tag:open.umn.edu,2005:/opentextbooks/subjects/5?page=5Open Textbook Library - Education Textbooks2022-06-07T18:56:17Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png11882022-06-07T18:56:17Z2024-01-22T14:52:32ZTechnology in Schools<img alt="Read more about Technology in Schools" title="Technology in Schools cover image" class="cover " width="714" height="976" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mzc0MiwicHVyIjoiYmxvYl9pZCJ9fQ==--4f69db6c2729cbdef07035be26476c7b138ed307/TIS_web-2.png" />My purpose in writing this book is to give readers a view into the work of managing information technology in schools. IT professionals will notice differences (some nuanced and some significant) between the needs and expectations of IT users in business and IT in school. With the more complete and more accurate concept the nature of the computing environment necessary for successful schooling, which I intend to provide through this book, IT professionals will be better prepared to meet those needs. Educators will also benefit from this book by clarifying the nature of their IT needs and how these may be different from those that are familiar to IT professionals who are hired to work in your school.11872022-06-07T18:41:17Z2024-01-22T14:52:31ZOpening Eyes onto Inclusion and Diversity<img alt="Read more about Opening Eyes onto Inclusion and Diversity" title="Opening Eyes onto Inclusion and Diversity cover image" class="cover " width="350" height="525" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mzc0MCwicHVyIjoiYmxvYl9pZCJ9fQ==--7cbec32ad3472a840a0ebc604070fcb2e1636822/cover-350x525.jpeg" />Susan Carter; Professor Lindy-Anne Abawi; Professor Jill Lawrence; Associate Professor Charlotte Brownlow; Renee Desmarchelier; Melissa Fanshawe; Kathryn Gilbey; Michelle Turner; and Jillian Guy11722022-05-26T22:28:47Z2024-03-20T22:13:02ZReflective Practice in Early Years Education<img alt="Read more about Reflective Practice in Early Years Education" title="Reflective Practice in Early Years Education cover image" class="cover " width="768" height="1024" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzY4OCwicHVyIjoiYmxvYl9pZCJ9fQ==--19b9daaa8f6f7351a9cdac2fc1cbc92198de8124/reflective_practice_cover_900x1200-768x1024.png" />This resource will provide a context that will allow the reader to consider their obligation to reflect from their own perspective and will explore how to create a practice that best suits their professional setting. This book will bring together in one place the history, the values, the skills and disposition required to be a reflective practitioner. It is a textbook with elements of a workbook, embedded are opportunities to watch, to think, to write, and to listen allowing the reader to become a purposeful and intentional reflective practitioner.11552022-04-08T04:14:27Z2024-03-22T15:42:46ZThe Asynchronous Cookbook<img alt="Read more about The Asynchronous Cookbook" title="The Asynchronous Cookbook cover image" class="cover " width="659" height="1024" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzUxMCwicHVyIjoiYmxvYl9pZCJ9fQ==--68aa568a0a77f55b6a40f7554aa7cd113cb12499/asynchronousCookbookCovercc-1-659x1024.png" />Whether you're teaching mostly in person but looking for some regular, asynchronous activities to add to your course, or teaching a fully online course, this resource is for you. The activities in this cookbook draw on research and good practice in online course design to provide recipes - concise and specific instructions and examples - for adding asynchronous activities to a course. Meaningful interaction between students and instructors is a key ingredient in all of these recipes.7952022-03-02T15:06:39Z2024-01-22T19:13:27ZTeaching in the University: Learning from Graduate Students and Early Career Faculty<img alt="Read more about Teaching in the University: Learning from Graduate Students and Early Career Faculty" title="Teaching in the University: Learning from Graduate Students and Early Career Faculty cover image" class="cover " width="491" height="642" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjgyMCwicHVyIjoiYmxvYl9pZCJ9fQ==--4462d4bd2c9415c1c649e88681d98951626e7571/Cover-TeachingInTheUniversity3.JPG" />The primary objective of this book is to provide a resource for graduate teaching assistants who are looking for practical strategies and guidance as they begin their careers as postsecondary STEM educators. The text is designed to address a comprehensive list of topics to support the professional development of new faculty, recognizing that those holding academic faculty positions within a college or university are expected to be active in teaching, discovery, and outreach. Traditional doctoral education programs have historically emphasized preparation for research and scholarly publications, and for outreach. However, to some extent, many candidates who complete doctoral programs have minimal preparation and training in formal teaching. Contributors to this text have had a unique experience as part of a three-year, college-wide program designed to prepare interested doctoral students for a rewarding academic career. The program is designed to support the professional development of new faculty, recognizing that those holding academic faculty positions within a college or university are expected to be active in teaching, discovery, and outreach. The alumni and scholars of the program have worked collectively to gather resources and implement educational practices in the diverse set of courses they taught in during their three years in the program. Now as new faculty at a variety of postsecondary institutions across the United States, these early-career educators bring their insights and real-world teaching experiences, embedded in contemporary teaching and learning theory to their contributions to this text. What is this resource? This text is a collection of chapters and vignettes intended to provide practical insight into the challenges and opportunities of teaching at the postsecondary level. It is anticipated that the vignettes provide examples of contexts in which the principles of the topic chapters are applied. Goals for this book Support future STEM faculty in their efforts to engage in student-centered teaching practices that create inclusive postsecondary classrooms Support improved the preparation of new faculty to engage in community education and outreach as part of their professional responsibilities. Support graduate students preparing to apply and interview for faculty positions with teaching appointments. If you are an instructor reviewing, adopting, or adapting this textbook, please help us understand your use by filling out this form http://bit.ly/teaching-interest.11422022-03-01T23:46:08Z2024-01-22T14:52:30ZMathematics Methods for Early Childhood<img alt="Read more about Mathematics Methods for Early Childhood" title="Mathematics Methods for Early Childhood cover image" class="cover " width="683" height="1024" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzQzMywicHVyIjoiYmxvYl9pZCJ9fQ==--92eaba69662051a55776b7086acaa9c44eddbdc4/cover-683x1024.jpg" />Welcome to Early Childhood Mathematics! This course satisfies the Early Childhood Unified requirements in the state of Kansas for a teaching license Birth to Grade 3. Most people agree that early childhood includes the period from infancy until eight years of age, characterized by rapid and complex growth in physical, cognitive, and social domains. Math skills must be taught in early childhood. Children should be provided a foundation to succeed in elementary school and beyond. Teachers should focus lessons in early childhood around the basic skills that will help to advance future mathematics. From preschool to the end of elementary school, children are setting the foundation for future life skills. Learning mathematics is “a ‘natural’ and developmentally appropriate activity for young children” (Ginsberg, Lee, and Boyd, 2008). Through their everyday interactions with the world, many children develop informal concepts about space, quantity, size, patterns, and operations. Unfortunately, not all children have the same opportunities to build these informal and foundational concepts of mathematics in their day-to-day lives (Sherman-LeVos, 2010). Young children are naturally curious, and the best time to begin mathematics is at a time while the young child’s brain is rapidly developing. Mathematics in early childhood helps children develop critical thinking and reasoning skills early on and it’s the key to the foundation for success in their formal schooling years.11362022-02-19T18:21:53Z2024-01-22T14:52:30ZTeaching Early and Elementary STEM<img alt="Read more about Teaching Early and Elementary STEM" title="Teaching Early and Elementary STEM cover image" class="cover " width="116" height="150" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzM5NSwicHVyIjoiYmxvYl9pZCJ9fQ==--e23fc1add7061ad036abacb0202722ba8ae74c7f/thumbnail%20(5).jpg" />This Open Access Educational textbook, "Teaching Early and Elementary STEM", was written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM, and understand ways to create activity plans and implement current research-based approaches to teaching and pedagogy. This text arose out of our Early/Elementary STEM Collaboration project, which started in 2017 with the intention of increasing the quality of teacher preparation in STEM across early childhood and elementary education. The team is composed of math and science education professors, classroom in-service teachers, and pre-service teachers in pre-school through fifth grade. We are driven by the values of collaboration, strengths-based approaches to teaching and learning, constructivist philosophy of teaching and learning, and applied STEM experiences to increase access and equity. Our model of preparing pre-service teachers has been published elsewhere in more detail (Robertson, Nivens, & Lange, 2019). We built this open access product to include the following: 1) completely new content that includes input from our team as well as examples of integrated STEM learning experiences; 2) adaptations of existing resources, and; 3) compilations of existing free resources (e.g., Next Generation Science Standards).11292022-02-05T19:34:35Z2024-01-22T14:52:29ZSalón de Clase: Intermediate Spanish for Education Professionals<img alt="Read more about Salón de Clase: Intermediate Spanish for Education Professionals" title="Salón de Clase: Intermediate Spanish for Education Professionals cover image" class="cover " width="677" height="1024" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzM1OCwicHVyIjoiYmxvYl9pZCJ9fQ==--4a8c8beff3412d5ca0481a704e9069df235a078c/Cover-Final-677x1024.png" />Salón de clase, Intermediate Spanish for Education Professionals is a comprehensive intermediate Spanish open access textbook with reading, listening, speaking, and writing practice for students who have an interest and/or intend to pursue a career in the field of Education (teachers, administrators, counselors, psychologists, social workers, support staff members, paraprofessionals, among others). This Open Education Resource (OER) aims to explore the role of Spanish language and Spanish speakers in the American education system, as well as to improve student communicative abilities in Spanish. Salón de clase integrates interactive activities (h5p), video interviews with Spanish speakers to present authentic materials, and topics related to education. Grammar is not presented as a standalone topic, but it is seemly integrated into all parts of this book.11182022-01-07T23:18:06Z2024-01-22T14:52:29ZMaking and Being<img alt="Read more about Making and Being" title="Making and Being cover image" class="cover " width="240" height="326" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzI4MCwicHVyIjoiYmxvYl9pZCJ9fQ==--9ee959a01fe1ce8486f9face67b5119dafa4609b/making-and-being-51.jpg" />Making and Being offers a framework for teaching art that emphasizes contemplation, collaboration, and political economy. Authors Susan Jahoda and Caroline Woolard, two visual arts educators and members of the collective BFAMFAPhD*, share ideas and teaching strategies that they have adapted to spaces of learning which range widely, from self-organized workshops for professional artists to Foundations BFA and MFA thesis classes. This hands-on guide includes activities, worksheets, and assignments and is a critical resource for artists and art educators today. Making and Being is a book, a series of videos, a deck of cards, and an interactive website with freely downloadable content (click on links below to download worksheets, activities, and chapters as PDFs and editable Google Docs). *BFAMFAPhD is a collective that formed in 2012 to make art, reports, and teaching tools to advocate for cultural equity in the United States. The work of the collective is to bring people together to analyze and reimagine relationships of power in the arts. BFAMFAPhD core members are: Susan Jahoda, Emilio Martínez Poppe, Agnes Szanyi, Emily Tareila, Vicky Virgin, and Caroline Woolard. We wrote this book for those of you who want a holistic art education that includes how to be both more fully present with yourself and with others. The term holistic means that the parts of any given system are intimately interconnected; that they are understandable only in relation to the whole system. How can you talk about making a new project without talking about labor conditions? How can you talk about labor conditions without talking about payment? It’s time to address your artistic labor, your budgets your storage units, your gifts, and your well-being.11102021-11-19T01:54:39Z2024-01-22T14:52:29ZFoundations of American Education: A Critical Lens<img alt="Read more about Foundations of American Education: A Critical Lens" title="Foundations of American Education: A Critical Lens cover image" class="cover " width="683" height="1024" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzA5NCwicHVyIjoiYmxvYl9pZCJ9fQ==--c1873fa2554e0f943d39586556c93c63c46b3e75/cover-683x1024%20(1).jpg" />In this survey text, readers will explore the foundations of American education through a critical lens. Topics include the teaching profession, influences on student learning, philosophical and historical foundations, structures of schools, ethical and legal issues, curriculum, classroom environment, and the path forward.
https://open.umn.edu/opentextbooks/subjects/5?page=4
https://open.umn.edu/opentextbooks/subjects/5?page=6