A quick look at the recent books from our faculty and community.
Compose Our World: Project-Based Learning in Secondary English Language Arts
Alison G. Boardman, Antero Garcia, Bridget Dalton, Joseph L. Polman
“Compose Our World offers English teachers welcome hope in these difficult times. In its pages, we see students—and teachers—whose experiences in school have been transformed by a turn toward meaningful projects they design and work through themselves, projects that can even change their communities for the better. It shows that positive change in education is possible, provides practical guides to that change and features exciting projects students made as they became agents for composing their world.” —Teachers College Record
Study and Executive Function Skills for Â鶹ŇůÔş with Learning and Behavior Problems
John J. Hoover, James R. Patton
“Written for special and inclusive educators in grades K–12, this updated book emphasizes the use of skill sets within the context of actual classroom tasks and is framed around the four executive functions of inhibition, cognitive flexibility, working memory and organization. This edition covers current topics in education and their relevance to executive functions and study skills education.” —PRO-ED Inc.
Potential Grizzlies: Making the Nonsense Bearable
“Welner expertly jumbles satire, research and education reform into this must-read book, which simultaneously covers where we’ve come from, why, and where we are going with education reform. Honestly I’m angry that my blog is not as funny as this. Read it, unless you don’t have a funny bone.” —Julian Vasquez Heilig, dean and professor, University of Kentucky College of Education
Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning
Matthew Voigt, April Ström, David C. Webb, Gary Martin; Edited by Wendy M. Smith
“SEMINAL—Student Engagement in Mathematics through an Institutional Network for Active Learning— is not simply a research project attempting to understand local change. The project makes explicit diversity, equity and inclusive practices to meet the needs of all students. It strives to understand and enact change across all key stakeholders across an entire system.” —Howard Gobstein, executive vice president, Association of Public and Land-grant Universities
Honoring Teachers As Professionals: Stories and Pathways for Growth in Your Classroom and Career
Alisa Grimes, Nicole Schrode, Rebecca Stober, Shannon Wachowski
“When you stop learning how to teach, you stop teaching people how to learn. This is a phrase I coined just before applying for the grants that supported the authors of this book to build and participate in the Streamline to Mastery program at CU Boulder. I have personally watched these teachers take on increasing responsibility for education on a broad scale, and I have watched them gain agency and influence throughout the educational community. Those who benefit most are the students who learn how to advocate for themselves through evidence, and find empowerment through reasoning and defending their own ideas.” —Valerie Otero, STEM education professor, University of Colorado Boulder
The Streamline to Mastery program at CU Boulder is a teacher-driven professional development program. The authors of this book participated in this five-year program and learned together with pre-service teachers, CU graduate students, other master teachers, novice teachers and university faculty.
The Other American Dilemma: Schools, Mexicans, and the Nature of Jim Crow, 1912–1953
Rubén Donato, Jarrod Hanson
â€Ŕá˛Ô The Other American Dilemma, RubĂ©n Donato and Jarrod Hanson examine the experiences of Mexican immigrants, Mexican Americans and Hispanos/as in their schools and communities between 1912 and 1953. Drawing from the Mexican Archives located in Mexico City and by venturing outside of the Southwest, their examinations of specific communities in Arkansas, California, Colorado, Kansas, Louisiana and Texas shed new light on Mexicans' social and educational experiences. Donato and Hanson maintain that Mexicans—whether recent immigrants, American citizens or Hispanos/as with deep roots in the United States—were not seen as true Americans and were subject to unofficial school segregation and Jim Crow.” —SUNY Press
