Personnel Issues

Welcome to our Library...

Books and other resources described in the Library section may be requested for a 30-day loan. We will mail each borrower up to five loan items at a time (just two for first-time borrowers), and even include a postage-paid return address sticker for mailing them back to us! Borrowers must be affiliated with a non-profit program providing adult or family literacy services. Annotated bibliographies of our entire library of resources are available in hard copy by request, or can be viewed on our website Click Here to view. Call 800-441-7323 or e-mail tcall@tamu.edu to check out materials described here or to request hard copy listings of even more resources.

“Our Even Start program always needs resources! And you have provided them in abundance. I look forward to getting e-mails from TCALL because you always have new research articles, books, and learning materials available for loan and many, many times to give away to us. As a small, non-profit organization with big goals - to end poverty and illiteracy - we need all the help we can get. You have helped stretch a thin budget with all of the wonderful resources that you have made available to us.”
Beth Rolingson
Director of Advocacy Outreach, Elgin, TX

The HR Answer Book: An Indispensable Guide for Managers and Human Resources Professionals.
Shawn Smith and Rebecca Mazin. New York, NY: AMACOM - American Management Association, 2004. Written in a question-and-answer format, this reference book addresses over 200 areas of concern for managers who must contend with human resource (HR) issues. The authors are an attorney with a corporate background specializing in employment law, and a recruiter and former HR manager. Key areas include: employee selection; policies; performance management; training; employee relations and retention; compensation; benefits; major employment laws; termination; and “tough stuff” such as email monitoring and workplace violence.

Making the Most of Volunteers.
Jean Baldwin Grossman and Kathryn Furano. Philadelphia, PA: Public/Private Ventures, July 2002. No one doubts the potential value of volunteers; the tougher issue is getting the most out of them. Unfortunately, volunteers are both scarce and much-needed in the human service field. This report summarizes Public/Private Venture’s work over the years with organizations that use volunteers. The analysis discovered that three functions — screening, training and ongoing management— are key to maximizing volunteer value and minimizing damage. The report also links those functions quantitatively to the impact that programs achieved, and estimates their cost.

Teaching Alone, Teaching Together: Transforming the Structure of Teams for Teaching.
James L. Bess and Associates. San Francisco, CA: Jossey-Bass, 2000. Written for postsecondary educators, this book includes ideas applicable to other educational settings with adults. The author proposes that by working as collaborative teams, teachers can “not only build on their collective strengths and knowledge but also improve their practice in critical areas including advising and mentoring colleagues. Book is available on loan to Texas educators only.

Volunteers: How to Get Them, How to Keep Them.
Helen Little. Naperville, IL: Panacea Press, Inc., 1999. Many literacy programs use volunteers in the classroom. Others rely on volunteers to carry out projects, head up task forces, or coordinate events. Organizational leaders must understand and meet the needs of those volunteers, or they will take their time and talents to someone else who will. This book outlines 12 basic needs of volunteers and spells out how to meet those needs. The author provides examples and tools to enable programs to: compete for volunteers; recruit the best person for the job; ensure projects are completed on time; equip new volunteers to hit the ground running; manage volunteers (versus managing employees); fire a volunteer; and keep your best volunteers coming back.

21st Century Mentor’s Handbook: Creating a Culture for Learning.
Paula Rutherford. Alexandria, VA: Just ASK Publications, 2005. This book provides guidelines and tools for mentors to use in their mentoring work with novice teachers, as well as with experienced teachers new to a school or program. The first chapter is an overview of the roles and responsibilities of all educators in the induction process. Subsequent chapters show mentors how to lead new teachers to engage in their professional practice with: a sense of self-efficacy; a focus on clearly articulated standards of learning; an ever growing repertoire of skills for teaching and assessing diverse learners; a passion for engaging all students in the learning process; the use of data to make and assess instructional decisions; a mission to promote high standards and expectations for students and educators; and a commitment to collaborate with colleagues. Book with accompanying CD-ROM can be borrowed by Texas educators only.

Collaborative Professional Development for Teachers of Adults.
Joseph J. Moran. Malabar, FL: Krieger Publishing Co., 2001. This step-by-step guide is for teachers interested in collaborating with their peers to promote mutual professional development and share in the satisfactions of the profession. It integrates the principles of self-directed learning and critical reflection into a system in which teachers alternate in serving as coaches to one another. The book explains how to select professional development goals, how to reach those goals, and how to document growth. It details several strategies for effective face-to-face coaching. It also addresses the personal aspects of collaboration, including how to connect with a suitable peer, how to support one another, and how to end a collaborative relationship productively.

Creating a Mentoring Culture: The Organization’s Guide.
Lois J. Zachary. San Francisco, CA: Jossey-Bass, 2005. Editorial Description: “In order to succeed in today’s competitive environment, corporate and nonprofit institutions must create a workplace climate that encourages employees to continue to learn and grow. From the author of the best-selling The Mentor’s Guide comes the next-step mentoring resource to ensure personnel at all levels of an organization will teach and learn from each other. Written for anyone who wants to embed mentoring within their organization, Creating a Mentoring Culture is filled with step-by-step guidance, practical advice, engaging stories, and includes a wealth of reproducible forms and tools.” Book with accompanying CD-ROM can be borrowed by Texas educators only.

Cultivating High-Quality Teaching Through Induction and Mentoring.
Carol A. Bartell. Thousand Oaks, CA: Corwin Press, 2005. This book focuses on new teachers’ needs while emphasizing high-quality teaching through the use of standards-based teaching, teacher assessment, and reflective practice. Through research, the author identified critical elements in shaping induction policies that lead to teacher retention and improved student achievement. Book is available on loan to Texas educators only.

Helping Teachers Learn: Principal Leadership for Adult Growth and Development.
Eleanor Drago-Severson. Thousand Oaks, CA: Corwin Press, 2004. The author describes methods educational administrators can use to create opportunities for teacher learning that support teachers with different needs and preferences, using methods that are informal, diverse, democratic, school-based, and continuous. Case studies from 25 diverse schools across the U.S. examine strategies that help shape a school climate of teacher support, growth, and learning. Concepts include: a new model of learning-oriented leadership that can be tailored to particular settings or individuals; adult learning principles that inform teacher growth and development, and why they are essential to effective teacher development programs; The Four Pillars: teaming, providing leadership roles, engaging in collegial inquiry, and mentoring; and real-world examples of principals sharing leadership, building community, and managing change. Book is available on loan to Texas educators only.

The Mentor’s Guide: Facilitating Effective Learning Relationships.
Lois J. Zachary. San Francisco, CA: Jossey-Bass Inc., 2000. Zachary explores the critical process of mentoring and presents tools for facilitating the experience from beginning to end, basing her suggestions on Laurent A. Daloz’s concept that mentoring is a learning journey in which the mentor and mentee serve as companions along the way. By using the hands-on worksheets and exercises, a mentor will learn how to: assess her or his readiness to become a mentor, establish the mentor-mentee relationship, set appropriate goals, monitor progress and achievement, avoid common pitfalls, and bring the relationship to a natural conclusion. “True to the essence of mentoring, the activities here are artfully designed not to preach about one ‘right way’ to be a mentor but rather to help the reader to see his or her own mentoring style and preferences more clearly and thus, to learn from direct experience and observation.” – Laurent A. Daloz.

What Successful Mentors Do: 81 Research-Based Strategies for New Teacher Induction, Training, and Support.
Cathy D. Hicks, Neal A. Glasgow, and Sarah J. McNary. Thousand Oaks, CA: Corwin Press, 2005. New teachers encounter many “firsts” — such as first-day jitters, the first performance review, and establishing relationships with new colleagues. Using current research as a base, the authors offer strategies to help mentors enable new teachers to put those “firsts” in perspective. Strategies are suggested in ten essential areas of teaching, from using assessment tools to developing a personal teaching style — all with the goal of increasing retention of new teachers.

All Sides of the Issue: Activities for Cooperative Jigsaw Groups.
Elizabeth Coelho, Lise Winer, and Judy Winn-Bell Olsen. San Francisco, CA: Alta Book Center Publishers, 1998. Based on the principles of cooperative learning, activities in this book promote language development and critical thinking skills for adults and adolescents whose native language is not English. Readings, discussions, and problem-solving activities on issues from immigration to environmental pollution are presented from four points of view at four different language levels. Students work in cooperative jigsaw groups to discuss and present each side of the issue to their classmates. This resource also includes introductory material and activities to cooperative learning and the jigsaw approach. Book includes teacher’s guide and seven reproducible activities for use with multilevel classes.

Bringing Literacy to Life: Issues and Options in Adult ESL Literacy.
Heide Spruck Wrigley and Gloria J. A. Guth. San Diego, CA: Dominie Press, 1992. In this handbook for ESL teachers and programs, Attention is given to such issues as teaching in multi-level classrooms and providing literacy instruction in a learner’s native language. Chapters also include a discussion of meaning and practice in adult ESL literacy; a consideration of how computers and video technology can best be used to support effective programs; and sample curricular modules and activities that teachers can use to advance the goals of individuals within their particular programs. Book is available on loan to Texas educators only.

ESL in Adult Education: Teaching Multi-Level Classes: Professional Development Teleconference.
Dennis Terdy. Lexington, KY: KET-The Kentucky Network, 1994. Host and co-producer for this series was Dennis Terdy, nationally recognized expert on ESL and bilingual education for adults. In this teleconference, Terdy discussed the challenges of the multilevel ESL class. 90-minute VHS video is available on loan to Preferred Borrowers only. Ask us how to become a Preferred Borrower.

Live Action English: A Total Physical Response Student/Teacher Text, Millenium Edition.
Elizabeth Kuizenga Romijn and Contee Seely. Berkeley, CA: Command Performance Language Institute, 2000. Based on James J. Asher’s Total Physical Response (TPR) approach to language acquisition, this book includes 67 “happenings” (illustrated series of commands) for use with students of all ages in beginning, intermediate, and multilevel ESL classes. In addition to the lessons, the book includes a list of props used in each sequence and tips on how to use the book most productively for adults and other populations. The audiocassettes include complete readings of all 67 lessons in the book with pauses for student repetition. Many are enhanced by sound effects. Set of book with two audiocassette tapes is available for loan to Texas educators only.

Teachers, Tools & Techniques: A Handbook for Adult Basic Education and GED Instruction.
Sandra L. Koehler, et al. Macomb, IL: Curriculum Publications Clearinghouse, 1993. This book of selected instructional strategies is designed specifically for instructors, tutors and volunteers involved in ABE and GED instruction. In addition to basic academic instructional strategies, classroom management topics such as working with multilevel learners, learning styles, retention and motivation are addressed.

Teaching Large Multilevel Classes.
Natalie Hess. Cambridge, UK: Cambridge University Press, 2001. This book provides practical advice for language teachers who work with large, mixed-ability classes. It offers a wide variety of activities to develop student motivation, interest, participation and responsibility. Book is for English language teachers in a variety of teaching environments, including adult literacy. Sections include: getting to know students; motivation and activation; reviewing while maintaining interest and momentum; dealing with written work; working well in groups; individualizing and personalizing student work; making students responsible for their own learning; and establishing routines and procedures.

Teaching Multilevel Classes in ESL.
Jill Bell. San Diego, CA: Dormac, Inc., 1991. Bell explores the widespread issues inherent in teaching and developing curriculum for multilevel classes. Includes suggestions for activities and exercises, and shows how these may be adapted to the interests and abilities of specific groups. Some chapter topics include: assessment and evaluation, planning a curriculum, classroom management, activities for the whole class, group activities, pair work, and a sample lesson plan sequence.

Creating Practical Knowledge Through Action Research: Posing Problems, Solving Problems, and Improving Daily Practice.
B. Allan Quigley and Gary W. Kuhne, Editors. San Francisco, CA: Jossey-Bass Publishers, 1997. Number 73 in the New Directions for Adult and Continuing Education series. This issue discusses the role of research in adult education and how to use action research. Action research provides a systematic discovery process that has helped hundreds of adult education practitioners understand, analyze, interpret, and resolve day-to-day problems in the educational workplace. The intended audience is educators/trainers of adults in formal and informal settings. Each chapter is written by a different author, allowing for more than one viewpoint. Book is available on loan to Texas educators only.

Doing Action Research in Your Own Organization.
David Coghlan and Teresa Brannick. Newberry Park, CA: Sage Publications, 2001. Part 1 covers the foundations of action research, including the research skills needed to undertake research, while part 2 covers the implementation of an action research project. This book provides a resource for those undertaking action research in their own organization. It addresses the advantages and potential pitfalls, the politics and ethics of researching your organization. The authors provide practical advice from framing and selecting your project, through to implementation and writing up action research. Each chapter has exercises and examples and summary boxes are used throughout. Book is available on loan to Texas educators only.

Initiating Practitioner Inquiry: Adult Literacy Teachers, Tutors, and Administrators Research Their Practice.
Susan L. Lytle, Alisa Belzer, and Rebecca Reuman. Philadelphia PA. National Center on Adult Literacy, 1993. This report is the second in a series focusing on a particular type of inquiry-based staff development referred to as inquiry-centered. Defined as a range of approaches to adult learning that purposefully builds on the richness and diversity of real-world experience and knowledge that teachers, tutors, and administrators currently bring to the field. This report explores how literacy practitioners initiate inquiry by generating questions and methods from their particular contexts. The report argues that to link professional development with systemic reform of the field, networks and forums are needed for enhancing the intellectual lives of literacy workers and for disseminating the knowledge being generated in practitioner communities.

Learning About Participatory Approaches in Adult Literacy Education.
Andrea Pheasey, et al. Edmonton, Alberta, Canada: Learning at the Centre Press, 2000. In 1998, seven women adult educators explored participatory learning and research-in-practice with adult learners in their programs. The purpose was to extend their resources for daily practice as adult educators and to contribute to knowledge about these practices. This volume includes individual researchers’ reports and reflections on what they learned, and how becoming researchers caused them to rethink their roles as teachers.

Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study.
Silja Kallenbach and Julie Viens, Editors. Boston, MA: National Center for the Study of Adult Learning and Literacy. November 2000. The guiding research question of NCSALL’s Adult Multiple Intelligences study is: “How can Multiple Intelligences (MI) theory support instruction and assessment in Adult Basic Education (ABE), Adult Secondary Education (ASE) and English for Speakers of Other Languages (ESOL)?” This publication presents the research stories of nine teachers participating in the study. The stories provide readers with information about carrying out teacher research and about multiple intelligences. Also available online: http://www. ncsall.net/index.php?id=26 — scroll down page to find title.

Passports to Paradise: The Struggle to Teach and to Learn on the Margins of Adult Education.
Thomas G. Sticht, Barbara A. McDonald, and Paul R. Erickson. San Diego, CA: San Diego Consortium for Workforce Education & Lifelong Learning, January 1998. Report provides a five-year perspective on the adult literacy education system in the inner city of San Diego. Chapter 1 introduces the research. Part 1, “The Struggle to Learn”, describes assessing how many adults might benefit from basic skills education; using adult learners as researchers to identify their own barriers to participation; and how various instructional factors affect learning and the transfer of learning to home and community. Part 2, “The Struggle to Teach,” includes insights from teacher researchers; and discussion of challenges to teaching posed by cultural, linguistic, and skill level diversity. Part 3, “The Struggle to Be Better”, covers policy initiatives to improve the adult literacy education system at the state level in California and nationally (including early development of Equipped for the Future); and rebuttals to media coverage describing disadvantaged youth and adults as having low intellectual abilities. 115-page publication is available on loan to Texas educators only.

Teaching English as a Second or Foreign Language, Third Edition.
Marianne Celce-Murcia, Editor. Boston, MA: Heinle & Heinle/Thompson Learning, 2001. Methodology resource gives both experienced and prospective ESL/EFL teachers the theoretical background and practical applications they need to decide which methods, materials, and resourcescan and should be used in their classrooms. Chapters new to the Third Edition include: computers in language teaching; syllabus design; cognitive approaches to grammar instruction; styles and strategies of language learners; and building awareness and practical skills to facilitate cross-cultural communication. Some integrated approaches include:content-based and immersion models; literature as content; experiential and negotiated language learning; and bilingual approaches to language learning. Other skills for teachers the book addresses include: evaluating textbooks; action research, teacher research, and classroom research in language teaching; reflective teaching; and keeping up to date as an ESL/EFL professional. Book is available on loan to Texas educators only.

Ages and Stages Learning Activities.
Elizabeth Twombly and Ginger Fink. Baltimore, MD: Paul H. Brookes Publishing Company, 2004. Reproducible handouts for parents make up this book, which is associated with the Ages & Stages Questionnaires (ASQ) screening system. Handouts consist of sets of games and interactions for every 4 months between 1 month and 5 years. Each set provides parents with a description of typical development and five to eight activities that help children learn and grow. The activities use age-appropriate materials that most families have at home and encourage parent-child interactions. Examples of activities range from “Bouncy Baby” (gross motor, 48 months) to “Lacing Cards” (fine motor, 54-60 months). Information on the ASQ screening system is available online: http://www.brookespublishing.com/asq

Building a Foundation for Preschool Literacy: Effective Instruction for Children’s Reading and Writing Development.
Carol Vukelich and Christie James. Newark, DE: International Reading Association, 2004. Preschool standards for literacy are presented in this overview of the latest research in early literacy. Topics covered include “how children learn to read and write,” “creating a literacy-rich environment,” schedules, involving parents, play settings, and “tying it all together: standards, instruction, and assessment.” This book supplies a concise, easy-to-read foundation for a preschool literacy program.

Building Healthy Minds: The Six Experiences that Create Intelligence and Emotional Growth in Babies and Young Children.
Stanley Greenspan and Nancy Breslau Lewis. New York, NY: Da Capo Press, 1999. Greenspan presents a list of six experiences that illustrate key stages in early childhood development. The book describes situations of infants and young children connecting and relating with caring adults. The stages include: “becoming calm, attentive, and interested in the world” (from newborn); “falling in love” (from 2-4 months); “becoming a two-way communicator” (from 3-10 months); “solving problems and forming a sense of self” (from 1 year); “discovering a world of ideas” (from 2-2 ½ years); and “building bridges between ideas” (from 3-4 years). “Dos and Don’ts” charts and other bulleted lists highlight the easy-to-understand text.

Building Structures With Young Children.
Ingrid Chalufour and Karen Worth. St. Paul, MN: Redleaf Press and NAEYC, 2004. Part of the “Young Scientist Series,” this book was written with support of the National Science Foundation. Chapter topics include: open exploration; focused exploration: towers; focused exploration: enclosures; and extension activities. Book also includes many supporting resources for involving families, defining inquiry, the teacher’s role, where to find materials, checklists, sample dialogs, documentations, and all the forms needed for observations to integrate building structures into an early childhood curriculum.

Children Achieving: Best Practices in Early Literacy.
Susan B. Neuman and Kathleen A. Roskos, Editors. Newark, DE: International Reading Association, 1998. Chapters from a variety of contributors focus on appropriate practices in teaching early literacy skills. Topics include developmentally appropriate practice, early literacy skills, ESL children and literacy, inclusive early literacy teaching and children with disabilities, culturally responsive instruction, motivating children, parent involvement, technology and early literacy, assessment, professional development, and learning resources. Book is available on loan to Texas educators only.

Communication and Learning: Social and Emotional Development of Infants and Toddlers.
National Association for the Education of Young Children. Washington, DC, 2003. This video looks at the language acquisition process of infants and toddlers. Based on brain development research, the discussion and illustrations are detailed. Cultural differences of families and their impact on development is mentioned. Part of NAEYC’s Child Care Collection, this video would be suitable for professional development. 20-minute VHS video is available on loan to Texas educators only.

Early Messages: Facilitating Language Development and Communication.
California Department of Education. Sacramento, CA: WestEd, 1998. 28-minute video/booklet set presents an overview of infant language development and communication. Ten strategies for enhancing infant language development are discussed and illustrated. They include “engage in nonverbal communication, use child-directed language, use self talk and parallel talk, support bilingual development.” The information is appropriate for caregivers, teachers, and parents. Video is available in a Spanish language version, a separate loan title. Set of VHS video and book (either English or Spanish language version) can be borrowed by Texas educators only.

Emotional Connections: How Relationships Guide Early Learning.
Perry McArthur Butterfield, Carol A. Martin, and Arleen Pratt Prairie. Washington, DC: Zero To Three, 2004. This book describes how relationships impact an early childhood program. Designed for trainers and based on new research on cognitive, social, and emotional development in the early years, topics range from nurturing early learning, guiding behavior, building relationships with parents, emotional connections, fostering a positive sense of self, social skills, and promoting language skills. Making responsive relationships work in your program is the last chapter. Each chapter lists key concepts, such as “responsive caregivers scaffold cognitive development.” The easy-to-read book connects how to achieve an effective program, and includes a glossary of terms. Set also includes Instructor’s Guide, which offers teaching strategies; activities; times required for each lesson; and a CD-ROM with printable handouts, worksheets, and overheads. Set of two books and CD-ROM can be borrowed by Texas educators only.

Far Ago and Long Away: Innovative Storytelling.
National Association for the Education of Young Children. Washington, DC, 1999. This video outlines all aspects of storytelling for teachers. What children can learn from stretching the imagination and language acquisition to the impacts on later listening, reading, writing, and positive behavior skills are covered. Tie-ins with what research tells us about literacy learning, extending storytelling to all subjects in the curriculum, how to choose a good story, types of stories, tips about presenting a story, and activities ideas for the curriculum are discussed. Part of NAEYC’s Child Care Collection, this video would be suitable for professional development for early childhood educators and storytellers. 28-minute video is available for loan to Texas educators only.

Flexible, Fearful, or Feisty: The Different Temperaments of Infants and Toddlers.
California Department of Education. Sacramento, CA: WestEd, 1990. Child temperaments are explained in this 29-minute video/booklet set. The Chess and Thomas identified types of easy, slow to warm, and difficult are discussed with the words of “flexible, fearful, and feisty.” Each type is described with characteristics and suggestions for caregiver techniques. The information is appropriate for caregivers, teachers, and parents. Also available in a Spanish language version, a separate loan title. Set of video and booklet (either English or Spanish language version) can be borrowed by Texas educators only.

Learning Activities For Infants and Toddlers: An Easy Guide for Everyday Use.
Betsy Squibb and Sally Deitz. Washington, DC: Children’s Resources International, Inc., 2000. More than 100 activities for infants and toddlers divided into age group for which each is developmentally appropriate. Also included are an introduction to infant and toddler learning and recommendations on using themes. Each activity includes a purpose, list of materials, simple steps for preparation, ideas for interaction between children and adults, and a suggested home learning activity for parent and child. Also available in a Spanish language version, “Actividades de aprendizaje para los infants y los ninos hasta los tres anos: una guia para uso cotidiano”, a separate loan item. Book in either English or Spanish language version is available on loan to Texas educators only.

Literacy: The Creative Curriculum Approach.
Cate Heroman and Candy Jones. Washington, DC: Teaching Strategies, 2004. Literacy is integrated into a comprehensive preschool curriculum. Seven components of literacy are discussed through research and teaching perspectives, including: literacy as a source of enjoyment; vocabulary and language; phonological awareness; knowledge of print; letters and words; comprehension; and books/other texts. Other chapters cover planning a program and meeting the needs of children such as English Language Learners (ELL) disabled, and advanced learners, teaching strategies, literacy learning in interest areas, and many literacy activities. The activities have materials needed, steps to implement, and how to extend or modify. Appendix includes an implementation checklist, an activity matrix, and observation forms. Book is available on loan to Texas educators only.

Look at Me: Creative Learning Activities for Babies and Toddlers.
Carolyn Buhai Haas. Chicago, IL: Chicago Review Press, 1987. This book offers suggestions and ideas to help parents, teachers, and babies to communicate and share. It contains fun, easy-to-do success-oriented activities that are intended to foster security and confidence in the parenting or caretaker role, and to forge closer bonds with their babies and toddlers.

Small Wonders: Early Brain Development.
National Center for Family Literacy. Lexington, KY, 1998. This concise 12-minute video about brain development is intended for parents and caregivers. Research on brain development is presented in easy-to-understand language, illustrations, and with many infants interacting with parents. Topics mentioned include “parentese,” repetition, touch, and how infants learn.

Teaching and Learning in Preschool: Using Individually Appropriate Practices In Early Childhood Literacy Instruction.
Elizabeth Claire Venn and Monica Dacy Jahn. Newark, DE: International Reading Association, 2004. Book describes in detail a preschool curriculum framework focusing on literacy and learner-centered instruction. Developmentally appropriate instruction is grounded in theory and the latest research, which is described in the early chapters. Other chapters look at literacy with social and emotional development, oral language and phonological awareness, preschoolers as readers, writers, and problem solvers, literacy and arts, parent engagement. The large appendix includes various forms to implement the curriculum, lesson plans, activities, resources, and reproducible supporting materials for teachers and parents. Book is available on loan to Texas educators only.

Together in Care: Meeting the Intimacy Needs of Infants and Toddlers in Groups.
California Department of Education. Sacramento, CA: WestEd, 1992. 30-minute professional development video/booklet set looks at managing the childcare needs of infants and toddlers. Topics include primary care, small groups, continuity of care, and other detailed discussions. The information is appropriate for caregivers and teachers. Set of VHS video and booklet is available on loan to Texas educators only.