VCCS's "Pathways" Course provides faculty with an introduction to the laws that influence the use, re-use, and distribution of content they may want to use in a course. Activities include finding openly licensed content for use in a class and publishing openly licensed works created by faculty. At the end of the course, students will have openly licensed content that will be ready for use in a course.
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.
- Early Childhood Development
- Educational Technology
- Elementary Education
- Higher Education
- Louisiana History
- Children's Literature
- Reading Literature
- Material Type:
- Data Set
- Lecture Notes
- Primary Source
- Teaching/Learning Strategy
- Roxanne Bourque
- Date Added:
Communication, Affect, & Learning in the Classroom was original published by Virginia Richmond and Joan Gorham in 1992 and then updated a decade later by Virginia Richmond, Jason S. Wrench, and Joan Gorham in 2001. As we enter into the revision of the 3rd edition of the text, the basic content has not been drastically altered over the years. However, the research in Instructional Communication has clearly become more prominent and stronger. Probably the single most important development in the past two decades was the publication of the Handbook of Instructional Communication: Rhetorical and Relational Perspectives edited by Mottet et al. (2006). The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.
Table of Contents
Chapter 1 Teaching as a Communication Process
Chapter 2 Communicating with Instructional Objectives
Chapter 3 Instructional Communication Strategies
Chapter 4 Communication, Affect, and Student Needs
Chapter 5 Learning Styles
Chapter 6 Classroom Anxieties and Fears
Chapter 7 Communication and Student Self-Concept
Chapter 8 Instructional Assessment: Feedback, Grading, and Affect
Chapter 9 Traditional and Mastery Learning Systems
Chapter 10 Student Misbehavior and Classroom Management
Chapter 11 Teacher Misbehaviors and Communication
Chapter 12 Teacher Self-Concept and Communication
Chapter 13 Increasing Classroom Affect Through Teacher Communication Style
Chapter 14 Teacher Temperament in the Classroom
Chapter 15 Teacher Communication: Performance and Burnout
Used for students receiving Advanced Placement credit and transfer credit. Program of study or research to be arranged with a Department faculty member. Written report required. Permission of Department required.
Part I – Culturally Relevant Pedagogy
A. What It Is and What It Is Not
B. Who are our students and who are we at COC?
C. You Don’t Know Anything (And Neither Do I)
D. Communication Styles and Why Who is Teaching Matters
Part II – Creating a Classroom That Is Culturally Responsive
A. Creating Equity in the Classroom
B. What About My STEM classes? Isn’t this just for Social Sciences and Humanities classes?
C. Fostering Empathy in the Classroom
D. Is My Syllabus Equitable and Culturally Responsive?
Part III – Training the Trainer: How to Be the Best Professor Around
A. Culturally Responsive Teaching
B. Barriers to Productive Learning and Success in the Classroom
C. How to Break Barriers
Conclusion // Post-Script
Part IV – Additional Resources
A. Glossary of Terms
B. Reading Resource List
C. Organizational Resource List for COC
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.
Educational psychologists work to understand how to structure educational systems in order to meet the mental and emotional needs of students. They study how people learn, identify and suggest efficient teaching methods, and evaluate the effectiveness of various educational policies and practices. Educational psychologists often point out the inherently social nature of our current educational system, study the ways that learning environments affect education, and study the ways that societal, local, and family issues affect learning and classroom practice. Upon completion of this course, the student will be able to: explain why knowledge of psychology is important to effective teaching; discuss, compare, and contrast cognitive and behavioral psychology; discuss, compare, and contrast constructivist and behaviorist models of teaching and learning, as well as their applications in classroom management; identify important cognitive stages of development, the typical age range of each stage, and the ways that teachers can use that knowledge; identify important aspects of personal, emotional, and moral development, and ways that teachers can use that knowledge; identify diversity in terms of differences in learning styles, intelligence, cultures, and gender, as well as specific abilities and disabilities, that a modern classroom might need to accommodate; discuss theories of motivation and defend those you would use in your classroom; discuss classroom management strategies that smooth the learning process and prevent or deal with misbehavior, and defend those strategies you would use in your classroom; identify communication skills that enhance learning, management, and coordination with students' families; identify strategies for enhancing students' ability to use complex cognitive skills; identify the major parts of a lesson or unit plan; identify and discuss types of teacher-made assessments; discuss the uses of and issues surrounding standardized testing; identify and discuss factors that influence job satisfaction in a teaching career. (Psychology 303)
This course for Administrators provides knowledge and skills in supporting diverse families and enhancing English LanguageDevelopment (ELD) across expressive and receptive language domains for school-age children who are English Language Learners (ELL) or have other learning and language barriers. Administrators learn about key standards and best practices and explore strategies to implement improved practice, creating a shift in policies and programmatic culture to embrace and support diverse learners, welcoming non-native English speaking families and enhancing the ELD progress of students who are learners of English.
Created at SUNY Oneonta, Foundations of Education book is meant for first year students in an introductory course meant for all of our elementary and adolescent future teachers. It gives a broad overview of topics that they will get further instruction in as they progress through the program.
Table of Contents
1. Why Teach?
1.1 What do great teachers do differently?
1.2 Teaching Philosophy
1.3 Teachers’ Purposes and Beliefs
1.4 Teacher Knowledge
1.6 Lifelong learning and professional development
1.7 The reflective practicitioner
2. Teaching and Learning
2.1 Bloom's Taxonomy
2.2 Instructional Strategies
2.3 Creating Objectives
2.4 The students you will be teaching
3. Becoming a Teacher
3.1 The process of becoming a teacher in New York State
3.2 Create a New York State TEACH Account
3.3 Building a Resume
3.4 Professional Organizations (Joining a Larger Community) References 4. Curriculum and Academic Standards Introduction
4.1 The Purpose of Curriculum
4.2 Sociological Influences of the Four Curricula
4.3 The Cognitive and Affective Domains of Curricula
4.4 The Cognitive and Affective Domains of Curricula References 5. Educational Philosophies Introduction
5.1 Foundations of Educational Philosophy
5.2 Ontological Frameworks of Philosophy
5.3 Philosophical Perspective of Education
5.4 Educational Psychology
6.1 Assessment and Evaluation
6.2 Assessment, Accountability, and Historical Factors
6.3 Formative and Summative Assessment
7. Classroom Management
7.1 Effective Classroom Management
7.2 Models of Classroom Management
7.3 Characteristics of Effective Classroom Management
7.4 Awareness of High-Needs Students
8. History of American Education
8.1 History of American Education
8.2 The Competing Goals of Public Education: A Historical Perspective
8.3 A Nation at Risk
9. Student Diversity and Social/Emotional Learning Introduction
9.1 Student Diversity
9.2 Emergent Bilinguals
9.3 Differences in Learning and Motivation
9.4 Childhood Trauma
10. The Governance & Finance of American Public Education Introduction
10.1 Governance of New York State Education
10.2 Financing Public Education
10.3 Other School Options (Charter, Magnet) References
11: Ethics and Legal Issues in Education Introduction
Appendix A: APA Style
Appendix B: A Nation at Risk
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?
An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.
LearningEdge is a free learning resource for management educators and students provided open and available to the world. Developed by MIT Sloan faculty and students, this collection of teaching case studies and management flight simulations focuses on areas in which Sloan's innovative research and teaching are on the cutting edge, including entrepreneurship, leadership and ethics, operations management, strategy, sustainability, and system dynamics.
LearningEdge was formerly MIT Sloan Teaching Innovation Resources (MSTIR).
This course examines the philosophical and theoretical foundations of constructionism as a paradigm for formulating and evaluating new theories for learning and approaches to education. One of the goals of this course is to help new learning researchers situate their work within the constructionist framework through readings and projects that will focus on the rich interplay between the process of knowledge construction and the development and co-evolution of ideas, learners, tools, and contexts.
This open textbook was created under a Round Two ALG Textbook Transformation Grant.
Included are open-source reading materials, learning objectives, suggested readings and resources, and activities organized into content modules for undergraduate Foundations of Education courses. The specific course included here is EDUC 2120: Exploring Socio-Cultural Perspectives in Diversity.
"The fundamental knowledge of understanding culture and teaching children from diverse backgrounds. Examination of the nature and function of culture, development of individual and group cultural identity, definitions and implications of diversity, and the influences of culture on learning, development, and pedagogy. This course has a required field experience component."
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.
Reviews available here: https://open.umn.edu/opentextbooks/textbooks/steps-to-success-crossing-the-bridge-between-literacy-research-and-practice