REferences & Further Reading
Articles!
Bondy, E., Ross, D. D., Hambacher, E. & Acosta, M. (2012). Becoming Warm Demanders: Perspectives and Practices of First Year Teachers. Urban Education 48(3), 420-450. https://doi.org/10.1177/0042085912456846.
Brady, S. (2020). A 2020 Perspective on Research Findings on Alphabetics (Phoneme Awareness and Phonics): Implications for Instruction. The Reading League Journal, 1(3), 20-28.
Catts, H. W. (2022). Rethinking How to Promote Reading Comprehension. American Education, Winter 2021-22.https://www.aft.org/ae/winter2021-2022/catts.
Crosby, S. D., Howell, P. & Thomas, S. (2018). Social Justice Education Through Trauma-Informed Teaching. Middle School Journal, 49(4), 15-23. DOI: 10.1080/00940771.2018.1488470.
Ehri, L. C. (2020). The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly 0(0), 1-19. https://doi.org/10.1002/rrq.334.
Graham, S. (2019). Changing How Writing is Taught. Review of Research in Education, 43, 277-303. https://doi.org/10.3102/0091732X18821125.
Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating Disparities in School Discipline: A Framework for Intervention. Review of Research in Education, 41, 253-278. https://doi.org/10.3102/0091732X17690499.
Hasbrouck, J. (2020). An Update to the National Reading Panel Report: What We Know About Fluency in 2020. The Reading League Journal, 1(3), 29-31.
Hochman, J.C., & Wexler, N. (2017). One Sentence at a Time: The Need for Explicit Instruction in Teaching Students to Write Well. American Education, Summer 2017, 30-37. https://www.aft.org/ae/summer2017/hochman_wexler.
Kieran, L. & Anderson, C. (2019). Connecting Universal Design for Learning with Culturally Responsive Teaching. Education and Urban Society, 51(9), 1202-1216. https://doi.org/10.1177/0013124518785012.
Norris, H. (2018). The Impact of Restorative Approaches on Well-Being: An Evaluation of Happiness and Engagement in Schools. Conflict Resolution Quarterly, 36, 221-234. https://doi.org/10.1002/crq.21242.
Purvis, K. B., Cross, D. R., Dansereau, D. F. & Parris, S. R. (2013). Trust-Based Relational Intervention (TBRI): A Systemic Approach to Complex Developmental Trauma. Child & Youth Services, 34(4), 360-386. https://doi.org/10.1080/0145935X.2013.859906.
Siegel, L. N., & Valtierra, K. M. (2017). Expanding Dispositions for Literacy: General Educators as Literacy Gatekeepers. The Clearing House, 90(3), 93-97. https://doi.org/10.1080/00098655.2017.1289720.
Brady, S. (2020). A 2020 Perspective on Research Findings on Alphabetics (Phoneme Awareness and Phonics): Implications for Instruction. The Reading League Journal, 1(3), 20-28.
Catts, H. W. (2022). Rethinking How to Promote Reading Comprehension. American Education, Winter 2021-22.https://www.aft.org/ae/winter2021-2022/catts.
Crosby, S. D., Howell, P. & Thomas, S. (2018). Social Justice Education Through Trauma-Informed Teaching. Middle School Journal, 49(4), 15-23. DOI: 10.1080/00940771.2018.1488470.
Ehri, L. C. (2020). The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly 0(0), 1-19. https://doi.org/10.1002/rrq.334.
Graham, S. (2019). Changing How Writing is Taught. Review of Research in Education, 43, 277-303. https://doi.org/10.3102/0091732X18821125.
Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating Disparities in School Discipline: A Framework for Intervention. Review of Research in Education, 41, 253-278. https://doi.org/10.3102/0091732X17690499.
Hasbrouck, J. (2020). An Update to the National Reading Panel Report: What We Know About Fluency in 2020. The Reading League Journal, 1(3), 29-31.
Hochman, J.C., & Wexler, N. (2017). One Sentence at a Time: The Need for Explicit Instruction in Teaching Students to Write Well. American Education, Summer 2017, 30-37. https://www.aft.org/ae/summer2017/hochman_wexler.
Kieran, L. & Anderson, C. (2019). Connecting Universal Design for Learning with Culturally Responsive Teaching. Education and Urban Society, 51(9), 1202-1216. https://doi.org/10.1177/0013124518785012.
Norris, H. (2018). The Impact of Restorative Approaches on Well-Being: An Evaluation of Happiness and Engagement in Schools. Conflict Resolution Quarterly, 36, 221-234. https://doi.org/10.1002/crq.21242.
Purvis, K. B., Cross, D. R., Dansereau, D. F. & Parris, S. R. (2013). Trust-Based Relational Intervention (TBRI): A Systemic Approach to Complex Developmental Trauma. Child & Youth Services, 34(4), 360-386. https://doi.org/10.1080/0145935X.2013.859906.
Siegel, L. N., & Valtierra, K. M. (2017). Expanding Dispositions for Literacy: General Educators as Literacy Gatekeepers. The Clearing House, 90(3), 93-97. https://doi.org/10.1080/00098655.2017.1289720.
Books!
Birsh, J. R., & Carreker, S. (2019). Multi-Sensory Teaching of Basic Language Skills (4th ed). Brookes.
Gentry, J. R. & Ouellette, G.P. (2019). Brain Words: How the Science of Reading Informs Teaching. Stenhouse.
Gregory, G. H. (2011). The Best of Corwin: Differentiated Instruction. Corwin.
Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Corwin.
Herrera, S. (2015). Biography-Driven Culturally Responsive Teaching (2nd ed.). Teachers College Press.
Moats, L.C. (2020). Speech to print: Language essentials for teachers (3rd ed.). Baltimore: Paul Brookes.
Rapp, W. H. (2014). Universal Design for Learning in Action: 100 Ways to Teach All Learners. Brookes.
Rubenstein, G. (1999). Reluctant Disciplinarian: Advice on Classroom Management from a Softy Who Became (Eventually) a Successful Teacher (1st ed.). Cottonwood Press.
Serravallo, J. (2017). The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers. Heineman.
Smith, D., Fisher, D., & Frey, N. (2015). Better Than Sticks or Carrots: Restorative Practices for Positive Classroom Management. ASCD.
Spear-Swerling, L. (2019). Structured Literacy: An Introductory Guide. Baltimore: International Dyslexia Association.
Wong, H. K., & Wong, R. T. (2018). The Classroom Management Book (2nd ed.). Harry K. Wong.
Gentry, J. R. & Ouellette, G.P. (2019). Brain Words: How the Science of Reading Informs Teaching. Stenhouse.
Gregory, G. H. (2011). The Best of Corwin: Differentiated Instruction. Corwin.
Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Corwin.
Herrera, S. (2015). Biography-Driven Culturally Responsive Teaching (2nd ed.). Teachers College Press.
Moats, L.C. (2020). Speech to print: Language essentials for teachers (3rd ed.). Baltimore: Paul Brookes.
Rapp, W. H. (2014). Universal Design for Learning in Action: 100 Ways to Teach All Learners. Brookes.
Rubenstein, G. (1999). Reluctant Disciplinarian: Advice on Classroom Management from a Softy Who Became (Eventually) a Successful Teacher (1st ed.). Cottonwood Press.
Serravallo, J. (2017). The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers. Heineman.
Smith, D., Fisher, D., & Frey, N. (2015). Better Than Sticks or Carrots: Restorative Practices for Positive Classroom Management. ASCD.
Spear-Swerling, L. (2019). Structured Literacy: An Introductory Guide. Baltimore: International Dyslexia Association.
Wong, H. K., & Wong, R. T. (2018). The Classroom Management Book (2nd ed.). Harry K. Wong.
Other Publications!
Moats, L. C. (2020). Teaching Reading IS Rocket Science, 2020: What Expert Teachers of Reading Should Know and Be Able to Do. American Federation of Teachers. https://www.aft.org/sites/default/files/moats.pdf.
The National Child Traumatic Stress Network. (2008). Child Trauma Toolkit for Educators. https://www.nctsn.org/resources/child-trauma-toolkit-educators.
Restorative Practices Working Group. (2014). Restorative Practices: Fostering Healthy Relationships and Promoting Positive Discipline in Schools—A Guide for Educators. Advancement Project, American Federation of Teachers, National Education Association, & National Opportunity to Learn. www.otlcampaign.org/restorative-practices.
The National Child Traumatic Stress Network. (2008). Child Trauma Toolkit for Educators. https://www.nctsn.org/resources/child-trauma-toolkit-educators.
Restorative Practices Working Group. (2014). Restorative Practices: Fostering Healthy Relationships and Promoting Positive Discipline in Schools—A Guide for Educators. Advancement Project, American Federation of Teachers, National Education Association, & National Opportunity to Learn. www.otlcampaign.org/restorative-practices.
