Teacher+Preparation+Resources

We considered the following questions when including a resource here:

1. Has this resource significantly **impacted the way I think** about teacher preparation?

2. Is this resource **essential to helping others** **understand** key concepts, principles, or components of teacher preparation?

3. Does this resource offer **practical help** to educators who are trying to initiate, implement, or sustain teacher preparation efforts?

4. Does this resource provide something invaluable to professional educators? (In other words, would there be a **professional knowledge gap if it were missing** from this list?


 * Classroom Management**

Albert, Linda. (2003). //Cooperative discipline (2nd ed.).//Circle Pines, MN: American Guidance Service, Inc. ISBN 0-7854-3363-5.

This teacher-friendly book explains that misbehavior is a response to unmet needs, discusses the goals and characteristics of misbehavior, offers principles of prevention, suggests a host of practical strategies for effective intervention, outlines ways to avoid and defuse major conflicts and confrontations, describes ways to help students feel capable and connected, offers ideas for creating a classroom code of conduct, and explores other ways to involve students, parents, and the school community as partners. Image source: [|http://www.agsglobe.com/group.asp?nGroupInfoID=a4070] (Contributed by user:chericem1)

Emmer, Edmund T., Evertson, Carolyn M., & Worsham, Murray E. (2006). //Classroom management for middle and high school teachers (7th ed.).// NY: Pearson. ISBN 0-205-45534-4.

This useful book outlines the key processes necessary for establishing an effective learning environment. It treats topics such as classroom organization, establishing rules and procedures, managing student work, planning for the beginning of the year, planning and conducting instruction, managing transitions and cooperative learning, developing communication skills, handling problem behavior, and managing special groups. The book is particularly well-suited to beginning teachers and contains a variety of extremely helpful charts, checklists, rubrics, and self-assessment scales. Image source: [|http://www.pearsoned.co.uk/Bookshop/detail.asp?item=100000000102984] (Contributed by user:chericem1)

Wong, Harry K., & Wong, Rosemary T. (2004). //H////ow to be an effective// //teacher the first days of school.// Mountain View, CA: Harry K. Wong Publications, Inc. ISBN 0-9629360-6-5.

This book is designed to support 1st year teachers in establishing positive expectations, managing student behavior, motivating students, and presenting themselves professionally. It will be most helpful if read prior to the first 2 weeks of the 1st year of teaching. Image source: [|http://btobsearch.barnesandnoble.com/booksearch/isbnInquiry.asp?btob=Y&endeca=1&isbn=0962936065] (Contributed by user:chericem1)


 * Curriculum Development**

Wiggins, Grant, & Jay McTighe. (1998). //Understanding by design (Expanded 2nd ed.).// Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 1-4166-0035-3.

This book is particularly useful in supporting teachers in creating meaningful standards-based, thematic units. It explores what it means to understand, outlines how to identify key concepts, generate essential questions, design effective assessments and rubrics, plan lessons with clear performance targets, and teach for understanding. It also contains a wealth of anecdotes, examples, and templates that would be helpful to beginning or experienced teachers, course instructors, and professional developers. Image source: [|http://www.amazon.com/gp/product/1416600353/104-0595909-7101515?v=glance&n=283155] (Contributed by user:chericem1)


 * Foreign Language Pedagogy**

Curtain, Helena, & Dahlberg, Carol Ann. (2004). Languages and children, making the match: New languages for young learners, grades K-8 (3rd ed.). NY: Pearson. ISBN 0-205-46371-1.

The last 5 chapters of this book are devoted to planning and sustaining effective foreign language programs and address issues such as making the case for initiating an elementary foreign language program, public relations and advocacy, selecting a program model, staffing a program, planning, assessment, articulation, and immersion. The book also contains a wealth of practical instructional resources, including ideas for assignments, literacy development, and standards-based games and activities; information on thematic planning, assessment, and classroom management; instructional strategies, templates, and sample student work. Image source: [|http://phcatalog.pearson.com/program_single.cfm?site_id=6&discipline_id=813&subarea_id=1323&program_id=12541] (Contributed by **- [|chericem1]** )

Morain, Genelle. (1990). Preparing foreign language teachers: Problems & possibilities. //ADFL Bulletin, 21// (2), pp. 21-24. http://www.mla.org/adfl/bulletin/V21N2/212020.htm Outlines persistent divides in perspectives related to the preparation of FL teachers.

Shrum, Judith L., & Glisan, Eileen W. (2005). //Teacher's handbook: Contextualized language instruction (3rd ed.)//. Boston, MA: Thomson Heinle. ISBN 1-4130-0462-8.

This book covers topics such as:
 * The Architecture of the Foreign Language Profession
 * NCATE Standards
 * Contextualized Input, Output, and Interaction
 * The National Standards for Foreign Language Learning
 * Organizing Content and Planning for Integrated Language Instruction (in Elementary, Middle, and High School)
 * Developing Interpersonal, Interpretive, and Presentational Communication Skills
 * Using a Story-based Approach to Teach Grammar
 * Addressing Diverse Needs of Learners
 * Assessing Standards-based Language Performance
 * Using Technology to Contextualize and Integrate Language Instruction

It is a helpful, research-based guide for methods instructors and their students. Image source: http://www.heinle.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&discipline_number=303&product_isbn_issn=1413004628 (Contributed by user:chericem1)

[|Edutopia] - This [|magazine] (available online and in print) is produced by the George Lucas Educational Foundation addresses a host of educational issues, including [|Community Partnerships], [|Mentoring], [|Professional Development], [|Teacher Preparation]. (Contributed by user:chericem1)


 * Locating Languages**

//The foreign language educator in society: Toward a critical pedagogy// by Timothy Reagan and Terry A. Osborn (2002). Mahwah, NJ: Lawrence Erlbaum Associates.


 * National Standards**

ACTFL et al. (1999). //Standards for foreign language learning in the 21st century.//NY: National Standards in Foreign Language Education Project. ISBN 0-935868-85-2.

This explains the rationale behind the development of the National Standards for Foreign Language Learning, outlines each of the 5 Cs, offers learning scenarios to help teachers envision how they might be used to guide classroom instruction, and provides language-specific standards as well. (Contributed by user:chericem1)


 * Reflective Teaching**

Udall, Anne J., & Joan E. Daniels. (1991). //Creating the thoughtful classroom: Strategies to promote student thinking.//Tuscon, AZ: Zephyr Press. ISBN0-913705-62-4.

This fantastic book uses metaphors and analogies to examine the importance of infusing content with opportunities to develop and apply critical thinking skills. It addresses creating a classroom environment that supports thinking; planning a complex-level thinking lesson; restructuring content (including textbook material) to better support critical thinking activities; and teacher and student strategies that can be used to develop, strengthen, and refine critical thinking in the classroom. It offers ideas for collaborating with students to create a climate of inquiry in the classroom, and includes a number of assessment and observation forms for both teachers and students that can be used to support and evaluate the success of the implementation of those strategies in the classroom. (Contributed by user:chericem1)

[|Assist].

An online toolkit of resources and materials designed to assist beginning teachers in organizing and managing their classrooms, their work in schools, and their professional development. (Contributed by user:chericem1)