The Framework, re-framed in "plain English" for students and faculty. The goal was to make the ACRL Framework easier to understand (many people don't use iterative in everyday conversation, for example) and to make the connection between information literacy and institutional mission/vision and learning outcomes clear.

Cover photo by geraldo stanislas on Unsplash

Over the years researchers have found the necessity to develop theories of behavior that are specific to family settings. These theories have been developed by people with a variety of areas of emphasis, from family therapists to gerontologists to child development specialists. In this chapter we will briefly discuss six such theories: Bioecological Model, Family Systems, Functionalism, Conflict Theory, Symbolic Interactionism, and Psychological Perspectives.

Developmental Dyscalculia (DD) is a learning disorder affecting the ability to acquire school-level
arithmetic skills, affecting approximately 3-6% of individuals. Progress in understanding the root causes
of DD and how best to treat it have been impeded by lack of widespread research and variation in
characterizations of the disorder across studies. However, recent years have witnessed significant growth
in the field, and a growing body of behavioral and neuroimaging evidence now points to an underlying
deficit in the representation and processing of numerical magnitude information as a potential core
deficit in DD. An additional product of the recent progress in understanding DD is the resurgence of a
distinction between ‘primary’ and ‘secondary’ developmental dyscalculia. The first appears related to
impaired development of brain mechanisms for processing numerical magnitude information, while the
latter refers to mathematical deficits stemming from external factors such as poor teaching, low socioeconomic status, and behavioral attention problems or domain-general cognitive deficits. Increased
awareness of this distinction going forward, in combination with longitudinal empirical research, offers
great potential for deepening our understanding of the disorder and developing effective educational
interventions.

Please contribute content to this wiki that is critical to the teaching and learning of mathematics. Remember to include appropriate category tags to facilitate finding your page.

Deb Baker created this after consulting with faculty, librarians, and colleagues from around the country. The idea was to create a practical tool for assessing information literacy that anyone could use, was easy to norm, and focused on what students could do and where research instruction could be improved to increase students' information literacy. This rubric can help improve student success and information literacy learning outcomes in research assignments for any course. Used early in the semester it can serve as a diagnostic tool for supporting student researchers in developing the skills and habits of mind needed to successfully find and use information to answer a question, support a thesis, or solve a problem. Students could even use it to self-assess.

Cover photo by Glenn Carstens-Peters on Unsplash

This open textbook is designed for and by undergraduate Interdisciplinary Studies students, with a special concentration on rethinking interdisciplinary education in a digital age.

Welcome to learning about how to effectively plan curriculum for young children. This textbook will address:

Developing curriculum through the planning cycle
Theories that inform what we know about how children learn and the best ways for teachers to support learning
The three components of developmentally appropriate practice
Importance and value of play and intentional teaching
Different models of curriculum
Process of lesson planning (documenting planned experiences for children)
Physical, temporal, and social environments that set the stage for children’s learning
Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature.
Planning for preschool-aged children in specific domains including
Physical development
Language and literacy
Math
Science
Creative (the visual and performing arts)
Diversity (social science and history)
Health and safety
How curriculum planning for infants and toddlers is different from planning for older children
Supporting school-aged children’s learning and development in out-of-school time through curriculum planning
Making children’s learning visible through documentation and assessment

This is a place to gather and reflect on knowledge, and to contribute to the knowledge base by making thoughtful analyses and connections that are relevant to the philosophical and historical perspectives on the child in society.

The book is designed to accompany an introductory level general special education course: The Dynamic Role of the Special Educator.

This book is an Open Educational Resource (OER) designed specifically for you, a Plymouth State University student enrolled in the “Tackling a Wicked Problem” course. The book contains material written specifically for it as well as material from other openly licensed material including the OER written by the Fall 2017 First Year Seminar Fellows at Plymouth State University.

This is a 2019 derivative of Version 1.2. There were minor changes made in this book from the original: Child Growth and Development by College of the Canyons, Jennifer Paris, Antoinette Ricardo, and Dawn
Rymond and is used under a CC BY 4.0 international license
Those changes include:
 The title of this book was changed.
 A new cover was created.
 The title page and acknowledgements were adjusted.
 A new table of contents was created.
 Autonomy vs. shame and doubt was added to Chapter 6.

Cover art photo by Rene Bernal on Unsplash