detection Software:

Students agree that by taking this course all required papers may be subject to submission for textual

similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be

included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You should submit your papers in such a way that no identifying

information about you is included.

Course Attendance Policy:

All students are expected to attend each class meeting. Absences should be limited to

emergencies or other unavoidable circumstance and accompanied by a written note from a

doctor or other competent authority.

General Policy

Students must abide by policies in the Clayton State University Student Handbook, and the

Basic Undergraduate Student Responsibilities.

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University Attendance Policy:

Students are expected to attend and participate in every class meeting. Instructors establish

specific policies relating to absences in their courses and communicate these policies to the

students through the course syllabi. Individual instructors, based upon the nature of the

course, determine what effect excused and unexcused absences have in determining grades

and upon students’ ability to remain enrolled in their courses. The university reserves the

right to determine that excessive absences, whether justified or not, are sufficient cause for

institutional withdrawals or failing grades.

General Class Policies:

1. Be in class, be on time and remain for the duration of the class. This also applies to working

with content mentors.

2. Bring laptops to each class meeting. No electronic devices other than those being used for class purpose are allowed without permission from the instructor. Cell phones should be on

silent and out of site. Cell phones should also be off and out of site while visiting middle

school sites. 3. All readings are expected to be done prior to the class for which they are assigned.

4. Per Clayton State policy, it is not appropriate to bring children to class.

5. You are expected to actively participate in every class. Active participation includes being prepared, listening attentively, participating in course activities, asking questions, etc.

6. All written assignments are expected to be presented in proper written format and will be

evaluated according to the following guidelines:

Content: The information conveyed must be appropriately accurate and extensive to

meet the purpose of communication. The communication must demonstrate the sender's awareness of the qualities the recipient brings to the exchange. The details selected and

the level of development must be appropriate for the recipient's level of familiarity,

comprehension level, and attitude toward the information.

Organization: Well-organized communication must be characterized by an orderly

sequencing of information, with logical movement from the beginning to the end. It

possesses unity and coherence, supports the focus topic, and provides clear transitions

from one key point to the next key point.

Mechanics, Grammar, and Style: Effective communicators carefully select and arrange

words, phrases, and clauses to create clear relationships among ideas within sentences.

To foster clear communication, effective communicators bring together all the

presentational tools at hand, including those involving voice or punctuation, sentence

structure, gesture, and elements of format. An effective communication also involves style, tone, point of view, attitude, or personality of the sender.

Disruption of the Learning Environment:

Behavior which disrupts the teaching–learning process during class activities will not be tolerated.

While a variety of behaviors can be disruptive in a classroom setting, more serious examples include belligerent, abusive, profane, and/or threatening behavior. A student who fails to respond to

reasonable faculty direction regarding classroom behavior and/or behavior while participating in

classroom activities may be dismissed from class. A student who is dismissed is entitled to due

process and will be afforded such rights as soon as possible following dismissal. If found in violation, a student may be administratively withdrawn and may receive a grade of WF. A more

detailed description of examples of disruptive behavior and appeal procedures is provided at: http://www.clayton.edu/Portals/5/DisruptiveClassroomBehavior.pdf

Class Policies:

Refer to the Policy manual for comprehensive description of policies:

http://www.clayton.edu/portals/693/docs/Teacher%20Education%20Policy%20Manual.pdf

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Disruption of the Learning Environment

Behavior which disrupts the teaching–learning process during class activities will not be

tolerated. While a variety of behaviors can be disruptive in a classroom setting, more serious

examples include belligerent, abusive, profane, and/or threatening behavior. A student who

fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior

while participating in classroom activities may be dismissed from class. A student who is

dismissed is entitled to due process and will be afforded such rights as soon as possible

following dismissal. If found in violation, a student may be administratively withdrawn and

may receive a grade of WF.

The Americans with Disabilities Act (ADA): Individuals with disabilities who need to request accommodations should contact

the Disability Services Coordinator, Student Center 255, (678) 466-5445, disabilityservices@mail.clayton.edu.

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Fall 2016 Class Schedule for EDUC 3100

(subject to change at the discretion of the instructor)

Program Outcomes - All Clayton State Middle Grades Program Outcomes will be addressed during this course

Date*** Topic (Subject to change) Assignments before Class

Meeting

Assignments following

Class Meeting

August 17

Intro to class (Pre-assessments)

Time Management

Team activities (group roles)

Class Profile

Review textbook Develop a course study

plan.

August 24 “Getting Ready for the Classroom”

Read Chapters 1 and 3

Complete Chapter

Summary Sheet for

Chapters 1 & 3

August 31 Planning and Organizing Instruction Read Chapters 8 and 9

Complete Chapter

Summary Sheet for

Chapters 8 & 9

September 7 Cultural Responsiveness

Teaching Diverse Students Read Chapter 2

Complete Chapter Summary Sheet for

Chapter 2

September 14 Unpacking Standards Read Chapters 6 and 7

Complete Chapter

Summary Sheet for

Chapters 6 & 7

September 21

Content Mentors 4:15 – 6:00

Complete Mentor

Reflection Journal

September 28

Engaging and Motivating Learning

Content Mentors 4:15 – 6:00

Mid-term exam due

Read Chapter 4

Complete Mentor

Reflection Journal

October 5

Using Teacher-Centered Methods

Using Authentic Teaching Methods

Using Integrated Teaching Methods

Read Chapters 10, 11 and 12

Chapter Summaries Due

(Chapters 1-3, 6-9)

October 12 Content Mentors 4:15 – 6:00 Complete Mentor

Reflection Journal

October 19 Content Mentors 4:15 – 6:00 Complete Mentor

Reflection Journal

October 26

Teaching Effective Thinking Strategies

Rigor/Inquiry

HOTS

Read Chapter 12

Mentor Reflection

Journal Due

Complete Chapter

Summary Sheet for

Chapter 12

November 2 Managing the Classroom

Using Classroom Technology Read Chapters 3 and 5

Complete Chapter

Summary Sheet for

Chapters 3 & 5

November 9 Thematic Unit Planning Begin completing Thematic Unit Plan Template and CSU

Lesson Planning Template

Thematic Unit Plan

Preparation

November 16 Thematic Unit Planning

Begin development of

Thematic Unit group

presentation

Thematic Unit Plan

Presentation

Development

November 23 No Class (Thanksgiving Break)

November 30 Presentations Service Learning Logs

and Reflections due

December 7 Presentations

Final Exam

Thematic Unit Group

Plans and Presentations

Due

Remember to manage your time! Your lack of planning does not constitute an emergency or problem for your

instructor or fellow classmates.

***Midterm Grades Due October 4 ***Last Day to Withdraw and Receive a W is October 7

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STATE ASSOCIATIONS -

Georgia Association of Educators

An association for education professionals in Georgia, affiliate of the National

Education Association

From: www.gae.org

Professional Association of Georgia Educators

The largest organization for educators in Georgia with more than 69,000 members

From: www.page.org

National Academic Associations

National Science Teachers Association

National Science Teachers Association, headquartered in Arlington. Site has extensive

collection of information about the teaching of science.

From:www.nsta.org/

National Council of Teachers of Mathematics National Council of Teachers of Mathematics 1906 Association Drive, Reston, VA 20191-

1502 TEL: (703) 620-9840 | FAX: (703) 476-2970...

From:www.nctm.org/

Social Studies Education: National Council for the Social Studies Social studies resources and information. Social studies resources and information from

national council for the social studies.

From:www.ncss.org/

National Council of Teachers of English

National Council of Teachers of English. All rights reserved in all media.

From:www.ncte.org/

General Bibliography

Brooks, J.G. & Brooks, M. (1999). In Search of Understanding: The Case for Constructivist

Classrooms. Alexandria, VA: ASCD.

Collins, C. & Frantz, D. (1993). Teachers Talking Out of School. Boston: Little Brown.

Devine, J. (1996). Maximum Security: The Culture of Violence in Inner City Schools.

Chicago: University of Chicago Press.

Faltis, C. [Ed.] (1999). So Much to Say: Adolescents, Bilingualism, and Eslin in the

Secondary School. New York: Teachers College Press.

Fox, H. (2001). When Race Breaks Out. New York: Peter Lang.

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Freire, P. (2006). Pedagogy of the Oppressed. 30th Anniversary Edition. New York:

Continuum.

Gurian, M. (2007). The Minds of Boys: Saving Our Sons from Falling Behind in School and

Life. New York: John Wiley & Sons.

Haberman, M. (1999). Star Principals of Children in Poverty. West Lafayette, IN: Kappa

Delta Pi.

Hess, F. (1999). Spinning Wheels: The Politics of Urban School Reform. Washington DC:

Brookings Institute Press.

Kellmayer, J. (1995). How to Establish an Alternative School. Thousand Oaks, CA: Corwin.

Loewen, J. (1996). Lies My Teacher Told Me. New York: St. Martin’s Press.

Loveless, T. (1999). The Tracking Wars. Washington DC: Brookings Institute Press.

Maran, M. (2000). Class Dismissed. New York: St. Martin’s Press.

Meehan, D. (2007). Learning Like a Girl. New York: Perseus.

Noblit, G. & Pink, W. (1997). Talking About a Revolution: The Politics & Practice of

Feminist Teaching. Chicago: Hampton Press.

Noddings, N & Soltis, J. (2005). The Challenge to Care in Schools: An Alternative

Approach to Education. New York: Teachers College Press.

Payne, R. (1996). A Framework for Understanding Poverty. Highlands, TX: aha!

Rhode, G. et al (1993). The Tough Kid Book: Practical Classroom Management Strategies.

Longmont, CO: Sopris West.

Rockwell, S. (1993). Tough to Reach, Tough to Teach: Students with Behavioral Problems.

Reston, VA:CEC.

Sacks, P. (1999). Standardized Minds: The High Price of America’s Testing Culture. New

York: Basic Books.

Steinhorn, L. & Diggs-Brown, B. (2000). By the Color of Our Skin. New York: Plume.

Suro, R. (1999). Strangers Among Us: Latino Lives in a Changing America. New York:

Vintage.

Thompson, R. (2004). Crisis Intervention and Crisis Management: Strategies that Work in

Schools and Communities. New York: Brunner-Routledge.

Tingley, S.C. (2006). How to Handle Difficult Parents: A Teacher’s Survival Guide. Fort

Collins, CO: Cottonwood Press.

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Van Galen, J [Ed.] (2007).Late to Class: Social Class and Schooling in the New Economy.

Albany, NY: SUNY.

Whitaker, T. (2001). Dealing with Difficult Parents. Columbus, OH: Eye on Education.

Whitaker, T. (2003). What Great Principals Do Differently. Colombus, OH: Eye on

Education.

Wiles, J. et al (2006). The Essential Middle School. Upper Saddle River, NJ: Pearson.

Zia, H. (2002) . Asian American Dreams: The Emergence of an American People. New

York: Farrar, Straus, Giroux.

Zinsser, W. (2006). On Writing Well. 30th Anniversary Edition. New York: HarperCollins.

Selected Teacher Biography/Autobiography

Conroy, P. (2006). The Water is Wide: A Memoir of Hope & Triumph. Bantam Mass

Market Edition. New York: Random House.

Eaton, S. (2006). The Children in Room E4: American Education on Trial. Chapel Hill, NC:

Algonquin.

Freedman, S. (1991). Small Victories: The Real World of a Teacher, Her Students, & Their

High School. New York: HarperPerennial.

Goodnough, A. (2006). Ms. Moffett’s First Year: Becoming a Teacher in America. New

York: Public Affairs.

Johnson, L. (1992). Dangerous Minds. New York: St. Martins.

Johnstone, M. (2002). In the Deep Heart’s Core. New York: Grove Press.

Macrorie, K. (1984). 20 Teachers. New York: Oxford University Press.

McCourt, F. (2005). Teacher Man. New York: Scribner.

O’Gorman, Ned. (2006). The Other Side of Loneliness. New York: Arcade.

Perry, M. (2000). Walking the Color Line: The Art & Practice of Anti-Racist Teaching.

New York: Teachers College Press.