NEW April Books
Beyond Coding by Why children should be taught coding not as a technical skill but as a new literacy-a way to express themselves and engage with the world. Today, schools are introducing STEM education and robotics to children in ever-lower grades. In Beyond Coding, Marina Umaschi Bers lays out a pedagogical roadmap for teaching code that encompasses the cultivation of character along with technical knowledge and skills. Presenting code as a universal language, she shows how children discover new ways of thinking, relating, and behaving through creative coding activities. Today's children will undoubtedly have the technical knowledge to change the world. But cultivating strength of character, socioeconomic maturity, and a moral compass alongside that knowledge, says Bers, is crucial. Bers, a leading proponent of teaching computational thinking and coding as early as preschool and kindergarten, presents examples of children and teachers using the Scratch Jr. and Kibo robotics platforms to make explicit some of the positive values implicit in the process of learning computer science. If we are to do right by our children, our approach to coding must incorporate the elements of a moral education- the use of narrative to explore identity and values, the development of logical thinking to think critically and solve technical and ethical problems, and experiences in the community to enable personal relationships. Through learning the language of programming, says Bers, it is possible for diverse cultural and religious groups to find points of connection, put assumptions and stereotypes behind them, and work together toward a common goal.
Call Number: LB 1139.35 .C64 B469 2022 - Royal Oak
Publication Date: 2022-03-22
Classroom Assessment Techniques by This revised and greatly expanded edition of the 1988 handbookoffers teachers at all levels how-to advise on classroomassessment, including: * What classroom assessment entails and how it works. * How to plan, implement, and analyze assessment projects. * Twelve case studies that detail the real-life classroomexperiences of teachers carrying out successful classroomassessment projects. * Fifty classroom assessment techniques * Step-by-step procedures for administering the techniques * Practical advice on how to analyze your data Order your copy today.
Call Number: LB 2822.75 .A54 1993 - Orchard Ridge & Royal Oak
Publication Date: 1993-04-16
Between the State and the Schoolhouse by Between the State and the Schoolhouse examines the Common Core State Standards from the initiative's promising beginnings to its disappointing outcomes. Situating the standards in the long history of state and federal efforts to shape education, the book describes a series of critical lessons that highlight the political and structural challenges of large-scale, top-down reforms. Education policy expert Tom Loveless argues that there are too many layers between the state and the classroom for a national standards approach to be effective. Specifically, he emphasizes the significant gap between states' roles in designing education policy and teachers' roles as implementers of policy. In addition, he asserts that top-down policies are unpredictable, subject to political and ideological pressures, and vulnerable to the pendulum effect as new reforms emerge in response to previous ones. One of the most ambitious education reforms of the past century, the Common Core aimed to raise student success, prepare larger numbers of students for both college and careers, and close achievement gaps. Yet, as Loveless documents, a decade later there remains a lack of significant positive impact on student learning. Between the State and the Schoolhouse marks an important contribution to the debate over the standards movement and the role of federal and state governments in education reform.
Call Number: LB 3060.83 .L68 2021 - Auburn Hills
Publication Date: 2021-04-30
MORE NEW April Books
The Child Is the Teacher by A fresh, comprehensive biography of the pioneering educator and activist who changed the way we look at children's minds, from the author of Oriana Fallaci. Born in 1870 in Chiaravalle, Italy, Maria Montessori would grow up to embody almost every trait men of her era detested in the fairer sex. She was self-confident, strong-willed, and had a fiery temper at a time when women were supposed to be soft and pliable. She studied until she became a doctor at a time when female graduates in Italy provoked outright scandal. She never wanted to marry or have children-the accepted destiny for all women of her milieu in late nineteenth-century bourgeois Rome-and when she became pregnant by a colleague of hers, she gave up her son to continue pursuing her career. At around age thirty, Montessori was struck by the condition of children in the slums of Rome's San Lorenzo neighborhood, and realized what she wanted to do with her life- change the school, and therefore the world, through a new approach to the child's mind. In spite of the resistance she faced from all sides-scientists accused her of being too mystical, and the clergy of being too scientific, traditionalists of giving children too much freedom, and anarchists of giving them too much structure-she would garner acclaim and establish the influential Montessori method, which is now practiced throughout the world. A thorough, nuanced portrait of this often controversial woman, The Child Is the Teacher offers an unbiased perspective from an author who is not a member of the Montessori movement, but who has been granted access to original letters, diaries, notes, and texts written by Montessori herself, including an array of previously unpublished material.
Call Number: LB 775 .M8 D4713 2022 - Auburn Hills
Publication Date: 2022-03-08
The American Dream for Students of Color by In The American Dream for Students of Color, the tenets of the American Dream as a merit narrative enacted in schools are examined to better understand how beliefs about talent, hard work, and perseverance support the status quo rather than critical analyze barriers to educational success for students of color and students from a poverty context. Using narrative methodologies, this book explores the connections and consistencies within and between their personal narratives and the narratives of school youth and educators that work with them. Based on analysis of these shared stories, the authors argue for the importance of moving from individualized success stories that reify hard work and perseverance to collective, communal stories that serve to break down myths of meritocracy, critically examine inequities, and move educational advocates forward in authentic, audacious, hopeful ways.
Call Number: LC 2801 .G59 2021 - Auburn Hills
Publication Date: 2021-03-24