The Education Shelf

Teaching Kids to Pause, Cope, and Connect
Mark Purcell, Psy.D
Kellen Glinder, MD
Free Spirit Publishing
6325 Sandburg Road, Suite 100, Minneapolis, MN 55427-3674
www.freespirit.com
9781631983474, $34.99, PB, 198pp

https://www.amazon.com/Teaching-Kids-Pause-Cope-Connect/dp/1631983474

Synopsis: Elementary school students today face many challenges that did no=
t exist a generation or two ago, and rates of emotional disorders (includin=
g anxiety and depression) have increased steadily over the years. Students = must also manage an overwhelming amount of information. With today's relian=
ce on technology and social media, they have fewer opportunities to develop=
effective self-regulation strategies and interpersonal and stress manageme=
nt skills.

Helping students understand their emotions and behavior when they're young = will set them on a path to being successful learners and empathetic people = throughout their lives. Comprised of thirty easy-to-implement, skill-based = lessons and activities for grades 3-6, "Teaching Kids to Pause, Cope, and C= onnect: Lessons for Social Emotional Learning and Mindfulness" provides edu= cators with strategies to help students: Manage and reduce their anxiety wi=
th healthy coping skills; Understand and regulate physical responses to str= ess; Separate emotions from actions; Respond mindfully (rather than impulsi= vely) to difficult situations; Improve social skills, social awareness, and=
self-regulation; Develop empathy and compassion.

Digital content includes reproducible student handouts that accompany each = lesson, plus six bonus lessons.

Critique: An ideal and unreservedly recommended elementary school curriculu=
m development resource, "Teaching Kids to Pause, Cope, and Connect: Lessons=
for Social Emotional Learning and Mindfulness" is highly recommended for s= chool district and academic library In-Service Training curriculums and col= lege/university library Teacher Education collections. It should be noted t= hat "Teaching Kids to Pause, Cope, and Connect: Lessons for Social Emotiona=
l Learning and Mindfulness" is also available in a digital book format (Kin= dle, $33.24).

Editorial Note: Mark Purcell, Psy.D., (www.drmarkpurcell.com) is a clinical=
psychologist who specializes in treating children and families with emotio= nal regulation challenges. He has been working in various aspects of the me= ntal health field for over twenty years. Mark's professional experience has=
ranged from providing psychotherapy to children to developing specialized = treatment programs and teaching professionals and graduate students. In add= ition to teaching and training, he provides therapy in his private practice=
.. Mark has particular interests in mindfulness-based therapeutic approaches=
, such as DBT and MBSR. He also has research interests in the effects of tr= auma and effective treatment modalities. He coauthored Mindfulness for Teen=
Anger, which integrates these interests into a self-help workbook for adol= escents. He lives and works in the San Francisco Bay Area and can be follow=
ed on Twitter @dr_mark_purcell

Editorial Note #2: Kellen Glinder, M.D., (https://profiles.stanford.edu/kel= len-glinder) is a pediatrician and site lead for the Silicon Valley office =
of Private Medical. He is also the emeritus chair of pediatrics at the Palo=
Alto Division of the Palo Alto Medical Foundation and an adjunct clinical = assistant professor at Stanford University. He is active in both the Americ=
an Academy of Pediatrics and the American Academy of Allergy, Asthma, and I= mmunology. As a Wilderness Medical Society member, he enjoys figuring out h=
ow to get kids outside often and with smiles. Kellen is a Screen Actors Gui=
ld member, has trained as an improvisational actor, and has taught classes =
in medical improv and the art of communication, including a course at the D= artmouth Geisel School of Medicine. He can be followed on Twitter @drglinde=
r

Equity in the Classroom
Todd M. Mealy, editor
Heather Bennett, editor
McFarland & Company
PO Box 611, Jefferson NC 28640
https://mcfarlandbooks.com
9781476687032, $39.95, PB, 298pp

https://www.amazon.com/Equity-Classroom-Curricular-Pedagogical-Approaches/d= p/147668703 X

Synopsis: Almost 200 years after public schools moved toward free education=
for all children, educators are still exploring the best approaches for pr= omoting equitable student growth.

In early 2020, Covid-19 operational changes and the challenge to confront A= merica's most profound racial problems exposed many equity issues in school=
s. As a result, educators were called to reimagine the field of education a=
s the curtain closed on the first quarter of the 21st century.

The essays comprising "Equity in the Classroom: Essays on Curricular and Pe= dagogical Approaches to Empowering All Students" challenge classroom instru= ctors to consider new approaches to education theory, classroom praxis and = teaching content. The chapters herein draw on mixed-methods and narrative f= orm essays to provide practical tools and techniques for building equitable=
schools.

Viewing schools as extensions of society-at-large, collaboratively compiled=
and co-edited by the team of Todd M. Mealy and Heather Bennett, delivers i= nnovative curricular approaches to STEM education, the Humanities and appli=
ed theater. The authors offer methods for empowering student voices, managi=
ng moments of crisis, increasing representation in computer science and imp= lementing restorative justice disciplinary practices in learning institutio= ns. These essays provide all educators with proven instructional models for=
curricular equity with the goal of moving America closer to a multicultura=
l democracy.

Critique: Along with an informative Introduction by the two editors, "Equit=
y in the Classroom: Essays on Curricular and Pedagogical Approaches to Empo= wering All Students" is a compendium of thirteen deftly crafted contributio=
ns by experts. Of special note is a one page listing of the contributors an=
d their credentials. Timely, thought-provoking, and 'real world' relevant, = "Equity in the Classroom: Essays on Curricular and Pedagogical Approaches t=
o Empowering All Students" is an especially recommended addition to profess= ional and academic library Education Theory and Ethnic Education Studies co= llections and supplemental curriculum studies lists. It should be noted for=
personal reading lists of teachers, school district administrators, board =
of education policy makers, academia, and non-specialist general readers wi=
th an interest in the subject that "Equity in the Classroom: Essays on Curr= icular and Pedagogical Approaches to Empowering All Students" is also avail= able in a digital book format (Kindle, $17.99).

Editorial Note #1: Todd M. Mealy (https://www.toddmealy.com) has Ph.D. in A= merican studies from Penn State University, and is a writer who specializes=
in 19th and 20th century civil rights history and sports culture. A contri= butor to Pennsylvania Heritage Magazine, he resides in Lancaster, Pennsylva= nia.

Editorial Note #2: Heather Bennett (https://heatherlbennett.com) assists pu= blic school boards and districts with equity-focused tools, programming, an=
d research. Her scholarship focuses on the intersection of education, law, = and policy, primarily focusing on the impact of the educational experiences=
of marginalized students, families, and communities. She currently resides=
in Bangkok, Thailand.

The New Classroom Instruction That Works
Bryan Goodwin, et al.
ASCD
1703 North Beauregard Street, Alexandria, VA 22311-1714
www.ascd.org
9781416631613, $32.95, PB, 178pp

https://www.amazon.com/Classroom-Instruction-That-Works-Research-Based/dp/1= 416631615
Synopsis: Built on a more rigorous research base and updated to emphasize s= tudent diversity, equity, and inclusion, "The New Classroom Instruction Tha=
t Works: The Best Research-Based Strategies for Increasing Student Achievem= ent" offers a streamlined focus on the 14 instructional strategies proven t=
o promote deep, meaningful, and lasting learning including: Cognitive inter= est cues; Student goal setting and monitoring; Vocabulary instruction; Stra= tegy instruction and modeling; Visualizations and concrete examples; High-l= evel questions and student explanations; Guided initial application with fo= rmative feedback; Peer-assisted consolidation of learning; Retrieval practi= ce; Spaced and mixed independent practice; Targeted support; Cognitive writ= ing; Guided investigations; and Structured problem solving.

These strategies (all of which are effective and complementary) are present=
ed within a framework geared toward instructional planning and aligned with=
how the brain learns. For each strategy, their are key research findings, = the important principles of classroom practice, and recommended approaches = for using the strategy with today's learners.

Both new and veteran teachers will finish "The New Classroom Instruction Th=
at Works: The Best Research-Based Strategies for Increasing Student Achieve= ment" with a better understanding of how effective teaching boosts student = achievement and a clearer idea of what to do, when to do it, and why.

Critique: Exceptionally well written, organized and presented, "The New Cla= ssroom Instruction That Works: The Best Research-Based Strategies for Incre= asing Student Achievement" is an ideal textbook for in-service training pro= grams on lesson planning/instruction methods, and college/university librar=
y Teacher Education instructional reference collections.

Editorial Note #1: Bryan Goodwin (https://www.ascd.org/people/bryan-goodwin=
) is the president and CEO of McREL International, a Denver-based nonprofit=
education research and development organization. Goodwin, a former teacher=
and journalist, has been at McREL for more than 20 years, serving previous=
ly as chief operating officer and director of communications and marketing.=
Goodwin writes a monthly research column for Educational Leadership and pr= esents research findings and insights to audiences across the United States=
and in Canada, the Middle East, and Australia.

Editorial Note #2: Kristin Rouleau (https://www.ascd.org/people/kristin-rou= leau) serves as the executive director of learning services and innovation =
at McREL International, where she guides a team of consultants who help sch= ools, districts, and state education agencies and ministries of education a= cross the United States, Canada, Micronesia, Australia, the Middle East, an=
d China translate research into solutions that transform teaching, leading,=
and learning. A licensed school administrator with more than 25 years of c= lassroom and school leadership experience, she coauthored Learning That Sti= cks: A Brain-Based Model for K - 12 Instructional Design and Delivery, Curi= osity Works: A Guidebook for Moving Your School from Improvement to Innovat= ion and Unstuck: How Curiosity, Peer Coaching, and Teaming Can Change Your = School.

Editorial Note #3: Cheryl Abla (https://www.edutopia.org/profile/cheryl-abl=
a) is a senior managing consultant at McREL International, where she develo=
ps workshops and professional learning sessions for K-12 teachers on resear= ch-based instructional strategies in the areas of instructional technology,=
English learners, and developing a learner-centered classroom and school e= nvironment. She also provides consultation for technology integration, tech= nology leadership, and McREL's classroom observation software, Power Walkth= rough . Prior to joining McREL, Abla taught all grades from 1-12 for more t= han 20 years. She is a coauthor of Tools for Classroom Instruction That Wor=
ks (2018) and a contributor to the George Lucas Educational Foundation's Ed= utopia blog.

Editorial Note #4: Karen Baptiste, EdD, is a consulting director of learnin=
g services and innovation at McREL International, where she provides profes= sional learning and consulting services to schools, districts, and educatio= nal agencies. Baptiste's career started in the New York City Department of = Education, where she was a special educator, instructional coach, and direc= tor of special education. She has worked with K-12 schools across the Unite=
d States to support improved teaching and learning with an emphasis on qual= ity implementation of evidence-based instructional strategies, including he= lping teachers create learning environments that encourage student voice an=
d ownership of learning. Her experience also includes being an executive co= ach to state, district, and school leaders across the nation to transform s= chool culture and educational experiences for students and their families.

Editorial Note #5: Tonia Gibson (https://www.ascd.org/people/tonia-gibson) =
is a senior managing consultant for McREL International's learning services=
team. She supports education ministries, district and school leaders, and = teachers in using research to improve professional practices and support sy= stemic improvement. She works with educators to address their identified ne= eds, employing a range of strategies including using data for reflection, o= bservations of practice, and analyzing people/organization performance data=
.. In addition to leading workshops and presenting at conferences, Gibson ha=
s developed practical guides and materials for teachers and leaders and coa= uthored Unstuck: How Curiosity, Peer Coaching, and Teaming Can Change Your = School (2018). She served as a teacher and assistant principal at primary s= chools in Melbourne, Australia.

Ten Things Your Student with Autism Wishes You Knew, second edition
Ellen Notbohm
Future Horizons, Inc.
107 W. Randol Mill Road, Suite 100, Arlington, TX 76011
www.fhautism.com
9781949177862, $17.95, PB, 184pp

https://www.amazon.com/Things-Your-Student-Autism-Wishes/dp/1949177866

Synopsis: This newly revised and expanded second edition of "Ten Things You=
r Student with Autism Wishes You Knew" is exciting companion to "Ten Things=
Every Child with Autism Wishes You Knew" and offers the unique perspective=
of an autistic child's voice describing for teachers, in the classroom and=
adults in the larger community, how to understand thinking and processing = patterns common in autism, how to shape an environment conducive to their l= earning style, and how to communicate with autistic learners of all ages in=
functional, meaningful ways.

Simply stated, the second edition of "Ten Things Your Student with Autism W= ishes You Knew" is the perfect guidebook every educator and family member, = worldwide seeking to create effective and inclusive settings where child an=
d adult are both teachers and learners.

This vibrantly updated and expanded edition of {"Ten Things Your Student wi=
th Autism Wishes You Knew" includes an imaginative, all-new guide adaptable=
for group discussion, self- reflection, or self-expression, an afterword f= rom the author's autistic son, and added perspective from autistic adults a= bout their experiences in education. Continuously in print for 16 years, an=
d translated into multiple languages, "Ten Things Your Student with Autism = Wishes You Knew" brings fresh perspective to a new generation of educators = and autistic learners.

Critique: Exceptionally well written, organized and presented, this second = edition of "Ten Things Your Student with Autism Wishes You Knew, second edi= tion" must be considered an essential, core addition to personal, professio= nal, community, and academic library Autism collections and supplemental cu= rriculum studies lists. It should be noted for personal reading lists that = "Ten Things Your Student with Autism Wishes You Knew, second edition" is al=
so readily available in a digital book format (Kindle, $12.99).

Editorial Note: Ellen Notbohm (https://ellennotbohm.com) is internationally=
renowned for her work which has informed, inspired, and an instructed mill= ions of readers in more than twenty languages. In addition to her four popu= lar award-winning books on autism and her multiple-award winning novel The = River by Starlight, her articles and posts on such diverse subjects as hist= ory, genealogy, baseball, writing and community affairs have appeared in ma= jor publications, and captured audiences on every continent.

The Death of Learning
John Agresto
Encounter Books
www.encounterbooks.com
9781641772686, $30.99, HC, 256pp

https://www.amazon.com/Death-Learning-American-Education-Students/dp/164177= 2689

Synopsis: With the publication of "The Death of Learning: How American Educ= ation Has Failed Our Students and What to Do about It" it is the contention=
of Professor John Agresto that the liberal arts are dying out. That they a=
re diminishing in importance because most Americans don't see the point of = them. Americans don't understand why anyone would study literature or histo=
ry or the classics (or, more contemporarily, feminist criticism, whiteness = studies, or the literature of postcolonial states) when they can get an eng= ineering or business degree that will lead to higher incomes and standards =
of living.

Even more concerning is when they read how "Western civilization" has becom=
e a term
of reproach at so many supposedly thoughtful institutions; or how fanatical=
political correctness works hard to silence alternative viewpoints; or, mo=
re generally, how liberal studies have become scattered, narrow, and small.=
In this atmosphere, it's hard to convince parents or their progeny that a = liberal education is all that wonderful or that it's even worthy of respect=
..

Over sixty years ago, we were introduced to the idea of "the two cultures" =
in higher education -- that is, the growing rift in the academy between the=
humanities and the sciences, a rift wherein neither side understood the ot= her, spoke to the other, or cared for the other. But this divide in the aca= demy, real as it may be, is nothing compared to another great divide -- the=
rift today between our common American culture and the culture of the acad= emy itself.

So, how can we rebuild the notion that a liberal education is truly of valu=
e, both to our students and to the nation? Our highest hopes may be not to = "restore" the liberal arts to what they looked like fifty or a hundred year=
s ago but to ask ourselves what a true contemporary American liberal educat= ion at its best might look like. Remedying this situation will involve know= ing clearly where we wish to go and then understanding how we might get the= re.

For those objectives, "The Death of Learning: How American Education Has Fa= iled Our Students and What to Do about It" is meant to be the beginning.

Critique: Thoughtful and thought-provoking, "The Death of Learning: How Ame= rican Education Has Failed Our Students and What to Do about It" is an extr= aordinary alert to what is happening in colleges and universities today. Wh= ile especially and unreservedly recommended for personal, professional, com= munity, and academic library Education History and Philosophy collections, =
it should be noted for the personal reading lists of students, academia, an=
d non-specialist general readers with an interest in the subject that "The = Death of Learning: How American Education Has Failed Our Students and What =
to Do about It" is also available in a digital book format (Kindle, $9.99) = and as a complete and unabridged audio book (Blackstone Audio, 979820099378=
9, $31.95, CD).

Editorial Note: John Agresto has taught at the University of Toronto, Kenyo=
n College, Duke University, Wabash College, and the New School University. =
He was a scholar at the National Humanities Center in North Carolina and la= ter served in senior positions at the National Endowment for the Humanities=
.. He was president of St. John's College in Santa Fe for 11 years.

In 2003, Professor Agresto went to Iraq as the Senior Advisor for Higher Ed= ucation and Scientific Research for the Coalition Provisional Authority. Be= tween 2007 and 2010, he occupied roles including academic dean, provost, an=
d chancellor at the American University of Iraq. He has also been the Lilly=
Senior Research Fellow at Wabash College, scholar-in-residence at Hampden-= Sydney College, and fellow at the James Madison Program in American Ideals = and Institutions at Princeton University.

Professor Agresto has authored five books and edited three others, includin=
g Rediscovering America; Mugged by Reality; The Supreme Court and Constitut= ional Democracy; The Humanist as Citizen; a cookbook; and a political/relig= ious thriller under a pen name. His essays have appeared in the New York Ti= mes, Wall Street Journal, and Washington Post, among others.

A Curious Curriculum
Claire Banks, author
Mary Myatt, author
Crown House Publishing
81 Brook Hills Circle, White Plains, NY 10605
www.crownhousepublishing.com
9781785836435, $34.95, PB, 230pp

https://www.amazon.com/Curious-Curriculum-Teaching-foundation-subjects/dp/1= 785836439

Synopsis: Rather than simply offering a model curriculum that can be uproot=
ed and planted in any school, "A Curious Curriculum: Teaching Foundation Su= bjects Well" by educators Claire Banks and Mick Waters is a model schools c=
an use to design their own curriculum, one that not only encourages childre=
n to be active participants in their own learning, but also to see the bene= fits of being part of a bigger, wider family of learners.

"A Curious Curriculum" focuses upon the foundation subjects, particularly h= istory, geography and science but also design and technology (DT) and art a=
nd design -- areas that are often challenging for teachers in primary schoo= ls. Subjects are brought together and explored under "big ideas" and, cruci= ally, the emphasis is on avoiding the superficial and trivial and rooting t= eaching in extending and challenging children.

"A Curious Curriculum" also shares the story of one multi-academy trust (MA=
T) which designed and delivered a shared educational vision, a rationale fo=
r excellence in the curriculum, and the resources and support given to help=
reduce teachers' workload.

"A Curious Curriculum" presents a clear model both for supporting a group o=
f schools or leading one school, offering a fresh perspective on working on=
a MAT-wide curriculum, as well as providing a range of snapshot examples o=
f the curriculum in action -- in the form of documents, plans, photos and t=
he learners' own work. Furthermore, "A Curious Curriculum" shares transferr= able lessons from the trust's journey to success, setting out an educationa=
l philosophy that pairs pedagogy with a well-structured curriculum designed=
with learners' best interests at its heart.

All school children deserve an engaging, exciting curriculum designed to sp= ark their curiosity, feed their imagination and develop their skills and kn= owledge. With clear timelines and an honest and transparent dialogue about = the challenges and benefits of working together collaboratively and the imp= ortance of external expertise, "A Curious Curriculum" is an essential read = for all school leaders.

Critique: Exceptionally well written, organized and presented, and an ideal=
textbook for school district in-service training programs and college/univ= ersity teacher education curriculums, "A Curious Curriculum: Teaching Found= ation Subjects Well" is unreservedly recommended for personal, professional=
, school district, and academic library Teacher Education & Curriculum Deve= lopment collections. It should be noted for teacher education students, aca= demia, classroom teachers K-12, school district administrators, and non-spe= cialist general readers with an interest in the subject that "A Curious Cur= riculum: Teaching Foundation Subjects Well" is also available in a digital = book format (Kindle, $33.20).

Editorial Note #1: Claire Banks (https://www.crownhouse.co.uk/claire-banks)=
was a head teacher for nine years in an inner-city primary school and then=
became Director of Education for The Olympus Academy Trust, a cross-phase = multi-academy trust in north Bristol. Throughout her career she has been in= terested in social and emotional learning and school climate, which has led=
to her work on leadership culture. Claire now works on curriculum design a=
nd school improvement in a system leadership capacity, offering school-to-s= chool support to school trusts. Her passion for succession planning for the=
profession has led to her coaching and mentoring on aspiring heads and wom=
en in leadership programmes.

Editorial Note #2: Mick Waters (https://en.wikipedia.org/wiki/Mick_Waters_(= education)) is a former head teacher works closely with teachers and leader=
s in schools, MATs and local authorities to support the development of teac= hing approaches and curriculum to ensure the best learning outcomes for chi= ldren. For some years he was Director of Curriculum for England, based at t=
he Qualification and Curriculum Authority (QCA), and before that held the p= ost of Chief Education Officer for the City of Manchester. He is also invit=
ed to work at a policy level with government in different parts of the worl=
d.

The C.A.P.E. Crusade
Billy Lombardo
https://www.billylombardoauthor.com
Muse Literary
https://museliterary.com
9781958714140, $10.99 Paper/$2.99 ebook

https://www.amazon.com/C-P-Crusade-Application-Personal/dp/1958714143

Many books for teens and college applicants discuss the application form, S= ATs, and other influencers on college acceptance, but The C.A.P.E. Crusade:=
Your Guide to a Great College Application Personal Essay narrows the focus=
to what often proves the determining factor between acceptance and rejecti=
on - the essay.

While it can be said that this, too, is a subject covered elsewhere, what s= ets Billy Lombardo's title apart from others is its attention to injecting = some of the excitement and potential into the effort, which will inspire st= udents to write their best. Lombardo emphasizes his different approach from=
the beginning, presenting his view of how and why a student essay should n=
ot assume the regimented formula approach that other books too often recomm= end. With this encouragement in mind, students are led into the world of co= llege essay writing with a different, more creative mindset that remains op=
en to all possibilities of subject and presentation.

Pre-writing exercises, examples of topics designed to get students testing = their skills and hand at writing tasks, and advice tailored to encouraging = creative inspiration over regimented requirements adds to this process by e= ncouraging students to set pen to paper and free flow with creative respons= es: "Obsess over word count now, and I guarantee that you'll never get to t=
he discoveries necessary for a great essay. Imagine that you're secretly co= mpeting with your classmates to write a ten-thousand-word discovery draft. =
If you come back to shore with more than ten thousand words, we'll sift thr= ough the flotsam and jetsam and worry about the word count later."

The C.A.P.E. Crusade is filled with good advice, inspirational and motivati=
ng lessons, and cautions about the kinds of input that reduces rather than = accents creativity and good writing. The result is a highly inspirational, = motivating, different college application advice title filled with rich exe= rcises and examples of work well-done. Billy Lombardo admits from the start=
that he never had to write such an essay to gain entry into college, and n= ever even took a SAT. What he did do was hone the approaches to writing tha=
t support creative efforts and ultimately lend to outstanding results.

Any library strong in recommendations for college-bound students, as well a=
s creative writing sources for inspiring essay writing, will find The C.A.P= ..E. Crusade a standout and a winner for not only its encouraging approach, = but its specific contrasts between what makes for staid and dull writing an=
d the contents of great prose.

Note to Self
Adrian Gordon
Leap Year Music Publishing
https://www.leapyearmusiconline.com
9798218041847, $17.99, PB, 132pp

https://www.amazon.com/Note-Self-Directors-Transitioning-Building/dp/B0BHBT= L6Q5

Synopsis: School music programs aren't all the same. Making the transition =
to a new music teaching position isn't always as simple as reading sheet mu= sic. Changing schools means big career changes, different kids, and enterin=
g into an already-established music program with its own entrenched culture=
..

With the publication of "Note to Self: A Music Director's Guide for Transit= ioning to a New School and Building a Thriving Music Program" by Adrian Gor= don, aspiring and practicing K-12 music teachers can smooth over a move to =
a new school for themselves, their music program, and their students with a=
plan and some intentional actions.

Whether you're a fresh teacher finding your rhythm or a veteran educator ge= tting ready for the next gig, Note to Self is your guide to navigating the = transition to your new music teaching job while preserving your physical, e= motional, and mental health. With straightforward advice and ideas, get the=
expert help you need to prepare your new classroom for learning success, a=
nd start building the rock star music program that every student deserves.

"Note to Self: A Music Director's Guide for Transitioning to a New School a=
nd Building a Thriving Music Program" covers: What to expect during the tra= nsition and the first years in your new music director role; Essential summ=
er prep with a beginning-of-the-year checklist; Ideas for creating communit=
y in music class and filling a void in students' musical journeys; How to g=
et people on board with your vision for the music program (and how to work = with those who aren't): Self-care for a balanced daily life during new-job = stress - despite assessments to grade, parents to email, and lesson plans t=
o develop.

Critique: An ideal DIY instruction guide and 'how-to' manual, "Note to Self=
: A Music Director's Guide for Transitioning to a New School and Building a=
Thriving Music Program" must be considered essential reading for new and a= spiring K-12 music teachers -- and a a great deal of relevance and value fo=
r experience school music class instructors. While highly recommended for p= ersonal, professional, and school district library Music Education collecti= ons, it should be noted for music education students, academia, and non-spe= cialist general readers with an interest in the subject that "Note to Self:=
A Music Director's Guide for Transitioning to a New School and Building a = Thriving Music Program" is also available in a digital book format (Kindle,=
$9.99).

Editorial Note: Adrian Gordon (www.adriangordonmusic.com) is an internation= ally performed composer and seasoned music educator. After 17 years of teac= hing music in the classroom in South Florida and going through four music d= irector job transitions in two different schools, as well as general music,=
choir, and two string orchestra positions, Adrian realized there was a gap=
in his music education training. Even though his undergraduate and graduat=
e programs were musically and pedagogically extensive, he never felt as tho= ugh they touched on those hard-to-navigate areas of transitioning between j= obs.

Adrian currently serves as the director of orchestras at Providence Day Sch= ool in Charlotte, NC. He believes in the power of music education in a chil= d's life and understands the necessity of having passionate, confident, and=
supported music teachers at the helm, promoting great musical experiences = for students.

In addition to teaching, Adrian is the founder of Leap Year Music Publishin=
g, which publishes string music for elementary, middle, and high school ens= embles. His compositions appear on the Florida, Texas, Maryland, and Georgi=
a Orchestra Association Music Performance Assessment Lists. His composition=
s are distributed through J.W. Pepper and have been performed throughout th=
e world. He takes pride in creating music that is fun and pedagogically sou=
nd at all levels.

EDITOR'S NOTE:

The Midwest Book Review is an organization of volunteers committed to promo= ting literacy, library usage, and small press publishing. We accept no fund=
s from authors or publishers. Full permission is given to post any of these=
reviews on thematically appropriate websites, newsgroups, listserves, inte= rnet discussion groups, organizational newsletters, or to interested indivi= duals. Please give the Midwest Book Review a credit line when doing so.

The Midwest Book Review publishes the monthly book review magazines "Califo= rnia Bookwatch", "Internet Bookwatch", "Children's Bookwatch", "MBR Bookwat= ch", "Reviewer's Bookwatch", and "Small Press Bookwatch". All are available=
for free on the Midwest Book Review website at www (dot) midwestbookreview=
(dot) com

Anyone wanting to submit books for review consideration can send them to:

James A. Cox, Editor-in-Chief
Midwest Book Review
278 Orchard Drive
Oregon, WI 53575-1129

To submit reviews of any fiction or non-fiction books, email them to Frugal= muse (at) aol (dot) com (Be sure to include the book title, author, publish= er, publisher address, publisher website/phone number, 13-digit ISBN number=
, and list price).

James A. Cox, Editor-in-Chief
Midwest Book Review

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