This Module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours).

This Module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI (est. completion time: 3 hours).

This Module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This Module also explores parent involvement and issues related to English language learners (est. completion time: 2 hours).

Thematic, integrated skills textbook includes reading strategies, essay structure, research strategies, reasoning, and revising skills. Level: 1-below TLEE; Skill: Writing, Reading, Research;

Short Description:
Reflective practice as a required disposition for early years educators. The history, the tools, skill and disposition are examined in one resource

Long Description:
This resource will provide a context that will allow the reader to consider their obligation to reflect from their own perspective and will explore how to create a practice that best suits their professional setting. This book will bring together in one place the history, the values, the skills and disposition required to be a reflective practitioner. It is a textbook with elements of a workbook, embedded are opportunities to watch, to think, to write, and to listen allowing the reader to become a purposeful and intentional reflective practitioner.

Word Count: 7748

(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 webinar addresses questions related to writing, reviewing, editing, or funding a study using the Registered Report format, featuring Chris Chambers and ...

This Module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (Physical Therapy, Occupational Therapy, Speech-Language Pathology Services, Social Work Services, and Psychological Services) and briefly highlights many of the other related services as identified through IDEA '04 (est. completion time: 1 hour).

Related lesson plans are also available for download and adaptation in the Guttman Community College OER collection in the CUNY Academic Works institutional repository.

This online book is designed to help students learn the skills they will need to do well in college-level classes. Some courses will focus on writing, some on reading, and some on a combination of the two; this book is designed to work with all of those classes.

Welcome, students, and remember: a skill is not a magical ability. By that, we mean it can be learned; you don't have to be born "good at" reading or writing. Like any other skill, reading and writing abilities improve through learning the step-by-step process to doing both, and through practice. We hope this book will help you develop your own skills.

Using Theatre to Reimagine Graduate Supervision

Short Description:
Rock the Boat is an open-access multimedia resource designed to provoke dialogue about graduate supervision relationships within universities, and their impact on student and faculty wellbeing. Drawing upon the tradition of Research-based Theatre, Rock the Boat draws attention to graduate supervision as a vital form of pedagogy, and as rife with challenges — especially relating to equity, inclusion and diversity.

Long Description:
Drawing upon the tradition of Research-based Theatre, Rock the Boat draws attention to graduate supervision as a vital form of pedagogy, and as rife with challenges — especially relating to equity, inclusion and diversity. By supporting structured and safe dialogue about some of these challenges on campus, we hope to support students, faculty and staff in developing healthy, respectful supervisory relationships, thereby enhancing the wellbeing of all.

The resource comprises four filmed scenes, each seven to 10 minutes long: Zoom Fatigue, Contentious Authorship, No Other Choice and Disclosures. Each scene dramatizes a relationship between one or more graduate students and their supervisors and provokes dialogue around specific challenges that can occur. These include supervisory communication, authorship of scientific papers, competition between students, gender and racial discrimination, balancing personal and professional priorities, mental health and privacy.

The scenes can be used in any facilitated group context. You may, for example, wish to use them for graduate student orientation, during equity, diversity and inclusion workshops, for supervisory training sessions, or during faculty or departmental retreats. The scenes are professionally acted and filmed, and this guide will help you design and facilitate a group session that generates useful dialogue, whatever your specific goals.

Word Count: 10093

(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.)

Short Description:
This is a series of 5 capstone lessons based on 5 interviews. Topics of the lesson are: Sergei Khrushchev (about the historical legacy of his father, Nikita Khrushchev), Sergei Enikolopov (crime), Viktor Loshak (journalism), Evgenii Aksenov (business), and Aleksandr Asmolov (education).

Long Description:
This is a series of 5 capstone lessons based on 5 interviews. Topics of the lesson are: Sergei Khrushchev (about the historical legacy of his father, Nikita Khrushchev), Sergei Enikolopov (crime), Viktor Loshak (journalism), Evgenii Aksenov (business), and Aleksandr Asmolov (education).

Authors: Nina Familiant, Shannon Donnally Quinn, Benjamin Rifkin

New version created by: Shannon Donnally Quinn with help from Lidia Gault

Word Count: 4544

(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 book is a practical guide to adapting or creating open textbooks using the Pressbooks platform. It is continually evolving as new information, practices and processes are developed. The primary audience for this book is community members at Ryerson University, Ontario who are interested in creating Open Educational Resources; however, there may be content within this book that is useful to others working on similar Open Educational Resource initiatives.

This Module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement (est. completion time: 1.5 hours).

This Module features the Self-Regulated Strategy Development (SRSD) model, which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so (est. completion time: 1 hour).

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. Revised for Illinois.

A unit of study of the risks associated with the use of ICTs. The objective is to provide an overview of some of the common threats that students are exposed to while navigating the Web, interacting on social networks and accessing digital resources. Provide guidance as to how to safely navigate away from harmful digital environments and situations.

This Module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting (est. completion time: 1.5 hours).

This Module is designed for school nurses. It provides an overview of school nurses' roles in serving all students in the school environment, in addition to addressing specific roles for working with students with disabilities. More specifically, it discusses participating in 504 plan and IEP meetings, advocating for students with healthcare needs, promoting their services and their roles as school nurses, collaborating with others, and establishing networks (est. completion time: 1.5 hours).

A unit of study of the idea of collaborative databases. The objective is for teachers to access and evaluate an administration program. Set up and load information and print reports.