Vonnahme Master’s Portfolio 1

Annotated Bibliography

Samantha Vonnahme

ED 698 Master’s Portfolio Spring 2024

University of Alaska Southeast

Vonnahme Master’s Portfolio 2

Art

Harney, K. (2020). Integrating music across the elementary curriculum. Oxford University

Press.

This book is a thorough example of the way art can be integrated into any subject without

losing the integrity of each unique learning objective. Harney defends the importance of art in a

time when literacy and math are considered of highest importance and has produced solid

arguments for her purpose. The author provides a short summarization of the connections

music has with art, language arts, social studies, science, and mathematics, then gives several

suggestions and examples of how it can be achieved in a variety of age groups. I found the text

to be refreshingly practical and a timely reminder that music can lead to deep learning, in

addition to its more obvious use as an attention getter. In its simplicity, Harney leaves out much

of the scientific evidence of how music can affect our brains, but as a whole does much to

remind teachers of the ways music engages and captivates our students.

Prince, E.S. (2008). Art is fundamental: Teaching the elements and principles of art in

elementary school. Chicago Review Press.

Prince has created a sophisticated perspective of the way art instruction should be structured

from kindergarten to middle school. Rather than integration of art as a secondary goal, her

lesson plans reflect the belief that art can stand on its own, and other subjects can be explored

through its standards. Prince writes from her long-time experience as an art teacher and her

strong conviction that learning should occur with as much integration as possible. She begins

with her philosophy and the prevalence of the elements in art: color, shape, texture, value, line,

and form. These elements are built upon as children get older and more advanced, shown in
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the lesson plans she provides. Prince’s work was especially impactful for me, as kindergarten

art lessons can lack any technical proficiencies or explicit teaching of skills. Her work may not be

entirely relatable, as she is able to continuously work with the same students throughout lower

and upper elementary, but the faithfulness to art as a core subject, and not a filler activity,

recommends this text to any teacher who is at a loss with where to begin.

Assessment

Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. Routledge.

Written in straightforward, easy-to-understand sections, this book gives the reader a chance to

see education and learning through the eyes of a child. The authors attempt to persuade

educators that most learning is explicit as backed by brain science and requires repetition in a

safe environment. Hattie & Yates break their book into three sections, each filled with

actionable information about strategies shown to be effective in the classroom and how they

relate to research. While they claim to set themselves apart from trends and educational

fashions, I found that much of the content aligned with current ideas that are driving

curriculum and teaching. The intent, however, is refreshingly child-centered and relationship-

based. Since assessment is so often planned in to lessons in a formative way, this book makes a

valuable contribution to understanding how to teach and assess learning simultaneously.

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

units. Alexandria, VA: ASCD.

The creation of units for classroom learning is systematically reviewed and taught in this

enduring guide by Wiggins & McTighe. The content is challenging and inspirational, giving

educators a tool for crafting deep, thoughtful lessons that balance content-coverage and
Vonnahme Master’s Portfolio 4

activities. This is a true guide for teachers, whether they are provided curriculum or not, and

provokes thinking about what is taught and why it is taught, with step-by-step instructions for

creation and implementation. I often err on the side of content coverage without asking myself

about the enduring understanding that should drive the content and each read of this guide has

been challenging and helpful, especially when provided curriculum may not take local

knowledge or integration into account. The only fault I can find is in relation to how taxed my

time is already. This guide expects a lot from those who write units and does not give

suggestions on ways the deep understandings can be implemented with less planning time. It

does provide a variety of ways students can be assessed for understanding, no matter who

wrote the lesson.

Child Development

Piaget, J., & Inhelder, B. (1969). The Psychology of the Child. Basic Books Inc.

As one of the leading primary sources on child development, Piaget’s work in childhood

psychology presented in this collection is a heavy, yet fundamental labor in the understanding

of how children are thought to develop cognitively. The book begins with a child’s earliest stage

of development—sensori-motor level—and moves through development of perception, the

symbolic function, concrete operational, and finally preadolescent operational. Throughout

each stage Piaget proposes that children construct their own realities according to the impact

of the environment. If the environment acts as the factor by which children move from one

stage to the next, slogging through Piaget’s writing is a worthwhile endeavor for any educator.

This read is not an easy one, and I often had to stop and re-read sections for clarity, while

others went completely over my head. The content can serve to assist educators to teach
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developmentally appropriately, but also to understand each individual child and the way their

development before school might impact their stage of learning, especially at kindergarten

level.

Wood, C. (2017). Yardsticks: Child and adolescent development ages 4-14. Center for

Responsive Schools, Inc.

Yardsticks is a resource I will return to time and time again as a tool for understanding average

developmental stages according to age and school level. Promoted by the Center for

Responsive Schools, this book can be checked at a glance for simple reminders of

developmental consistencies and how they relate to content and teaching pedagogy. It begins

with discussion on how adults should first interact with children according to intentional

relationships and focus on growth mindset. It then moves chronologically from pre-school age

up until 14, rhythmically transitioning from an anecdote, to an overview of behavior typical of

that age, to specific bullet points related to physical, social, emotional, communication,

language, literacy, and cognitive capacity. The way those developmental factors relate to

learning is listed as the conclusion for each age. Child development texts are often cloaked in

language that is difficult to understand, yet Wood does an admirable job of packing tons of

useful information into a user-friendly reference text. I have often used the information to

speak with parents about development or to personally understand behavior or cognitive

capacity.

Classroom Management

Jones,V., & Jones, L. (2010). Comprehensive classroom management: Creating communities of

support and solving problems. Pearson Education.

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In this comprehensive guide to classroom management, husband and wife team Jones & Jones

endeavor to show that managing a classroom is all about how the community is built and how

instruction is planned. This book is essential for new, as well as seasoned, teachers of all age

groups as it moves through building relationships and establishing limits, to instructional

methods and response to behavioral problems. The text firmly establishes that behavior usually

communicates a need, and sometimes the problem lies with the educator and not the student.

They write in a compassionate and sincere way that I have found to make a meaningful

difference in the way I view each of my students and their response to the environment.

Classroom management has been traditionally viewed as the most intimidating aspect of

teaching, but Jones & Jones manage to address the subject with practical ease.

Kohn, A. (1996). Beyond discipline: From compliance to community. ASCD.

In this book, Kohn hits hard on traditional forms of school discipline, as well as their modern

counterparts. He proposes a different approach altogether, where the voices of children have

greater significance to the adults who guide them. The compelling writing draws the reader

along with close questioning of punishment and reward systems, as well as natural

consequences. He proposes that many parents and teachers assume children have darker

natures and will tend towards doing the wrong thing if given the chance. The result is tightly

controlled children who never get to exercise personal responsibility or autonomy. Kohn posits

that children can and do show that they can be trustworthy and kind if given the right

environment. His ideas were slightly too utopian for me, but are a worthy reminder to sit back

and observe before jumping to the conclusion that my students are not following directions. I

agree that kids have thoughts and ideas that are worthy of attention, but listening to those in
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authority for the mere sake of their position also has credence, too. The book is useful for

introspection on discipline no matter which camp an educator may fall.

Diversity

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

Hammond has written an excellent and fair resource on acknowledging the cultural capital of all

learners and creating teaching that reflects culture. This book defines types of culture, their

place in education, and how teachers can respond to create classrooms that are meaningful

and sensitive to all children, and not just a select few. Throughout each chapter, the reader is

encouraged to deep self-reflection and changing mindsets. As an educator who often feels

defined by a lack of culture, this book helped me to acknowledge ethnicity or skin color does

not define culture, but unspoken beliefs, social interactions, and worldview do. This book is a

must-read for any educator who wishes to grow in their ability to be culturally thoughtful in

their teaching.

Paley, V.G. (1997). The girl with the brown crayon. Harvard University Press.

The magical world of young learners is revealed in Vivian Paley’s touching memoir of her final

year teaching. Her classroom of diverse learners, ranging from perceptive Reeny and English-

struggling Walter, to learning divergent Oliver, teaches the reader of the camaraderie that

results from accepting and gently acknowledging student differences. Couched on a year-long

book study of Leo Lionni’s works, Paley weaves her own teacher thoughts into a reflection on

the way stories can affect us all. I was encouraged by Paley’s gentle demeanor, yet also curious

to know her defense of doing little to diversify her use of mentor texts. Paley’s rich experience
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with a diverse classroom adds credence to her work with young learners and their experiences,

however, and is one I will continue to return to each year.

Instructional Design

Tyler, R.W. (1949). Basic principles of curriculum and instruction. The University of Chicago

Press.

In this dated yet relevant book, the general principles of effective curriculum and instruction

are explored in a brief and concise summary that I found to be methodical and thoughtful. Tyler

leaves little room for false assumptions and his purpose is not to tout certain programs, but to

express the essential aspects of successful content. These beliefs begin with the aim of

education, the selection of learning experiences, the organization of these experiences, and the

evaluation of those experiences. Obviously, these purposes are open to a wide array of

teaching methods, but the book highlights the importance of leading with goals, defining

standards, accounting for student interests, evaluating transfer, choosing simple objectives,

scaffolding, and above all, adjusting for active learning. Tyler’s work is likely still applicable due

to his proposal that curriculum must continue to change and develop as the learning

experiences of students continue to change. Here we have yet another argument supporting

how vital relationships are in education as teaching becomes most effective when students feel

known and heard.

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

units. Alexandria, VA: ASCD.

The creation of units for classroom learning is systematically reviewed and taught in this

enduring guide by Wiggins & McTighe. The content is challenging and inspirational, giving
Vonnahme Master’s Portfolio 9

educators a tool for crafting deep, thoughtful lessons that balance content-coverage and

activities. This is a true guide for teachers, whether they are provided curriculum or not, and

provokes thinking about what is taught and why it is taught, with step-by-step instructions for

creation and implementation. I often err on the side of content coverage without asking myself

about the enduring understanding that should drive the content and each read of this guide has

been challenging and helpful, especially when provided curriculum may not take local

knowledge or integration into account. The only fault I can find is in relation to how taxed my

time is already. This guide expects a lot from those who write units and does not give

suggestions on ways the deep understandings can be implemented with less planning time. It

gives tools for teachers to create instruction that is relevant and meaningful to their lives and

classrooms.

Literacy

Freeman, D.E., & Freeman, Y.S. (2014). Essential linguistics: What teachers need to know

about ESL, reading, spelling, grammar (2nd ed.). Heinemann.

Just as physical and cognitive development texts are indispensable for understanding the way

children function and learn, so is this text vital for having basic understandings of how humans

acquire language and how it applies to reading and writing and speaking. The book contains an

overall theme of acquisition versus explicit teaching and the examples of teaching methods that

align with each. The different cueing systems that operate during the practice of reading are

also major players and especially useful for educators who are teaching reading in the primary

years. The strength of this text is the way the authors present several different points of view,

allowing the reader to use their own experience and reasoning to decide which is more
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effective. I felt that the information on the phonetic alphabet and exploration of early writing

systems was extraneous, but that the bulk of Freeman & Freeman’s book is a cornerstone of

ELA instruction.

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

understanding, engagement, and building knowledge (3rd ed.). Stenhouse Publishers.

Believing that reading is thinking was a hard sell for me in this explicit guide to teaching about

the connections we encounter every time we read purposefully. Drawing student awareness to

the ways our brain works while reading, and the way teachers can use this to teach textual

factors, comprehension, synthesizing, summarizing, and questioning, is the principal purpose of

this exhaustive dive into literacy. The authors provide a variety of classroom examples for each

strategy that appear to operate along the lines of what is becoming more accepted in math

instruction: offering a spectrum of strategies from which students can choose what works best

for them to retain and understand more of what they are reading. While the book does

mention the magical, transportive nature of reading that I love, its main focus is to evaluate

how we can teach students to monitor their own reading and thinking to really understand the

text in a profound way, no matter their age. I find that it is a useful resource for understanding

why some curriculum requires repeated read-alouds or speaking around a text to make it more

accessible.

Math

Bay-Williams, J., & Kling, G. (2019). Math fact fluency: 60+ games and assessment tools to

support learning and retention. ASCD & National Council of Teachers of Mathematics.
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This book has been a literal game-changer in my math instruction, aligning with beliefs I already

hold concerning play-based learning. The strategies and practice students encounter in game

play transfer easily to learning foundational math facts and fluency. The authors concede that

thinking strategically about math and making connections in math are both necessary aspects,

yet inability to quickly compute simple equations can impede both processes. Fluency, in their

opinion, does not come through drill, but through a selection of different strategies, such as

doubles, doubles plus one, counting on, etc. The book is chock full of game ideas using simple

materials most classrooms possess and contains example tables of how to track mastery among

students. I have used several of their game ideas and can see a difference in my own students

when enough time is devoted to the practice. Math instruction fails to be boring or dreaded in a

classroom that implements this type of math thinking and engaging repetition!

Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2019). Elementary and middle school

mathematics: Teaching developmentally (10th ed.). Pearson

Developmentally appropriate math instruction is the cornerstone of this useful text. Contrary to

assumptions that learning math is about getting the right answer, this book teaches that the

journey is more important than the destination. Ideas from the authors allowed me to see for

the first time what “new math” is all about. It is a recognition that all children approach their

thinking differently and we need to provide them with tools and strategies for arriving at an

answer in a way that makes sense to them.

Parents and Community

Cofie, J. (2021). Strengthening the parent-teacher partnership. Center for Responsive Schools.
Vonnahme Master’s Portfolio 12

Cofie’s own experience as a parent and educator lend credibility to this incredibly useful text on

welcoming parents into a learning community. I was inspired by her thoughtful and actionable

words and ideas for sensitivity to culture, methods for communication, invitations for

engagement, and partnering together for parent teacher meetings. The absence of these

strategies in my own teaching career was not something I was overly concerned about until I

read about the difference parent involvement can make in a child’s experience of school and

their academic success. The advantages of healthy relationships with the parents and families

of students will give this text a place on the book shelf with easy access for yearly referencing.

Howard, K.L., Wade, A., Wanless, B., & Wells, L.D. (2021). Empowering educators: A

comprehensive guide to teaching grades K, 1, 2. Center for Responsive Schools.

The Center for Responsive Schools has yet to put out an educational text that has not enriched

my teaching in some way. This book is no exception and is filled with inspiring and warm

wisdom from four educators who express the importance of building community in classrooms

through relationship, routines, collaboration, family engagement, and self-care. Best practices

for grades K, 1, and 2 are covered in each section, which may be read in succession or by need.

The section on connecting with parents is of special note and, unlike Cofie’s book, gives

classroom anecdotes and specific ideas for family connection, rather than general guidance. It is

also recommended that teachers take the time to track which families they contact, and in

which way, so that no student is overlooked. While the text does not give much guidance on

unresponsive families, it is still a useful guide for teachers of any experience level.

Philosophy

Fisher, D., Frey, N., Quaglia, R.J., Smith, D., Lande, L. (2018). Engagement by design. Corwin.
Vonnahme Master’s Portfolio 13

I have referenced this text many times in my portfolio and in my professional practice. It is a

book that radiates hope for unique classroom environments where students feel safe, engaged,

and challenged. The authors have created a veritable treasure trove of good practice in relation

to the physical classroom, relationships, teacher clarity, compelling tasks, and engagement of

the whole child. It is a challenge to educators for high-quality learning environments that hold

student participation in high regard. In this type of classroom, the teacher is primarily a

facilitator and not a dictator. Simple and concise teaching is regarded to be the most effective

and it is a position that challenges me daily. The well-rounded nature of this text makes it a

fundamental resource for developing philosophies related to education.

Bloom, B. (1981). All our children learning. McGraw-Hill Book Company.

When Bloom wrote this book, the ideas he presented were considered out of the ordinary in

the education system. At the time, many people believed that some students were good at

learning while others were poor at learning. Bloom addresses this misconception, arguing that

all children can learn. He gives insight on how prior experience can affect the ability to learn,

but given the time and resources, schools can do a great deal to change learning abilities for the

better. This is another text I have referenced on numerous occasions as support for rejecting

educational fads, limiting testing, understanding home lives, and creating structure and

dependable environments. Above all, Bloom challenges me to have high expectations for

everyone in my class. Though some of his ideas are dated and hardly revolutionary, his writing

sparks thinking on how deeply teaching can affect children of any background.

Professionalism
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Fox, M. (1993). Radical reflections: Passionate opinions on teaching, learning, and living.

Harcourt Brace & Company.

Mem Fox’s humor and passion are communicated almost effortlessly through every one of her

carefully chosen words. Her reflections of teaching and writing begged me not only to pause

and consider my beliefs regarding literacy learning, but the way children learn in all subject

areas. I found myself close to tears on several occasions as her selected writings communicated

fierce belief that children become readers and writers through the relationships and emotions

they associate with reading and writing. She is not interested in whether or not a child can

stumble their way through a basal reader, but if we as teachers are fostering a love of reading

that will extend into adulthood. This work extends reflection to other subject areas and

instigates thinking about how the meaning and relevance of the tasks we assign to students can

hinder or help the quality of their work. I would recommend this to any teacher, whether they

are clueless or well-seasoned in their practice.

Hargreaves, A., & O’Connor, M.T. (2018). Collaborative professionalism: When teaching

together means learning for all. Corwin.

This global coverage on examples of collaboration within schools is a worthy reminder of the

positive difference educators can make when they work together. The investigation into varying

schools and cultures allows the authors to argue that many methods are unique to an area and

its peoples. They argue that the success of one system does not imply the success of the same

system used out of context. The similarity is that no matter where collaboration occurs, the

willingness to work together for the greater good of the student body pays in dividends. I was

challenged to allow more critique of my practice after reading about open classrooms or to
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change my perspective of our district required PLC meetings. Even though some of the

examples would not be easily replicated for many schools, Hargreaves & O’Connor clearly show

that collaboration among professionals will lead to growth that cannot be achieved alone.

Science

Contant, T.L., Bass, J.E., Tweed, A., Carin, A.A. (2005). Teaching science through inquiry-based

instruction. Pearson.

The authors of this book have created a science resource that is incredibly inclusive and

comprehensive, guiding the reader into a method of teaching science that not only encourages

multiple approaches to questioning and inquiry within the realm of science, but across other

subjects as well. Throughout the text there are a variety of ideas to implement in different

classrooms, ranging from investigation in natural science, to activities in engineering. It can be

discouraging to try including science tasks into an already packed schedule, but I was motivated

by this book to give my students a rich foundation to science that is rooted in questions and not

just fun activities. At times overwhelming, this exhaustive resource is vital for teachers who

want keep science alive in their classroom.

Koechlin, C., & Zwaan, S. (2014). Q tasks (2nd ed.). Pembroke Publishers-.

Acting as a powerful reminder to explicitly teach the power of questioning, this resource gives

practical and actionable ideas for a skill that is foundational to all school learning and beyond. I

have found Q tasks to be easy to understand and implement, especially in a highly visual

classroom full of kindergarten students. The graphic organizers provided are simple to

differentiate for young learners and the beliefs about questioning across all subjects aligns with
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my hope that all students will practice becoming lifelong learners through the practice of

curiosity and wonder. Specifically, this text is vital for science instruction led by student inquiry.

Social Studies

Lesh, B.A. (2011). “Why won’t you just tell us the answer? Teaching historical thinking in

grades 7-12. Stenhouse Publishers.

The evolution of thinking to which Lesh gives his readers access is a phenomenon I am not

unfamiliar with, though my investigations had previously never inquired after historical

thinking. Lesh seemed to take me along on the roller coaster ride he encountered in order to

teach his students the thought process behind studying history, rather than memorizing a litany

of events and dates with no contextual understanding. His book questions the style of historical

teaching that has been relatively common for many years, arguing that no other subject fails to

teach the underlying skills before teaching the content. Even though this text is geared towards

more advanced students than those that I work with, the way of teaching history can transfer

to younger audiences as they question what it means to be a good citizen, why we celebrate

holidays, and how to understand where they live.

Stefoff, R., & Zinn, H. (2007). A young people’s history of the United States. Seven Stories

Press.

Formerly directed towards older students, this revision of a groundbreaking history text has

been modified for a younger audience to encourage honest questioning of ideas about

historical events we as citizens take for granted. Zinn directs the reader’s attention towards

perspectives and people groups that have been ignored or unknown. The book begins with the

inception of America all the way to the war on terror, clearly showing that there is no such
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thing as a fact when it comes to history; Human interpretation is the lens through which events

are remembered and commemorated. While I probably wouldn’t have my kindergarten

students exposed to some of the content in this book, there are other questions about

historical events that they would likely have very interesting thoughts about. Children will tend

to surprise us with their fair deduction of events and this book gives teachers permissions to

allow questioning about things our teachers made us memorize regardless of context.

Technology

Merrill, K., & Merrill, J. (2019). The interactive class: Using technology to make learning more

relevant and engaging in the elementary class. ElevateBooksEdu.

This book is the result of a husband-and-wife team who both noticed trends in their classrooms

that pointed towards students learning in a different way as a result of technology. Rather than

continue on in the same tired practices, they decided to create interactive classrooms where

collaboration, student action, and student voice took center stage. It was refreshing to find that

this text was not a litany of educational technology tools, though there was a fair share of

suggestions, but more importantly a text on meeting students where they are in the ways that

they learn best. I am not necessarily a believer that technology has caused children to learn

differently, but I do appreciate the effort these two educators have put into utilizing technology

in a way that helps them connect to their students in a variety of ways.

Miller, J. (2023). Educational duct tape: Your guide to selecting the right tools for your

classroom. Jake Miller Educational Opportunities, LLC.

Miller has written a humorous, user-friendly guide on using technology as a tool for solving

problems and enhancing learning. His writing is warm and funny as he recounts the stories from
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his own educational career that have led him to his current perspectives on educational

technologies. I appreciated his acknowledgement that most tools he could recommend would

be outdated within a couple years and felt bolstered by his confidence that educators could

make wise choices about ways lessons that are already good could be made better through

technology. At times it seems as though his recommendations are only applicable to a narrow

set of circumstances, but his overall perspective is balanced and wise.