Recently published books by members of the UB GSE community
Co-authored by fourteen scholars including GSE’s Professor Julie Gorlewski, Clinical Assistant Professor Amanda Winkelsas, Dean and Professor Suzanne N. Rosenblith, Associate Professor Corrie Stone-Johnson, Clinical Associate Professor Elisabeth Etopio, Clinical Assistant Professor Tiffany Karalis Noel, Doctoral Student, Ling Zhai, Associate Professor Erin Kearney, and Professor Xiufeng Liu. The book describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts.
Written by Claire Cameron, associate professor of learning and instruction and published by Teachers College Press in 2018. It describes the importance of children’s foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health, social and emotional development,
and approaches to learning.
Written by Catherine Cook-Cottone, professor of counseling, school and educational psychology, and published by Springer Publishing Company in 2015. The book explores the societal influences that lead to the externally oriented, idealized and ultimately self-defeating concept of the individual. It provides the structure and practical applications for clinicians to help their clients overcome struggles with externally oriented behaviors and discover an internal sense of satisfaction and peace of mind.
Written by Emeritus Professor Gerald Rising, was published by William R. Parks in 2013. The book explains how to avoid problems in a school setting and is designed to inform beginning teachers about the real world of schools and assist them with the difficult transition from student to teacher.
Written by the late Emeritus Professor Herbert Foster, was selected by scholars as text that is culturally important. It was reproduced as part of a classic reprint series by Forgotten Books in 2018. The text is an attempt to assist the prospective or untrained teacher in a study of principles upon which methods in secondary education must be based. The book is a protest against formalism and mechanism, and unsystematic procedure.
Illustrated, written and published in 2021 by Desiree Williams, MA/AC ’15, School Psychology is the second picture book in a developing series. The book teaches children what emotions look like and feel like in their bodies. Learning to recognize what you are feeling is the first step in developing emotional intelligence and coping skills and assists in becoming well-adjusted world citizens.
Co-authored by Emeritus Professor Gerald Rising and published by Linus Learning in 2021. The text seeks to bridge that gap between science and humanities, to serve humanities students just as humanities texts are offered to inform science students. In doing so, unlike most math texts, the authors avoid the usual focus on detailed techniques to expose some of the important concepts and values of mathematics instead.