Category Archives: New Resource 2013

The Student’s Guide to Research Ethics

by Paul Oliver
Call Number: H62 O48s 2010
Status: Available

Table of Contents:

From the Back Cover:

This reader-friendly book examines the ethical issues and questions that occur in university and professional research and will help both beginning and experienced researchers to identify ethical issues when they are conducting research.

The book thoroughly examines the broader ethical issues that arise throughout research, from the design stage through to data collection and analysis. It also investigates topical issues such as consent, confidentiality and ethical questions in the dissemination of research. There are also discussions of ethical theories as well as case studies that highlight dilemmas and how they can be avoided or resolved.

The Student’s Guide to Research Ethics is an invaluable tool for both undergraduate and postgraduate students as well as professionals who research as part of their jobs.

Asking the Right Questions: a Guide to Critical Thinking

by M. Neil Browne, Stuart M. Keeley
Call Number: PN83 B883a 2012
Status: Available

Table of Contents: Pearson

From the Publisher’s Site:


Critical Thinking as a Process – Emphasizes that critical thinking is not primarily an effort to demonstrate what is faulty about the thinking of others. Instead, it is a process for improving the beliefs and decisions we each must make.

A step-by-step approach to learning-Introduces a particular critical thinking learning skill in each chapter, and adds to the list of accumulated skills with each subsequent chapter.

Practice Passages-Opportunities for applying a critical thinking skill immediately to a short passage appear at the end of each chapter.

Writing Instruction- Presents instruction how to turn critical analysis into effective, coherent prose.

Images-Ten images appear for analysis and discussion.

Companion Website

Bad Education: Debunking Myths in Education

edited by Philip Adey and Justin Dillon
Call Number: LB14.7 B132 2012
Status: Checked out

Table of Contents:

From the Back Cover:

We all know that small classes are better than large classes; that children are best taught in groups according to their ability; that some schools are much better than others and that we should teach children according to their individual learning styles …. or do we?

This book asks awkward questions about these and many other sacred cows of education. Each chapter tackles a persistent myth in education, confronting it with research evidence and teasing out any kernel of truth which may underlie the myth. Leading authors from the world of education each bring analysis and expertise to bear on their chosen subject, presenting their argument in an accessible manner based on sound scholarship.

Some of the conclusions drawn in Bad Education are likely to be real eye-openers for many teachers and parents, who will find some of their basic assumptions about education called into question. It is also essential reading for anyone involved in educational policy making or management.

Developing and Validating Multiple-Choice Test Items

by Thomas M. Haladyna
Call Number: LB3060.32.M85 H157d 2011
Status: Checked out

Table of Contents:

From the Back Cover:

This book is intended for anyone seriously interested in designing and validating multiple-choice test items that measure understanding of knowledge, cognitive skills, and the application of knowledge and skills to more complex cognitive behavior such as critical thinking and problem solving. The most comprehensive and authoritative book on this topic, this edition has been extensively revised to include:

  • More information about the natute of content and matching items to construct standards.
  • A new set of guidelines on writing multiple-choice items with more examples.
  • A new chapter featuring examplary item formats and items.
  • A greatly improved chapter on item generation methods.
  • A more extensive set of references to past and current work in the area of multiple-choice item writing and validation.
  • This edition will be of interest to anyone who develops test items for testing programs as well as for teachers and graduate students who desire to learning more about the capabilities of multiple-choice test items to measure understanding and other types of higher level thinking.

    ActionScript 3.0 Bible

    by Roger Braunstein
    Call Number: QA76.73 B825a 2010
    Status: Available

    Table of Contents:

    From the Back Cover:

    If you want to build interactive applications on the desktop, in the browser, or on mobile devices, this is the place to start. The ActionScript 3.0 Bible guides you through the ecosystem of the Flash Platform: ActionScript 3.0 language and syntax, object-oriented programming, error handling and debugging techniques, and every part of the expansive Flash Player 10.1 API. Packed with interactive examples and comprehensive coverage of the latest features, the ActionScript 3.0 Bible is all you need.

    Thinking, Fast and Slow

    by Daniel Kahneman
    Call Number: BF441 K12t 2011
    Status: Available

    Table of Contents:

    Praise: Communication Award

    From the Jacket:

    In the highly anticipated Thinking, Fast and Slow, Kahneman takes us on a groundbreaking tour of the mind and explains the two systems that drive the way we think. System 1 is fast, intuitive, and emotional; System 2 is slower, more deliberative, and more logical. Kahneman exposes the extraordinary capabilities—and also the faults and biases—of fast thinking, and reveals the pervasive influence of intuitive impressions on our thoughts and behavior. …

    Engaging the reader in a lively conversation about how we think, Kahneman reveals where we can and cannot trust our intuitions and how we can tap into the benefits of slow thinking. He offers practical and enlightening insights into how choices are made in both our business and our personal lives—and how we can use different techniques to guard against the mental glitches that often get us into trouble. Thinking, Fast and Slow will transform the way you think about thinking.

    Why Before How: Singapore Math Computation Strategies

    by Jana Hazekamp
    Call Number: QA63 H429w 2011
    Status: Available
    From the Back Cover:

    In this book, Jana Hazekamp introduces a wide variety of computation strategies, adapted from the acclaimed Singapore approach, that will bring students a real understanding of number relationships and the meaning behind the math.

    You’ll appreciate Jana’s straightforward, experience-based approach to presenting strategies. The guided-conversation format is designed for quick reading, allowing you to easily understand each strategy and see one way you can introduce it to students. Jana’s question-and-answer style is particularly well suited to encouraging students to focus on the why and to build their own skills at using math terminology correctly and fluently.

    These strategies can be used for whole-class instruction and also for small intervention groups. The book does not have to be read cover to cover; you can dip in as needed to find a strategy for scaffolding instruction for a student who’s struggling with a particular concept.

    Misconceptions in Primary Science

    by Michael Allen
    Call Number: LB1585.5.G7 A427m 2010
    Status: Checked out

    Table of Contents:

    From the Back Cover:

    This essential book offers friendly support and practical advice for dealing with the common misconceptions encountered in the primary science classroom.

    Most pupils will arrive at the science lesson with previously formed ideas, based on prior reasoning or experience. However, these ideas are often founded on common misconceptions, which if left unexplained can continue into adulthood. This handy book offers advice for teachers on how to recognise and correct such misconceptions.

    Key features include:

  • Examples from the entire range of QCA Scheme of Work topics for Key Stages 1 and 2
  • Practical strategies to improve pupils’ learning
  • Support for teachers who want to improve their own scientific subject knowledge
  • Michael Allen describes over 100 common misconceptions and their potential origins, and then explains the correct principles. He suggests creative activities to help students to grasp the underlying scientific concepts and bring them alive in the classroom.

    This easy to navigate guide is grouped into three parts; life processes and living things; materials and their properties; and physical processes.

    Neuroscience in Education: the Good, the Bad and the Ugly

    edited by Sergio Della Sala and Mike Anderson
    Call Number: QP408 N494 2012
    Status: The Engaged Library

    Table of Contents:

    From the Back Cover:

    In the past ten years, there has been growing interest in applying our knowledge of the functioning of the human brain to the field of education–including reading, learning, language and mathematics. This has resulted in the development of a number of new practices in education–some good, some bad and some just crazy. The ‘good’ is nearly always sound cognitive research that has clear implications for educational practice. The ‘bad’ is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse. The ‘ugly’ is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledged the limits of their disciplines and start listening to each other.

    Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists and geneticists to critically review some of these new developments, examining the science behind these practices, the validity of the theories on which they are based, and whether they work. It will be fascinating reading for anyone involved in education, including teachers, psychologists, neuroscientists and policy makers as well as interested parents.

    Becoming a Responsive Science Teacher: Focusing on Student Thinking in Secondary Science

    by Daniel Levin … [et al.]
    Call Number: Q181 B398 2013
    Status: Available

    Table of Contents: NSTA

    From the Back Cover:

    Becoming a Responsive Science Teacher offers

  • a philosophical framework for understanding the beginnings of scientific thinking in high school students.
  • five real-life case studies, four of which are captured on videos—and accompanying transcripts—available on the NSTA website.
  • suggestions for how to use the case studies to practice recognizing, interpreting, and responding to the vital nuances of your own students’ thinking in real time.
  • advice on next steps, including how to overcome systemic impediments and maintain your focus on student thinking.
  • Becoming a Responsive Science Teacher is ideal for teacher educators as well as current and preservice teachers. The book holds out the promise that when you consciously strive to help students work through their ideas about science, the result can be more effective instruction from you—and much deeper understanding for your students.