tag:open.umn.edu,2005:/opentextbooks/subjects/5?page=3Open Textbook Library - Education Textbooks2023-08-18T17:43:39Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png14632023-08-18T17:52:33Z2023-08-18T17:52:33ZHabilidades Perceptivas: Mejorando el Aprendizaje Remoto en Estudiantes de 5 años<img alt="Read more about Habilidades Perceptivas: Mejorando el Aprendizaje Remoto en Estudiantes de 5 años" title="Habilidades Perceptivas: Mejorando el Aprendizaje Remoto en Estudiantes de 5 años cover image" class="cover " width="767" height="1083" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6OTMyOCwicHVyIjoiYmxvYl9pZCJ9fQ==--95b4ce2d345f390fe6125c917607c7a6e5348db8/submission_30_30_coverImage_es_ES.png" />La presente investigación tuvo como objetivo determinar el nivel de relación entre las habilidades perceptivas y el aprendizaje de la matemática de los niños y las niñas de 5 años de una Institución Educativa de Huancavelica, en la educación remota. El diseño empleado fue el correlacional y la muestra lo conformaron 46 estudiantes de 5 años de una institución de educación inicial de Huancavelica. Los instrumentos empleados fueron, la lista de cotejo para cada variable con 30 ítems. Los resultados evidencian que existe relación estadísticamente significativa entre las habilidades perceptivas y el aprendizaje de la matemática en los estudiantes de 5 años de una institución educativa de Huancavelica, en la educación remota. Estos resultados cuantitativos, con un r=0.75, representan una correlación positiva moderada, según el cuadro de índices de correlación de Hernández, Fernández y Baptista (2018)14622023-08-18T17:39:55Z2023-08-18T17:39:55ZDesarrollo del Pensamiento Creativo: mediante Juegos Libres para Niños<img alt="Read more about Desarrollo del Pensamiento Creativo: mediante Juegos Libres para Niños" title="Desarrollo del Pensamiento Creativo: mediante Juegos Libres para Niños cover image" class="cover " width="766" height="1083" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6OTMyNSwicHVyIjoiYmxvYl9pZCJ9fQ==--81c5e33b7091b95658a4f78cc40cc350d8bd74ac/submission_29_29_coverImage_es_ES.png" />Este trabajo de investigación tuvo como objetivo evaluar la eficacia de los juegos libres en el desarrollo del pensamiento creativo en los estudiantes de 5 años de la Institución Educativa Nº 329 de Huancavelica. La metodología de los juegos libres ofrece una educación dinámica y activa en los estudiantes, la cual incentiva el desarrollo del pensamiento creativo en los estudiantes de 5 años, a través de un mayor sentido de seguridad y confianza en sí mismos. Esta metodología se realizó en un ambiente motivador y áreas libres, centrándose en la participación dinámica y motivadora, con el fin de fortalecer sus capacidades y habilidades, buscando que ellos desarrollen un aprendizaje autónomo. Con los resultados obtenidos se puede afirmar que los juegos libres favorecen directamente en el desarrollo del pensamiento creativo en los niños de 5 años, toda vez que t de Student con 53 grados de libertad, para muestras independientes, con una significancia del 5%, muestra un valor de 0.038 el cual es inferior al valor planteado, aceptando la hipótesis alternativa como válida.14612023-08-18T17:24:56Z2023-12-06T18:22:53ZEstrategias de enseñanza - aprendizaje en la educación superior: Una experiencia en la ESPOCH<img alt="Read more about Estrategias de enseñanza - aprendizaje en la educación superior: Una experiencia en la ESPOCH" title="Estrategias de enseñanza - aprendizaje en la educación superior: Una experiencia en la ESPOCH cover image" class="cover " width="780" height="1121" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6OTMyMiwicHVyIjoiYmxvYl9pZCJ9fQ==--52ac5c61f934e03e076fdcb9cb3fb69f729297eb/Screenshot%202023-08-18%20at%2012.12.52%20PM.png" />Los cambios experimentados en los últimos años en el contexto científico-tecnológico y educativo, han revolucionado las formas de pensar y actuar. Ante esto la comunidad educativa en los diferentes niveles de enseñanza, incluyendo la Educación Superior, se han visto en la necesidad de repensar y adaptar las estrategias de enseñanza-aprendizaje para poder dar respuestas a la diversidad existente en cada grupo escolar y nivel de enseñanza. En el caso de la Educación Superior lo expuesto a presupuesto no sólo, el diseño de nuevos modelos educativos y curriculares, sino también ha implicado un hacer pedagógico y didáctico diferente, frente a un alumnado permeado por los avances tecnológicos, con aspiraciones y necesidades cada vez más creciente. Es por ello que el hecho de enseñar en los tiempos modernos en el contexto de la Educación Superior exige contar con un profesorado altamente calificado, preparado y competente, capaz de hacer frente a un proceso de enseñanza-aprendizaje donde los estudiantes deben ser gestores de su propio aprendizaje y los docentes facilitadores de las estrategias de enseñanza para el logro de un aprendizaje que fomente la formación integral y la preparación para la inserción laboral de forma adecuada.12102023-07-26T21:26:12Z2023-08-02T15:47:04ZMethods of Teaching Early Literacy<img alt="Read more about Methods of Teaching Early Literacy" title="Methods of Teaching Early Literacy cover image" class="cover " width="350" height="453" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Nzg4NiwicHVyIjoiYmxvYl9pZCJ9fQ==--ff5538aa276db4e0f30b31027274e434f12c1780/OER_Early-Literacy-Cover-350x453.png" />This textbook covers theories, teaching strategies, and instructional materials pertinent to teaching reading and writing in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas while addressing diversity and inclusion.14332023-05-30T02:20:34Z2023-12-11T14:58:56ZIntroduction to Library and Information Science<img alt="Read more about Introduction to Library and Information Science" title="Introduction to Library and Information Science cover image" class="cover " width="731" height="1024" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Njk2MCwicHVyIjoiYmxvYl9pZCJ9fQ==--86b3eb70d9d8ec81ddada6787334df04af1b052c/Introduction%20to%20Library%20and%20Information%20Science.png" />This book explores the history, present, and future of library science, both in theory and in practice. It examines the place of the librarian as arbiter of information access in a constantly-changing and modernizing global community.14172023-05-02T17:46:27Z2023-08-31T14:10:29ZSupporting Secondary Teachers’ Critical Disciplinary Literacies<img alt="Read more about Supporting Secondary Teachers’ Critical Disciplinary Literacies" title="Supporting Secondary Teachers’ Critical Disciplinary Literacies cover image" class="cover " width="768" height="994" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NjU0NSwicHVyIjoiYmxvYl9pZCJ9fQ==--dfcc76d72a0bd3f6c59f0db349eefdf0134f5596/criticaldisciplinaryliteracies-cover-768x994.png" />Co-created with students in the course EDUC 395: Teaching Disciplinary Literacy and supported by CDL experts, this textbook offers accessible, research-based, multidisciplinary CDL strategies ready for implementation in secondary classrooms.13582023-03-06T17:33:03Z2024-03-17T00:55:46ZEarly Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth – Age 5<img alt="Read more about Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth – Age 5" title="Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth – Age 5 cover image" class="cover " width="600" height="800" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NDU4OCwicHVyIjoiYmxvYl9pZCJ9fQ==--c395fb549a4765cda08b26621c1a6b7953e01be5/Final-Cover-resized.jpeg" />This textbook, Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers Birth-Age 5, outlines the connection between different areas of language and literacy and describes strategies for supporting development and promoting instruction. Early literacy includes reading, writing, and language development. Writing includes any early writing attempts and pre-writing behaviors just as reading includes any early reading attempts and recognition of symbols and sounds. Language also includes listening and speaking (oral language) and the use of gestures and signs to communicate. The term oral language is commonly used to describe early language development separately from reading and writing. This text assumes oral language is a component of language and embraces the broader term to underscore the communication practices outside of listening and speaking. For example, some children use sign language or a picture board. For these reasons, the textbook will focus on language development in its totality, including oral language. This textbook is focused on birth to age 5 because early literacy development is crucial for future learning and development.13572023-03-06T17:24:19Z2024-01-22T14:52:41ZContextualised open educational practices: Towards student agency and self-directed learning<img alt="Read more about Contextualised open educational practices: Towards student agency and self-directed learning" title="Contextualised open educational practices: Towards student agency and self-directed learning cover image" class="cover " width="160" height="224" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NDU4NywicHVyIjoiYmxvYl9pZCJ9fQ==--25c3347c2f39cc89a5eb16e85995aaee8e942beb/thumbnail.jpeg" />This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.13392023-02-13T19:00:30Z2024-01-29T19:24:55ZTrauma Informed Education<img alt="Read more about Trauma Informed Education" title="Trauma Informed Education cover image" class="cover " width="687" height="1024" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NDU0MSwicHVyIjoiYmxvYl9pZCJ9fQ==--7bf44436927d8ffb87944343f13b4ea5d4b30e8e/TIE_BookCover_1-687x1024.png" />As an educator, have you ever wondered about students, “Why can’t she just control her behaviour?” or “Why did he do that?” The demands of the classroom, and the scrutiny of teachers, often leave little time for teachers to consider the complex needs of children experiencing traumatic stress. Drawing on their lived experience and professional expertise, the conversations with trauma-informed education experts in this unique book offer educators an opportunity to develop a deeper understanding of the needs of students and strategies for responding with compassion and empathy. In a time of rapidly emerging scientific discovery, and social and political challenges, this book encourages educational leaders to question the fundamental assumptions of dominant pedagogical practices and sets the foundations for innovation in education.13082022-12-30T00:51:59Z2023-08-31T14:10:27ZSupporting Technology Integration for School Leaders<img alt="Read more about Supporting Technology Integration for School Leaders" title="Supporting Technology Integration for School Leaders cover image" class="cover " width="324" height="500" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NDQwOSwicHVyIjoiYmxvYl9pZCJ9fQ==--3712f2268affd667438fc08d1fac876a19dcf35a/489_md_09-16-2022_194611.jpeg" />This Open Educational Resource (OER) textbook is written as the primary resource for a 3-hour graduate course delivered online by The Teachers College at Emporia State University. The course is designed to prepare school leaders (teachers, instructional coaches, administrators, etc.) for the integration and application of diverse educational technologies into classrooms and schools in ways that reflect a theoretical, research-based, and practical understanding of curriculum development and the effective uses of technology. The course explores practical ways to integrate technology into both teaching and learning and the critical importance of adequate training and professional development for successful integration. This intensive course is delivered completely online over a seven-week period using Canvas. Canvas is a web-based learning management system or LMS. It is used by learning institutions, educators, and students to access and manage online course learning materials and communicate skill development and learning achievement.
https://open.umn.edu/opentextbooks/subjects/5?page=2
https://open.umn.edu/opentextbooks/subjects/5?page=4