DUNCAN MASTER’S PORTFOLIO 1

Annotated Bibliography

Andrea Duncan

698 Master’s Portfolio: MAT Elementary

Fall 2023

University of Alaska Southeast

Art

Bang, M. (2000). Picture this: How pictures work. Chronicle Books.

Art instruction is not often a subject area that is allotted the same amount of time as other subject

areas within the classroom, but is a critical part of a child’s skills and development. Molly Bang

has created simplistic principles that teachers and students alike can follow along to find

meaning behind the visual composition of illustrations, even for students as young as

kindergarten. The principles help students find and create a deeper meaning in their own artistic

work.

Fisher, D., Frey, N., Quaglia, R.J., Smith, D., & Lande, L. (2018). Engagement by design:

Creating learning environments where students thrive. Sage Publications Limited.

This book provides a framework for how to make improvements to help engage students by

creating learning environments for them to thrive. The framework focuses on creating optimal

learning by connecting teachers, students, and content to create relationships, improve clarity,

and challenge students. Engagement by Design helps teachers have control of managing their

classroom while helping their students engage in more meaningful learning. I used this

framework to integrate art with other subject areas for students to engage in optimal learning,

even when the topic area was art. Art can often be an afterthought, or even omitted in the lesson

planning, but by using the Engagement by Design framework, art can be used to help connect

students with their teachers, challenge students in their learning, speak to the interest of the

student, while finding ways to deepen their learning and understanding.

Assessment
DUNCAN MASTER’S PORTFOLIO 3

Landrigan, C., & Mulligan, T. (2013). Assessment in perspective: Focusing on the reader behind

the numbers. Stenhouse Publishing.

Langrigan and Mulligan emphasize the idea that assessment is more than a number and there

needs to be more than one way for teachers to assess their students and find their strengths and

weaknesses. They spend time discussing different ways to assess literacy, along with the

triangulation of assessing where teachers analyze, question, assess, and do it over and over again.

Assessments should be taken authentically every day.

Taylor, C.S., & Nolen, S.B. (2008). Classroom assessment: Supporting teaching and learning in

real classrooms (2nd ed.). Pearson Education, Inc.

This book provides an array of classroom assessments for K-12 to help teachers effectively

assess and support student learning across all learning needs. This book takes the approach of

making assessments the central focus to support instruction. It covers the role of assessments for

teaching and learning, assessments of learning in progress, classroom testing, summarizing

student achievements, communicating with others about student learning, and how to use

information from standardized tests. This go-to text provides an array of information to support

all learning needs through effective assessments.

Classroom Management

Fisher, D., Frey, N., Quaglia, R.J., Smith, D., & Lande, L. (2018). Engagement by design:

Creating learning environments where students thrive. Sage Publications Limited.

This book provides a framework for how to make improvements to help engage students by

creating learning environments for them to thrive. The framework focuses on creating optimal
DUNCAN MASTER’S PORTFOLIO 4

learning by connecting teachers, students, and content to create relationships, improve clarity,

and challenge students. Engagement by Design helps teachers have control of managing their

classroom while helping their students engage in more meaningful learning.

Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of

support and solving problems (11th ed.). Pearson Publishing.

The Comprehensive Classroom Management textbook is filled with principles teachers can use

to apply within the classroom to help with management, engaging students, creating strong

relationships, and developing techniques to support the learning environment of all students. The

text addresses the foundation of a comprehensive classroom, classroom management, working

with parents, developing standards, addressing behavior problems, and improving student

motivation. This comprehensive text is based off of the most current research and supported by

teachers.

Montessori, M. (1988). The absorbent mind. Clio Press Ltd.

The book is based off the lectures given by Maria Montessori, a scientist who has created the

Montessori Method for childhood development. The Absorbent Mind is a concept Montessori

coined as the capacity of the children, birth-6 years, to develop themselves through their

experiences with their environments. This period of time in the child’s life is critical for their

optimal development. The book lays the foundation for how to approach the young child’s

education to support their development of language, motor skills, as well as cognitive, social-

emotional, and practical life skills. Montessori establishes that the job of the teacher is to prepare

the classroom for students to engage in work, making sure the materials are presented, and fully
DUNCAN MASTER’S PORTFOLIO 5

set for students to choose and learn from. Dr. Montessori designs the classroom for children to

construct themselves and develop into their unique self.

Nelsen, J., & DeLorenzo, C. (2021). Positive discipline in the Montessori classroom. Parent

Child Press.

Jane Nelsen, who wrote the Positive Discipline books, teamed up with a Montessorian Chip

DeLorenzo, to provide a training program that helps provide support and guidance for

Montessori teachers to build on their positive relationships in the classroom. They provide

techniques and skills to help teachers build on their professionalism, improve classroom respect

and kindness, and help children gain more responsibility. All of this preparation helps in the

classroom management design.

Diversity and Differentiation

Hammond, Z. (2015). Culturally responsive teaching & the brain: Promoting authentic

engagement and rigor among culturally and linguistically diverse students. Sage

Publications Ltd.

To help close the achievement gap in schools, Hammond provides a framework to optimize

student engagement by integrating culturally responsive instruction. Part of the design is

bringing an awareness to the gap, and then building learning partnerships and building

intellective capacity to help all students succeed. Creating a culturally responsive community for

learning supports all learners.

Pham, H.L. (2012). Differentiated instruction and the need to integrate teaching and practice.

Journal of College Teaching and Learning 9(1), 13-20.

https://clutejournals.com/index.php/TLC/article/view/6710/6785

Huong Phan conducted research on differentiated instruction and the need to integrate teaching

and practice. His argument goes against other learning style theories that teaching styles need to

match learning styles, but that student readiness levels are a critical part that also needs to be

considered when differentiating instruction. He makes many suggestions on strategies to

effectively differentiate instruction to prepare students with diverse learning experiences. Society

is becoming more culturally, socially, and academically diverse, so we need to promote more

meaningful and engaging learning opportunities for students.

Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction and understanding

by design: connecting content and kids. Association for Supervision and Curriculum

Development.

This book integrates two models for building instruction by connecting children and content.

Understanding by Design focuses on what we teach through a curriculum design model and

differentiated instruction focuses on who we teach, helping a full spectrum of learners gain

essential knowledge and skills. By connecting the two models, teachers can be more effective in

their design for curriculum and instruction to benefit the needs of all learners.

Instructional Design

Almarode, J., Fisher, D., Frey, N., & Hattie, J. (2018). Visible learning for science: What works

best to optimize student learning. Sage Publications Ltd.

Visible Learning for Science focuses on the three phases of learning: surface, deep and transfer,

and how to make learning visible in each phase. They stress the importance of when to find the

right approach at the right time to help our students succeed. They discuss that what works best

is the ideas, strategies, interventions, and approaches that influence student learning in a K-8

science classroom.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for

Supervision and Curriculum Development.

Understanding by Design is a framework designed to provide a new way to create strategies in

designing curriculum, reversing the way we design instruction, and create assessments to provide

deeper knowledge and skills for our students to understand. This design creates a platform to

help integrate different subject areas into instruction and elevate the students’ learning and

understanding. The framework also addresses the importance of professionalism and how

teachers can make decisions to build on their own professional needs.

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality

units. Association for Supervision and Curriculum Development.

This book works in conjunction with Wiggins and McTighe’s textbook Understanding by Design

by helping create high-quality units when planning instruction. This guide follows the UbD

framework by breaking up the components into modules for teachers to follow along to improve

their skills in lesson design. It covers topics that are essential to instructional design including

learning goals, essential questions and understandings, evidence of understanding, assessments,

and finding the big idea.

Learner Development

Bandura, A., & Wessels, S. (1994). Self-efficacy. Encyclopedia of Human Behavior, 4, 71-81.

http://happyheartfamilies.citymax.com/f/Self_Efficacy.pdf

Albert Bandura was a psychologist who has contributed a lot in the field of education and is best

known for his work on social cognitive theory, self-efficacy, social learning theory, and human

agency. In this article about self-efficacy, Bandura breaks down the contributing factors of self-

efficacy from the sources and beliefs, efficacy-meditated processes (cognitive processing,

motivational processes, affective processing, and selection processing), adaptive benefits

optimistic self-beliefs of efficacy, and development and exercise of self-efficacy over the

lifespan. Self-efficacy was a huge component of my research project design, which was used to

differentiate my instruction to meet the interests and needs of my students.

Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2011). The theory of multiple

intelligences. In RJ Sternberg & SB Kauffman (Eds.), Cambridge Handbook of

Intelligence, 485-503. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2982593

This article dives into Howard Gardner’s Theory of Multiple Intelligences, where they address

the background, when he developed his theory, discusses each intelligence, how they are

identified, the foundation, critiques to the theory, scholarly work done to research multiple

intelligences, and the research on multiple intelligence as an educational intervention. This

theory has been implemented in schools through curriculum where teachers can make

instructional decisions to help the different learner developments and learning styles of the

students.
DUNCAN MASTER’S PORTFOLIO 9

Literacy

Freeman, D.E., & Freeman, Y.S. (2014). Essential linguistics (2nd ed.). Heinemann

This book links linguistic theory and classroom practice where Freeman and Freeman show

teachers how to use understanding of linguistics to help student learning. The book focuses on

what teachers need to know to teach ESL, reading, spelling, and grammar. The text provides

examples, activities, and a ways in which teachers can apply what is being learned into their

practice.

Tompkins, G. (2010). Literacy for the 21st century: A balanced approach (5th ed). Pearson

Education, Inc.

Tompkins has created a balance of the literacy pedagogy and how to apply that instruction to

children. This book focuses on the fundamental components of literacy development, starting

with the youngest readers and writers, moving up to developing fluent readers and writers, to

promoting to comprehension. It touches of organizing and differentiating instruction so all

students can be successful.

Mathematics

Lillard, A. S. (2017). Montessori: The science behind the genius (3rd ed.). Oxford University

Press.

Dr. Angeline Lillard spent time researching the foundation of the Montessori education and how

the science has finally caught up to Maria Montessori’s method. Dr. Lillard is able to bring

insight into the Montessori classroom for parents and caregivers to learn and understand what
DUNCAN MASTER’S PORTFOLIO 10

happens in the Montessori classroom and development of the child. She showcases that

alternative education does make a difference. She covers many subject areas within the

classroom, including the abundant math materials and how they benefit the young learners. In

this book, Dr. Lillard discusses the different math materials used in the Montessori classroom,

how they are used, the isolation of the concept learned, and how they benefit the learner.

Moline, S. (2016). I see what you mean (2nd. Ed.). Stenhouse Publishers.

Moline made this book because he believes literacy is more than just reading and communicating

with words, but we can use visual elements to communicate as well. Visual texts are included in

many different platforms such as the webpages, textbooks, science books, etc., where graphics

and symbols are included. Students are expected to know these texts, so this book breaks down

different visual texts to teach students how to visually think. Moline discusses simple diagrams

(picture glossaries, scale diagrams), maps, analytic diagrams (enlargements, block diagrams,

cutaways), process diagrams (timelines, storyboards, flowcharts), structure diagrams (web, tree,

tables, Venn), graphs (line, bar and column, pie charts), and graphic design (layout, typography,

signposts) so our students can use visuals to learn science, math, literacy, or other subject areas.

Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2016). Elementary and middle school

mathematics: Teaching developmentally (9th ed.). Pearson Education, Inc.

This book provides an informative description of how children learn math, from K-8th grade. It

provides different methods to teach math through hands-on learning and problem-based activities

and how to incorporate it in the classroom. The book covers mathematical instruction and
DUNCAN MASTER’S PORTFOLIO 11

assessments that will support each learner and help navigate the new common core state

standards.

Parents and Community

Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of

support and solving problems (11th ed.). Pearson Publishing.

The Comprehensive Classroom Management textbook is filled with principles teachers can use

to apply within the classroom to help with management, engaging students, creating strong

relationships, and developing techniques to support the learning environment of all students. The

text addresses the foundation of a comprehensive classroom, classroom management, working

with parents, developing standards, addressing behavior problems, and improving student

motivation. Jones and Jones create an entire chapter based on working with parents by

addressing learning goals, keeping caregivers informed, parent conferences, dealing effectively

with parents’ criticisms and confrontations, assessing parent contacts, and methods for positively

engaging parents of English Language Learners. This comprehensive text is based off of the

most current research and supported by teachers.

Nelsen, J., DeLorenzo, C. (2021). Positive discipline in the Montessori classroom. Parent Child

Press.

Jane Nelsen, who wrote the Positive Discipline books, teamed up with a Montessorian, Chip

DeLorenzo, to provide a training program that helps provide support and guidance for

Montessori teachers to build on their positive relationships in the classroom. They provide

techniques and skills to help teachers build on their professionalism, improve classroom respect
DUNCAN MASTER’S PORTFOLIO 12

and kindness, and help children gain more responsibility. They provide insight into the

importance of building relationships with parents, along with the children.

Philosophy

Hammond, Z. (2015). Culturally responsive teaching & the brain. Corwin a Sage Company.

To help close the achievement gap in schools, Hammond provides a framework to optimize

student engagement by integrating culturally responsive instruction. Part of the design is

bringing an awareness to the gap, and then building learning partnerships and building

intellective capacity to help all students succeed. Creating a culturally responsive community for

learning supports all learners.

Slavin, R.E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson Education,

Inc.

This go-to-textbook provides an all-around, complete informative text that covers many topic

areas from the theories in education to the practice of teaching. Slavin brings up new research

and practical applications of a variety of contemporary topics, including technology in the

classroom. This text provides key concepts in education and integrates ways to apply the topic

with instruction. Slavin even takes time to discuss the importance of building parent and

community relationships and how it benefits our students.

Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal,

7(7), 935-947. https://files.eric.ed.gov/fulltext/EJ854351.pdf

Pearl Subban conducted her research on differentiated instruction to show how research supports

the differentiated instruction design where teachers are shifting their teaching and learning

strategies to support the variety of learning styles and needs. Our classrooms are filled with

students from different backgrounds, cultures, abilities, and learning styles, so she focuses her

paper on looking into learning theories that support differentiation, and the shift in instructional

practice; then she presents the differentiated instruction models to show how to address the

learning differences. Differentiated instruction is a strong factor in my own teaching philosophy

and is considered in every lesson or design I create.

Professionalism

Nelsen, J., & DeLorenzo, C. (2021). Positive discipline in the Montessori classroom. Parent

Child Press.

Jane Nelsen, who wrote the Positive Discipline books, teamed up with a Montessorian, Chip

DeLorenzo, to provide a training program that helps provide support and guidance for

Montessori teachers to build on their positive relationships in the classroom. They provide

techniques and skills to help teachers build on their professionalism, improve classroom respect

and kindness, and help children gain more responsibility. This book has been used by our

Montessori teachers as a way to build on their professionalism within the classroom by

collaborating on the different topic areas and allowing for discussions and changes to be made in

the classroom. There are videos and activities that we use to think about ways to help those

students behaviorally, while also improving the way we address different situations that arise in

the classroom. Our school is currently using this book as a professional development tool.
DUNCAN MASTER’S PORTFOLIO 14

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd. ed.). Association for

Supervision and Curriculum Development.

Understanding by Design is a framework designed to provide a new way to create strategies in

designing curriculum, reversing the way we design instruction, and create assessments to provide

deeper knowledge and skills for our students to understand. This design creates a platform to

help integrate different subject areas into instruction and elevate the students’ learning and

understanding. The framework also addresses the importance of professionalism and how

teachers can make decisions to build on their own professional needs.

Science

Almarode, J., Fisher, D., Frey, N., Hattie, J. (2018). Visible learning for science: What works

best to optimize student learning. Corwin A Sage Publication Ltd.

Visible Learning for Science focuses on the three phases of learning: surface, deep and transfer,

and how make learning visible in each phase. They stress the importance of when to find the

right approach at the right time to help our students succeed. They discuss that what works best

is the ideas, strategies, interventions, and approaches that influence student learning in a K-8

science classroom.

Contant, T.L., Bass, J., Tweed, A., & Carin, A.A., (2018). Teaching science through inquiry-

based instruction (13th ed.). Pearson Education, Inc.

Teaching Science Through Inquiry-Based Instruction provides manageable ways to include

inquiry about science into the K-12 classrooms. The book provides both theory and practice for

teachers to access in order to include science in the classroom. The book discusses how to create
DUNCAN MASTER’S PORTFOLIO 15

a positive classroom environment, engaging in inquiry-based instruction, effective questioning,

assessing science learning, using technology, connecting with other subject areas, and making

science assessable to all.

Moline, S. (2016). I see what you mean (2nd. Ed.). Stenhouse Publishers.

Moline made this book because he believes literacy is more than just reading and communicating

with words, but we can use visual elements to communicate as well. Visual texts are included in

many different platforms such as the webpages, textbooks, science books, etc., where graphics

and symbols are included. Students are expected to know these texts, so this book breaks down

different visual texts to teach students how to visually think. Moline discusses simple diagrams

(picture glossaries, scale diagrams), maps, analytic diagrams (enlargements, block diagrams,

cutaways), process diagrams (timelines, storyboards, flowcharts), structure diagrams (web, tree,

tables, Venn), graphs (line, bar and column, pie charts), and graphic design (layout, typography,

signposts) so our students can use visuals to learn science or other subject areas.

Social Studies

Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for

understanding and engagement (2nd ed.) Stenhouse Publishers.

Strategies That Work is an incredible resource for teachers to access that provides strategies that

help engage learners to become independent readers. There are many comprehensive lessons

teachers can tap into to elevate their lessons, checking for background knowledge, deepening

comprehension, and create interactive lessons for students to participate in. These strategies can
DUNCAN MASTER’S PORTFOLIO 16

be used with many different social studies texts to integrate into multiple lessons across the

curriculum.

Obenchain, K.M., & Morris, R.V. (2015). 50 social studies strategies for K-8 classrooms (4th

ed.). Pearson Education Inc.

This textbook provides 50 social studies strategies that can be used and implemented for

elementary and middle school classrooms to help engage students in the classroom. The text also

addresses topics like multiple perspectives, questioning, discovery learning, inquiry learning,

using graphic organizers, and much more that is critical to social studies. The strategies are

linked to the national standards for social studies and are designed to help teachers plan effective

social students lessons for the diverse learners in the classroom.

Technology

Lillard, A.S. (2017). Montessori: The science behind the genius (3rd ed.). Oxford University

Press.

Dr. Angeline Lillard spent time researching the foundations of the Montessori education and how

the science has finally caught up to Maria Montessori’s method. Dr. Lillard is able to bring

insight into the Montessori classroom for parents and caregivers to learn and understand what

happens in the Montessori classroom and development of the child. She showcases that

alternative education does make a difference. She addresses the critiques made to the Montessori

classroom, by showcasing how some of these misunderstandings are addressed in the classroom,

including the use of technology. She explains how technology can be included in the classroom,
DUNCAN MASTER’S PORTFOLIO 17

but there needs to be a degree of care when integrating it such as the age of the students, how

much, and how well it assists the development of the child.

Lowery, L.D., (2011). Effects of Reading Eggs on reading proficiency levels. ProQuest LLC.

https://consortiumlibrary.idm.oclc.org/login?url=https://www.proquest.com/dissertations-

theses/effects-reading-eggs-on-proficiency-levels/docview/1927657647/se-

2?accountid=14473

This technology is an educational site that helps students with their literacy needs. It is a web-

based literacy program where they provide modules and automated videos to teach students

skills to build reading comprehension, fluency, spelling, vocabulary, and a range of writing

skills. This is a program that schools have included in their curriculum to help with reading

skills, but can also be accessed by parents and caregivers at home with a membership fee.