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Books by DA's Education Bloggers

Contributors to The Pulse have authored various books on K12 educational topics.

The Pulse: Education's Place for Debate, features provocative articles by leading education thinkers. Many of these contributors are also authors. The following is a selection of books by contributing editors to The Pulse. The books cover a wide range of topics and perspectives. While many of these authors have overlapping interests and expertise, their work may be organized by different topics.


The Pulse features articles by three of the world's most infl uential experts on literacy and language acquisition: Gerald Coles, Ken Goodman and Stephen Krashen.

GERALD COLES is an educational psychologist who has written extensively on literacy, learning disabilities, and the neuropsychology and the politics of learning to read. Before becoming a fulltime researcher and writer, he was on the faculties of the Department of Psychiatry at Robert Wood Johnson Medical School and the Graduate School of Education and Human Development at the University of Rochester in New York.


Coles' most recent book, Reading the Naked Truth: Literacy, Legislation and Lies (Heinemann, 2003) is a critical look at the claims made and policies underlying the federal government's Reading First legislation. Other books by Cole include Misreading Reading: The Bad Science That Hurts Children (Heinemann, 2000); Reading Lessons: The Debate over Literacy (Hill & Wang, 1999); The Learning Mystique: A Critical Look at "Learning Disabilities" (Pantheon, 1987).


KEN GOODMAN is professor emeritus in the Department of Language, Reading and Culture at the University of Arizona in Tucson. He is past president of the International Reading Association, the National Conference in Research in Language and Literacy, and the Center for Expansion of Language and Thinking. His research on oral reading miscues led to a sociopsycholinguistic transactional model of the reading process that has achieved worldwide recognition. Goodman's book What's Whole in Whole Language (20th anniversary edition, RDR Books, 2005) has sold over 250,000 copies in six languages. Goodman is widely considered the "father of whole language." Other books by Goodman include The Truth about DIBELS: What It Is-What It Does (Heinemann, 2006); In Defense of Good Teaching (BookSurge, 2004); On Reading (Heinemann, 1996).


STEPHEN KRASHEN is emeritus professor of education at the University of Southern California. He is best known for developing the fi rst comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach. He has also contributed to the theory and application of bilingual education and has done important work in the area of reading. Krashen's most recent book, coauthored with James Crawford, is English Language Learners in American Classrooms: 101 Questions, 101 Answers (Scholastic Teaching Resources, 2007). Other books by Krashen include The Power of Reading: Insights from the Research (second edition, Heinemann, 2004); Language Acquisition and Use (Heinemann, 2003); Three Arguments against Whole Language and Why They Are Wrong (Heinemann, 1999).


Three prolifi c authors of popular books-Alfi e Kohn, Etta Kralovec and Susan Ohanian-are yearning to make schools more productive contexts for learning. These authors are fearless in their willingness to challenge conventional wisdom.


ALFIE KOHN may be the most popular education author of our generation. His books and articles on teaching, testing and parentingare sure to inspire spirited debate. Kohn's most recent books are Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason (Atria, 2006) and The Homework Myth (Da Capo Lifelong Books, 2006). Kohn's most infl uential book may be Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other Bribes (Mariner Books, 1999). Other books by Kohn include Beyond Discipline: From Compliance to Community (ASCD, 2006); What Does It Mean to Be Well Educated? And Other Essays on Standards, Grading and Other Follies (Beacon, 2004); The Case against Standardized Testing: Raising the Scores, Ruining the Schools (Heinemann, 2000); What to Look for in a Classroom, And Other Essays (Jossey-Bass, 2000); The Schools Our Children Deserve: Moving beyond Traditional Classrooms and "Tougher Standards" (Mariner Books, 2000).


ETTA KRALOVE, teacher, educator and academic, in 2001 co-authored with John Buell one of the first books questioning the value of homework, The End of Homework: How Homework Disrupts families, Overburdens Children, and Limits Learning (Beacon, 2001). Her most recent book, Schools That Do Too Much: How Schools Waste Time and Money and What

We Can All Do about It (Beacon, 2004), challenges readers to rethink the mission and organization of the school day.


SUSAN OHANIAN is a veteran teacher, author and widely respected provocateur who speaks out tirelessly against educational standards, No Child Left Behind, and the consequences of highstakes testing. Ohanian's most recent books are When Childhood Collides with NCLB (Vermont Society for the Study of Education, 2008) and Why Is Corporate America Bashing Our Public Schools? written with Kathy Emery (Heinemann, 2004). Other books by Ohanian include What Happened to Recess and Why Are Our Children Struggling in Kindergarten? (McGraw-Hill, 2002); One Size Fits Few: The Folly of Educational Standards (Heinemann, 1999).


WILL RICHARDSON, popular edublogger, speaker and contributor to DISTRICT ADMINISTRATION, has authored the most popular and best-selling book about the use of Web 2.0 technologies in the classroom, Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (Corwin, 2006).


DAVID THORNBURG, speaker, inventor, writer and mathematician, is the director of global operations for the Thornburg Center for Professional Development. He has inspired and entertained tens of thousands of educators over the past three decades. His most recent book, When the Best Is Free: An Educator's Perspective on Open-Source Software (Starsong Publications, 2008), makes the case for the use of open-source software programs in the K12 classroom.


ROGER SCHANK'S remarkable biography is limited by what space permits. He is a pioneer in cognitive science and artifi cial intelligence, as well as a psychologist, mathematician, computer scientist, entrepreneur, linguist, chief learning officer for Trump University and a television host. Best of all, he writes popular articles for The Pulse. Coloring outside the Lines (Harper Paperbacks, 2001) and Scrooge Meets Dick and Jane (Lawrence Erlbaum, 2001) offer sharp critiques of contemporary schooling and education policy. Other books by Schank include Lessons in Learning, e-Learning and Training: Perspectives and Guidance for the Enlightened Trainer (Pfeiffer, 2005); Making Minds Less Well Educated Than Our Own (Lawrence Erlbaum, 2004); Tell Me a Story: Narrative and Intelligence (Northwestern University Press, 1995); Virtual Learning: A Revolutionary Approach to Building a Highly Skilled Workforce (McGraw-Hill, 1997); Engines for Education (Lawrence Erlbaum, 1995).

Gary S. Stager,, is senior editor of District Administration and editor of The Pulse: Education's Place for Debate (