ATA library offers reference service
Did you know that the ATA library provides members with a reference service? Ask library staff questions on any topic related to your professional development or teaching, and we’ll happily locate the latest articles, books, videos and websites for you within one or two working days. Tell us what you need—e-mail us at firstname.lastname@example.org.
Featured here are the library’s new acquisitions.
Voices from the Margins: School Experiences of Indigenous, Refugee and Migrant Children Eva Alerby and Jill Brown (editors). 2008. Netherlands: Sense Publishers. (371.97 B878)
Researchers from around the world share the school experiences of children from disadvantaged backgrounds in the children’s own words. The researchers argue that education should be a means to redress disadvantages, rather than perpetuate them.
Cool Tech Tools for Lower Tech Teachers: 20 Tactics for Every Classroom William Bender and Laura Waller. 2013. Thousand Oaks, CA: Corwin Press. (371.33 B458)
New websites and online tools are cropping up every week, which makes it difficult to keep up with the names of the tools, let alone how they can be adapted for specific learning goals. The authors provide overviews of more than 20 tools. As well, sample lesson plans show teachers how to use technology meaningfully in their classrooms.
Engaging and Empowering Aboriginal Youth: A Toolkit for Service Providers Claire V. Crooks et al. 2009. Victoria, BC: Trafford Publishing. (371.829 C948)
Adopting a strength-based approach to working with Aboriginal youth is a must for delivering effective programming. The authors present guidelines, strategies, templates and case studies to assist educators and youth workers in making the transition with their students.
Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential Peg Dawson and Richard Guare. 2009. New York: Guilford Press. (649.1526 D272)
Not every brilliant student is wonderfully tidy, self-motivated, great at time management or good at following instructions. Although a child may race ahead academically, he or she may lag behind in executive skills. Parents and teachers can help students develop these skills through brain exercises.
Lighting Their Fires: How Parents and Teachers Can Raise Extraordinary Kids in a Mixed-Up, Muddled-Up, Shook-Up World Rafe Esquith. 2009. New York: Penguin Books. (649.1 E74)
The key to making a child extraordinary is to understand that children are shaped by the values of their teachers and parents. Esquith argues that adults must take responsibility for helping children to build character, develop good judgment and become great people.
Teach Like Your Hair’s on Fire: The Methods and Madness Inside Room 56 Rafe Esquith. New York: Penguin Books. (370.1 E77)
Esquith’s autobiographical book discusses the power of tuning children in to the power of learning and imagination in a Grade 5 classroom.
See Jane Hit: Why Girls Are Growing More Violent and What We Can Do About It James Garbarino. 2007. New York: Penguin Books. (303.6 G213)
The demographics of violence are changing. Twenty-five years ago, boys were 10 times more likely to be arrested for assault than were girls; now boys are only four times more likely to be arrested. Are girls becoming more aggressive and violent? If so, why and what can we do? Garbarino explores this theme and provides useful ideas for people who work with girls.
That’s the Way I Think: Dyslexia, Dyspraxia and ADHD Explained David Grant. 2010. London: Routledge. (616.8553 G761)
The challenge for teachers working with students with learning disabilities is that often children and youth who have one learning disability also have another overlapping disability. Grant explores how dyslexia and dyspraxia often overlap with ADHD.
Tuned Out: Engaging the 21st Century Learner Karen Hume. 2011. Don Mills, ON: Pearson. (428.4 H921)
Hume believes that students and teachers are becoming disengaged with learning in the classroom. She looks at how to engage teachers and students in the learning process.
Early Childhood Systems: Transforming Early Learning Sharon Lynn Kagan and Kristie Kauerz (editors). 2012. New York: Teachers College Press. (372.21 K11)
This book presents the newest ideas in supporting the needs of all young children in their early learning years. It features contributions from leading thinkers in the field of early childhood education.
Hot Fudge Monday: Tasty Ways to Teach Parts of Speech to Students Who Have a Hard Time Swallowing Anything to Do with Grammar Randy Larson. 2007. Waco, TX: Prufrock Press. (428.007 L333)
Larson’s book is full of silly writing exercises to assist educators in teaching kids grammar in a fun and engaging way.
The End of Children?: Changing Trends in Childbearing and Childhood Nathanael Lauster and Graham Allan (editors). 2012. Vancouver, BC: UBC Press. (305.2309 A417)
The authors present essays that address the changing birth rates and North American parents’ shifting attitudes toward childhood.
Growing Up Indigenous: Developing Effective Pedagogy for Education and Development Raymond Nichol. 2011. Netherlands: Sense Publishers. (371.8299 N596)
Nichol, a specialist in Indigenous education, suggests how to address gaps between life as experienced by an Indigenous person and the forms of education provided in schools.
Teaching Generation Text: Using Cell Phones to Enhance Learning Lisa Nielsen and Willyn Webb. 2011. San Francisco: Jossey-Bass. (371.33 N669)
Teachers interested in incorporating technology into their classrooms will find that this book provides practical advice for turning cellphones into a classroom tool instead of a classroom distraction.
Practice What You Teach: Social Justice Education in the Classroom and the Streets Bree Picower. 2012. London: Routledge. (370.11523 P598)
Picower examines the difficulty of white, middle-class teachers attempting to make a difference in the lives and education of disadvantaged and minority students.
Creativity for 21st Century Skills: How to Embed Creativity into the Curriculum Jane Piirto. 2011. Netherlands: Sense Publishers. (370152 P579)
By focusing on how creativity actually works in creative people, Piirto offers practical ideas for teachers to use in the classroom to spark creativity in their students.
Children’s Discovery of the Active Mind: Phenomenological Awareness, Social Experience, and Knowledge about Cognition Bradford H. Pillow. 2012. New York: Springer. (155.413 P642)
Much has been written on young children’s understanding of mental states, such as beliefs and emotions, but older children’s understanding of mental processes has been less explored. Pillow brings together theoretical and empirical work to argue that this understanding is driven by combinations of children’s conceptual knowledge, awareness of their own cognitive activities and social experience.
Bleeding to Ease the Pain: Cutting, Self-Injury and the Adolescent Search for Self Lori G. Plante. 2010. Lanham, MD: Rowman & Littlefield Publishers. (616.85 P713)
Cutting and self-injury are dramatic ways of coping with and numbing emotional pain, but also a way of asking for help. Plante discusses the increasing rates of cutting and how to help teenagers deal more constructively with painful issues.
A Call to Creativity: Writing, Reading, and Inspiring Students in an Age of Standardization Luke Reynolds. 2012. New York: Teachers College Press. (370.15 R463)
Arguing that creativity is one of the most vital needs of the 21st-century learner, Reynolds calls on his own teaching experiences to demonstrate how teachers can spark creativity in their students.
If I’m So Smart, Why Aren’t the Answers Easy? Robert A. Schultz and James R. Delisle. 2013. Waco, TX: Prufrock Press. (155.51398 S387)
The authors base their research on 5,000 interviews with gifted students and offer insights to teachers about what motivates and demotivates gifted students.
Sandtray Play and Story Making: A Hands-On Approach to Build Academic, Social and Emotional Skills in Mainstream and Special Education Sheila Dorothy Smith. 2012. London: Jessica Kingsley Publishers. (371.33 S659)
The Sandtray Play workshop invites students to create a world in their sandtrays, to make up and record a story about that world and to listen to their partner’s story. Through play, students develop skills in speaking, listening and writing, as well as experimenting with their own creativity.
Educating the Whole Child for the Whole World: The Ross School Model and Education for the Global Era Marcelo M. Suárez-Orozco and Carolyn Sattin-Bajaj. 2010. New York: New York University Press. (370.11 S939)
Researchers and teachers from around the world explore how the Ross model of education works to develop globally thinking students for an increasingly interdependent world.
Queer Bodies: Sexualities, Gender, and Fatness in Physical Education Heather Sykes. 2011. New York: Peter Lang. (613.7086 S983)
Written from a Canadian perspective, this book examines discrimination (sometimes unconscious) in physical education that is based on student sexuality, gender expression and body size.
Alone Together: Why We Expect More from Technology and Less from Each Other Sherry Turkle. 2011. New York: Basic Books. (303.4833 T939)
Turkle documents our infatuation with technology and warns that we need to critically evaluate the technology we use and consider the unintended psychological consequences of using technology in place of human contact.
The Narcissism Epidemic: Living in the Age of Entitlement Jean M. Twenge and W. Keith Campbell. 2009. New York: Free Press. (155.2 T971)
Narcissism is encouraged everywhere in society, from T-shirts for little girls that say “Princess” to reality shows featuring plastic surgery. But rather than feeling good in this narcissistic culture, more people are depressed and lonely. The authors identify narcissism and discuss how to minimize its power and treat it.
So Far from Home: Lost and Found in Our Brave New World Margaret J. Wheatley. 2012. San Francisco: Berrett-Koehler Publishers. (616.89 W557)
Offering a fresh perspective on perseverance in the face of challenges encountered by workers in modern society, Wheatley invites us to choose a new role as warriors for the human spirit and to develop insight, bravery, decency and compassion in our everyday lives.
LIVRES EN FRANÇAIS
Comment jouer collectif Annie Batlle et Laurence Baranski. 2005. Paris : Éditions d’Organisation - Eyrolles. (658.304 4 B268)
Produire de l’intelligence collective, c’est possible. Ce livre en est une illustration. Il relate le travail d’un groupe d’acteurs et d’observateurs « de l’entreprise » (pas de l’école donc), mais la plupart des mesures conseillées ici pourraient peut-être s’adapter au cadre scolaire et aider « à créer un climat de confiance généralisé, à favoriser la diversité des points de vue et à faciliter les transferts d’apprentissage et d’expérience ».
Toute la Physique sur un timbre-poste Vincent Boqueho. 2010. Paris : Dunod. (530 B697)
L’auteur, docteur en astrophysique, parvient semble-t-il dans ce livre de 475 pages à expliquer clairement, peu à peu, les fondements physiques des phénomènes sans jamais recourir à l’outil mathématique. Les grands domaines de la physique sont abordés et reliés : mécanique, thermodynamique, électromagnétisme, optique, physique quantique, relativité… Bonne lecture!
Les méthodes en pédagogie Marc Bru. 2006. Paris : Presses Universitaires de France. (370.1 B886)
Petit livre rédigé par un professeur d’université proposant un sommaire des diverses méthodes d’instruction employées dans le cadre de l’éducation scolaire, et une synthèse des travaux consacrés à leur évaluation et à l’appréciation de leur efficacité.
Éduquer sans punir – Une anthropologie de l’adolescence à risque Roland Coenen. 2011. Toulouse, France : Éditions Érès. (362.7 C672)
Les adolescents qui se droguent, se mutilent, volent, fuguent et se détruisent sont aussi les adultes et les parents de demain. En évitant depuis 10 ans de punir et de renvoyer les jeunes qui leur sont confiés, l’équipe du Centre Tamaris à Bruxelles a prouvé l’efficacité d’une approche systémique et anthropologique dans la réparation de personnalités violentes. Directeur depuis 20 ans de ce centre pour jeunes en grande difficulté placés par les autorités judiciaires, l’auteur raconte et explique pourquoi l’usage de la menace et de la punition serait un exercice inutile et contreproductif.
L’acquisition du langage et ses troubles Élisabeth Demont et Marie-Noëlle Metz-Lutz. 2007. Marseille, France : Solal Éditeurs. (410 M596)
Cet ouvrage fait suite au colloque Acquisition du langage : vers une approche interdisciplinaire tenu à Strasbourg sous l’égide de la Société Française de Psychologie en décembre 2004. Les dix spécialistes en psycholinguistique du développement et en neurosciences qui y ont participé font le point sur les mécanismes d’acquisition du langage liés à la maturation cérébrale.
Apprentissage des idées réalistes et son impact sur le niveau de stress — Une étude auprès des futurs enseignants du primaire et du préscolaire en stage Brigitte Lespérance. 2010. Éditions universitaires européennes. (371.2 L622)
Présenté en 2007 comme exigence partielle de sa maitrise en éducation à l’Université du Québec à Montréal, cette étude à la fois quantitative et qualitative se situe dans la perspective où le stress, précurseur des troubles de santé mentale chez les enseignants, constitue un problème important.