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Reading and Writing Successfully in College: A Guide for Students book cover

Reading and Writing Successfully in College: A Guide for Students

CC BY-SA (Attribution ShareAlike)   English

Author(s): Patricia Lynne

Editor(s): Victoria Gavin

Subject(s): Writing and editing guides, Creative writing and creative writing guides, Information retrieval and access, Teaching of reading, writing and numeracy

Institution(s): Framingham State University

Publisher: ROTEL (Remixing Open Textbooks with an Equity Lens) Project

Last updated: 29/01/2024

This textbook provides students with guidelines for understanding writing tasks as intellectual work using Bloom’s Taxonomy and for treating the writing process as a set of variable activities that move along a trajectory from idea or assignment to a finished product. The book also includes chapters on strengthening reading strategies and on finding, evaluating, and using sources effectively.
The Whole Child: Development in the Early Years book cover

The Whole Child: Development in the Early Years

CC BY-NC-SA (Attribution NonCommercial ShareAlike)  2 H5P Activities    English

Author(s): Deirdre Budzyna, Doris Buckley

Subject(s): Age groups: children, Child, developmental and lifespan psychology, Early childhood care and education

Institution(s): Northern Essex Community College

Publisher: ROTEL (Remixing Open Textbooks with an Equity Lens) Project

Last updated: 29/01/2024

The Whole Child is a textbook that gives an overview of development, beginning in the mother’s womb through the age of eight. It starts with a look at perspectives of early childhood, including how children have been viewed historically as well as cross-culturally. There is a complete overview of the important theorists that have helped to deepen and bring clarity to how children develop. These theories include psychodynamic, behavioral, social cognitive theory, cognitive theory, humanistic, multiple intelligence, growth mindset, and Bloom’s taxonomy. Understanding the implications of each theory is important foundational knowledge for the study of development. Developmental domains at each stage is examined alongside important milestones. The biology of the brain is given important consideration. Some of the many factors that influence a young child’s development are also included in this text.

Why Do I Have to Take This Course? book cover

Why Do I Have to Take This Course?

CC BY-NC-SA (Attribution NonCommercial ShareAlike)   English

Author(s): Kisha G. Tracy

Subject(s): Educational: General studies, educational skills and competencies

Institution(s): Fitchburg State University

Publisher: ROTEL (Remixing Open Textbooks with an Equity Lens) Project

Last updated: 19/01/2024

Why Do I Have to Take This Course? A Guide to General Education developed out of many years of thinking about general education courses and curriculums. We, as university personnel, do not always succeed in explaining why we have certain requirements. Even though these courses make up a significant percentage of our college careers, there is not often time set aside to talk about general education and explore its purpose and goals. When we do not know the reason why we are doing something, it can sometimes lead to apathy and even resentment. Once we have an idea of the purpose, then we can start to appreciate and learn. It is worthwhile to spend some time thinking about these purposes, both “official” and personal ones, in order to maximize student learning.

This textbook helps students systematically study how general education requirements are developed, their history, post-graduation value, etc. It emphasizes exploration of the significance of individual learning outcomes, especially through the lens of John Lewis’ philosophy of “good, necessary trouble.” For instructors adopting this book, it is designed to assign in its entirety or in parts as instructors can choose to emphasize relevant learning outcomes. It is also designed for use by advisors, especially with advisees who express concerns over taking certain requirements.

Children, Families, Schools, and Communities book cover

Children, Families, Schools, and Communities

CC BY-NC-SA (Attribution NonCommercial ShareAlike)  16 H5P Activities    English

Author(s): Joan Giovannini

Subject(s): Child, developmental and lifespan psychology, Family psychology, Family and health, Social groups, communities and identities

Institution(s): Holyoke Community College

Publisher: ROTEL (Remixing Open Textbooks with an Equity Lens) Project

Last updated: 16/10/2023

Children, Families, Schools, and Communities is an introductory text in the field of Child and Family Studies.  It provides a lens for understanding the evolving definition of “family” through socially constructed and ecological theory frameworks.   It promotes strategies for culturally sustaining and deeply collaborative relationships between families, schools, and communities through the use of home-grown advocacy strategies based on community-driven data.  Children, Families, Schools, and Communities is an adapted OER text from Rebecca Laff’s and Wendy Ruiz’s Child, Family, and Community.