LibGuides: Mary DePew Resource Center for Research Writing: College of Education: Curriculum & Instruction

Essential Readings Ebooks, Curriculum & Instruction

American Education by Joel Spring
Call Number: e-Book
ISBN: 9781138087255
Publication Date: 2017-08-14
Coaching: Approaches and perspectives by Jim Knight
Call Number: e-Book
ISBN: 9781412969246
Publication Date: 2008-10-08
Instructional Coaching in Action by Ellen B. Eisenberg; Bruce P. Eisenberg; Elliott A. Medrich; Ivan Charner
Call Number: e-Book
ISBN: 9781416623687
Publication Date: 2017-05-30
Leading School Change by Daniel R. Tomal; Craig A. Schilling; Margaret Trybus
Call Number: e-Book
ISBN: 9781475803297
Publication Date: 2013-07-22
The Teacher Leader by Daniel R. Tomal; Craig A. Schilling; Robert K. Wilhite
Call Number: e-Book
ISBN: 9781475807455
Publication Date: 2014-06-13

Graham, L.J. & Slee, R. (2008). An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40(2), 277-293.
Hytten, K. & Adkins, A. (2005). Thinking through a pedagogy of whiteness. Educational Theory, 51(4), 433- 450.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74-84.
Ladson-Billings, G. (2017). “Makes me wanna holler”: Refuting the “culture of poverty” discourse in urban schooling. The ANNALS of the American Academy of Political and Social Science, 673(1), 80–90. doi.org/10.1177/0002716217718793
Lee, C. (2008). The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility. Educational Researcher, 37(5), 267-279.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.
Paris, D. & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100.
Sato, M. & Lensmire, T. J. (2009). Poverty and Payne: Supporting teachers to work with children of poverty. Phi Delta Kappan, 90(5), 365-370.
Steele, C.M. & Aronson, J.A. (2004). Stereotype threat does not live by Steele and Aronson (1995) alone. American Psychologist, 59(1), 47-55.
Steele, C.M. (1998). Stereotype and its threat are real. Journal of Psychology, 132, 680-681.
Ullucci, K. & Howard, T. (2015). Pathologizing the poor: Implications for preparing teachers to work in high-poverty schools. Urban Education, 50(2),170–193.
Wenger, E. (2010). Communities of practice and social learning systems: The career of a concept. In C. Blackmore (Ed.), Social learning systems and communities of practice (pp. 179-198). Springer.

Additional Resources:

10 Popular educational trends and what you need to know
30 of the most popular trends in education (Teach Thought).
Collaborative for Academic, Social, and Emotional Learning (CASEL). Overview of SEL.
Humanism Learning Theory
Learning Theories
Marzano’s High Yield Instructional Strategies. (2018, May 5). [Video File].
Top 24 educational trends for 2023
U.S. Department of Education (laws and governance).
What Works Clearing House (Select topics to Find What Works based on the evidence)

Akyıldız, S. T., & Semerci, C. (2016). The cognitive coaching-supported reflective teaching approach in English language teaching: Academic and permanence success. Educational Research and Reviews, 11(20), 1956-1963.
Bailey, K., & Jakicic, C. (2018). Make it happen: Coaching with the four critical questions of PLCs at work. Solution Tree Press.
Borman, J., & Feger, S. with Kawakami, N. (2006). Instructional coaching: Key themes from the literature. The Education Alliance: Brown University.
Casey, K. (2011). Modeling lessons. Educational Leadership, 69(2), 24-29.
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 46-49.
Fox, K. R., Campbell, M., & Hargrove, T. (2011). Examining reflective practice: Insights from preservice teachers, in-service teachers and faculty. Journal of Research in Education, 21(2), 37-54.
Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development, executive summary (NCEE 2
Ginsberg, M. B., & Murphy, D. (2002). How walkthroughs open doors. Educational Leadership, 59(8), 34-36.
Goddard, R., Goddard, Y., Kim, E. S., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education
Grant, A. M. (2012). An integrated model of goal-focused coaching: An evidence-based framework for teaching and practice. International Coaching Psychology Review, 7(2), 146-165.
Ippolito, J. (2010). Three ways that literacy coaches balance responsive and directive relationships with teachers. The Elementary School Journal, 111(1), 164-190.
Jewett, P., & MacPhee, D. (2012). Adding collaborative peer coaching to our teaching identities. The Reading Teacher, 66(2), 105-110.
Regan, K. S., Evmenova, A. S., Kurz, L. A., Hughes, M. D., Sacco, D., Ahn, S. Y., MacVittie, N., Good, K., Boykin, A., Schwartzer, J., Chirinos, D. S. (2016). Researchers apply lesson study: A cycle of lesson planning, implementation, and revision. Learni
Salavert, R. (2015). Coaching: An apprenticeship approach for the 21st Century. International Journal of Educational Leadership and Management, 3(1), 4-24.
Shidler, L. (2009). The impact of time spent coaching for teacher efficacy on student achievement. Early Childhood Journal, 36, 453-460.
Silva, J., & Contreras, K. (2011). The year we learned to collaborate. Educational Leadership, 69(2), 54-58.
Stearns, L. M., Morgan, J., Capraro, M. M., & Capraro, R. M. (2012). A teacher observation instrument for PBL classroom instruction. Journal of STEM Education: Innovations & Research, 13(3), 7-16.
Stover, K., Kissel, B., Haag, K., & Shoniker, R. (2011). Differentiated coaching: Fostering reflection with teachers. The Reading Teacher, 64(7), 498-509.
Warren, S., & Kelsen, E. (2013). Leadership coaching: Building the capacity of urban principals in underperforming schools. Journal of Urban Learning, Teaching, and Research, (9), 18-31.

Astiz, M. F., Wiseman, A. W., & Baker, D. P. (2002). Slouching towards decentralization: Consequences of globalization for curricular control in national education systems. Comparative Education Review, 46(1), 66-88.
Bartlett, L., & Vavrus, F. (2014). Transversing the vertical case study: A methodology approach to studies of educational policy as practice. Anthropology & Education Quarterly, 45(2), 131-147.
Beech, J. (2006). The theme of educational transfer in comparative education: A view over time. Research in Comparative and International Education, 1(1), 2-13.
Carney, S. (2009). Negotiating policy in an age of globalization: Exploring educational ‘policyscapes’ in Denmark, Nepal, and China. Comparative Education Review, 53(1), 63-88.
Carnoy, M., & Rothstein, R. (2015). What international test scores tell us. Society, 52(2), 122-128.
Darling-Hammond, L. (2014). What can PISA tell us about U.S. Education Policy? New England Journal of Public Policy, 26(1), 1-14.
Meyer, J. W., Boli, J., Thomas, G. M., & Ramirez, F. O. (1997). World society and the nation-state. American Journal of Sociology, 103(1), 144-181.
Tikly, L. P., & Bond, T. N. (2013). Towards a postcolonial research ethics in comparative and international education. Compare: A Journal of Comparative and International Education, 43(4), 422-442.
Wiseman, A. W., Astiz, M. F., & Baker, D. P. (2013). Globalization and comparative education research: Misconceptions and application of neo-institutional theory. Journal of Supranational Policies of Education, 1, 31-52.

Çeliköz, N., Yavuz, E., & Sahin, M. (2019). Cognitive learning theories with emphasis on latent learning, gestalt and information processing theories. Journal of Educational and Instructional Studies in the World, 9(3), 18-33.
Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a digital age learning theory. The International HETL Review. Special Issues.
Goodwin, D., & Webb, M.A. (2014). Toward a common understanding of research-based instructional strategies. Research in Higher Education Journal, 26, 1-7.
Guskey, T. (2010). Lessons of mastery learning. Educational Leadership, 68(2), 52-57.
Guskey, T., & Anderman, E. (2013). In search of a useful definition of mastery. Educational Leadership, 71(4), 18-23.
Hess, F. M. (2021). So You Want to Get Serious About Evidence-Based Practice? Educational Leadership, 78(8), 54-57.
Klein, A. (2015). The nation’s main K-12 law: A timeline of the ESEA. Education Week, 34(26).
Utecht, J., & Keller, D. (2019). Becoming relevant again: Applying connectivism learning theory to today’s classrooms. Critical Questions in Education. 10(2), 107-119.

Bellanca, J. (2016). Bringing joy to Mudville: How healthy learning environments transform schools. ILASCD newsletter.
Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77.
Haycock, B. (2012). Sounding the charge for change. Phi Delta Kappan, 93(4), 48-51.
Knight, J. (2009). What can we do about teacher resistance? Phi Delta Kappan, 90(7), 508-513.
Lovely, S. (2005). Creating synergy in the schoolhouse. The School Administrator, 62(8), 30-34.
Robinson. R. D. (1970). Toward a conceptualization of leadership for change. Adult Educational Quarterly, 20(3), 131-139.
Spiro, J. (2009). Leading change handbook: Concepts and tools. Jody Spiro. HANDBOOK
Spiro, J. (2017). Leading change handbook: Concepts and tools. Jody Spiro. REPORT

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