MILLER ANNOTATED BIBLIOGRAPHY !

Annotated Bibliography

Alaska Department of Education and Early Development. Alaska Standards, 4th edition.

Retrieved on April 30, 2018 from https://education.alaska.gov/akstandards/standards/

standards.pdf

The content standards for Alaska were instrumental in both designing appropriate lesson

plans in my practicum, as well as familiarizing myself with what is generally expected of

the curriculum for students in grades K-8. This resource was one I frequently referred to

while considering the overall implications of a wholistic social studies education.

Alaska Department of Education and Early Development. Alaska Standards for Literacy in

History/Social Studies, Science, and Technical Subjects 6-12. Retrieved on April 30, 2018

from https://education.alaska.gov/akstandards/ela/akstandards_literacy_080212.pdf

The literacy standards are essential in any social studies curriculum, and this resource

helped me to plan and implement reading and writing activities and assessments for

meeting objectives that indicate a thorough understanding of social studies content.

Alaska Native Knowledge Network. Alaska Standards for Culturally Responsive Schools.

Retrieved on April 30, 2018 from http://ankn.uaf.edu/publications/culturalstandards.pdf

Cultural standards are so crucial to consider when taking into account the diversity in any

classroom. This resource really helped me formulate a conception of what it means to be

culturally responsive to students and communities when planning and implementing

social studies lessons.

Atwell, N. (2015). In the middle: A lifetime of learning about writing, reading and adolescents.

(3rd ed.). Portsmouth, NH: Heinemann.

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This book was like my personal advisor throughout the semester. The tone of Nancie’s

writing was like a well-trusted mentor who was showing me the ropes. Although I have

referred to this text many times throughout the semester, it was actually pretty long-

winded and conversational. I valued it as a one-time read, and I will probably read it

again cover to cover (instead of in jumbled chapters), but other than that I’m not sure

how often I’ll use it as a reference source, except in my mind as what turned me on to the

Writer’s Workshop.

Aultman, L.P., Williams-Johnson, M.R., & Schutz, P.A. (2009). Boundary dilemmas in teacher-

student relationships: Struggling with “the line”. Teaching and Teacher Education, 25,

636-646.

This study was conducted to explore teachers’ beliefs about building and maintaining

relationships with their students. One relevant finding was that experienced teachers

tended to “change their approaches to developing involvement and changed the

parameters of various interaction boundaries as they gained confidence in their teaching

role” (645). In summary, this study present a cautionary tale of the complications

involved in developing strong relationships with students.

Black, D.S. & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-

income and ethnic minority elementary school children. J Child Fam Stud 23(7),

1242-1246.

This study measured changes in classroom behavior after students receive mindfulness

training for 5 weeks of 15 minute sessions twice a week. The improvement in all four

categories of behavior improvement suggest that mindfulness based programs benefit not
MILLER ANNOTATED BIBLIOGRAPHY !3

only the students, but also school personnel due to less stress in the classroom, calmer

students, and improved relationships. The incorporation some mindful techniques into the

strategies used in classroom research is suggested.

Bloodgood, J.W. and Pacifici, L.C. (2004). Bringing word study to intermediate classrooms.

The Reading Teacher 58(3).

This was an article that was useful in determining alternatives to traditional spelling and

vocabulary programs.

Bondy, E., Ross, D. D., Hambacher, E. & Acosta, M. (2013). Becoming warm demanders:

perspectives and practices of first-year teachers. Urban Education, 48(3), 420-450.

http://journals.sagepub.com/doi/abs/10.1177/0042085912456846

In this case-study research paper, two new teachers are videotaped and interviewed

regarding their experiences and thoughts about the Warm Demander approach they were

trained to use. The different philosophies they hold about using warm demanding with

students reveal some important strategical and philosophical implications for teacher-

student relationships. Strategy design and implementation for this research project were

influenced.

Calkins, L. (2017). Units, tools, and methods for teaching reading and writing: A workshop

curriculum grades K-8. Retrieved on May 1, 2018 from https://classes.alaska.edu/

bbcswebdav/pid-5393003-dt-content-rid-44848654_1/courses/ED_S615_JD1_201801/

Calkins%20UOS%20K-8.2017%20Overview.pdf
MILLER ANNOTATED BIBLIOGRAPHY !4

I look forward to reading more of this resource as I enter my years as a student teacher

and in-service teacher. I have heard a lot about Lucy Calkins and I look forward to

reading her works. This was more of an outline of curriculum she helped develop.

Charles, C.M. (2014). Building classroom discipline. New Jersey: Pearson Education, Inc.

This was my go-to text when I wanted to quickly refer to an idea in mind that I knew was

influenced by another theorists’ work. There was a lot of really useful information in this

text both for assignments and providing a broad and pretty well laid out look at the

development of the fields of behavior, discipline, and classroom management.

Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and

reactive classroom management strategies and their relationship with teacher stress and

student behaviour. Educational Psychology 28, 693-710.

I used this article in the literature review of my research thesis as an alternate view of

how discipline relates to teacher stress and student behavior. An interesting find was that

although reactive strategies are commonly interpreted as negative, and do indeed cause

stress in teachers, they are more effective at promoting on-task behavior than proactive

strategies.

Crosnoe, R.L., Johnson, M.K. & Elder, G.H. Jr. (2004). Intergenerational bonding in school:

the behavioral and contextual correlates of student-teacher relationships. Sociology

of Education - SOCIOL EDUC. 77. 60-81. 10.1177/003804070407700103.

Adolescent self-reports from 132 middle and high schools were analyzed and contextual

variables were considered and investigated in this study that claims that all students made

better grades and were less likely to get in trouble in school when they had more positive
MILLER ANNOTATED BIBLIOGRAPHY !5

views of their teachers. It even claims that student-teacher bonding can be a protective

resource for future achievement.

Delpit, L. (2012). Multiplication is for white people: raising expectations for other people’s

children. New York, NY: The New Press.

This was a wonderfully eye-opening book on the perspectives of different cultures in

education. It encourages all teachers, but especially white ones to consider the

generational implications of lower expectations of children of color and poverty.

Esquith, R. (2007). Teach like your hair’s on fire: The methods and madness inside room 56.

New York, NY: Penguin Group.

This books was a great inspiration during my time student-teaching. Rafe introduced me

to his approach of using Kohlberg’s 6 Levels of Morality explicitly in the classroom.

Fields, M.V., Meritt, P.A., and Fields, D.M. (2018). Constructive guidance and discipline: Birth

to age eight. New York, NY: Pearson

This text provided a really great in depth look at students and how their behavior

develops. It also laid the foundation for constructive discipline that I came to adhere to.

Without this text, I would have been leaving out the developmental considerations of the

students, which wouldn’t have been a comprehensive picture of this field of study.

Fisher, D., and Frey, N. (2008). Giving students ownership of learning. Educational

Leadership. 66(3).

A great resource addressing how teachers can improve student buy-in and accountability

while enhancing the level of ownership they claim for their own education.
MILLER ANNOTATED BIBLIOGRAPHY !6

Fletcher, R. & Portalupi, J. (2001). Writing workshop, the essential guide. Portsmouth, NH:

Heinemann.

A very user-friendly read for people who are new to the Writer’s Workshop approach.

Once I had read Atwell and she immediately convinced me of the workshop approach to

teaching literacy, this book added a few valuable strategies to use in the workshop.

Freeman, D.E. & Freeman, Y.S. (2014). Essential linguistics: What you need to know to teach

reading, ESL, spelling, phonics, grammar. (2nd ed.). Portsmouth, NH: Heinemann.

This books is an interesting introduction to linguistics and the implications an

understanding of the basics of linguistics makes for teaching reading and writing. I know

I will find this of a lot of value as I explore more about teaching ESL in future years.

Graves, D. (1985). All children can write. Retrieved on May 1, 2018 from http://

www.ldonline.org/article/6204?theme=print

Like Fletcher and Portalupi, Graves is an icon of this literacy movement. I value his

insights at such a well- placed time. I was fortunate enough to experience teachers who

were gung-ho about this approach in the 80s, and I feel like I can vouch for the

impression it made on my own education in the long run.

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic

engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA:

SAGE.

This is basically my handbook to culturally responsive pedagogy using research-based

approaches to instruction that are compatible with many different kinds of learners from

many different backgrounds.

MILLER ANNOTATED BIBLIOGRAPHY !7

Hartley, B. (2018, February 8) Transmission Strategies [webapp recording] . Retrieved

from https://classes.alaska.edu/webapps/bb-collaborate-BBLEARN/recording/

play?course_id=_139949_1&recordingId=13428082&recordingFormat=1

This is a recording of our class meeting in which classmates summarized and provided

insights on strategies for transmitting information to students in ways that were engaging

and effective. This was a great class session with content and takeaways that I retained

and used in practicum and in the reflections and writing I completed for this class.

Hartley, B. (2018, February 22). Inquiry Strategies. [webapp recording] . Retrieved from

https://classes.alaska.edu/webapps/bb-collaborate-BBLEARN/recording/play?

course_id=_139949_1&recordingId=13534574&recordingFormat=1

This is another recording of a different class session in which classmates presented

strategies that I considered using in future lessons. The ideas were exciting to think about

possibilities for my own classroom.

Harvey, S., and Goudvis, A. (2007). Strategies that work: Teaching comprehension for

understanding and engagement. Portland, ME. Stenhouse Publishers.

This is a great book for gaining a better conceptual understanding of how we can use

specific strategies to improve our students comprehension of the information we set out

to impart. I found it particularly useful for reading comprehension and feel that I really

began to grasp the power of different reading strategies for use in the classroom.

Hicks, T. (2009). The digital writing workshop. Portsmouth, NH: Heinemann.

Like all technologies, even this book is beginning to be dated as far as current uses for

technology goes, but it was interesting to explore different ways that technology can be
MILLER ANNOTATED BIBLIOGRAPHY !8

used in the literacy workshop that I hadn’t previously valued. It almost has me convinced.

Almost.

Hughes, J. & Kwok, O. (2007). Influence of student–teacher and parent–teacher relationships on

lower achieving readers’ engagement and achievement in the primary grades. Journal of

Educational Psychology 99, 39-51.

It was found in this study that the quality of relationships in first grade has an indirect

effect on achievement the following year, via classroom engagement. Furthermore, there

appears to be a reciprocal nature between relationship quality and engagement, so that

engagement also affects the relationship. This suggests that the social experiences of

primary school may contribute to widening racial differences in educational attainment.

Johnson, D. and Blair, A. (2003). The importance and use of student self-selected literature to

reading engagement in an elementary reading curriculum. Reading Horizons 43(3).

Engagement is such a critical aspect of reading curriculum. It goes without saying that

choosing our own books naturally leads to enhanced engagement, but this article is

instrumental in providing evidence why this is so.

Johnson, P.H. (2012). Opening minds: Using language to change lives. Portland, ME: Stenhouse

Publishers.

I can’t begin to explain how this book grabbed me and led me into the world of the

language we use in the classroom and how it affects learning. Thanks to this book, I have

learned to be a teacher more thoughtful with my words and continually striving to reach

that dynamic mindset to share with students.

MILLER ANNOTATED BIBLIOGRAPHY !9

Joshi, R.M., Treiman, R., Carreker, S., and Moats, L.C. (2009) How words cast their spell:

Spelling is an integral part of learning the language, not a matter of memorization.

American Educator. Winter 2008-2009.

For those who say that there is no rhyme or reason to English spelling, this is an article to

read. I found it alarmingly informational and surprisingly straight forward on the guiding

principles of teaching the patterns in words.

Kist, B. (2003). Writing: Keeping it real. Teacher to Teacher. (May 2003).

What I found particularly useful about this article were the many examples Kist provides

for writing products students can create that are more creative outlets of expression for all

kinds of writing that are not just your average 5-part essay.

Klusmann, U., Richter, D., & Ludtke, O. (2016) Teachers’ emotional exhaustion is negatively

related to students’ achievement: evidence from a large-scale assessment study.

Journal of Educational Psychology 108, 1193-1203.

This is a German study that asked how teachers’ emotional exhaustion is related to

student achievement. It was found that there was a small, but statistically significant

association between teacher’s emotional exhaustion and student’s achievement test

scores, and researchers surmise that the reasons may be teacher absence, inadequate

preparation, lower instructional quality.

Koechlin, C., and Zwaan, S. (2014). Q Tasks: How to empower students to ask questions

and care about the answers. Portland, ME. Stenhouse Publishers.

I found so many statements and ideas in this book that echoed my own thoughts I hadn’t

explicitly formed until reading this book. It is such a wonderful treatise to the power of
MILLER ANNOTATED BIBLIOGRAPHY !10

inquiry. Within it I also found useful components to include in engaging and effective

lessons.

Lemon, D. (2015). Teach like a champion 2.0. San Francisco, CA: Jossey-Bass.

I will continue to revisit this book again and again for strategies. Although some of them

seem awfully dry and emotionless when viewed in the clips provided, I envision using

them in a less hurried manner and suspect the strategies will work similarly.

Lesh, B. (2011). “Why Won’t You Just Tell Us the Answer?”: teaching historical thinking

in grades 7-12”. Portland, ME. Stenhouse Publishers.

I can’t say enough about how this book changed my perspective of not only history

education, but the concepts transfer so seamlessly to other subjects as well that I feel I

will refer to this text again and again for the implications it lends to critical thought in

general.

Lickona, T., PhD. (1994). Raising good children. New York, NY: Bantam Books.

This was a great book for a parent and teacher to read. I agree with Lickona’s adherence

to character development, and I do think it is important for teachers to address this need

in our schools. I particularly like how it was organized according to age and

developmental stage, as well as his focus on employing inquiry to foster internal

discipline.

Lu Chi. (2000). The art of writing: Lu Chi’s wen fu (S. Hamill, translator). Minneapolis, MN:

Milkweed.

As a self-proclaimed writer, this little book was a surprise and a marvel. I found a lot of

truth and inspiration in it. A great metapoetical work!

MILLER ANNOTATED BIBLIOGRAPHY !11

MacKenzie, R.J., Ed.D and Stanzione, L., M.A. (2010). Setting limits in the classroom. New

York, NY: Three Rivers Press.

There were a lot of valuable nuggets in this book. It made me begin to see how even I

might be able to discipline a class of students bent on testing limits. The real value I

found in this book was the concept of not giving so many chances, as well as providing

limited choices immediately so that students know what is expected of them.

Meyer, A., Rose, D.H., and Gordon, D. (2014). Universal design for learning: Theory and

practice. Wakefield, MA: CAST.

This is an insightful handbook for the practitioner to use UDL in the classroom. It is a

wonderfully organized and comprehensive look into this approach to designing lesson

plans for the diversity of learners we will encounter in the classroom. I especially like

how it addressed the deficits and disabilities of schools rather than students.

Moline, Steve. (1995). I See What You Mean, 2nd edition. Portland, ME Stenhouse

Publishers.

Visual learning is such a powerful component of not only elementary curricula, but is

extremely useful well into secondary and even collegiate studies as well. This book is

chock full of ideas for using visual modalities to offer students multiple dimensions to

their education.

National Council for the Social Studies. Curriculum Standards for Social Studies. Retrieved on

April 30, 2018 from https://www.mhschool.com/socialstudies/2009/teacher/pdf/ncss.pdf

These standards are voluminous, but essential to a full comprehension of the objectives

we as teachers are responsible for scaffolding our students to meet in social studies
MILLER ANNOTATED BIBLIOGRAPHY !12

classes. I expect to continue to familiarize myself with them throughout my initial years

as a teacher in addition to the state standards, and I hope to use them to supplement

district guidelines and benchmarks in order to enhance learning experiences of students.

Neufeld, P. (2005). Comprehension instruction in content area classes. Reading Teacher,

59(4).

This article contained some useful strategies for addressing reading comprehension.

Obenchain, K. (2015). 50 social studies strategies for K-8 classrooms, 4th edition. New York,

NY. Pearson Education.

In addition to the class session on inquiry strategies, this document was extremely helpful

in expanding my knowledge of specific useful strategies to use in the classroom. I will

definitely use this often in my initial years as an inservice teacher.

Piaget, J. (1971). The theory of stages in cognitive development. In D. R. Green, M. P.

Ford, & G. B. Flamer, Measurement and Piaget. New York, NY, US: McGraw-

Hill.

I feel like Piaget’s work is so prevalent in our program that this resource barely needed

citing. Still, I fully intend to continue to learn more about the implications of his theories

of cognitive development and related theorists in order to deepen my understanding. At

this point, I only feel like I have a very superficial knowledge of these stages and I know

it would greatly benefit my experiences and successes in the classroom to be more fluent

and intuitive in recognizing particulars of different stages.

MILLER ANNOTATED BIBLIOGRAPHY !13

Ponitz, C.C., Rimm-Kaufman, S.E., Grimm, K.J. & Curby, T.W. (2009). Kindergarten classroom

quality, behavioral engagement, and reading achievement. School Psychology Review 38,

102-120.

This was a 2 year study that explored the correlation between classroom quality,

engagement, and achievement in reading. The study found that behavioral engagement is

the intermediary linking classroom quality to literacy achievement.

Roorda, D.L., Koomen, H.M.Y., Spilt, J.L., & Oort, F.J. (2011) The influence of affective

teacher-student relationships on students’ school engagement and achievement: a meta-

analytic approach. Review of Educational Research 81, 493-529.

The researchers who conducted this meta-analysis selected 92 research papers describing

92 studies with strict criteria to investigate how teacher-student relationships influence

student engagement and achievement. It was found that teacher-student relationships

were influential even for older students, they were more important for students who were

academically at risk, and although these relationships are important, they are not

sufficient to improve learning behavior. Also indicated were that the affects of negative

relationships were stronger than positive ones, and that they are stronger in elementary

school. The effects of positive relationships are stronger in higher grades.

Skinner, E.A., Belmont, M.J. (1993). Motivation in the classroom: reciprocal effects of teacher

behavior and student engagement across the school year. Journal of Educational

Psychology 85, 571-581.

This seminal work was one of the first published studies to show that teacher

involvement predicts student engagement. It explores not only which teacher behaviors
MILLER ANNOTATED BIBLIOGRAPHY !14

are the most influential in determining student achievement, but also how perceptions

held by students and teachers can perpetuate reciprocal effects and offers suggestions for

interrupting the cycle.

Sousa, D.A., and Tomlinson, C.A. (2011). Differentiation and the brain: How neuroscience

supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.

I have to admit that I didn’t really get a chance to use this book for this course. I did find

one specific idea in the book particularly useful when related to classroom discipline.

That was how what we’re interested in makes us neurologically more likely to succeed at

it. This really drive home the engagement topic and provides evidence that choice really

can improve our efficiency at learning, as well as teaching.

Strickland, D., Ganske, K., Monroe, J. K. (2001 or 2002). Supporting struggling readers and

writers: Strategies for classroom intervention 3 – 6. Portland, ME: Stenhouse.

This is an extremely useful book to keep in my library and refer to again and again for

strategies and insights on teaching struggling readers and differentiation I can apply to aid

their comprehension.

Walker, B. (2005). Thinking aloud: Struggling readers often require more than a model. The

Reading Teacher. 58(7).

This was an interesting article- it claims that we can help struggling readers best by

providing them with guided statements that help them frame their thinking about what

they read. I would like to try this out some time.

Weaver, C. (2009). Reading process: Brief edition of reading process and practice (3rd ed.).

Portsmouth, NH: Heinemann.

MILLER ANNOTATED BIBLIOGRAPHY !15

Connie really helped me to form in my mind what a good and proficient reader does. This

book debunked a few misconceptions I had about learning to read and helping kids to

learn to read. Even recently I was able to refer to something I learned in this book about

how efficient readers don’t always go back and correct miscues that don’t alter the

meaning. Although the topic was a little dry, this was not a dense book. I found it

readable and almost enjoyable.

Wiggins, G. and McTighe, J. (2005). Understanding by design, expanded 2nd Edition.

Alexandria, VA. ASCD.

This is a somewhat difficult book for me to read, but I do feel that I know the major

concepts of this approach to lesson design. It is coming more and more naturally to me as

I become more comfortable with starting from the standards to build objectives and

enduring understandings from them. In some ways, a lot of this work is done for many

teachers by the district they work in, but I strongly feel that any teacher can sharpen and

accentuate any curriculum by aligning objectives, activities, assessments, and materials

with the standards they intend to meet.

Wilson, J. , Amenson, N. & Nanke, T. (2006) Daily oral language... "BORING!" Creative

ways to spice up grammar instruction. South Carolina Middle School Association

Journal, 14.

This article provided a couple of ideas for making grammar instruction fun and engaging

while employing some VAK modalities.

Worthy, J. & Patterson, E. (2001). “I can't wait to see Carlos!”: preservice teachers, situated

learning, and personal relationships with students. J L R 33, 303-344.

MILLER ANNOTATED BIBLIOGRAPHY !16

This is a study that explores the growing relationships between tutors and their reading

club students. Tutor reflections are analyzed to suggest that new teachers naturally evolve

from feelings of inadequacy to concerns of managing student behavior to focusing on

instructional needs of students. It was found that comfortable relationships influence

student motivation, and offers suggestions for establishing relationships with students,

claiming that teachers who know students individually and personally can mitigate the

damaging effects of labels and preconceived notions about children who are not

progressing as expected.

Yilmaz, K., Altinkurt, Y., Guner, M., & Sen, B. (2015). The relationship between teachers’

emotional labor and burnout level. Eurasian Journal of Educational Research, 59, 75-90.

In this Turkish study, it was found that teachers have the highest level of burnout when

they experience emotional exhaustion. It was concluded that “surface acting… leads to

burnout” (86).