Education

Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future

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.

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(1 review)

Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies

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.

(0 reviews)

Chinese Rhetoric and Writing: An Introduction for Language Teachers

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.

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(1 review)

Choosing & Using Sources: A Guide to Academic Research

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. 

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(8 reviews)

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.

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(3 reviews)

Conventions 101: A Functional Approach to Teaching (And Assessing!) Grammar and Punctuation

Chauna Ramsey, Columbia Gorge Community College

This is a collection of cumulative units of study for conventional errors common in student writing. 

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(2 reviews)

Copy(write): Intellectual Property in the Writing Classroom

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.

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(1 review)

Critical Expressivism: Theory and Practice in the Composition Classroom

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.

(0 reviews)

Design Discourse: Composing and Revising Programs in Professional and Technical Writing

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.

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(1 review)

Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe

David G. Harper, Harvard Medical School
Sandy Hirtz

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. 

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(2 reviews)

Educational Psychology

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.

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(3 reviews)

ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios

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. 

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(1 review)

Exploring Perspectives: A Concise Guide to Analysis

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:

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(8 reviews)

Foundational Practices of Online Writing Instruction

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. 

(0 reviews)

How to Learn Like a Pro!

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.

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(2 reviews)

Information Literacy: Research and Collaboration across Disciplines

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.

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(2 reviews)

Instruction in Functional Assessment

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.

(0 reviews)

My Math GPS: Elementary Algebra Guided Problem Solving (2016 Edition)

Jonathan Cornick, Queensborough Community College
Karan Puri
Michael Guy, Queensborough Community College

My Math GPS: Elementary Algebra Guided Problem Solving is a textbook that aligns to the CUNY Elementary Algebra Learning Objectives that are tested on the CUNY Elementary Algebra Final Exam (CEAFE). 

(0 reviews)

Precalculus

Holly Carley, NYC College of Technology
Thomas Tradler, NYC College of Technology

These are notes for a course in precalculus, as it is taught at New York City College of Technology - CUNY (where it is offered under the course number MAT 1375). Our approach is calculator based. For this, we will use the currently standard TI-84 calculator, and in particular, many of the examples will be explained and solved with it. However, we want to point out that there are also many other calculators that are suitable for the purpose of this course and many of these alternatives have similar functionalities as the calculator that we have chosen to use. An introduction to the TI-84 calculator together with the most common applications needed for this course is provided in appendix A. In the future we may expand on this by providing introductions to other calculators or computer algebra systems.

(0 reviews)

Project Management for Instructional Designers

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.

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(2 reviews)

Reading With My Eyes Open: Embracing the critical and the personal in language pedagogy

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.

(0 reviews)

Steps to Success: Crossing the Bridge Between Literacy Research and Practice

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.

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(5 reviews)

Teaching Autoethnography: Personal Writing in the Classroom

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. 

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(4 reviews)

Teaching Crowds: Learning and Social Media

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. 

(0 reviews)

Teaching in a Digital Age: Guidelines for designing teaching and learning for a digital age

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.

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(12 reviews)

The Centrality of Style

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.

(0 reviews)

The Changing Story: digital stories that participate in transforming teaching & learning

Linda Buturian, University of Minnesota

The Changing Story gives you assignments, resources, and examples to use in your teaching and learning.

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(4 reviews)

The Information Literacy User's Guide: An Open, Online Textbook

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.

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(10 reviews)

The Process of Research Writing

Steven D. Krause, Eastern Michigan University

The Process of Research Writing is a web-based research writing textbook (or is that textweb?) suitable for teachers and students in research oriented composition and rhetoric classes.

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(5 reviews)

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.

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(2 reviews)

WAC Partnerships Between Secondary and Postsecondary Institutions

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.

(0 reviews)

Working With Academic Literacies: Case Studies Towards Transformative Practice

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. 

(0 reviews)

Writing Programs Worldwide: Profiles of Academic Writing in Many Places

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. 

(0 reviews)