Asao B. Inoue, University of Washington Tacoma
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements.
Steven J. Corbett, George Mason University
Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms.
Andy Kirkpatrick, Griffith University
Zhichang Xu, Monash University
The authors of Chinese Rhetoric and Writing offer a response to the argument that Chinese students' academic writing in English is influenced by "culturally nuanced rhetorical baggage that is uniquely Chinese and hard to eradicate."
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.
Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders
Samuel Sennott, Portland State University
Sheldon Loman, Portland State University
This open textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.
This open textbook for Concepts of Fitness and Wellness at Georgia Highlands College was created through a Round Seven ALG Textbook Transformation Grant.
Chauna Ramsey, Columbia Gorge Community College
This is a collection of cumulative units of study for conventional errors common in student writing.
Martine Courant Rife, Lansing Community College
Shaun Slattery, DePaul University and the University of South Florida Polytechnic
The editors of Copy(write): Intellectual Property in the Writing Classroom bring together stories, theories, and research that can further inform the ways in which we situate and address intellectual property issues in our writing classrooms.
Roseanne Gatto, St. John's University
Tara Roeder, St. John's University
Critical Expressivism is an ambitious attempt to re-appropriate intellectual territory that has more often been charted by its detractors than by its proponents.
Alex Reid, University at Buffalo
Anthony Di Renzo, Ithaca College
David Franke, SUNY Cortland
Design Discourse: Composing and Revising Programs in Professional and Technical Writing addresses the complexities of developing professional and technical writing programs.
David G. Harper, Harvard Medical School
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.
Kelvin Seifert, University of Manitoba
Rosemary Sutton, Cleveland State University
In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate.
ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios addresses theories and practices advanced by some of the most innovative and active proponents of ePortfolios.
Randall Fallows, University of California Los Angeles
The reason why Randall Fallows wrote Exploring Perspectives: A Concise Guide to Analysis is simple: to help give students a better understanding of how to discover, develop, and revise an analytical essay. Here is how his 5 chapter book goes about doing just that:
Foundational Practices of Online Writing Instruction addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses.
Phyllis Nissila, Lane Community College
How to Learn Like a Pro! features the “big six” effective learning/study skills topics: learning styles and preferences, time and materials management, critical thinking and reading, note-taking, memory principles, and test-taking techniques.
Barry Maid, Arizona State University
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.
Marcie Desrochers, State University of New York
Moira Fallon, State University of New York
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments.
Michelle Manes, Honolulu, HI
This book will help you to understand elementary mathematics more deeply, gain facility with creating and using mathematical notation, develop a habit of looking for reasons and creating mathematical explanations, and become more comfortable exploring unfamiliar mathematical situations.
Multiple Authors, Institute of Educational Technology at the Open University
This book is aimed at any researcher who wants to conduct an element of their research openly.
Multiple Authors, Brigham Young University
Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology. This book is based on a pre-existing openly licensed textbook which was donated to the commons by a benefactor that desires to remain anonymous, and has been collaboratively revised and remixed by faculty and students at Brigham Young University.
Gerdi Quist, University College London
Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching.
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.
Melissa Tombro, The Fashion Institute of Technology
Teaching Autoethnography: Personal Writing in the Classroom is dedicated to the practice of immersive ethnographic and autoethnographic writing that encourages authors to participate in the communities about which they write. This book draws not only on critical qualitative inquiry methods such as interview and observation, but also on theories and sensibilities from creative writing and performance studies, which encourage self-reflection and narrative composition.
Jon Dron, Athabasca University
Terry Anderson, Athabasca University
In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations.
A.W. (Tony) Bates, University of British Columbia
The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology.
Mike Duncan, University of Houston-Downtown
Star M. Vanguri, Nova Southeastern University
In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field.
Linda Buturian, University of Minnesota
The Changing Story gives you assignments, resources, and examples to use in your teaching and learning.
Allison Hosier, University of Albany
Daryl Bullis, Babson College
Deborah Bernnard, University of Albany
Greg Bobish, University of Albany
Irina Holden, University of Albany
Jenna Hecker, University of Albany
Tor Loney, Albany Public Library
Trudi Jacobson, University of Albany
The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.
WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices
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.
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.
Kathy Harrington, London Metropolitan University
Mary Lea, Open University
Sally Mitchell, Queen Mary University of London
Theresa Lillis, The Open University
The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy.
Aparna Sinha, University of California, Davis
Chris Thaiss, University of California, Davis
Gerd Bräuer, University of Education
Lisa Ganobcsik-Williams, Coventry University
Paula Carlino, University of Buenos Aires
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.