Kyla's Recommended Reading

Barkley, E.F., Cross, K. P. & Major, C.H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco, CA.: Jossey-Bass.
This clear, concise guide to actively engaging students in the work of the classroom via group work provides a step-by-step format from forming groups to assessing outcomes. Specific cooperative techniques are fully described. There are many helpful charts to clearly assist even the novice group facilitator to be successful.

Boice, R. (1996) First-order principles for college teachers: Ten basic ways to improve the teaching process. Bolton, MA: Anker.
Based on over a decade of analysis of “new” college teachers who have made successful versus difficult starts, Boice created the 10 “First-Order Principles.” These principles were designed to assist teachers in finding comfort and competence, setting the stage for mastering complex teaching skills and ensuring good beginnings. These positive/prosocial motivators minimize classroom incivilities.

Caine, R.N. & Caine, G. (1994) Making connections: Teaching and the human brain. Menlo Park, CA: Addison-Wesley.
Understanding how perceived threat and fear can impact learning can assist educators in approaching their students in ways that open them to the learning process. When a learner “perceives” a threat, they experience a narrowing of the perceptual field, a sense of helplessness, and a lack of self-efficacy called “downshifting.” “In addition, downshifting often accompanies fatigue. When we downshift, we revert to the tried and true – and follow old beliefs and behaviors regardless of what information the road-signs provide.” (p.70)

Diamond, R.M. (1998) Designing & assessing courses & curricula: A practical guide. San Francisco: Jossey-Bass.
This truly is a practical and easy-to-follow guide to designing courses and ultimately entire curricula. Diagrams and flow charts lead the process from a mere idea to establishing solid goals and objectives followed by designing engaging and interactive instructional strategies. With an eye to outcomes, the assessment aspect of this guide is excellent.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. 10th anniversary Ed. New York: Basic.
Anyone interested in learning styles will find this book of great interest. This 10th anniversary issue has a forward by Howard Gardner recaptures the spirit and enthusiasm of this project to find the ways that humans are intelligent free from the traditional paper and pencil tests.

Gross-Davis, B. (1993). Tools for teaching. San Francisco, CA.: Jossey-Bass.
A true toolbox of how to “do” this job called teaching. Each chapter takes a no nonsense approach to the topic. A must for all aspiring educators.

Hooks, B. (1994) Teaching to transgress: Education as the practice of freedom. New York: Routledge.
“The pleasure of teaching is an act of resistance countering the overwhelming boredom, uninterest, and apathy that so often characterize the way professors and students feel about teaching and learning, about the classroom experience.” (p.10) Hooks provocatively discusses the issues of classroom reciprocity, freedom and transformative pedagogy.

Huba, M.E. & Freed, J.E. (2000) Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn and Bacon.
This book is frequently referenced in discussions of accountability in higher education. Stressing outcomes assessment and a philosophy of constructivism, the authors present solid educational principles fostering the development of lifelong learning. Written in a reflective and engaging manner, the book contains excellent references to the seminal work in the field of education.

Macedo, D. (1994) Literacies of power: What Americans are not allowed to know. Boulder: Westview Press.
Education is Politics! This book features a foreword by Paulo Freire. Chapter titles include “Literacy for Stupidification: The Pedagogy of Big Lies” and “Our Uncommon Culture: The Politics of Race, Class, Gender and Language.” Not a book for the faint of heart or spirit, the concepts and arguments made are well documented and critically reflective.

Shor, I. (1992) Empowering education: Critical teaching for social change. Chicago: The University of Chicago Press.
A fascinating and engaging discussion of student “endullment”, teacher “status quo – itis” and the political realities in American schools with excellent teaching tips and ideas for bringing critical issues up close and personal. This book has been used at the UA as the textbook for several higher education courses.

Smith, P. (2004) The quiet crisis: How higher education is failing America. Bolton, Massachusetts: Anker.
Citing the “success data” published by institutions of higher education, this author argues that in reality higher education is failing millions of people. Individuals from all income levels and races are not failing because they are innately unable to learn; they are failing because the institutions do not have the capacity to educate. With 30 years experience as a policymaker and an administrator in higher education, the arguments and suggestions set forth by this author are both provocative and straightforward.

Sylwester, R. (1995) A celebration of neurons: An educator’s guide to the human brain. Alexandra, VA: Association for Supervision and Curriculum.
This book focuses on the educational applications of new developments in brain/stress theory and research. Combining the research in the areas of neuroscience, cognitive psychology, linguistics, physical anthropology, philosophy, and artificial intelligence this book assists the educator to better understand the actual physical changes that occur in the brain when learning has occurred.

Weimer, M. (2002) Learner-centered teaching: five key changes to practice. San Francisco: Jossey-Bass.
Weimer is an established and well-respected author and speaker in the higher education arena. Although the language of “learner-centeredness” may be new, the concepts are grounded in solid educational research and practice. Written in a reader-friendly, narrative style, the book stresses the reality of present day higher education and actively promotes increasing student engagement and ownership in the classroom.