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Building Democracy for All: Interactive Explorations of Government and Civic Life
Robert Maloy; Torrey Trust · EdTech Books · 2020
Designed as a core or supplementary text for upper elementary, middle and high school teachers and students, Building Democracy for All offers instructional ideas, interactive resources, multicultural content, and multimodal learning materials for interest-building explorations of United States government as well as students’ roles as citizens in a democratic society. It focuses on the importance of community engagement and social responsibility as understood and acted upon by middle and high school students—core themes in the 2018 Massachusetts 8th Grade Curriculum Framework, and which are found in many state history and social studies curriculum frameworks around the country. Building Democracy for All has been developed by a collaborative writing team of higher education faculty, public school teachers, educational librarians, and college students who are preparing to become history and social studies teachers. The primary editors and curators are from the University of Massachusetts Amherst College of Education. Contributing teachers come from school districts in the Connecticut River valley region of western Massachusetts (Amherst, Gateway, Westfield, Hampshire Regional, and Springfield). As an open resource, the book is being revised constantly by the members of the writing team to ensure timely inclusion of online resources and information.
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Romeo and Juliet
Rebecca Olson · Oregon State University · 2021
This edition of Romeo and Juliet was edited by students for students. We believe that reliably edited versions of the play should be available for free online. But we wanted ours to be easy to get in other ways as well. The editors—Oregon State University students who remember, far better than their professors, what it was like to read the play for the first time—carefully considered every pronoun, punctuation mark, and footnote. Our goal: to make a friendly, confidence-building edition that supported classroom activities at the high school and college level.
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Exploring Physical Phenomena
Emily van Zee; Elizabeth Gire · Oregon State University · 2019
This course is intended for prospective and practicing elementary and middle school teachers. By exploring physical phenomena in class, you will learn science in ways in which you are expected to teach science in schools or in informal settings such as afterschool programs, youth group meetings, and museum workshops. This course also is appropriate for general science students and others interested in exploring some of the physical phenomena underlying global climate change. The theme for the course is: What happens when light from the Sun shines on the Earth? The emphasis is on questioning, predicting, exploring, observing, discussing, reading, and writing about what one thinks and why. This first unit focuses on exploring the nature of light phenomena. Among the unit’s many goals are two primary ones: to learn about light phenomena and to learn about ways to foster science learning for yourself and others such as your family, friends, and students.
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Writing Instruction Tips For Automated Essay Graders: How To Design an Essay for a Non-human Reader
Alise Lamoreaux · Open Oregon Educational Resources · 2020
As schools, as well as the workplace, become more automated, and remote or distance learning/working becomes the “new normal,” understanding and leveraging artificial intelligence will become a critical skill.
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Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners
Kay Ayre; Govind Krishnamoorthy · University of Southern Queensland · 2020
If we want to impact the world of children who have experienced trauma then we must change not only ourselves and our classroom, but we must change our schools, our organisations, and our systems of care for children. We must all speak out for these children who have no voice to bring awareness of new educational and mental health approaches to children who will become tomorrow’s failed adults unless they receive our understanding and our help. For whatever reason you have been attracted to this book, you have come to the right place. You may at times put it down and wonder if the challenge is too great, but trust me it is not. If you stay engaged with this book and with a child who has experienced trauma then you will learn new understandings, new ideas and new ways to reach the mind, the heart and the soul of young people who need our support and our love.
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Efficacious Technology Management: A Guide for School Leaders
Gary Ackerman · Gary Ackerman · 2018
Dr. Gary Ackerman, an educational technology specialist with decades of experience in K-12, community college, and faculty development has released Efficacious Technology Management: A Guide for School Leaders. This is his second book, and it is available under a Creative Commons license. This book describes efficacious school technology as that which is used for educationally appropriate purposes, is properly configured to be robust and reliable, and is aligned with local expectations, so it is reasonable. This type of school IT emerges from collaborative planning including educators, IT professionals, and school leaders. This book helps educators understand IT and IT professionals understand education, so their collaboration can be efficient and effective.
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Evaluación del Aprendizaje en Inglés
Jannett Fonseca; Francisca Henríquez, Henríquez · Pontificia Universidad Católica de Valparaíso · 2017
This course material has been created for the course “Evaluation of comprehension and oral and written production in English” (LCL 462) from the English Language Teaching (ELT) program at the Institute of Literature and Language Sciences, Pontificia Universidad Católica de Valparaíso (PUCV). This course is located in the 8th semester of the curriculum of the bachelor degree of “Pedagogy in English” (English Language Initial Teacher Training) at PUCV. This course corresponds to the area of specific disciplinary training, complements the professional training course “Evaluation of Learning” of the School of Pedagogy and precedes the professional practice, academic-professional activity culminating in the curriculum of this career.
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Wellbeing in Educational Contexts
Susan Carter; Cecily Andersen · University of Southern Queensland · 2019
This text endeavours to focus on wellbeing promotion in educational contexts as schools and other educational contexts play a pivotal role in teaching students about nonviolence, promoting understanding of diversity, endowing people with a shared purpose and meaning and the skills and behaviours to create a more inclusive, healthy, and positive future.
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Informed Arguments: A Guide to Writing and Research
Terri Pantuso; Sarah LeMire; Kathy Anders · Texas A&M University · 2023
Informed Arguments: A Guide to Writing and Research(4th Edition) is a premier Open Educational Resource (OER) designed to bridge the gap between critical thinking and rhetorical mastery. This edition refines the art of academic inquiry, offering students a transparent and accessible framework for deconstructing complex claims and constructing evidence-based positions. By prioritizing digital literacy and diverse perspectives, it empowers learners to navigate today’s information-saturated landscape with analytical precision. Comprehensive yet concise, this textbook remains an essential, cost-free solution for fostering scholarly voice and civic engagement in the modern composition classroom.
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Introduction to Curriculum for Early Childhood Education
Jennifer Paris; Kristin Beeve; Clint Springer · College of the Canyons · 2018
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: Developing curriculum through the planning cycle Theories that inform what we know about how children learn and the best ways for teachers to support learning The three components of developmentally appropriate practice Importance and value of play and intentional teaching Different models of curriculum Process of lesson planning (documenting planned experiences for children) Physical, temporal, and social environments that set the stage for children’s learning Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. Planning for preschool-aged children in specific domains including Physical development Language and literacy Math Science Creative (the visual and performing arts) Diversity (social science and history) Health and safety How curriculum planning for infants and toddlers is different from planning for older children Supporting school-aged children’s learning and development in out-of-school time through curriculum planning Making children’s learning visible through documentation and assessment
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Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools
Nadia Prokopchuk · OPENPRESS.USASK.CA · 2019
To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum. Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.
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Open Research
Rebecca Pitt; Beatriz de los Arcos; Rob Farrow · OER Hub · 2016
If you have an interest in openness, open education, research skills or want to find out more about the impact of Open EducationalResources (OER), then this resource is for you. You could be: Using an OER with students and interested in assessing its impact Facilitating sessions on open practice with students or colleagues and looking for inspiration Working on a research project and wanting to find out more about incorporating open research techniques into your own practice Curious about the benefits and challenges of open research Looking to use open tools in your research Wanting increased impact for your research Interested in open research on OER This resource will help you explore what open research is, how you can ethically and openly share your findings so others can reuse or develop your work, and the role of reflection and open dissemination. Whilst many challenges and issues apply to all aspects of research (for example: choosing an appropriate methodology), open research brings a range of different opportunities and challenges; it's these that we are specifically interested in exploring. What can openness add to the research process?
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Information Literacy: Research and Collaboration across Disciplines
Barbara D'Angelo; Sandra Jamieson; Barry Maid · WAC Clearinghouse · 2016
This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.
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Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe
Sandy Hirtz; David Harper · BCcampus · 2008
Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.
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Choosing & Using Sources: A Guide to Academic Research
Cheryl Lowry · Ohio State University Libraries · 2016
Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them. There are also appendices for quick reference on search tools, copyright basics, and fair use. What experts are saying about Choosing & Using Sources: A Guide to Academic Research: “…a really fantastic contribution that offers a much needed broadened perspective on the process of research, and is packed to the brim with all kinds of resources and advice on how to effectively use them. The chapter on plagiarism is really excellent, and the chapter on searching for sources is utterly brilliant.” – Chris Manion, PhDCoordinator of Writing Across the Curriculum at Ohio State University “… an excellent resource for students, with engaging content, graphics, and examples—very compelling. The coverage of copyright is outstanding.” – J. Craig GibsonCo-chair of ACRL's Task Force on Information Literacy Competency Standards for Higher Education
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WAC Partnerships Between Secondary and Postsecondary Institutions
Jacob Blumner; Pamela Childers · WAC Clearinghouse · 2015
Working with educators at all academic levels involved in WAC partnerships, the authors and editors of this collection demonstrate successful models of collaboration between schools and institutions so others can emulate and promote this type of collaboration. The chapters in this collection describe and reflect on collaborative partnerships among middle schools, high schools, colleges, and universities that are designed to prepare students for the kinds of work and civic engagement required to succeed in and contribute to society. The WAC partnerships celebrated in this collection include frameworks to build connectivity between institutions while addressing Common Core State Standards, academic and non-academic collaborations around science education, WAC partnerships in Argentina and Germany, and both long- and short-term collaborations.
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WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices
Terry Zawacki; Michelle Cox · WAC Clearinghouse · 2014
In WAC and Second-Language Writers, the editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.
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Foundational Practices of Online Writing Instruction
Beth Hewett; Kevin DePew; Elif Guler; Robbin Zeff Warner · WAC Clearinghouse · 2015
Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings. The five parts of this book attempt to cover the most important issues relevant to principle-centered OWI: (1) An OWI Primer, (2) OWI Pedagogy and Administrative Decisions, (3) Practicing Inclusivity in OWI, (4) Faculty and Student Preparation for OWI, and (5) New Directions in OWI. Working from the belief that most writing courses eventually will be mediated online to various degrees, the editors offer principles and practices that will allow this collection to inform future composition theory and praxis. To this end, the editors hope that the guidance provided in this collection will encourage readers to join a conversation about designing OWI practices, contributing to the scholarship about OWI, and reshaping OWI theory.
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Writing Programs Worldwide: Profiles of Academic Writing in Many Places
Chris Thaiss; Gerd Bräuer; Paula Carlino; Lisa Ganobcsik-Williams · WAC Clearinghouse · 2012
Emerging from the International WAC/WID Mapping Project, this collection of essays is meant to inform decision-making by teachers, program managers, and college/university administrators considering how writing can most appropriately be defined, managed, funded, and taught in the places where they work. Writing Programs Worldwide offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners. In these profiles, we see teachers and researchers relying on colleagues and on transnational scholarship to build initiatives that are both well suited to their specific environments and can serve as regional and often global models. Their struggles and achievements offer insights to colleagues in similar locales and across borders who seek to establish, enhance, and assess their own work as designers of writing programs. An introduction and three section essays by the editors illuminate themes that inform this collection. Growing networks of initiators and scholars and survey results from the International WAC/WID Mapping Project exemplify the argument of this collection for transnational exchange and collaboration.
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Steps to Success: Crossing the Bridge Between Literacy Research and Practice
Kristen Munger · Open SUNY · 2016
Steps to Success: Crossing the Bridge Between Literacy Research and Practice introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, digital age influences on children's literature, literacy development in underserved student groups, secondary literacy instructional strategies, literacy and modern language, and critical discourse analysis. Chapters are written by authors with expertise in both college teaching and the delivery of research-supported literacy practices in schools. The book features detailed explanations of a wide variety of literacy strategies that can be implemented by both beginning and expert practitioners. Readers will gain knowledge about topics frequently covered in college literacy courses, along with guided practice for applying this knowledge in their future or current classrooms. The book's success-oriented framework helps guide educators toward improving their own practices and is designed to foster the literacy development of students of all ages.