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    Read more about Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders

    Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders

    Copyright Year:

    Contributors: Sennott and Loman

    Publisher: Portland State University Library

    License: CC BY-NC

    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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    (14 reviews)

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    Read more about Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools

    Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools

    Copyright Year:

    Contributor: Prokopchuk

    Publisher: OPENPRESS.USASK.CA

    License: CC BY

    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.

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    (11 reviews)

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    Read more about WAC Partnerships Between Secondary and Postsecondary Institutions

    WAC Partnerships Between Secondary and Postsecondary Institutions

    Copyright Year:

    Contributors: Blumner and Childers

    Publisher: WAC Clearinghouse

    License: CC BY-NC-ND

    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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    (2 reviews)

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

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

    Copyright Year:

    Contributor: Munger

    Publisher: Open SUNY

    License: CC BY-NC-SA

    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.

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    (27 reviews)

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    Read more about Instruction in Functional Assessment

    Instruction in Functional Assessment

    Copyright Year:

    Contributors: Desrochers and Fallon

    Publisher: Open SUNY

    License: CC BY-NC-SA

    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. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.

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    (12 reviews)

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    Read more about Trauma-Informed School Practices: Building Expertise To Transform Schools

    Trauma-Informed School Practices: Building Expertise To Transform Schools

    Copyright Year:

    Contributors: Berardi and Morton

    Publisher: George Fox University Library

    License: CC BY-NC-SA

    This textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators with extensive work experience serving districts and their teachers seeking to incorporate trauma-informed principles into their school culture and classroom. The authors identify that the field of education is now ready to deepen its level of response to the paradigm shift created by advances in neuroscience and traumatology. Hence, the primary focus is on identifying and applying trauma-informed educator competencies needed to transform districts, schools, educators, classrooms, and the field of education itself, while also including community members such as parents and board members in these processes - a total system makeover. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our student's ability to learn and thrive throughout the lifespan.

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    (15 reviews)

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    Read more about Exploring Physical Phenomena

    Exploring Physical Phenomena

    Copyright Year:

    Contributors: van Zee and Gire

    Publisher: Oregon State University

    License: CC BY-SA

    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.

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    (4 reviews)

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    Read more about Building Democracy for All: Interactive Explorations of Government and Civic Life

    Building Democracy for All: Interactive Explorations of Government and Civic Life

    Copyright Year:

    Contributors: Maloy and Trust

    Publisher: EdTech Books

    License: CC BY-NC-SA

    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.

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    (1 review)

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    Read more about Teaching Math for Emergent Bilinguals: Building on Culture, Language, and Identity

    Teaching Math for Emergent Bilinguals: Building on Culture, Language, and Identity

    Copyright Year:

    Contributors: I and Martinez

    Publisher: Iowa State University

    License: CC BY-NC-SA

    This book is designed for pre-service/in-service teachers and others who will work or work with K–12 students who have linguistically and culturally diverse backgrounds, especially students of other languages (English language learners/Emergent bilingual/multilingual). The core concept of this course is helping teachers understand the needs of various Emergent Bilinguals (a.k.a. English language learners (ELLs)/English Learners (ELs), learn to use their language and culture as a resource in mathematics classrooms and implement research-based instructional strategies that are effective to teach mathematics for Emergent Bilinguals.

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    (9 reviews)

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    Read more about Supporting Secondary Teachers’ Critical Disciplinary Literacies

    Supporting Secondary Teachers’ Critical Disciplinary Literacies

    Contributor: Dyches

    Publisher: Iowa State University Digital Press

    License: CC BY-NC-SA

    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.

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    (2 reviews)

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