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As the inequitable impacts of climate change become more evident and destructive, it is essential for climate and environmental justice, as well as methods of civic engagement, to be taught at a high-level to college-level students. This book provides real examples of how professors at the University of Washington integrated these critical issues into their teachings, both in targeted lessons and as throughlines across an entire course.

This is a digital edition of the book Curriculum Integration: Twenty Questions- With Answers, first published in 1999 by the Georgia Middle School Association.

This is the second entry in the Humanizing Science through STEM and the Arts (STEAM) interdisciplinary project. For this series, we collaborated with a cohort of future teachers in a science methods class who were majoring in Early Childhood Education. The future teachers authored stories for children inspired by Braiding Sweetgrass by Robin Wall Kimmerer, and then read them aloud as part of a giving-back, service-learning activity.

Almost all textbooks have some kind of introduction, and this one is no exception. This introduction, however, is somewhat different because this is not a typical textbook. The students from the 2020-2021 Inclusive Education cohort created this book, and it is in many ways a labour of love (or at least we like to think so). Each study pod/student group chose a topic related to inclusion and collaborated to both research and write about the topic for an audience of future students.

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.

open textbook designed for students in graduate-level nursing and education programs. Its intent is to recognize the significant role the literature review plays in the research process and to prepare students for the work that goes into writing one. Developed for new graduate students and novice researchers just entering into the work of a chosen discipline, each of the eight chapters covers a component of the literature review process. Students will learn how to form a research question, search existing literature, synthesize results and write the review. The book contains examples, checklists, supplementary materials, and additional resources. Literature Reviews for Education and Nursing Graduate Students is written by two librarians with expertise guiding students through research and writing assignments,

a short resource designed to expand your understanding of inequities in the educational systems through breaking down the work into smaller pieces with opportunities for you to reflect, identify strategies for action, and locate resources and community members to connect with. The purpose of this guide is to explore strategies for you as OER creators to incorporate equitable practices into your workflows.

My Slipper Floated Away is an anthology of fresh, compelling essays written by students at Lehman College in the Bronx. The writers are immigrants or the children of immigrants and/or POC.

We are a coalition of educators and historians focused on boosting student engagement and achievement through transformational social studies programs. We offer teachers better curricula and a vibrant community—which helps them make better readers, writers, and thinkers out of the young historians in their classrooms.
Currently, the OER Project offers two full courses—Big History Project (BHP) and World History Project (WHP)—both of which are completely free, online, and adaptable to different standards and classroom needs.
We also offer two extension courses—Project X and Project Score—which allow you to enhance your existing curriculum with OER Project tools and methodologies.
Unlike textbooks, lesson websites, and other commercial products, everything has been purpose-built to empower teachers and leave traditional history courses in the past.

Our hope is that this guide to citing personal experience and interviews meets our goal of supporting students to produce their own knowledge, as well as honoring the academic value of their lived experience and the experiences of their families and communities. Through the use of a set of guidelines we created for students to cite personal experience and interviews, we found students self-reported increase in engagement and success in academic assignments. We propose this set of guidelines are an important practical tool for critical, feminist, and anti-racist pedagogy, as well as a method for teaching ethical research.

Guided by cultural beliefs and principles, families select experiences, convey attitudes, and impart knowledge to their children to prepare them for adulthood. Accordingly, it is important for program staff to learn to collaborate effectively with families. To develop a partnership and to tap into the family as a primary resource, early childhood educators must reach out to, learn about, and develop strong partnerships with families. This process requires openness to learning and an effort to understand the individuality of each family and the diversity of the families from which the children come.
*LibreText collection

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.

The Teacher’s Guide to Using Literature to Promote Inclusion of People with Disabilities has been designed to assist teachers who wish to use literature to promote inclusion of people with disabilities in all aspects of life.

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).

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.

This text endeavours to focus on wellbeing promotion in educational contexts as schools and other educational contexts play a pivotal role in teaching students about nonviolence, promoting understanding of diversity, endowing people with a shared purpose and meaning and the skills and behaviours to create a more inclusive, healthy, and positive future.

This book was written specifically for the emerging child psychology student or early childhood educator in mind. The authors have taught both Child Psychology and Child Growth and Development throughout their careers

From The Education Alliance, Brown University

Culture is a complex component of our life. It shapes how we interact with one another and how we take in and process information. In this chapter, we will explore the impact of culture in the learning process in the classroom.

Georgia Virtual Resources are the largest collection of OER content in Georgia. Since the content is available openly-no log in required, without a cost, and with limited licensing restrictions, these resources can be accessed by anyone in Georgia. Georgia is a leading state in sharing content state to state via the Learning Registry. By providing educators, parents, and students free, quality, aligned resources, many barriers such as possible copyright violations by adapting resources to meet the needs of students, are removed.