2020, by Heather Bridge, Lorraine Melita, Patricia Roiger.
Teams of four educators from varied settings worked in a Practicum placement setting for one semester to improve their teaching and align it with Learning Standards. An action research approach improved teaching challenges teams faced. Research articles were read to improve teams’ teaching challenges by implementing one agreed strategy. Teams video-recorded, assessed, and reflected on the impact of the strategy on their teaching, on teacher candidates’ learning and on children’s learning.
This text compiles six case studies from this model to illustrate how teaching challenges were improved. Appropriate for practiced educators as well as educators in training, this text provides a real world look into applying Learning Standards in early childhood classrooms.
2018, by Jennifer Paris,Kristin Beeve, Clint Springer, College of the Canyons.
Includes topic such as ow to effectively plan curriculum for young children, planning for preschool-aged children in specific domains, how curriculum planning for infants and toddlers is different from planning for older children.
2019, by Ted Neal, PhD.
We created this book to help you as both a college student and a future teacher. Dr. Ted Neal asked us to help him create this resource from the perspective of students who have taken Science Methods–what would we want in a textbook for this course? With this in mind, we have gathered and created resources to help you better understand science and feel confident in your abilities as a future teacher.
2018 by Jennifer Paris, College of the Canyons.
Early childhood is a critical time in development. Many outcomes, both positive and negative, have their beginnings in these years. It is vital that children’s health and safety be protected. High-quality early care and education programs can play a valuable role in improving outcomes
for children.
2021 by Janet Stramel.
This course satisfies the Early Childhood Unified requirements in the state of Kansas for a teaching license Birth to Grade 3.
Most people agree that early childhood includes the period from infancy until eight years of age, characterized by rapid and complex growth in physical, cognitive, and social domains. Math skills must be taught in early childhood. Children should be provided a foundation to succeed in elementary school and beyond. Teachers should focus lessons in early childhood around the basic skills that will help to advance future mathematics.
2015 by Anthony Scheffler, Shirley Andrews, Nancy Sartin, Valdosta State University.
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.
2021 by Alissa A, Lange et al, East Tennessee State University.
written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM. include the following: 1) completely new content that includes input from our team as well as examples of integrated STEM learning experiences; 2) adaptations of existing resources, and; 3) compilations of existing free resources
2019, by Ted Neal, PhD.
We created this book to help you as both a college student and a future teacher. Dr. Ted Neal asked us to help him create this resource from the perspective of students who have taken Science Methods–what would we want in a textbook for this course? With this in mind, we have gathered and created resources to help you better understand science and feel confident in your abilities as a future teacher.
2019, by Emily van Zee, Elizabeth Gire, Oregon State University.
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. Also is appropriate for general science students and others interested in exploring some of the physical phenomena underlying global climate change.
2021 by Alissa A, Lange et al, East Tennessee State University.
written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM. include the following: 1) completely new content that includes input from our team as well as examples of integrated STEM learning experiences; 2) adaptations of existing resources, and; 3) compilations of existing free resources
