Here' s an annotated list of books I've come across in my career that have significantly informed my teaching practice:
KEY: D = process drama W = writing R = reader-response S = Shakespeare T = 21st century learning J = journalism
= ones to start with = all-time favorites
The remaining titles are related to general topics, cognition, authenticity, and community in the classroom.
Atwell, Nancie. In the Middle: Writing, Reading, and Learning with Adolescents. Portsmouth, NH: Boyton/Cook Publishers, Heinemann, 1987. ISBN 0-86709-163-0 * On setting up and monitoring a writing workshop.
Asimov, Isaac. Asimov's Guide to Shakespeare. 2 vols in 1. New York: Avenel Books, 1978.
Beach, Richard. A Teacher's Introduction to Reader-Response Theories. NCTE's Teacher's Introduction Series. Urbana, IL: National Council of Teachers of English, 1993. ISBN 0-8141- 5018-7 * On the main categories of R-R theories, simple descriptions.
Blake, Julie. The Full English: An A-Z Handbook of English Teaching Activities. Sheffield, UK: NATE, 2006. * ISBN: 978-1-90470-920-6 A recipe book of engaging activities for the classroom.
Bohle, Robert. From News to Newsprint: Producing a Student Newspaper. 2nd ed. Englewood Cliffs, NJ: Prentice-Hall, 1992. ISBN 0-13-325325-2 * A good reference.
Branscombe, N. Amanda, Dixie Goswami, and Jeffery Schwartz, eds. Students Teaching, Teachers Learning. Fore. by James Britton and Nancy Martin. Portsmouth, NH: Heinemann, 1992. ISBN 0-86709-299-8 * Series of essays on teaching English.
Burke, Jim. Illuminating Texts: How to Teach Students to Read the World.Portsmouth, NH: Heinemann, 2001. A master teacher-author explores "textual intelligence," or literacy.
Cambridge School Shakespeare Series. * Order by play title; these are the finest teaching guides for teaching Shakespeare's plays. Each consists of annotated text with oodles of practical and engaging lessons, including process drama, writing, reflecting, artistic activities.
Clandinin, D. Jean and F. Michael Connelly. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: John Wiley and Sons, 2000. * Applicable to reader- response approach literature from mutliple directions simultaneously.
Coles, Robert. The Spiritual Life of Children. Boston: Houghton Mifflin, 1990. ISBN0-395-55999- 5 * Insight into children’s inner lives by one of America’s foremost child psychiatrists and teachers.
Copeland, Matt. Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School. Portland, ME: Stenhouse Publishers, 2005. The title sums it up. This is the seminal text on Socratic method in schools.
Edelman, Marian Wright. The Measure of Our Success: A Letter to My Children and Yours. Boston: Beacon Press, 1992. ISBN 0-8070-3102 * Straightforward, eloquent, and inspirational book on education and values.
Freedom Forum. Death by Cheesburger: High School Journalism in the 1990s and Beyond. 1994. Arlington, VA: The Freedom Forum, n.d. * Free from the Freedom Forum: includes oodles of case histories and full texts of U.S. Supreme Court decisions that pertain to school publications.
Fulwiler, Toby, ed. The Journal Book. Portsmouth, NH: Boyton/Cook Publishers, Heinemann, 1987. ISBN 0-86709-175-4 * A variety of essays on ways to use journal writing.
Gardner, Howard. Frames of Mind: The Theory of Multiple Inteligences. 10th anniversary ed. New York: Basic Books/HarperCollins, 1983. ISBN 0-465- 02510-2 * Challenges the idea that intelligence is a single general capacity possessed by every individual and asserts that the mind yields a variety of intelligences that create unique cognitive profiles for each person.
Glasser, William. Control Theory in the Classroom. New York: Harper & Row, Publishers, 1986. ISBN 0-06-096085-X * A significant book on student motivation.
Glasser, William. Schools Without Failure. New York: Harper & Row, Publishers, 1969. ISBN 0-06-090421-6 * Practical school reforms to bring relevance to the classroom.
Greenman, Robert. The Adviser's Companion. New York: Columbia Scholastic Press,Columbia U, 1991. ISBN 0-916084-21-3 * An essential text for school publications advisers.
Harrower, Tim. The Newspaper Designer's Handbook. 2nd ed. Dubuque, IA: Wm. C. Brown Publishers, 1991. ISBN 0-697-13382-6 * A thorough primer on contemporary newspaper design.
Hart, Diane. Authentic Assessment: A Handbook for Educators. Menlo Park, CA: Addison- Wesley Publishing Co., 1994. ISBN 0-201-81864-7 * A clean and simple primer on the topic; good examples.
Heathcote, Dorothy and Gavin Bolton. Drama For Learning: Dorothy Heathcote's Mantle of the Expert Approaches to Education. Gen. ed. Cecily O'Neill. Portsmouth, NH: Heinemann, 1994. ISBN0-435-08643-X * A dialogue between the authors that details Heathcote's approach.
Hallowell, Edward M. and John J Ratey. Driven to Distraction. New York: Pantheon Books, 1994. ISBN 0-679-42177-7 * A clear, interesting text on recongnizing and coping with Attention Deficit Disorder from childhood to adulthood.
Holman, C. Hugh. A Handbook to Literature. 7th ed. Indianapolis: Odyssey Press, n.d.
Hooks, Bell. Talking Back: Thinking Feminist, Thinking Black. Boston: South End Press, 1989. ISBN 0-89608-352-7 * Here is a clear voice on on feminism, on racism and the power of writing to heal wounds caused by these and other -isms inside and outside the academy.
Isler, Wolfgang. The Act of Reading: A Theory of Aethetic Response. Baltimore, MD: Johns Hopkins UP, 1978. ISBN 0-8018-2371-4 * An important text on R-R theory.
Jennings, Kevin, ed. Becoming Visible: A Reader in Gay and Lesbian History for High School and College Students. Boston: Alyson Publications, 1994. ISBN 1-55583-254-7 * Drawing from primary and secondary sources, this reader covers 2000 years of history and a diverse range of cultures; ready for immediate classroom use; complete with term lists and study questions. An eye-opener to much that has been censored from history texts.
Johnson, David W., Roger T. Johnson, and Edythe Johnson Holubec. Circles of Learning: Cooperation in the Classroom. 3rd ed. Edina, MN: Interaction Book, Co., 1990. ISBN 0- 939603-12-8 * A short, simple, yet comprehensive and practical primer on cooperative learning.
Johnson, Liz and Cecily O'Neill. Dorothy Heathcote: Collected Writings on Education and Drama. London: Stanley Thornes Publishers Ltd., 1984. ISBN 0-7487-0358-6 * Essays and articles from the master teacher of process drama.
King, Nancy. Storymaking and Drama: An Approach to Teaching Language and Literature at the Secondary and Postsecondary Levels. Portsmouth, NH: Heinemann, 1993. ISBN 0-435- 08625-1 * A highly informative text on a variety of student response techniques, including drama, story, writing, reading, visual art. Includes lots of insights from a teacher with a lively, practical approach.
Lakoff, George and Mark Johnson. Metaphors We Live By. Chicago: U of Chicago, 2003.
Lambert, Alan and Cecily O'Neill. Drama Structures: A Practical Handbook for Teachers. Portsmouth, NH: Heinemann, 1991. * Give readable, brief explanations of process drama theory and several practical sample lessons.
Liesveld, Rosanne, JoAnn Miller and Jennifer Robinson. Teach with Your Strengths: How Great Teachers Inspire Their Students. New York: Gallup Press, 2005. ISBN 978-1595620064 * The authors then describe the 34 varieties of talent measured by an online test and suggest how to use them to increase teacher effectiveness.
Martin, Nancy. Mostly About Writing: Selected Essays of Nancy Martin. Upper Mountclair, NJ: Boyton/Cook Publishers, Inc., 1983. ISBN 0-86709-069-3 * Essays from a leading researcher.
Meek, Margaret. How Texts Teach What Readers Learn. Exeter, England: The Thimble Press, 1988. * Based on research, this is an overview of how text construction determines the message received; research points to how texts might be better constructed to match how readers read.
- - - - - . On Being Literate. Portsmouth, NH: Heinemann, 1991. ISBN 0-435-08726-6 * An examination and a "reassurance" of what "being literate" means in the age of the microprocessor, a time when literary contexts are rapidly and ever changing.
Morgan, Norah and Julianna Saxton. Asking Better Questions: Models, Techniques and Classroom Activities for Engaging Students in Learning. Markham, Ontario:Pembroke/Stenhouse Publishers, 1994. ISBN 1-55138-045-5 * Shows how to give students more opportunities to deepen answers and ask questions that are meaningful.
Naidoo, Beverley. Through Whose Eyes? Exploring Racism: Reader, Text and Context. Stoke- on-Trent, Staffordshire, England: Trentham Books Limited, 1992. ISBN 0-948080-67-1 * Discusses how a reader's culture influences how he reads and writes.
Neelands, Jonothan and Tony Goode. Structuring Drama Work: A Handbook of Available Forms in Theatre and Drama. Fore by David Booth. Cambridge, UK: Cambridge UP, 2000. ISBN 978-0521787291 * If Lambert and O'Neill's Drama Structures is the bible, this is the common book of prayer for process drama in education. A must-have for the teacher's toolkit.
Noddings, Nel. Critical Lessons: What Our Schools Should Teach. Cambridge: Cambridge UP, 2006 * Noddings focuses on the critical, reflective thinking that should be encouraged in high schools and urges such topics as psychology of war, what it means to make a home, advertising and propaganda, choosing an occupation, gender, and religion be issues discussed as issues vital to life in a democracy.
O'Neill, Cecily. Drama Worlds. Portsmouth, NH: Heinemann, 1995.
Paley, Vivian Gussin. You Can't Say You Can't Play. Cambridge, MA: Harvard UP, 1992.ISBN 0-674-96589-2 * On making the learning community inclusive. Includes and interesting interpolation of fable.
Papp, Joseph and Elizabeth Kirkland. Shakespeare Alive! New York: Bantam Books, 1988. ISBN 0-533-27081-8 * A captivating tour of the world of the Bard--great "and-you-are-there" descriptions. The first couple of chapters are worth it.
Pink, Daniel H. A Whole New Mind: Why Right-brainers Will Rule the Future. New York: Riverhead, 2006. * Pink contends that the future of global business belongs to people who can think well with the right-brain skills. After identifying trends he suggests six senses or skill sets to develop.
Pinker, Steven. How the Mind Works. New York: W. W. Norton & Company, 1997. ISBN 0-965- 8304-4 * Accessible resource on cognitive science’s recent understandings of thinking.
Postman, Neil. The End of Education: Redefining the Value of School. New York: Vintage Books/Random House, 1995. ISBN 0-679-75031-2 * The late social critic and NYU prof suggests that the current crisis in our educational system dervives from its failure to supply students with a transcendent, unifying narrative like those inspired by previous generations– and he suggests ways to do so.
- - - - and Charles Weingartner. Teaching as a Subversive Activity. New York: Dell Publishing, 1969. * Significant book on authentic teaching, meaning making, language, and educational reform. Now back in print with the new ISBN 978-0385290098 .
D W R
Purves, Alan. How Do Porcupines Make Love III: Teaching a Response-Centered Literature Curriculum. White Plains, NY: Longman, 1994. * A potpourri of teaching strategies from writing workshops to process drama; enjoyably witty and highly informative.
Richards, I.A. Principles of Literary Criticism. New York: Harcourt Brace Jovanovich, 1925. * A seminal-ovarian text on literary theory, focusing on the emotional use of words.
Richardson, Will. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin Press, 2006.
Rosenblatt, Louise M. Literature as Exploration. 5th ed. Fore. by Wayne Booth. New York: Modern Language Association, 1995. ISBN 0-87352-567-1 (cloth), 0-87352-568-X (ppbk) * Building on her transactional theory of reader response, Ros. argues that teachers play a pivotal role in influencing how students respond to a text.
- - - - . The Reader, The Text, The Poem: The Transactional Theory of the Literary Work. Carbondale: Southern Illinois UP, 1978. * A seminal-ovarian text on transactional reader- response thoery, giving equal importance to text and reader.
Scher, Anna and Charles Verrall. 200+ Ideas for Drama. Portsmouth, NH: Heinemann, 1992. ISBN 0-435-08606-5 * A smorgasbord of activities for process drama.
Shakespeare, William. The Illustrated [Play title]. New York: Workman Publishing, Co., Inc., 1982. * Full color comic-book-style complete folio edition of the major plays by Shakespeare.
Tarlington, Carole and Wendy Michaels. Building Plays: Simple Playbuilding Techniques at Work. Portsmouth, NH: Heinemann, 1995. ISBN 0435086899 * A "how-to" on building a play for presentation using collaborative, process drama strategies.
Wagner, Betty Jane. Dorothy Heathcote: Drama as a Learning Medium. Washington, DC: National Education Association, 1976. ISBN 0-8106-1381-6 * A powerful book that follows the teaching technique of a pioneer and master in process drama.
- - - - . Educational Drama and Language Arts: What Research Shows. Portsmouth, NH: Heinemann, 1998. ISBN 0-325-00076-x * Documentation on the value of process drama in teaching.
- - - - and Mark Larson. Situations: A Casebook of Virtual Realities for the English Classroom. Portsmouth, NH: Heinemann, 1995. * Incredibly practical book of situations that arise in the English classroom and clear solutions to them.
Walsh, J. Martyn and Anna Kathleen Walsh. Plain English Handbook. 9th ed. New York: SRA/McCormick-Mathers, 1987. ISBN 0-07-481475-0 * By far the simplest, clearest, most-comprehensive grammar and mechanics handbook. A workbook is available.
Warren, Bernie and Tim Dunne. Drama Games: A Practical Guide for Leaders Working with Disabled People. North York, Ontario, Canada: Catpus Press, Inc., 1989 ISBN 0-921801-15-7 * Lists of practical games that are good for warm-ups to drama activites; much more than the subtitle implies.
Wilhelm, Jeffrey D. You Gotta BE the Book:Teaching Engaged and Reflective Reading with Adolescents. 2nd Ed. New York: Teachers College Press, 2007
Wilhelm, Jeffrey D. and Brian Edmiston. Imaging to Learn: Inquiry, Ethics, and Integration through Drama. Portsmouth, NH: Heinemann, 1998. ISBN 0-435-07041-X * Theory and practice on integration of drama strategies to create powerful learning contexts.