This curriculum was designed to improve the quality of care provided to children in out-of-home care. It highlights the importance of providing child welfare services that are more responsive to the voices of children in kin and non-kin foster care. Components include an overview of the child welfare system in California, a literature review of children's experiences in out-of-home care, children's experiences with kin and non-kin foster care in California, adolescents' perspectives of out-of-home care in California, practice tips for child welfare workers, case vignettes, and a bibliography of relevant child welfare texts and articles cited in the curriculum. (348 pages)Fox, A., Frasch, K., & Berrick, J. D. (2000).

Archived session from the 2024 Arizona Regional OER Conference. Session Title: Make Chemistry an OER. This resource includes the session abstract, presenter(s), and recording. 

This article examines the reading comprehension strategy known as making connections. It involves linking what is being read (the text) to what is already known (schema, or background knowledge). The author provides links to four online resources that will help readers use the strategy in K-5 science and literacy classrooms. The article appears in the free, online magazine Beyond Weather and the Water Cycle, which integrates science and literacy instruction.

Implementation checklists are a list of practical steps you can take to support the implementation of an evidence-based practice in your setting.

This checklist focuses on implementing mastery learning.

Have I...
*developed, or drawn on an existing learning progression in line with my curriculum document/syllabus?
* used my formative assessment or existing data to identify a way to determine where my students are currently at in their learning and the correct level of challenge for them?
* broken the learning objectives down into what students should know, understand or be able to do by the end of the [lesson/week/unit]?
* established the success criteria for each of my learning objectives? (See explicit instruction for more detail on setting learning objectives)
* sequenced tasks so that it is clear to my students how their skills and level of mastery build as they go through them?
* used formative assessment to gather data about which of my students are ready to progress and which need additional practice to master the content?
* planned some revision and enrichment activities to cater to my students who need the additional practice or extension?
* planned opportunities for my students to review the learning over time?
* reflected on what my formative assessment has told me about how students are mastering the tasks so that success criteria and learning objectives can be revised over time?

This four-part module has been developed as an initial component developed to support K-12 professional development to engage in independent study and initial exploration of culturally responsive teaching, the NGSS shifts, and relevant connections between NGSS and Common Core. This is part of a larger equity-focused professional development program of NGSS working throughout all areas of Oregon.It will take approximately 2 hours to complete and brings together many already developed resources in new ways. Module A is the introductory module for the Oregon Science Project NGSS.If you have any feedback please email ctrecha at oregonscienceproject.org

This online module will explore strategies to increase student ownership and motivation in your classroom. 

The NASW Code of Ethics is intended to serve as a guide to the everyday professional conduct of social workers. This Code includes four sections. The first Section, "Preamble," summarizes the social work profession's mission and core values. The second section, "Purpose of the NASW Code of Ethics," provides an overview of the Code's main functions and a brief guide for dealing with ethical issues or dilemmas in social work practice. The third section, "Ethical Principles," presents broad ethical principles, based on social work's core values, that inform social work practice. The final section, "Ethical Standards," includes specific ethical standards to guide social workers' conduct and to provide a basis for adjudication.

The mission of the National African Language Resource Center (NALRC) at the University of Indiana is to serve the entire community of African language educators and learners in the United States by sponsoring a wide range of educational and professional activities. The intent is to improve the accessibility and quality of African language instruction in the United States.

The National Foreign Language Resource Center (NFLRC) at the University of Hawai'i is one of the fifteen National Foreign Language Resource Centers established under Title VI of the U.S. Department of Education. NFLRC focuses on the less commonly taught languages of Asia and the Pacific, including Arabic. The website offers publications available for sale and frequently hosts conferences and workshops.

The mission of the National Heritage Language Resource Center (NHLRC) at the University of California, Los Angeles is to develop effective pedagogical approaches to teaching heritage language learners, first by creating a research base and then by pursuing curriculum design and teacher education. Some of the center's projects for Arabic include facilitating STARTALK workshops, publishing articles on Arabic linguistics, and more. The NHLRC is one of 15 Language Resource Centers established under Title VI of the U.S. Department of Education.

Conflict is inevitable and if unresolved, has negative impacts that reach far beyond the principal parties. Managing conflict in a non-violent manner can increase the ability of everyone involved to work more effectively with clients, staff, and other personnel. This module teaches conflict management through a combination of skill-building and philosophical discussion to enable participants to become invested in the idea that non-violent conflict management is better, more effective, and more efficacious in the long run than either conflict avoidance or an aggressive approach that produces "winners" and "losers." The material can be presented in training sessions of varying lengths from one class to an entire semester. The author recommends separating the three modules over time to allow time for integration of skills. (95 pages)Rice, S. (2000).

Archived session from the 2024 Arizona Regional OER Conference. Session Title: OER Commons 101. This resource includes the session abstract, presenter(s), and recording. 

Archived session from the 2024 Arizona Regional OER Conference. Session Title: OER Crash Course: The Why and How of "Open". This resource includes the session abstract, presenter(s), and recording. 

These slides and handout were developed for a 60-min. cross-training OER session with college staff, and are therefore very general in nature. These materials could be adapted for any general introduction to OER basics and Creative Commons licenses.

Use this checklist to make sure that all the requirements for open licensing are met. Please note that it is very helpful to review this checklist BEFORE you begin development work so that you are designing your resource with open licensing requirements in mind from the beginning.

Archived session from the 2024 Arizona Regional OER Conference. Session Title: OERizona Info Session. This resource includes the session abstract, presenter(s), and recording. 

Archived session from the 2023 Arizona Regional OER Conference. Session Title: Open Access Journals in the Context of Global Knowledge DistributionThis resource includes the session abstract, presenters, PPT, and recording. 

This resource is designed to provide instructors with an outline for a 1 hour professional development session aimed at introducing teachers to OER commons.

This is a recording of a webinar where K-12 and higher ed instructors shared what they learned from getting rid of their textbooks and developing original, openly licensed materials for their classes.