Adams, L., & Kirova, A. (Eds.). (2007). Global migration and education: Schools, children and families. Mahwah, NJ: Lawrence Erlbaum Associates.

This book addresses the issues faced by immigrant children and other newly arrived children, their parents, and educators through chapters for 14 ountries.  The common challenges and successes are identified in school settings that cope with these issues.  Intended for researchers, students, school professionals, and eductional policy makers in the fields of multicultural education, child psychology, international education, educational foundations and policy, and cross-cultural studies, this book is highly relevant as a text for courses in these areas.

Brenner, S. M., (2010). Promising practices for elementary teachers: Make no excuses. Thousand Oaks, CA: Corwin Press.

Teachers have the power to change lives, particularly for struggling learners who have difficulty understanding how education broadens their future opportunities.  This book offers educators a deeper awareness of the role they play in breaking the cycle of failure for students who are unsuccessful in school. Topics explored include building a sense of community, tapping student motivation, engaging in instructional conversations, including students who are learning English as a second language, using parent involvement for academic success, and differentiating instruction.

Decker, C., Decker, J., Freeman N. K., & Knoph, H. T. (2009). Planning and administering early childhood programs (9th ed.). Cincinnati, OH. Pearson/Merrill. 

Nancy Freeman and Herman Knoph have extensibely revised this classic child care administration text.  Its target audiences are students in child administration courses and individuals administering programs of early care and education. 


Fields, M.V., Groth, L.A., & Spangler, K. L., (2008). Let's begin reading right: A developmental approach to emergent literacy. Columbus, OH: Pearson, Merrill, Prentice Hall.

This textbook continues ot advocate for teaching literacy skills in the context of reading and writing, and doing so in ways that young children learn best, including play.  Discussion of constructivist learning theory in relation to literacy is followed by an overview of the foundation experiences young children need for oral and written language acquisition. Those two foundation issues become the basis for all subsequent teaching examples and recommendations.  In an attempt to dispel the pervasive misconception that isolated drill in skills is better than learning skills in a meaningful context, the development of reading and writing skills is described within authentic literacy events.  Assessment within authentic literacy events is also described and recommended for validity and reliability of results. (6th edition).

Fields, M. V., Perry, N.J., & Fields, D. (2010). Constructivist guidance and discipline: Preschool and primary education. Upper Saddle River NJ. Merrill/Pearson.

This textbook presents guidance and discipline concepts within a framework of child development, developmentally appropriate practices and constructivist learning theory.  Only discipline approaches consistent will all three aspects of the framework are recommended.  The major focs is on discovering and responding to the underlying causes of undersirable behaviors rather than merely teating the symptoms.  Young children's emotional, social, intellectual and physical development is explained as the basis for discovering the causes of behavior problems.  (5th edition)

Jacobson, T. (2008). Don't get so upset! Helping young children manage their feelings by understanding your own. Red Leaf PRess. Saint Paul: MN.

Emotions can have a domino effect in the classroom when teachers' emotional states influence their interactions with students and later the children's moods.  Don't Get So Upset! will show child care providers how to express themselves in appropriate ways so that children will learn to do the same.  This book approaches the subject in a practical, personal, and self-helping manner that will ultimately assist you in supporting children's emotional development.

Krough, S. & Morehouse, P. (2008). The early childhood curriculum: Inquiry learning through integration. New York: McGraw-Hill. 

The purpose of this text is not only to echo the compelling research taht advocates child-centered teaching through the use of inquiry and integration, but to show how such an approach to early education can work, even as expectations have become increasingly perscriptive and regimented. This book is intended for future teachers at any level.

Nemeth, K. (2009). Many languagaes, one classroom: Teaching dual and English language learners. Beltsville, MD: Gryphon House.

"This book fills a seroius gap in our professional toolbox: How to design and implement curriculum for young children who are learning English as they continue to learn their home language."--Linda M. Espinosa, Ph.D., Professor of Early Childhood Education at the University of Missouri-Columbia.

Newman, M., Sheridan, K., & Ogle, D. (2009). Visual Literacy Curriculum. In M. Newman, C. Spirou & D. Fouts (Eds.). Teaching with primary sources:  Colected works. Volume 2 (pp.49-54). 1099 Federation of Independent Illinois Colleges and Universities.

Pollman, M. (2010). Blocks and beyond: Strengthening early math and science skills through spatial learning. Baltimore: Paul H. Brookes Publishing Co., Inc.

Spatial development, which is linked with higher achievement in math, science, and other academic areas, should be part of every young child's education. This innovative resource gives early childhood educators research-based insights and practical activities for promoting spatial development throughout the school day. Blocks and Beyond is useful as an inservice professional development resource, as well as a textbook for preservice teachers.