Adult ESL Teacher Credentialing and Certification
Crandall, Joann and Ingersoll, Genesis and Lopez, Jacqueline (January 2008).
Washington, DC: Center for Adult English Language Acquisition.
This brief describes efforts to professionalize the workforce of adult ESL educators, including efforts to certify and credential these teachers; discusses the qualification requirements for adult ESL teachers in the 50 states and the District of Columbia; and recommends steps for states to take to continue to professionalize the field.
Online availability: http://www.cal.org/caela/esl_resources/briefs/tchrcred.html

Print Materials (9 pages): FREE copies available (428.007 Cra AETC).

Arts and Societal Learning: Transforming Communities Socially, Politically, and Culturally
Hayes, Sandra and Yorks, Lyle, Editor (Summer 2007).
San Francisco, CA: Jossey-Bass Publishers.
Number 116 in the New Directions for Adult and Continuing Education series. From the Editor: This volume explores “the role that the arts can play in facilitation adult and societal learning. [because] Much adult learning takes place in settings other than formal classrooms.” A chapter on multicultural learning through the arts by Sherre Wesley describes findings from a study into how the arts create social space for learning from diversity. Jean Trounstine contributes a chapter titled, “Text as Teachers: Shakespeare Behind Bars and Changing Lives Through Literature”, describing how performing art is brought to prison inmates and leads to learning and empowerment in an environment designed to disempower.

Book (100 pages): Loan Item for Texas Educators ONLY (374.02 NDACE 116).

Bridging Cultures in Early Care and Education: A Training Module
Zepeda, Marlene and Rothstein-Fisch, Carrie and Gonzalez-Mena, Janet and Trumbull, Elise (2006).
Mahwah, NJ: Lawerence Erlbaum Associates, Inc.
This module offers a flexible two-hour workshop script, with detailed facilitation notes, using real-life dilemmas from early care and education settings to illustrate and fuel discussion about the two common and sometimes conflicting cultural norms of individualism (associated more closely with mainstream U.S. culture) and collectivism (associated more closely with immigrant communities). Participants (such as early childhood educators, caregivers, and parent educators) are trained to become attuned to culturally driven differences in child-rearing practices and gain insight into how to anticipate and mitigate potential misunderstandings. The module includes handout and overhead masters; background information on the conceptual framework; guidance and suggested resources for extending the training; and an annotated bibliography.

Book (133 pages): Loan Item (372.21 Zep).

Building Professional Pride In Literacy
Quigley, B. Allan (2006).
Malabar, FL: Krieger Publishing Company.
Building Professional Pride in Literacy brings a fresh hands-on approach to adult literacy professionals. It uses a conversational method so the practitioner can build skills and knowledge through self-directed professional development. Readers will learn ways to teach adults with low literacy and ways to conduct their own problem-posing, problem-solving research on teaching problems. They will see how today's programs have built on the rich history of adult literacy.

Book (219 pages): Loan Item (374 Qui).

Callan's Thematic Jigsaws: Interactive, Multilevel Stories for ESL, Books 1 and 2
Callan, Nancy (2006).
Vancouver, Canada: ESL Jigsaws.
Callan's Thematic Jigsaws 1 is aimed at beginner adult ESL and Callan's Thematic Jigsaws 2 is aimed at high beginner and intermediate adult ESL. These are photocopiable books of group stories and exercises for the classroom. Stories focus on vocabulary building along common themes and stimulate discussion through controversial questions in the areas of relationships and ethics. Themes addressed in these books include family relationships, health, transportation (driving, taking a bus and taking a plane), immigration and adjusting to life in a new country, shopping, personal descriptions, banking, housing, daily routines, gender roles and housework, and Christmas.

Set of 2 Books (86 pages and 80 pages): Loan Item for Texas Educators ONLY (428.6 Cal).

The Classroom Observer: Developing Observation Skills in Early Childhood Settings , Third Edition
Boehm, Ann E. and Weinberg, Richard A. (1997).
New York, NY: Teachers College Press.
Systematic observation is essential for educators to evaluate properly the effectiveness of curricula and to address the problems of individual students. This new third edition emphasizes early childhood, and focuses on those skills that will enable the observer to make appropriate, valid inferences and to arrive at decisions based on objective observation data gathered in natural learning environments and diverse educational settings. Includes new focuses on: procedures for observing environmental factors that affect learning and behavior; the importance of understanding the cultural and linguistic characteristics of children’s learning environments; the key role of observation in the assessment process; the forms of observation, with illustrative examples; and the exploration of reliability, sampling behavior, recording formats, summarizing observational outcomes, and validity. Using photographs, sample worksheets, a simple format, and straight-forward language, the authors cite real-life examples from early childhood that can be applied to a variety of classroom experiences.

Book (167 pages): Loan Item (371.3 Boe).

Conversations for Work
Vacco, Ellen and Jablon, Paula (2007).
Syracuse, NY: New Readers Press.
Conversations for Work is designed to help beginning ESL students develop the language skills they need to communicate effectively on the job. Lessons with workplace themes emphasize oral skills and are built around core conversations. Vocabulary is presented in picture dictionary format. In exercises students practice using the words, expressions and structures they need for work, and are encouraged to supply language specific to their jobs. Additional exercises focus on interactions and issues common at work in the U.S. Lists of common workplace words and phrases are also included. Topics include: People and Places at Work, Time and Work, Job Safety and Working Together. The Teacher's Guide offers teaching techniques, lesson plan ideas and extension activities, as well as photocopy masters and an audio CD.

Teacher's book (80 pages) and audio CD
Student book (120 pages): Loan Item (374.013 Vac).

The Criminal Justice System and Women: Offenders, Prisoners, Victims, and Workers , Third Edition
Price, Barbara Raffel and Sokoloff, Natalie J. (1982).
Boston, MA: McGraw Hill.
Editorial Description: “Consisting of original essays commissioned for the volume from leading scholars, as well as a number of recently published, important articles in the field, this anthology provides a comprehensive overview of the ways in which women affect and are affected by crime and the criminal justice system. Analysis is grounded in feminist scholarship and activism, and anchored in perspectives that orient women's crime, imprisonment, victimization, and survival in a race, class, and gender perspective.”

Book (589 pages): Loan Item for Texas Educators ONLY (364.082 Pri).

Designing Early Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children
McGee, Lea M. and Richgels, Donald J. (2003).
New York, NY: The Guilford Press.
“Taking professionals and students step by step through conceptualizing, planning, and implementing an effective early literacy program, this book focuses on preventing reading difficulties and promoting success in at-risk 3-5 year olds. The authors draw on extensive research and many years of influential work in real classrooms. A comprehensive framework is delineated for helping young children construct meaning from different kinds of texts, develop key oral language skills, and learn concepts about print and the alphabet. Ideas for tailoring instruction to the needs of culturally and linguistically diverse learners are accompanied by clear assessment guidelines. The book also offers practical, how-to-do-it suggestions for setting up literacy activities and arranging the classroom environment. Concluding chapters bring the authors' approach to life with vivid depictions of a preschool and a kindergarten classroom in action. Two invaluable appendices provide additional useful resources: reproducible sheets for conducting literacy assessments and a primer on phonics for teachers.” – from Editorial Description.

Book (214 pages): Loan Item (372.6 McG).

Different Brains, Different Learners: How to Reach the Hard to Reach
Jensen, Eric (2000).
San Diego, CA: The Brain Store.
This book was written as a guide for teachers working with students who have a learning impairment that may have previously been undetected. Jensen links brain research with teaching strategies to help teachers identify and reach the “11 most frustrating student types”, “crack the code” of misbehavior and learning challenges, and transform frustration into hope and positive accomplishment. Book includes color illustrations, an overview of the key factors that prevent students from achieving, and an outline for identifying the symptoms and causes of prevalent impairments, such as oppositional-defiant disorder, attention deficit, dyslexia, hyperactivity, depression, auditory processing deficits, delayed sleep disorder, and more.

Book (173 pages): Loan Item (374.973 Jen).

The Educator's Guide to Emotional Intelligence and Achievement: Social-Emotional Learning in the Classroom
Elias, Maurice J. and Arnold, Harriett (2006).
Thousand Oaks, CA: Corwin Press.
This practical guide encompasses theory, resources, descriptions of model programs, and ways by which social-emotional skills can be taught to learners from early childhood through high school age, with potential application for adult learners as well. 17 best-practice programs are described, as well as procedures for effective implementation, and insights about the essential components of coordinated social-emotional learning programs and activities.

Book (273 pages): Loan Item (370.15 Eli).

Effects of Instructional Hours and Intensity of Instruction on NRS Level Gain in Listening and Speaking
Young, Sarah (December 2007).
Washington, DC: Center for Applied Linguistics.
This digest reports on a descriptive study examining two questions related to adult English language learners’ educational level gains in the National Reporting System for Adult Education (NRS), as measured by the standardized oral proficiency assessment BEST Plus: (1) What is the relationship between instructional hours and educational level gain on BEST Plus? and (2) What is the relationship between intensity of instruction and educational level gain on BEST Plus? To provide guidance to users on the number of instructional hours needed for students to show a level gain on BEST Plus, the Center for Applied Linguistics collected pretest and posttest data on more than 6,500 students from two states. The largest number of students pretested with BEST Plus tested into the NRS Beginning ESL Literacy level (49%). The fewest were placed in the NRS Advanced ESL level (7%). Statistical analyses were conducted to see how examinee performance at each level varied according to number of instructional hours and intensity of instruction. Results showed that across NRS educational functioning levels, the greater the number of instructional hours, the higher the percentage of students who made level gain. There was also a general trend toward greater NRS level gain for students with high levels of instructional intensity than for those with low intensity. Intensity of instruction had the greatest impact on students at the Beginning ESL Literacy, Low Intermediate, and Advanced ESL levels.
Online availability: http://www.cal.org/resources/digest/digest_pdfs/levelgain.pdf

Print Materials (8 pages): FREE copies available IN TEXAS ONLY (428.007 You EIH).

Exploring Work-Based Foundation Skills in the ABLE Classroom
Carman, Priscilla and Hamilton, KayLynn and Webster, Suzanne and Williams, Mary Kay (2004).
University Park, PA: Pennsylvania Department of Education Bureau of Adult Basic and Literacy Education and Institute for the Study of Adult Literacy.
This guide contains activities and resources to help adult learners develop the work-based foundation skills and knowledge areas included in Pennsylvania’s Foundation Skills Framework. The idea for this guide came from ABLE (Adult Basic and Literacy Education) practitioners who said it would be helpful since many existing materials either do not address the workplace context or do not address a sufficiently wide variety of skills and knowledge. Guide is divided into two main parts: Practitioner Section and Learner Guide.
Online availability: http://www.pawerc.org/foundationskills/lib/foundationskills/2004_Activity_Guide_2.2.pdf

Print Materials (173 pages): FREE copies available IN TEXAS ONLY (374.013 Carm).

A Good Start in Life: Understanding Your Child's Brain and Behavior
Herschkowitz, Norbert, M.D. and Herschkowitz, Elinore Chapman (2002).
Washington, DC: Joseph Henry Press.
The authors show how brain development shapes a child’s personality and behavior, discussing appropriate rule setting, the child’s moral sense, temperament, language, playing, aggression, impulse control, and empathy. The latest information on brain development is interpreted in straightforward and practical ways. Each chapter deals with a particular phase of personal and social development from prenatal through age six.

Book (283 pages): Loan Item (155.4 Her).

A Guidance Approach for the Encouraging Classroom , Third Edition
Gartrell, Dan (2003).
Cllifton Park, NY: Thomson Delmar Learning.
This “experienced based text [focuses on] children ages three to eight years. Topics discussed are currently based on "self concept" psychology from such sources as Maslow, Rogers, Erikson and Ginott. The text is based on developmental psychology from such sources as Piaget and the DAP work of NAEYC. While these foundations are essential, the late twentieth century work on multiple intellegences and emotional intelligence blends well with the guidance approach. Concepts, principles and methods necessary to assist practicing and prospective teachers in building and maintaining an encouraging classroom are present in this text. Each chapter includes a section on building and maintaining parent-teacher relationships from a guidance perspective, and numerous antidotes allow students to observe the balance between research and application in validating the guidance approach. The text also examines the relationship between societal violence and mistaken behavior in the classroom, and provides new information on bullying.” – from Editorial Description.

Book (522 pages): Loan Item (371.4 Gar).

Guiding Teens with Learning Disabilities
Roffman, Arlyn (2007).
New York, NY: Random House.
Editorial Description: “Parents of teens with learning disabilities face a wide range of questions and concerns regarding the education of their children. Periods of transition, particularly the movement through high school to the working world or to further education, can be particularly difficult to navigate. Guiding Teens with Learning Disabilities helps parents as their children shift from teenage life to adulthood. It includes sections on planning for transition, post-secondary education, vocational training, career preparation, and life in the community. [This book] also covers issues like defining learning disabilities properly, getting eligibility for various educational benefits, understanding disability laws and protections, dealing with mental health issues, figuring out what entitlements a student is eligible for at various stages of his/her educational development”, and more.

Book (302 pages): Loan Item (370.152 Roff).

Handbook of Early Childhood Intervention , Second Edition
Shonkoff, Jak P. and Meisels, Samuel J., Editors (2003).
New York, NY: Cambridge University Press.
This reference book “provides a comprehensive overview of this complex and continually evolving field by an outstanding group of contributing authors. Eighteen of the twenty-eight chapters are new to this edition; chapters from the first edition have been updated. It combines rigorous scholarship with state-of-the-art content on policy and service delivery. It is designed to address a broad, multidisciplinary audience including psychologists, early childhood educators, social workers, pediatricians, nurses, child psychiatrists, physical and occupational therapists, speech and language pathologists, and professionals interested in public health and social policy. The Handbook is a valuable resource for both graduate students and experienced professionals.” – from Editorial Description.

Book (734 pages): Loan Item for Texas Educators ONLY (362.1 Sho).

Handbook of Research on the Education of Young Children , Second Edition
Spodek, Bernard and Saracho, Olivia N., Editors (2006).
Mahwah, NJ: Lawrence Erlbaum Associates.
This “reference on research in early childhood education … provides a comprehensive overview of important contemporary issues and the information necessary to make judgments about these issues. [This edition is] focused on research conducted over the past decade or so. The volume is organized in four parts: Early Childhood Education and Child Development [including] moral development [and] the development of creativity; Early Childhood Educational Curriculum [including] movement or dance education [and] the education of linguistically and culturally diverse children; Foundations of Early Childhood Educational Policy [including] childhood poverty [and] the education of bilingual children; Research and Evaluation Strategies for Early Childhood Education [including] doing historical research in early childhood education [and] postmodern and feminist orientations.

Book (600 pages): Loan Item for Texas Educators ONLY (372.21 Spo).

Keep Talking: Communicative Fluency Activities for Language Teaching
Klippel, Friederike (2005).
Cambridge, MA: Cambridge University Press.
This is a practical guide to communication activities in the language classroom, suitable for use with students from elementary to advanced level. Part I contains instructions for over 100 different exercises, including interviews, guessing games, jigsaw tasks, problem solving, values clarification techniques, mime, role play and story telling. For each activity, notes are also provided on the linguistic and educational aims, the level, organization, time and preparation required. Part II contains the accompanying worksheets, which can be copied. A comprehensive table of activities and an index are included for ease of reference.

Book (202 pages): Loan Item (428.34 Kli).

Learner English: A Teacher's Guide to Interference and Other Problems , Second Edition
Swan, Michael
Smith, Bernard (2006).
Cambridge, NY: Cambridge University Press.
This updated edition is a practical reference guide which compares the relevant features of a student's own language with English, helping teachers to predict and understand the problems their students have. Learner English has chapters focusing on major problems of pronunciation, grammar, vocabulary and other errors as well as new chapters covering Korean, Malay/Indonesian and Polish language backgrounds.

Book (362 pages): Loan Item (428.007 Swa).

Let's Learn Together: Six Cooperative Learning Units
Bovin, Madeline (2006).
Niagara Falls, NY: Full Blast Productions.
This book contains six reproducible jigsaw units. Based on the principles of cooperative learning, jigsaw refers to a method of instruction in which students, working in groups, are dependent on the others in the group to gather information on a topic and to complete a task. Using jigsaw ensures that every student is an active participant in the learning process. The units are designed for high school and adult students who need to improve their reading and discussion skills. These materials are designed for multi-level classes where the reading level ranges from intermediate to advanced level. The six topics in this book are: Illegal Gill Nets, Smoking Marijuana, Using Steroids, Immigration and Employment, Smoking Cigarettes in Public, and Seeing a UFO.

Book (170 pages): Loan Item (428.4 Bov).

Lives on the Boundary: A Moving Account of the Struggles and Achievements of America's Educationally Underprepared
Rose, Mike (1989).
New York, NY: Penguin Books.
Editorial Description: “Remedial, illiterate, intellectually deficient – these are the stigmas that define America’s educationally underprepared. Growing up poor, Mike Rose … shared these labels. [In this book] he takes us into classrooms and communities to reveal what really lies behind these labels and test scores [and] demonstrates innovative methods to initiate ‘problem’ students into the world of language, literature, and written expression. This book challenges educators, policymakers, and parents to reexamine their assumptions about the capacities of a wide range of students.”

Book (269 pages): Loan Item (371.967 Ros).