The College at Brockport is very proud to showcase works by our faculty authors. This Bookshelf features works published by the faculty and professionals (both current and former) of the Department of Education and Human Development. It also includes items that have contributions by our authors including chapters, articles and essays.
Patrons of The College at Brockport may check these books out at Drake Memorial Library. Otherwise, please use your library's Interlibrary Loan program to request them from us.
Mary Corey and Mark Harnischfeger
by Mary E. Corey (College at Brockport faculty member) and Mark Harnischfeger (College at Brockport alumnus and adjunct professor).
A Social, Economic and Political History of the Negro Leagues Era for Teachers of Social Studies and American History
Between the end of Reconstruction in the 1880s and the Civil Rights Movement of the 1960s, the players, managers and owners of the Negro Leagues empowered and inspired the African-American community to resist Jim Crow. Through the lens of baseball, Before Jackie presents this less familiar history of the era's rich tradition of activism to engage students with stories of African Americans' creativity and courage. These stories will especially appeal to African-American students who too often feel that U.S. social studies and American history has little to do with them.
Annotated and illustrated throughout, it includes lesson plans that allow students to draw on a wide variety of resources and gives teachers valuable assistance in making social studies accessible, relevant and even fun for teaching at all grade levels.
This content analysis was undertaken to examine whether award-winning, middle school, fiction tradebooks provide depictions of characters who engage in writing. Once identified, writing episodes were analyzed to determine if the writing was implicitly or explicitly depicted. Additional questions queried who wrote, what was written, and what stage of the writing process was represented. A final question asked what additional information and aesthetic responses were recorded in the Researcher's Journal. Two tools, a Content Analysis Instrument and a Researcher's Journal, guided the collection of data from 43 books appearing on three awards lists. Forty-two of the books included at least one character who engaged in writing. Overall, 615 episodes of writing were recorded. Thirty-six percent of the episodes showed the characters explicitly engaged in the act of writing. Thirty-nine percent of the characters were young teens; 51.5% were female. European Americans accounted for the highest percentage (46%) of ethnicities represented. A character's religion was not found to be a significant element in the books sampled, and few of the characters represented imaginary creatures. A variety of types of artifacts were penned, including letters, journals, and poems; digital literacies were not represented. Adults provided the target audience for most of the writings. Communication provided the impetus for most of the writing episodes. No particular stage of writing process could be determined for 66% of the episodes. Finally, two categories directly related to writing emerged from the Researcher's Journal: teaching examples and writing process. Aesthetic responses also detailed believability issues, important messages, highly attractive books, and other creative endeavors. The results suggest research needs to be conducted in three areas: to determine middle school readers' responses to character writers, to determine to what extent character writers of multiple diverse backgrounds are represented in award-winning multicultural books, and to determine middle school readers' responses to character writers of indeterminate ethnicity. Separate booklists are identified for researchers and teachers. Action research conducted by teachers utilizing the identified episodes could be undertaken to study middle school students' responses to characters who write.
Moira Fallon and Susan C. Brown
Edited by Moira A. Fallon (College at Brockport faculty member) and Susan C. Brown
This book is designed for higher education instructors. The focus of the book is to assist all faculty instructors in higher education to better meet the needs of their student populations. It addresses the major issue of higher education teaching today: the need to reach all higher education students using active learning strategies. Higher education today is rapidly changing and faculty members are being presented with new types of students; ones who often have clear goals for bettering themselves, but at the same time lack what might have been considered to be basic skills necessary for success in a college or university setting. Instructors today must reach and bring all students into the college or university setting in an inclusive manner. The emphasis of this book is on student-focused strategies for teaching inclusively. This book will provide valuable strategies and practical techniques for instructors to develop inclusive college classrooms that promote the learning of all students. The audience targeted will be all instructors who work with higher education students, including students in community colleges and vocational institutions. The book is designed to be mainly practical instructional strategies with limited theoretical text and references. At the same time, major theories will be included to demonstrate why specific approaches are recommended. Although the authors and editors are from the field of education, the book is particularly valuable for all college instructors without a background in the discipline of education.
This book on the philosophy of education and teaching by past College President MacVicar was first published in 1892.
Inclusion in Urban Educational Environments : Addressing Issues of Diversity, Equity, and Social Justice
Denise E. Armstrong, Brenda L. McMahon, and Amy E. Barnhill
Edited by Denise E. Armstrong and Brenda J. McMahon.
Includes chapter by former College at Brockport faculty member Amy E. Barnhill. Gender : a H.O.T. (Higher Order Thinking) link in educating urban students.
"This book is motivated by our work with students and their families in urban communities, and the urgent imperative to address the endemic educational and societal inequities that pervade the lives of urban students, particularly those who live in poverty, are of minority and immigrant backgrounds, and are otherwise marginalized within current educational discourses and practices. In spite of the fact that over the last three decades policy makers, educators and communities across the globe have called for in-depth structural adjustments to urban education, these changes are rarely evidenced in the academic and practitioner spheres. On the contrary, guided by normative assumptions that ignore the realties of students' lives, narrow outsider notions of what ought to be continue to focus on deviance and constrain urban students within restrictive boundaries. These underlying discourses, in the form of deficit beliefs, thoughts, and actions, shape urban research, theory, and practice and blind prospective change agents to students' strengths, and delimit the transformative potential of social justice praxis within urban environments. This volume brings together a range of scholars from Canada and the United States that present a variety of different lenses on issues of diversity, equity and social justice in urban schools. Their analyses highlight the richness and complexity of urban education, and illustrate how multiple theoretical and practical configurations of difference impact students, their families and communities, and facilitate or hinder the creation of inclusionary learning environments."
Gilbert C. Brown
By Gilbert C. Brown [College at Brockport former faculty member].
Rosemary Callard-Szulgit and Greg Karl Szulgit
Here is a reference and guide for teachers and parents who may not be aware of the resources available to help their students succeed. This book examines the many aspects of gifted thinking in relation to math and science and features competitions and curricula that can be easily adapted to students' lifestyles outside of the classroom. Mind-Bending Math and Science Activities for Gifted Students (For Grades K-12) is a helpful guide for math and science teachers, as well as for parents with limited backgrounds in math and science. Advice, vignettes, and cartoons are included.--Publisher's description
Robert W. (Robert William) Blake and Brett Elizabeth Blake
By Brett Elizabeth Blake, and Robert W. Blake.
The Literacy Primer is devoted to the most recent topics in literacy studies, such as the meanings of literacy, the invention of alphabetic writing, a history of reading, the consequences of literacy, teaching the two modes of knowing-literary and informational-and literacy for diverse learners. Each chapter includes a glossary of key terms for students new to the field. A list of selected resources and further readings is provided at the end of the volume. The book is written in a refreshingly straightforward style that is inviting to undergraduate students who might otherwise have difficulty learning about the subject.
By Rosemary S. Callard-Szulgit.
"This book is jam-packed with successful, field-tested activities that have both excited and worked for children at all education levels. This book offers educators and parents the best of all worlds - educational activities and competitions not just for the gifted child, but for all children."--Book jacket.
As our educational system extends its resources and efforts to help make schools and classrooms more accessible to handicapped and special education students, teachers are finding themselves overwhelmed with increased demands, overcrowding, and lack of adequate training in managing all the necessary demands of an inclusion classroom. Inadvertently, instructional time and resources are often taken away from our gifted children. Jam-packed with very successful ideas and activities that the author has used in her 37 years of teaching gifted students, this resource guide contains field-tested activities that have excited and worked for all educational levels. It offers educators and parents the best of all worlds, containing educational activities and competitions not just for the gifted child, but for all children.
Dr. Callard-Szulgit has a staff development consulting business, Partners for Excellence (www.partners-for-excellence.com), in Rochester, NY and Phoenix, AZ. She is the former facilitator for Gifted and Talented, K-8, in the Webster Central School District, a suburb of Rochester, NY and she continues to have articles published dealing with the education of gifted children.
Practical Transformations and Transformational Practices : Globalization, Postmodernism, and Early Childhood Education
Sharon Ryan, Susan Grieshaber, Sue Novinger, and Lou Sweigman
Edited by Sharon Ryan, Susan Grieshaber.
Includes chapter co-authored by two College at Brockport faculty members:
Sue Novinger and Lou Sweigman. Challenging the culture of expertise: moving beyond training the always, already failing early childhood educator.
Both traditional and progressive curricula are inadequate for the task of responding to the economic, political, social, and cultural changes that have occurred as a result of globalization. This book documents some of the ongoing work occurring in early childhood settings that is aimed at improving, and ultimately transforming, early childhood practice in these changed and changing times. The authors do not simply critique developmental approaches or the increasing standardization of the field. Instead, they describe how they are playing around with postmodern ideas in practice and developing unique approaches to the diverse educational circumstances that confront early childhood educators. Whether it is preparing teachers, using materials, or developing policies, each chapter provides readers with possibilities for enacting pedagogies that are responsive to the contemporary circumstances shaping the lives of young children.
Robert Eugene Yager, Peter Veronesi, and Karl Biedlingmaier
Editor, Robert E. Yager. Includes a chapter by College at Brockport faculty member Peter Veronesi and alumnus Karl Biedlingmaier: Stop talking, start listening : turning didactic science teaching on its head.
In this collection of 15 essays, educators describe successful programs they’ve developed to fulfill the National Science Education Standards’ vision for the reform of teaching, assessment, professional development, and content at the high school level. All the visions correspond with the Less Emphasis and More Emphasis conditions that conclude each section of the Standards, characterizing what most teachers and programs should do less of as well as describing the changes needed if real reform is to occur. It ends with a summary chapter by editor Robert Yager on successes and continuing challenges in meeting the Standards’ visions for improving high school science. As Yager notes, “The exemplary programs described in this monograph give inspiration while also providing evidence that the new directions are feasible and worth the energy and effort needed for others to implement changes.
Gerald Grant and Christine E. Murray
By Gerald Grant and Christine E. Murray (College at Brockport faculty member).
Abstrract: If the essential acts of teaching are the same for schoolteachers and professors, why are they seen as members of quite separate professions? Would the nation's schools be better served if teachers shared more of the authority that professors have long enjoyed? Will a slow revolution be completed that enables schoolteachers to take charge of their practice -- to shoulder more responsibility for hiring, mentoring, promoting, and, if necessary, firing their peers? This book explores these questions by analyzing the essential acts of teaching in a way that will help all teachers become more thoughtful practitioners. It presents portraits of teachers (most of them women) struggling to take control of their practice in a system dominated by an administrative elite (mostly male). The educational system, Gerald Grant and Christine E. Murray argue, will be saved not by better managers but by better teachers. And the only way to secure them is by attracting talented recruits, developing their skills, and instituting better means of assessing teachers' performance.
Review: This unusual book began at the authors' dinner tables, when they noticed that their spouses -- one an elementary school teacher, one a university professor -- were treated quite differently even though their work was "essentially the same." This realization prompted months of research into the history of schoolteachers and university professors. Grant and Murray refer to the crusade of college professors in the late 19th century as the "first revolution" -- in which male professors fought a male administrative regime for higher pay and control over curriculum and tenure. A second revolution, they argue, is occurring now among schoolteachers, but slowly. It "pits mostly female workers, who have often been demeaned as high-paid baby-sitters, against entrenched male leaders." The book chronicles the significant progress of this slow revolution, focusing on three landmark case studies. Readers concerned with the condition of public schools and the status of schoolteachers will find that Grant and Murray not only provide them with solid ammunition for debate but also give them reason to keep up their spirits. FYI: Teaching in America won the publisher's annual prize awarded to an outstanding book about education and society.--Publishers weekly
Robert L. Crowson, William Lowe Boyd, Hanne B. Mawhinney, and Christine E. Murray
Edited by Robert L Crowson, William Lowe Boyd, Hanne B. Mawhinney.
Includes a chapter co-authored by College at Brockport faculty member Christine E. Murray: The second academic revolution.
By Carole Peltarri, College at Brockport faculty member.
A study guide to accompany the reading of the 1951 Newbery Medal winner Amos Fortune, free man in the classroom featuring suggested discussion questions, vocabulary work, work sheets, related Bible passages and further readings.
Grades 5-7. Reproducible pages. "Study guides for literature -- from a Christian perspective."
By Carole Pelttari.
A study guide to accompany the reading of the 1962 Newbery Medal winner The Bronze Bow in the classroom featuring suggested discussion questions, vocabulary work, work sheets, related Bible passages and further readings.
Grades 6-8. Reproducible pages. "Study guides for literature -- from a Christian perspective."
By Carole Pelttari, College at Brockport faculty member.
A study guide to accompany the reading of the 1956 Newbery Medal winner Carry on, Mr. Bowditch in the classroom featuring suggested discussion questions, vocabulary work, work sheets, related Bible passages and further readings.
Grades 5-7. Reproducible pages. "Study guides for literature -- from a Christian perspective."