This open textbook was created with the support of an ALG Textbook Transformation Grant. Topics include art integration, music integration, physical education / dance integration, and the theoretical foundations of arts integration in education

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.

Building Democracy for All has been developed by a collaborative writing team of higher education faculty, public school teachers, educational librarians, and college students who are preparing to become history and social studies teachers. The primary editors and curators are from the University of Massachusetts Amherst College of Education. Contributing teachers come from school districts in the Connecticut River valley region of western Massachusetts (Amherst, Gateway, Westfield, Hampshire Regional, and Springfield). As an open resource, the book is being revised constantly by the members of the writing team to ensure timely inclusion of online resources and information.

Table of Contents
Topic 1. The Philosophical Foundations of the United States Political System
Topic 2. The Development of the United States Government
Topic 3. Institutions of United States Government
Topic 4. The Rights and Responsibilities of Citizens
Topic 5. The Constitution, Amendments, and Supreme Court Decisions
Topic 6. The Structure of Massachusetts State and Local Government
Topic 7. Freedom of the Press and News/Media Literacy

Schneider, Jenifer. (2016). The Inside, Outside, and Upside Downs of Children’s Literature: From Poets and Pop-Ups to Princesses and Porridge. Open Education Resources. https://louis.oercommons.org/courses/the-inside-outside-and-upside-downs-of-children-s-literature-from-poets-and-pop-ups-to-princesses-and-porridge The following links of ancillary materials were adapted to support teacher preparation and children's literature courses for Elementary and Early Childhood Education majors. 

This course provides an orientation to 21st century teaching that includes legal and organizational aspects of public education; history and philosophy of education; and provides insights to support the educational needs of diverse students in their learning environment. Specific topics covered can be found in the course schedule. The course was developed by Dr. Stacie Austin and Dr. Amy L. Weems- University of Louisiana Monroe.

This book is intended for use by future teachers, written from the perspective of students who have taken Science Methods II. The student authors gathered and created resources to help prospective elementary cience teachers better understand science and feel confident in your abilities as a future teacher.
This book is divided into five parts which align with the Science Methods II course:

Physics
Space Science
Earth Science
Climate Science
Course Materials and Pedagogy

Within each part, the material is broken down into smaller chapters. Here you will find written explanations, video links, glossary terms, key takeaways, and practice quizzes to help you understand the material. This book is designed to be a flexible resource; use it as much or as little as you need throughout the course.

This book is intended for use by future teachers, written from the perspective of students who have taken Science Methods II. The student authors gathered and created resources to help prospective elementary cience teachers better understand science and feel confident in your abilities as a future teacher.
This book is divided into five parts which align with the Science Methods II course:

Physics
Space Science
Earth Science
Climate Science
Course Materials and Pedagogy

Within each part, the material is broken down into smaller chapters. Here you will find written explanations, video links, glossary terms, key takeaways, and practice quizzes to help you understand the material. This book is designed to be a flexible resource; use it as much or as little as you need throughout the course.

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.

In a science methods course during the Covid19 pandemic, 51 future elementary teachers authored children's books and then read them aloud as part of a giving-back, service-learning activity as Open Educational Resources (OER). The 51 children's stories and their accompanying audiobooks aim to integrate STEM and the Arts to humanize science and scientific inquiry with history and philosophy of science in mind.

Table of Contents
Grandpa’s Out-Growth Forest
The Gift of Water
Kewanee’s Appreciation of Earth
The Life of a Lily
The Storyteller
Now Our Minds Are One
Mother Earth
Honorable Harvest
Loving our land
Windigo Footprints
Grandma’s Healing Herbs
The New Neighbor
That’s Not Science
The Lost and Found of Beauty in Nature
Lily and the Community Garden
The Gift of Rain
A Spring Day
Summer Camp
Skywoman Falling
The Student is the Teacher
Forest Adventures
Henry’s Harvest Life
Marvin’s Bountiful Reward
The Gods of Tahawus
Remi’s Adventure
Genesis and Willow
Generosity in the Powwow
The Thanksgiving Address
Puhpowee
Jimmy’s Yummy Goodness
The Honorable Harvest
Ella’s Sweet Surprise
Who Is Hiding in the Rain?
Our Lilies
A Good Home
Grace's Green Beans
Maple Nation
It All Started with a Pond
Jacqui’s Garden
The Lichen Tale
Dahila’s Summer Garden
Finding Your Roots Again
Be a Good Citizen
The Value of Teamwork
Growing Season
Where Am I From?
The Backyard Forest
The Salamander Hunt
Lilah’s Forest
The Bayou

This book was written to provide students with an introduction to the field of education. The book is broken into chapters that focus on questions students may have about education in general. Although some chapters may go into more depth than others, this is created as an introductory text.

Table of Contents
1. Why Teach?
2. What is the Purpose of School?
3. Who are Today's Students?
4. How Do Social Issues Affect Students?
5. What is Taught?
6. What Makes an Effective Teacher?
7. What is a Positive Classroom Environment?
8. What are the Ethical and Legal Issues in Schools?
9. What is an Educational Philosophy?
10. Excellence or Equity...Which is More Important?
11. What Can a New Teacher Expect?

This document is a collaborative student work, comprising a directory of resources about mathematics and technology for kindergarten through fifth grade. This resource was created with the support of an ALG Textbook Transformation Grant. Topics include teaching and learning theories, problem solving, assessment, equity, technological tools, and measurements.

This course is designed to introduce students to the materials, methods, and current trends in music teaching at the elementary level, AS WELL AS learn how to locate, assess, use, and cite Open Educational Resources appropriate for elementary music.  

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.

The primary goal of this book is to help you learn to think like a mathematician in some very specific ways. You will:

• Make sense of problems and persevere in solving them. You will develop and demonstrate this skill by working on difficult problems, making incremental progress, and revising solutions to problems as you learn more.

• Reason abstractly and quantitatively. You will demonstrate this skill by learning to represent situations using mathematical notation (abstraction) as well as creating and testing examples (making situations more concrete).

• Construct viable arguments and critique the reasoning of others. You will be expected to create both written and verbal explanations for your solutions to problems. The most important questions in this class are “Why?” and “How do you know you're right?” Practice asking these questions of yourself, of your professor, and of your fellow students.

Throughout the book, you will learn how to learn mathematics on you own by reading, working on problems, and making sense of new ideas on your own and in collaboration with other students in the class.

This open textbooks 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.

Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?

This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.

This rubric was developed by BCcampus. This work is licensed under a Creative Commons Attribution 3.0 Unported license.The rubric allows reviewers to evaluate OER textbooks using a consistent set of criteria. Reviewers are encouraged to remix this rubric and add their review content within this tool. If you remix this rubric for an evaluation, please add the title to the evaluated content and link to it from your review.The resource is available here: https://scholarcommons.usf.edu/childrens_lit_textbook/ 

Table of Contents:

PART ONE Understanding the Roles of Language and Content

Chapter 1 Academic success: Learning the language of school

Key Issues
The language of school
Social language
Everyday aspects
Intercultural aspects
Instructional aspects
Academic language
Word/phrase level
Sentence level features
Discourse level features
The developmental nature of academic language
A comparison of social and academic languages
The BICS/CALP distinction
Connection between BICS/CALP and the language of school
Extensions
For Reflection
For Action
References

Chapter 2 Language proficiency and communicative competence

Key Issues
Language proficiency
Language domains
Receptive language
Productive language
English language proficiency
Levels of language proficiency
Starting
Emerging
Developing
Expanding
Bridging
Communicative competence
Elements of communicative competence
The role of native languages and cultures
Translanguaging
Strategies for using the native language in the classroom
Extensions
For Reflection
For Action
References
PART TWO Components of Effective Lesson Design

Chapter 3 Assessing student strengths and needs

Key Issues
Background
Understanding strengths and needs
Collecting general information
Gathering information on learners’ language backgrounds
Understanding educational/academic background
Discovering content background and knowledge
Exploring cultural background
Guidelines for understanding student strengths and needs
Conclusion
Extensions
For Reflection
For Action
References

Chapter 4 Writing and teaching to language objectives

Key Issues
Background
Understanding objectives
Content objectives
Language objectives
Constructing language objectives
Teaching to the language objectives
Guidelines
Conclusion
Extensions
For Reflection
For Action
References

Chapter 5 Connecting to students’ lives

Key Issues
Background
Understanding connections
Making personal connections
Making academic connections
Building background knowledge
Integrating connections
Guidelines for making connections
Conclusion
Extensions
For Reflection
For Action
References

Chapter 6 Designing Engaging Tasks

Key issues
Background
Understanding engagement and tasks
Engagement
Elements of tasks
Elements of task process
Instructional grouping
Modes
Task structure
Time and pacing
Scaffolding
Resources/texts
Teacher/student roles
Procedural tools
Elements of task product
Pedagogical connections
Techniques for making pedagogical connections
Guidelines for task design
Conclusion
Extensions
For Reflection
For Action
References

Chapter 7 Assessing Tasks, Students, and Lessons

Key Issues
Background
Understanding assessment
Purposes of assessment
Assessing student process and product
Adapting traditional classroom assessments
Student roles in alternative assessments
Lesson examples
Homework
Additional guidelines for assessment
Assessing the lesson
Conclusion
Extensions
For Reflection
For Action
References

PART THREE Designing Lessons for Academic Success

Chapter 8 Unlocking the language of science

Key Issues
Potential challenges for ELLs in the science classroom
Science education: A focus on language
How do the NGSS define and shape academic language use?
The specialized language of science
Word/phrase level
Sentence level features
Discourse level features
Science textbooks
Language functions
Selected strategies for learning and talking science
Teaching students how to compare and contrast
Teaching the language of cause and effect relationships
Teaching Greek and Latin roots
Conclusion
Extensions
For reflection
For action
References

Chapter 9 Unlocking the language of mathematics

Key Issues
Potential challenges for ELLs in the mathematics classroom
Mathematics education and the Common Core State Standards
The specialized language of mathematics
Word/phrase level
Sentence level features
Discourse level features
Language functions
Teaching strategies for learning and talking mathematics
Conclusion
Extensions
For reflection
For action
References

Chapter 10 Unlocking the language of English language arts

Key Issues
Potential challenges for ELLs in the English language arts classroom
English language arts: Preparing students for the literacy demands of today and tomorrow
Multiliteracies
New literacies
Multimodalities
Effective literacy practices for ELLs in the elementary grades
Theoretical orientation
Additive perspective on language
Emphasis on academic language
Literacy strategies
The language of English language arts
English language arts Common Core State Standards
Word/phrase level
Sentence level features
Language functions
Discourse level features
Conclusion
Extensions
For Reflection
For Action
References

Chapter 11 Unlocking the language of social studies

Key Issues
Potential challenges for ELLs in social studies classrooms
About the field of social studies
National curriculum standards for social studies and CCSS
The specialized language of social studies
Word/phrase level
Sentence level features
Discourse level features
Difficulties presented by social studies textbooks and materials
Diverse written genres
Strategies for teaching and learning social studies
Developing socially supportive classrooms
Explicit teaching of academic skills
Reducing cognitive load and increasing accessibility of complex content knowledge
Conclusion
Extensions
For Reflection
For Action
References

Chapter 12 Putting it all together

Key Issues
Background
Understanding the whole
Lesson examples
Adapting lessons
Guidelines for creating and adapting lessons
References

Appendices

Answers to the Common Teacher Behaviors Questions
Making Your First Home Visit: A Guide for Classroom Teachers
A reproducible copy of Figure 7.7.
A copy of Figure 7.7 without the criteria

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.

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.

EDU 111 - Teaching Math & Science to Young Children - Textbook

Chapter 1: Early Learning
Chapter 2: Math & Science Connections
Chapter 3: Theory & Teacher Effectiveness
Chapter 4: Special Needs
Chapter 5: Standards & Assessment
Chapter 6: Lesson Planning
Chapter 7: Centers & Environment
Chapter 8: Teaching Science Content
Chapter 9: Teaching Math Content
Chapter 10: Hands-on Learning
Preparing a Research Paper

Teaching Mathematics is nothing less than a mathematical manifesto. Arising in response to a limited National Curriculum, and engaged with secondary schooling for those aged 11 ̶ 14 (Key Stage 3) in particular, this handbook for teachers will help them broaden and enrich their students’ mathematical education. It avoids specifying how to teach, and focuses instead on the central principles and concepts that need to be borne in mind by all teachers and textbook authors—but which are little appreciated in the UK at present.

This study is aimed at anyone who would like to think more deeply about the discipline of ‘elementary mathematics’, in England and Wales and anywhere else. By analysing and supplementing the current curriculum, Teaching Mathematics provides food for thought for all those involved in school mathematics, whether as aspiring teachers or as experienced professionals. It challenges us all to reflect upon what it is that makes secondary school mathematics educationally, culturally, and socially important.

Table of Contents
I. Background: Why focus on Key Stage 3

II. The general advice in the Key Stage 3 programme of study

1. Aims
2. Working mathematically
III. The listed subject content for Key Stage 3

1. Number (and ratio and proportion)
2. Algebra
3. Geometry and measures
4. Probability and Statistics
IV. A sample curriculum for all-written from a humane mathematical viewpoint

1. Very Brief version
2. Brief version