A web-based textbook/course created by Lumen Learning. Part 1 concerns Educational History and Policy, covering common educational policies from 1770's to the present; Part 2 is Educational Psychology, covering topics such as human brain, language and physical development, Nature v. Nurture, and theories and practices for working with K-12 youth.

Short Description:
This remixed Open Educational Resource textbook provides an exploration of educational learning theories. The chapters include scenarios that center the learning theories on student experiences.

Long Description:
This remixed Open Educational Resource textbook provides an exploration of educational learning theories. The chapters include a scenario that center the learning theories on student experiences.

Word Count: 63550

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This open textbook was the result of a remix of pre-existing open materials collected and reviewed by Molly Zhou and David Brown. Learning theories covered include the theories of Piaget, Bandura, Vygotsky, Kohlberg, Dewey, Bronfenbrenner, Eriksen, Gardner, Bloom, and Maslow.

This book collects posts from the Educational Media Program's blog. The EdMedia Program is run by the Teaching and Learning Centre at Simon Fraser University and is designed to help faculty, staff and grad students make sense of and educational media and incorporate it into their teaching practice.

This books lays the foundation for prospective teachers to learn about various teaching methodologies and covers material typically found in many teacher training programs. Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers.

Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers. Following these somewhat more basic psychological chapters, we turn to several lasting challenges of classroom life—challenges that seem to be an intrinsic part of the job. Chapter 7 offers ideas about classroom management; Chapter 8, ideas about communicating with students; Chapter 9, about ways to assist students' complex forms of thinking; and Chapter 10, about planning instruction systematically. The book closes with two chapters about assessment of learning: Chapter 11 focuses on teachers' own efforts to assess students, and Chapter 12 focuses on standardized measures of assessment. We have organized material and features in ways that we hope will allow for a variety of students, instructors, and institutions to use the book. For instructors and courses that seek a strong focus on research and the research process, for example, we have included an extra “chapter” on research methods—Appendix C, “The Reflective Practitioner”—that discusses the nature of research and the research process. We have also included a set of research-related case studies in Appendix B, “Deciding for yourself about the research”, that describe a number of particular educational research programs or topics in detail and that invite students to reflect on the quality and implications of the research. Whether or not a strong focus on research is a priority in your particular course, there are additional features of the book that are intended to help students in learning about educational psychology. In particular, each chapter ends with a “Chapter summary”, a list of “Key terms”, and links to Internet sites (called “Further resources”) relevant to the themes of the chapter. One of the sites that is cited frequently and that may be particularly helpful to instructors is the teachingedpsych wiki (http://teachingedpsych.wikispaces.com/), an archive of hundreds of teaching and learning materials that supports the teaching of introductory educational psychology. Teachingedpsych is a project of the Special Interest Group on the Teaching of Educational Psychology (TEP SIG), affiliated with the American Educational Research Association. All in all, we hope that you find Educational Psychology a useful and accessible part of your education. If you are preparing to be a teacher, good luck with your studies and your future! If you are an instructor, good luck with helping your students learn about this subject!

This resource is an update of the Educational Psychology textbook originally published by Rosemary Sutton and Kelvin Seifert. The chapters have been realigned to compliment a semester long upper division course for Education majors. This update also includes supplemental links that provides a more expansive foundation of educational psychology principles.

Faculty may contact the course developers, Yan Yan (yyang@westga.edu) or CJ Ivory (civory@westga.edu) for access to test banks on the supplementary materials.

Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.

Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.

Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.

Short Description:
Improve your writing by developing strong editing skills. In this interactive online workshop, you will learn a systematic process for editing your writing. You will also learn some effective tips for proofreading grammar, spelling, and mechanics.

Word Count: 2855

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Dr. Gary Ackerman, an educational technology specialist with decades of experience in K-12, community college, and faculty development has released Efficacious Technology Management: A Guide for School Leaders. This is his second book, and it is available under a Creative Commons license.

A continuación, encontraras un libro interactivo que podrá ser empleado a estudiantes o deportistas en la disciplina de fútbol. En este lugar aprenderás y descubrirás todo acerca del fútbol como su historia, sus fundamentos, sus reglas, entre otros. Prepárate para ampliar tus conocimientos y dominar este deporte.

Esta introducción fue modificada desde el principio de la publicación Family Partnerships and Culture (Asociaciones familiares y culturales en español), por el Departamento de Educación de California y utilizando la declaración de posición de Avanzando en equidad en la educación en la primera infancia, de la Asociación Nacional para la Educación de Niños Pequeños. Estas sabias palabras enmarcan el propósito de este libro y el curso para el que se está utilizando, los cuales solo son el comienzo del viaje.

Aunque la mayoría de las familias utilizan algún tipo de cuidado fuera del hogar, los niños menores de cinco años continúan pasando la mayor parte de su primera infancia en el entorno familiar. En consecuencia, las familias continúan desempeñando un papel especialmente importante en la formación del curso del desarrollo temprano de los niños. Por esta razón, las familias son miembros invaluables en los programas para la primera infancia.

Guiadas por creencias y principios culturales, las familias seleccionan experiencias, transmiten actitudes e imparten conocimiento a sus hijos para prepararlos para la edad adulta. Por esto, es importante que el personal del programa aprenda a colaborar eficazmente con las familias. Para desarrollar una colaboración y aprovechar la familia como recurso principal, los educadores de la primera infancia deben acercarse, aprender y desarrollar colaboraciones sólidas con las familias. Este proceso requiere tener una actitud receptiva al aprendizaje y hacer un esfuerzo por comprender la individualidad de cada familia y la diversidad de las familias de donde provienen los niños.

This book is not intended for budding mathematicians. It was created for a math program in which most of the students in upper-level math classes are planning to become secondary school teachers. For such students, conventional abstract algebra texts are practically incomprehensible, both in style and in content. Faced with this situation, we decided to create a book that our students could actually read for themselves. In this way we have been able to dedicate class time to problem-solving and personal interaction rather than rehashing the same material in lecture format.

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.

Short Description:
This book is meant for preservice educators to introduce them to the Next Generation Science Standards and provide them a refresher on physical and life science concepts.

Long Description:
This book is to be used in conjunction with the EDTL 3165: Elementary Science Methods 1 class at the University of Iowa. Through this course students will gather meaningful and practical learning experiences to foster elementary science learning environments that engage learners in scientific practices and understanding of biological and chemical sciences; essential concepts; instruction to promote elementary student learning; learning, teaching, subject matter, curriculum, and assessment.

Word Count: 20892

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

El presente artículo presenta los resultados de una investigación que analiza el nivel de calidad reflexiva de los profesores, en el marco de un programa innovador de formación docente que introduce la práctica reflexiva, mediada y gestionada a través de un portafolio digital. Aporta a la discusión sobre nuevos usos de un portafolio digital para mejorar los procesos de reflexión por parte del profesorado y sobre modelos alternativos de formación docente; analiza los diferentes niveles de reflexión de los participantes, e identifica los obstáculos para lograr niveles de mayor profundidad. La metodología de investigación adoptada ha sidoun estudio instrumental de caso, en el marco de un programa de formación del profesorado universitario. Los resultados obtenidos muestran que el proceso reflexivo contribuye a una percepción positiva sobre la mejora de su desempeño, la planificación de sus clases y una mejor interacción con los alumnos, y que el uso del portafolio digital ha sido bien valorado para el desarrollo del proceso reflexivo propuesto. Asimismo, se identifican carencias, sobre todo en relación con los niveles de profundidad de la reflexión docente. Por último, se presenta una propuesta de indicadores para impulsar y evaluar el desarrollo reflexivo, basada en los hallazgos del estudio.

The main thrust is to explore conceptual foundation, instructional design, delivery mechanisms, Crisis Management, and Benchmark proposals for high-performing Emergency Remote Teaching plans. Since the Pedagogical Approach of ERT is also based on Humanizing Pedagogy and Pedagogy of Care to adapt to student needs, some other aspects include assessing the system’s current digital infrastructure (internet, device access), student and teacher digital capabilities, and budget availability must be considered while adopting emergency remote teaching. This work will prepare the school, university, and college teachers to acquire 21st-century skills and competence along with technology-supported pedagogical innovations based on different technologies, digital tools, and techniques to enrich the emergence of remote teaching experiences.