The RCBC Library has many course textbooks on reserve. These books can be reserved for two hours at a time.
You can view which textbooks are available by subject on this guide:
Self-directed, self-paced professional learning teachers can use to build agency and improve their practice, with easy-to-digest ideas that can be implemented in the classroom the next day. Teachers start their professional journey with a clear aim: to teach well so students thrive socially, emotionally, and academically. All too often, though, the hard realities of teaching (mandated curricula, scripted lesson plans, overloaded schedules, students' personal struggles) hamper the best of intentions. Navigating these challenges and avoiding burnout calls for teachers to build strong relationships among colleagues, students, families, and communities. Those relationships in turn help teachers create contexts for deep learning, reflection, and student-centered instruction. This book provides strategies and tools for doing all this. This must-have resource: Provides student teachers and new teachers with a clear set of actions to move into their position and teach well right from the start. Offers practical, step-by-step guidance for building relationships with colleagues and administrators, affirming students' identities, navigating challenges with other professionals, and putting love and care at the heart of teaching. Helps educators build a foundation and philosophy for teaching and collaborating and includes stories from educators and sample dialogues. Dr. Elizabeth Soslau wrote this book to be a resource for self-directed, self-paced professional learning that teachers could use to develop and improve their practice, with easy-to-digest ideas that can be implemented in the classroom the next day. It's a guide that every student teacher, in-service teacher, host teacher, and student teaching field instructor needs.
Giving young people opportunities to grapple with injustices and complex social problems can inspire them to build a better world. In this bestselling book, two experienced social studies educators lay out their vision for an elementary social studies education that will help young people find value in learning about the world as they consider how to make their communities more just, equitable, and healthy. Rodríguez and Swalwell unpack the problems that so often characterize the elementary curriculum--normalization, idealization, heroification, and dramatization--and show how common pitfalls can be replaced with creative solutions. This timely second edition discusses increasingly important topics like book bans and the rise of AI, provides updated research and resources, and includes strategies for teaching anti-oppressive social studies even when circumstances are less than ideal. Whether you're a classroom teacher, methods student, or curriculum coordinator, this is a book that can transform your understanding of the social studies disciplines and their power to disrupt the narratives that maintain current inequities.
This book presents a curriculum model for preparing white preservice teachers to be successful in urban contexts. Extraordinary Pedagogies is based on more than 15 years of ethnographic teacher research generated within an intensive immersion course designed by the author, called the Philadelphia Urban Seminar. Specifically, the model shows how to complicate white preservice teachers' awareness of identity and foster teachers' understanding of their own identity and positionality. Readers will learn how to develop teachers' capacities to respond to diverse students' situatedness; to navigate stressful relational and institutional dynamics in which race and gender injuries are involved; to evolve as leaders who take a stand for social and emotional justice; and to cultivate respect for new literacies and logics. This resource shows how to generate this complex consciousness meaningfully and quickly by integrating pedagogical shock, an ontological framework for personhood, extraordinary literacies, and direct inquiry into a white supremacist patriarchal ideology that pervades teaching and learning in the United States. Book Features: Research and practice that empower teachers committed to transformative existential education (i.e., antiracist, antisexist, and antiphobic praxis for all people). A cutting-edge curriculum framework with clear and transferable principles, practices, lesson plans, assignments, and readings. Support structures for teacher educators focused on personal and professional expansion, including chapter summaries, strategic lists, analytic memos, insightful transcripts, poetic interludes, and more. An experiential curriculum that teacher educators can adapt to their context as either a two-week immersion or a full-semester existential education course. Exemplar transcripts featuring teacher educators, advanced graduate students, and pre-service teachers with action-oriented tools and materials to aid the reader in implementation. A companion website with video and audio recordings featuring the author leading class sessions and workshops, context images that provide necessary visuals, and documents for use in implementation.
Race matters in the lives of youth. A new set of politicized, strategic, and public assaults on the teaching of race or other "divisive" concepts in school have had a chilling effect in classrooms across the nation. This poses a threat to students' right to learn in educational spaces that are accountable for supporting all young people with equity and affirmation. Drawing upon the voices of adolescents in four middle schools, Making the Case for Race in Middle School: Supporting Adolescents and Teachers in Critical Racial Consciousness and Advocacy advances the argument that providing youth with the space and opportunity to think critically about the pervasive dynamics of race in society, and in their own lives, is not partisan, but an essential element of being a teacher in a multiracial democracy. The academic literature on critical multiculturalism, ethnic-racial identity, and anti-racist pedagogy is brought together to provide theoretical and practical direction for educators, with a particular focus on reflective praxis among White classroom teachers. This book is a celebration of the agency of teachers who are committed to supporting students in their racial consciousness and potential for social justice advocacy during early adolescence, when they are unabashedly open, curious, and hopeful in their desire for a better, more inclusive world.cators, with a particular focus on reflective praxis among White classroom teachers. This book is a celebration of the agency of teachers who are committed to supporting students in their racial consciousness and potential for social justice advocacy during early adolescence, when they are unabashedly open, curious, and hopeful in their desire for a better, more inclusive world.cators, with a particular focus on reflective praxis among White classroom teachers. This book is a celebration of the agency of teachers who are committed to supporting students in their racial consciousness and potential for social justice advocacy during early adolescence, when they are unabashedly open, curious, and hopeful in their desire for a better, more inclusive world.cators, with a particular focus on reflective praxis among White classroom teachers. This book is a celebration of the agency of teachers who are committed to supporting students in their racial consciousness and potential for social justice advocacy during early adolescence, when they are unabashedly open, curious, and hopeful in their desire for a better, more inclusive world.
Answers all the questions that students preparing for a career in education ask. Foundations of American Education asks many of the questions new teachers face: How should I handle classroom management? How will I know if students are learning what they should? What should I do in class my first year? How can I make things better for students? This book addresses major topics covered by introductory-level education classes, such as the history of US public schools, curriculum and assessment, classroom management, school governance, law, and more. Each chapter includes stories and examples from real teachers and schools and closes with a major US court case about public education. A major goal for the volume is to develop a sense for what US public school teachers do now and how we might be able to do better in the years ahead.
How can assessment instruments be designed or selected to best serve the needs of intended users, taking into account their interests, capacities, and limitations? Informed by a socioecological perspective, this timely, state-of-the-art reference and text presents an integrated, user-centered process model for developing assessments guided by user contexts. Madhabi Chatterji provides foundational principles and procedures for designing multi-item tests; behavior-based, product-based, and portfolio-based assessments; and self-report instruments. She demonstrates how to integrate qualitative and quantitative methods to devise tools that meet the quality criteria of usefulness and usability alongside validity and reliability. The book features case study discussions; worked-through examples with diverse, global populations; and sample instruments from a variety of disciplines (education, psychology, health care, and others). Chapter overviews and objectives are tied to within-chapter Recaps and Reflection Breaks to further understanding and class discussion.
This book follows the explicit instructional sequence noted by educational researchers as the most effective means of teaching students new skills and content. It begins by offering a rationale for why students should be interested in learning about structured literacy, and how they can use it in their teaching practice. It provides background knowledge needed to contextualize the book's content. Then, it takes learners step by step through the process of assessing students and creating effective structured literacy instructional routines. Detailed information about how to implement structured literacy instruction and intervention at all three tiers is provided. This textbook will be a unique and valuable addition to the extant literature because thus far, no book has approached the topic in this way. There are books about structured literacy that include examples of learning activities (Spear-Swerling, et al., 2021), but there is no single comprehensive textbook that can be readily picked up and used by college instructors and their students. This book is not a compendium of the research, nor is it a program with scripted lessons. It is a comprehensive textbook that uniquely provides the background information on structured literacy and the methods related content needed to successfully prepare preservice teachers to assess, plan and implement structured literacy instruction and intervention. The book is designed to be used in the context of a college level one or two semester undergraduate or graduate literacy course. Currently, no similar textbook exists. This book defines structured literacy, describes the history of reading research and the science of reading. Then, the book provides explicit information about how students learn to read and the most effective methods and strategies teachers can use to teach reading to all students. Next, the book provides detailed and specific instruction in specific structured literacy practices to use at Tiers 1 and 2. Intensive assessment, diagnostic and instructional strategies for learners who require individualized Tier 3 intervention are thoroughly explained. Many detailed examples of specific instructional routines and corrective procedures are included, along with reproducibles that support lesson planning, implementation, and assessment. At the end of each chapter, discussion questions and suggestions for hands-on learning activities are provided. Preparing pre-service teachers in the whys and hows of structured literacy instruction and intervention allows them to teach reading effectively according to current understanding of the science of reading. Teachers prepared with this knowledge base will be able to use the resources in this book to create additional materials and adapt materials from any literacy program to individualize instruction according to the needs of their students. This book will be a valuable addition to any college level general or special education reading methods course. The instructional routines taught in the book are designed to be accessible to students with and without disabilities. Effective reading instruction, such as the kind described in this book, increases educational equity for students of color and English learners. Suggestions for differentiating instruction based upon individual student needs are provided.
In this groundbreaking book, author Margaret Cantú-Sánchez takes on the U.S. educational system. Cantú-Sánchez introduces the concept of the education/educación conflict, where Latinas navigate the clash between home and school epistemologies under Anglocentric, assimilationist pedagogies. By analyzing literature, such as Barbara Renaud González's Golondrina, Why Did You Leave Me?, and education testimonios from seminal works like This Bridge Called My Back and Telling to Live, Cantú-Sánchez reveals how Latina/Chicana protagonists and students negotiate this conflict through a mestizaje of epistemologies--blending elements of both home and school cultures within the third space of education. Cantú-Sánchez utilizes an interdisciplinary approach, deploying critical race theory, Chicana third-space feminism, and other pedagogical theories like sentipensante (a sensing/thinking) pedagogy employed by education scholar Laura Rendon, among others. By providing pivotal insights and strategies, she demonstrates how educators can implement culturally relevant pedagogies in their classrooms from K-12 through higher education, fostering environments where Latina/Chicana students can thrive without forsaking their cultural identities. Empowering Latina Narratives not only identifies the challenges Latina/Chicana students face but also offers a roadmap for overcoming them, making this book an essential resource for scholars, educators, and students committed to culturally inclusive education.
This book is the first holistic, practical resource for current and future teachers who have students with mild and moderate disabilities, bringing together all aspects of successfully teaching students under one cover with jargon-free, easy-to-understand, practical information, including RTI, IEPs, home-school collaboration and communication, legal issues, inclusion, intrinsic motivation, proactive classroom management, UDL, practical curriculum adaptions and strategies, PBIS, and more.
Print books are arranged on the shelf in Library of Congress Call Number order. Each call number begins with an alphanumeric base (e.g., "BF109.J8") that is followed by a cutter and a date of publication (e.g., "A25 1993"). See a librarian if you need assistance.
Call Number Range (Where to Find Books on the Bookshelves)
Please check the catalog or databases, or contact RCBC Library to see if book is currently available. Here are a few suggestions:
Ebooks are accessible directly from the Library catalog. If you're interested in finding ebooks only, head to eBook Collection. To log in, use the barcode located on the back of your student ID and your pin number. You have the option to download ebooks to a device, but we strongly recommend reading them online to take advantage of the full suite of available tools. Create a personal account using your Library barcode and PIN to manage and organize your ebook reading and research.
RCBC Library is part of the Burlington County Library System (BCLS)!
Your RCBC Library barcode allows you to check out physical material at other BCLS branches. (A separate BCLS Library card is needed to access their online resources.)
If another branch has a book that you are looking for, either call them to place it on hold for you, or as a RCBC librarian to call for you.
Note: a book that shows up as being in another branch may be currently in use by another patron. Save yourself a trip and call to double check the book's availability!
Inter-library Loans
If a book that you want is not available in the RCBC Library or BCLS, we can attempt to order the book from an outside library to be delivered to the RCBC Library. Note: this method may take 2 weeks or longer for the book to arrive at RCBC.
To order a book via inter-library loan, please either fill out a blank form from JerseyCat or contact Debbie Kolodziej at dkolodzie@rcbc.edu.
Faculty Book Requests
Research assistance - help finding sources, evaluating sources
Online workshops for citing and plagiarism are held throughout the semester. To request a citing workshop, please email library@rcbc.edu