{"data":[{"id":235,"title":"Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders","edition_statement":null,"volume":null,"copyright_year":2015,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This open textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.","contributors":[{"id":3701,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Samuel","middle_name":null,"last_name":"Sennott","location":"Portland State University","background_text":"Samuel Sennott, PhD, is an assistant professor of special education. He completed his doctorate at The Pennsylvania State University and is the co-creator of the original Proloquo2Go, the popular iOS application that helps people who have difficulty speaking due to a range of disabilities such as autism, Down syndrome, cerebral palsy, and other disabilities. Proloquo2Go has been featured on the front page of the NY Times, by ABC News, and on 60 Minutes. Dr. Sennott's clinical, research and development, and advocacy work focuses on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design."},{"id":3702,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Sheldon","middle_name":null,"last_name":"Loman","location":"Portland State University","background_text":"Sheldon Loman, PhD, is an assistant professor of special education. Dr. Loman received his PhD in special education from the University of Oregon, with the focus of his work on instructional practices for people with severe disabilities, educational systems change, and positive behavioral interventions and supports. He has a bachelor’s degree in psychology from the University of Hawaii and a master’s degree in special education with an emphasis on moderate/severe disabilities from San Francisco State University. His interest areas are inclusive education, instructional practices for individuals with significant disabilities, Functional Behavioral Assessment (FBA), Assistive Technology (AT) and Augmentative and Alternative Communication (AAC), and educational systems change."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":28,"name":"Secondary Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/secondary-education"}],"publishers":[{"id":132,"url":"http://archives.pdx.edu/ds/psu/13340","year":null,"created_at":"2018-09-07T12:22:37.000-05:00","updated_at":"2018-09-07T12:22:37.000-05:00","name":"Portland State University Library"}],"formats":[{"id":191,"type":"PDF","url":"https://pdxscholar.library.pdx.edu/pdxopen/5/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2156,"type":"Online","url":"https://content.library.pdx.edu/files/PDXScholar/sped/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4","textbook_reviews_count":14,"reviews":[{"id":495,"first_name":"Brittany","last_name":"Joseph","position":"Adjunct Instructor","institution_name":"The University of Toledo","comprehensiveness_rating":3,"comprehensiveness_review":"The comprehensiveness of this textbook addresses a variety of areas within the study of Autism Spectrum Disorders.  While the book does not include an index or glossary, the chapters all relate to the title of the textbook.","accuracy_rating":5,"accuracy_review":"The content is accurate, error-free and unbiased.","relevance_rating":5,"relevance_review":"Content in the field of Autism Spectrum Disorders changes due to the increased prevalence of the disorder each year but the authors included relevant statistics and facts.  If updates were made, it would be easy to implement those changes.","clarity_rating":5,"clarity_review":"The textbook is clear and concise.  It does include technical terminology related to Autism Spectrum Disorders and interventions utilized to support individuals but it is done so in a way that is understandable to professionals working in the field.","consistency_rating":3,"consistency_review":"The consistency of the textbook could be improved in terms of the framework.  For example, the textbook covers a wide range of specific topics related to Autism Spectrum Disorders in Curriculum and Instruction but it does not address all areas.  The chapters on Applied Behavior Analysis and Augmentative Alternative Communication are well written but maybe too specific of topics to cover in a textbook related to Curriculum and Instruction.  It would take extensive training to implement both Applied Behavior Analysis and Augmentative Alternative Communication, neither of which could be learned from simply reading this textbook.","modularity_rating":5,"modularity_review":"The modularity of this textbook is good as I can assign smaller reading sections at different points within the course to my students.  The chapters are of an appropriate length and provide a good overview of the content covered.","organization_rating":5,"organization_review":"The topics are addressed in a logical, clear manner.  The content flows well and is organized for the reader.  The benefit of the textbook is the accessibility for readers to complete their reading on a variety of devices and using screen reader technology.","interface_rating":5,"interface_review":"The interface of the textbook is appropriate and there are no issues with navigation, distortion of images or charts.  Everything within the book appears clearly and without distraction.","grammatical_rating":5,"grammatical_review":"The textbook contains no grammatical errors.","cultural_rating":5,"cultural_review":"The text is not culturally insensitive or offensive in any way.  It describes individuals with Autism Spectrum Disorders and other disabilities in an appropriate way.","overall_rating":9,"overall_review":"This book will be an appropriate textbook to assign in small chapters for my students to read in an online Understanding Autism course at The University of Toledo.","created_at":"2016-08-21T19:00:00.000-05:00","updated_at":"2016-08-21T19:00:00.000-05:00"},{"id":503,"first_name":"Roger","last_name":"Ideishi","position":"Associate Professor","institution_name":"Temple University","comprehensiveness_rating":4,"comprehensiveness_review":"The textbook provides a good overview of instructional strategies for students with autism and special needs. The chapters provide nice overviews of each areas. The chapters on technology are particularly comprehensive with clear descriptions and examples of application. The chapters on behavioral strategies are adequate and not as clear as the technology chapters. Many links in the chapters were not accessible or were no longer available online. The section on UDL was particularly good. The video instruction and lecture was excellent. There are many good resources for the student to use to extend learning and generalize to a variety of settings.","accuracy_rating":4,"accuracy_review":"The content was accurate and straight forward. The references in some of the chapters could use updating with more current literature and evidence particularly the chapters on behavioral strategies. The technology chapters were up to date.","relevance_rating":3,"relevance_review":"As stated above, many links were not usable or unavailable. The references in some of the chapters could use updating with more current literature and evidence particularly the chapters on behavioral strategies. The technology chapters were up to date.","clarity_rating":4,"clarity_review":"The chapters were clear and straight forward. At some points in the behavioral strategies, further descriptions and bullet summaries might be helpful to reinforce overall concepts. There were many sample blank templates which were good. Some of the templates had completed samples, others did not.","consistency_rating":4,"consistency_review":"The text covers the current state of practice and instruction for students with autism with consistent language and models that a practitioner would be exposed to.","modularity_rating":5,"modularity_review":"The chapter lengths were perfect so the textbook did not seem overwhelming. The various links (the ones that worked) were very helpful to elucidate concepts, provide examples, and extend learning to a variety of contexts.","organization_rating":4,"organization_review":"Each chapter was organized well with basic introduction of concepts, specific descriptions of major aspects of concepts, rationale and evidence for concepts /models, examples and resources. In addition to the concluding paragraphs, a summary using a bullet, outline format may help to reinforce particular areas for the reader.","interface_rating":3,"interface_review":"Some resource links were not usable or unavailable.","grammatical_rating":5,"grammatical_review":"No significant areas noted.","cultural_rating":5,"cultural_review":"The text was respectful of diversity language in both culture and ability.","overall_rating":8,"overall_review":null,"created_at":"2016-08-21T19:00:00.000-05:00","updated_at":"2016-08-21T19:00:00.000-05:00"},{"id":776,"first_name":"Stephanie ","last_name":"Kurtts","position":"Associate Professor","institution_name":"University of North Carolina at Greensboro","comprehensiveness_rating":5,"comprehensiveness_review":"Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders is a practical text that is grounded in theory and provides a wealth of examples of instructional and behavioral strategies to support students with complex and involved disabilities within a Universal Design for Learning (UDL) framework. While targeting curriculum design and effective instruction for students with developmental disabilities and autism spectrum disorders, the extensive and comprehensive collection of strategies and approaches for student-centered services, effective communication, behavior management, and use of technology, including AAC, can be applied to a diverse group of students with learning and behavioral challenges. The text contains numerous examples of tools for observation of student behavior and performance, including data collection and progress monitoring. These sample data collection tools are able to be immediately applied to practical use in the classroom and with families and other professionals serving individuals with complex and involved disabilities. iOS8 accessibility, with numerous visuals depicting features and how to use the features as support for effective learning with mobile devices using this technology, is very beneficial as Apple products are used by many school systems.","accuracy_rating":5,"accuracy_review":"The content of the text is well-supported with current research from the field. There appears to be no errors and the extensive research and evidence-based practices throughout the text that are clearly referenced support this. There is no bias, although there is the chapter on accessibility of Apple products by an Apple Distinguished Educator. ","relevance_rating":5,"relevance_review":"This text is highly relevant as the number of students identified with ASD continues to increase and educational professionals are constantly challenged to effectively meet the instructional and behavioral needs of these students in the classroom and in community settings. The arrangement of the text would certainly ensure that updates can be implemented easily. This is important, as factors such as changing legislation can impact service delivery options and accountability for this group of students.","clarity_rating":4,"clarity_review":"The text is well-written and free of educational jargon. The reader needs to be familiar with the categories of disabilities addressed, ASD and developmental disabilities, as there is little actual description, definitions, or characteristics of these areas of disability. There is extensive description of the instructional strategies and behavioral interventions, along with data collection methods, that provide excellent examples of materials and resources for implementation.","consistency_rating":4,"consistency_review":"The text is consistent in professional terms and conceptual framework addressing effective and inclusive instructional practices and behavioral instruction for students with complex and involved disabilities. Professional terms are defined with ample examples. Some chapters end with a \"conclusion\" and some chapters end with a \"summary\" although that doesn't detract from a review of the main ideas of the chapter.","modularity_rating":5,"modularity_review":"In reference to the modularity of the text, the content can be assigned at different points in a course. While the chapters do complement one another (see Organization/Flow/Structure) any one of the six chapters could serve as an excellent resource for the topic addressed, such as guiding principles for comprehensive instruction for students with complex and involved disabilities and learning and behavioral challenges, AAC, applied behavioral analysis (ABA), functional interventions and assessment (FBA) and effective us of technology tools.","organization_rating":4,"organization_review":"The content of text is structured clearly and logically. The chapters are written to complement one another. There is no table of contents at the beginning of the text and that does lead to the reader needing to scan through the entire text to find relevant information within the topics. With frequent use of the text, the reader would eventually be familiar enough with the content to know in which chapters certain information is presented, but a table of contents would help.","interface_rating":4,"interface_review":"While the text is free of any major interface issues, a few of the website links would not open. Another issue, while not too distracting or cumbersome, is that several charts are in the \"landscape\" page orientation, but sideways, so the reader must turn the computer to the side to read the charts or tables. Videos all appeared to work and provide specific information and examples  to support skills and concepts addressed. ","grammatical_rating":5,"grammatical_review":"There are no grammatical errors.","cultural_rating":4,"cultural_review":"The text is highly relevant to understanding the most effective research-based strategies and interventions to support students with ASD or with developmental disabilities thus is sensitive to the nature of the disability. Students with complex and involved disabilities will come from diverse racial, ethnic and cultural backgrounds and having a strong foundation in the most appropriate and effective strategies and interventions to serve these students will greatly assist with service delivery models.","overall_rating":9,"overall_review":"This is a very practical text that provides many examples of how to implement and collect data on the use of evidence and research based strategies and intervention to support instruction and behavior management with students with complex and involved disabilities within an inclusive context. ","created_at":"2016-12-05T18:00:00.000-06:00","updated_at":"2016-12-05T18:00:00.000-06:00"},{"id":1637,"first_name":"Abigail","last_name":"Allen","position":"Assistant Professor","institution_name":"Clemson University","comprehensiveness_rating":2,"comprehensiveness_review":"While the six chapters cover some important aspects of instruction for this population of students, I'd appreciate a more comprehensive view of developmental disabilities and autism spectrum disorder. Some introductory information with definitions, prevalence rates, etc. would be helpful as well as some broader context on inclusion for students--when is inclusion appropriate, what are the goals, etc. There are some great tools and resources in the book about assessments and tools for self-determination, inclusion, ABA, AAC, FBA etc., but there's never an explicit connection or discussion about why these particular areas are important specifically for students with DD and ASD. I think students would benefit from having some discussion around how and why we make these decisions about students rather than just presenting the tools. I'm also left wondering why are there no chapters about academic interventions, when and how to target academic vs functional outcomes, how to approach writing IEP goals in various areas, etc. yet there is an entire chapter on iOS 8 Accessibility.","accuracy_rating":5,"accuracy_review":"The information presented is accurate, it's just not directly tied to students with developmental disabilities or autism.","relevance_rating":5,"relevance_review":"The relevance/longevity is great. The authors included up to date tools and resources that can easily be updated over time.","clarity_rating":3,"clarity_review":"The text itself is clear and does not overly rely on jargon. What's not always clear is why the chapter topics were chosen (see Comprehensiveness section of this review). I think a clearer presentation of the overall framework for the text would be helpful to the reader. For example, why is augmentative and alternative communication (AAC) given its own chapter? Why is AAC important for students with DD and ASD? It's never actually explaned that, for example, students with autism have communication impairments, that a hallmark of autism is deficits in communication and social skills, therefore communication devices are often necessary. Same for the other chapters--why are these topics critical for these disability areas?\n\nAdditionally, the text reads as if each chapter was written for a separate purpose or publication and compiled together under a title about DD and ASD. The chapters present important and accurate information about each individual topic (e.g., applied behavior analysis), but there's no clear connection to why each particular element is key for students with these disabilities (e.g., WHY do students with DD or ASD need applied behavior analysis?). Chapters 2-6 could have been written for any other textbook on any other disability. ","consistency_rating":3,"consistency_review":"While the terms presented are consistent across the text, the writing styles, framework, and organization of each chapter are not consistent and do not blend. For example, the first chapter is very straightforward while the second chapter opens with a personal vignette from the author. It makes the text seem inconsistent overall.\n\nAnother issue is that the terms intellectual disabilites and autism spectrum disorder are never actually defined. Even though the purpose of this text appears to be about instructional planning for kids with DD and ASD, a brief statement with some introductory information about the disabilities (what are they, how do they manifest in people) would be helpful to provide some level of consistency across the text as a whole.","modularity_rating":5,"modularity_review":"The book can easily be split up into smaller sections for reading assignments. The text is broken up with logical and understandable headings and subheadings.","organization_rating":2,"organization_review":"Overall the topics are presented in an organized way, but, as stated previously, an introduction would be helpful before jumping into the first chapter. What are DD and ASD, prevalence rates, why these two disabilities are often grouped together, how they manifest, etc. Also, the justification for the chapter topics is not clear and the flow from one chapter topic to the next is not overtly logical (see Comprehensiveness and Clarity sections of this review). As stated in other sections of this review, presenting the reader with some overarching framework or organizational structure showing key information about these disabilities, why the included topics are important for these disabilities, and how the chapters are related would improve the text's organization.\n\nAdditionally, some of the chapters include great and helpful subheadings (Chapter Objectives, Defining Characteristics, Summary--all in Ch. 3 on ABA) but not all of the chapters follow this format. Each chapter is like its own paper on a specific topic and they were compiled together to make a textbook.","interface_rating":5,"interface_review":"The interface is fine. The graphics are great and there are helpful pictures and figures to add to the reader's understanding.","grammatical_rating":5,"grammatical_review":"The grammar is adequate.","cultural_rating":2,"cultural_review":"There are no explicit references or examples relating to diverse populations.","overall_rating":7,"overall_review":"Each chapter itself presents quality information but the overall organization and flow of the book is very disjointed and confusing. There is no explicit definition of developmental disability or autism spectrum disorder and no justification for the inclusion of the chapter topics. (Why is there a chapter specifically on iOS 8 Accessibility? Why not just assistive technology or accessibility features of common devices?) There is no direct connection in any chapter (except Ch. 1) to DD and ASD--the chapters, while accurate and containing useful information, are not actually about DD or ASD. This book is essentially a collection of related topics that could be applied to students with DD and ASD.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1757,"first_name":"John","last_name":"McCarthy","position":"Associate Professor","institution_name":"Ohio University","comprehensiveness_rating":4,"comprehensiveness_review":"This is a wide spanning topic that could potentially lead to a lack of practical ideas in favor of extensive background material on individual considerations for different populations.  This book does a good job of ensuring each chapter has a focused set of recommendations for the major issues related to serving individuals with complex disabilities.  Further, each chapter is well referenced, with helpful figures, links and worksheets.\n\nThe book favors broader approaches that work for a wide number of children over distinguishing children with autism spectrum disorders having certain needs versus other children with other disabilities having other needs.  There is a balance of information related to behavior and communication, although I would say there is a little more emphasis on behavioral approaches to intervention.\n","accuracy_rating":4,"accuracy_review":"The content is accurate and is not biased for or against any particular approach.  I would note that Apple products are mentioned in one chapter exclusively and also in Chapter 2, but the products are not presented as the only workable technology solutions.  The information on AAC contains strategies that are manageable by a variety of communication partners, however there is some more recent work relative to Just In Time Programming and Visual Scenes that would have been good additions. Although only a minor issue, a discussion of multimodal communication would also have been ideal.","relevance_rating":4,"relevance_review":"The principles are all good and many of the strategies are not tied to specific technologies or temporarily \"popular\" approaches. Unfortunately, with iOS updates happening more and more frequently (iOS 11 at the time of this review, but iOS 8 in the book), it’s challenging to keep up.  It would have been nice if the chapter author (who is very knowledgeable about topic) avoided use of words like, \"latest version” especially since a lot of the basics are still the same with some refinements. \n\nAlthough Youtube videos are quite helpful, there are some links that no longer work (p. 43, p. 89, p. 95, p. 99).  In the case of iOS accessibility, it’s not too big of a deal, you can easily find updated video examples based on the titles of the videos listed in the chapter. \n\n","clarity_rating":5,"clarity_review":"The book is highly readable even with the different authors for each chapter.  The Figures and Tables are helpful. Although there is an emphasis on practical solutions in the book the tone is clearly for more self-motivated learners or learners. Knowledge of children with disabilities is expected, but discussions could be read by any professional working within the educational system.","consistency_rating":3,"consistency_review":"The text was consistent in terms of having different visual supports.  I did find it distracting that at times figures and tables were embedded in each chapter, and in the case of Chapter 4 were all at the end.  Some chapters provided more case examples than others and the differences in the use of case examples is probably the largest weakness I could find in the book.","modularity_rating":5,"modularity_review":"The entire book is not overly long and each chapter is easily readable within a single setting. Each chapter has a \"take away\" strategy that would work very well in a course format. The iOS Accessibility chapter is more referential than single intervention strategy based, so it would work as either something to reference in the context of intervention with a specific individual in another chapter or as a chapter to be used in conjunction with specific assignments to customize an iOS system for individuals with a variety of disabilities.","organization_rating":4,"organization_review":"The high degree of modularity, means that there is less of a single narrative woven throughout.  One thing I will say is that each chapter quickly gets to applications quickly.  Chapters do not spend extensive time on historical context or competing trends.  The chapters are satisfying on reaching practical information quickly each time.  I only felt chapter 6 deviated from the focus on immediately addressing implementation of the strategy.","interface_rating":4,"interface_review":"The use of external video links could mean a loss of one's place depending on how a user is reading the pdf.  If it is embedded in a browser and the links open in the same tab, this could be problematic.  I found it worked best when I opened videos in a new tab and this solved my issues.  The book doesn't have internal hyperlinks and does not have a table of contents. The references did include doi's when available.","grammatical_rating":5,"grammatical_review":"I did not note any grammatical errors.  The technical quality of the writing is high while still being readable.","cultural_rating":4,"cultural_review":"The text is not actively biased against any group.  Since there are only a few photos with children, it is difficult to criticize the photos for being of white participants. No chapter attempts to highlight considerations relative to diversity. \nI will say that the strategies presented would work for a variety of cultural groups.  Although not mentioned, the AAC strategies that inform the ModelER intervention have been shown to work with a variety of different communication partners. I think this is true for the other strategies as well.  ","overall_rating":8,"overall_review":"I enjoyed this book as a resource.  It can help to provide some practical ideas to speech-language pathologists or to special educators. I don't think it could be the sole resource I would use at the graduate level. \nOne thing I would look for as a supplement is more of a discussion of different professionals and how they can work together.  Chapter 1 helps in this regard.  At the risk of being overly expositional, I think a brief discussion of the roles and responsibilities of different team members (even as a glossary) would be a nice addition.  The information is present in other places and could be supplemented for classroom use.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":2096,"first_name":"Candace","last_name":"Gann","position":"Assistant Professor","institution_name":"Oklahoma State University","comprehensiveness_rating":3,"comprehensiveness_review":"While all of the content in the text is useful in instructional design for children with disabilities, this text is not a comprehensive text that I would choose to use in this type of course.  Rather, it would make a good supplement to other readings and multimedia resources.  The text would benefit from a table of contents, glossary, and index.","accuracy_rating":5,"accuracy_review":"Content appears accurate and error-free.","relevance_rating":4,"relevance_review":"Content within the text is relevant and will remain so over time.  Some of the links might not work over time and should be checked before utilizing the book for a course.  Further, the chapters that discuss AAC and the use of technology within curriculum and instruction will likely need updating in the future as technology progresses.","clarity_rating":4,"clarity_review":"The authors used an appropriate reading level to ensure the content is accessible at the graduate level.  Technical terminology is used, but explained in such a way that the reader can apply the terms in a professional setting.","consistency_rating":4,"consistency_review":"The text is consistent in the framework of each chapter and the level of terminology used.  The authors did a good job of ensuring the readability flowed throughout the text, even though each chapter was written by a variety of individuals within the field.","modularity_rating":5,"modularity_review":"This text would be great to assign separate chapters throughout a course, with some chapters able to be assigned out of order and others grouped to present a large body of information.","organization_rating":3,"organization_review":"Each of the chapters were well organized in structure and flow.  Likewise, most of the chapters flowed from one to the next.  ","interface_rating":4,"interface_review":"All images, examples and embedded web links were clear and flowed well within the text.  The text's interface ensured the reader remained engaged with the text, providing opportunities to apply what was being learned to real-life situations.","grammatical_rating":4,"grammatical_review":"The text did not contain any grammatical errors; however, it did still contain a few directives for the editor of the text to complete references.","cultural_rating":5,"cultural_review":"While this text did not address culture specifically, the authors clearly encourage and support the reader in including family members in the curriculum design process, ensuring the cultural beliefs of the family are embedded within individualized programming.  ","overall_rating":8,"overall_review":"When I chose to review this book, I had assumed the topic coverage would focus on children with autism, as the book appeared to have been written for a graduate level course titled, \"Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders.\"  However, this book was not specific to these disability categories.  Rather, the content is applicable across all fields within special education.","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2134,"first_name":"Gale","last_name":"Rice","position":"Professor \u0026 Dean","institution_name":"Fontbonne University","comprehensiveness_rating":4,"comprehensiveness_review":"This text is based on IWDs in the context of a family which makes it inclusive.  It uses person-first language and is ecologically-based.  The sample forms and websites should be quite helpful.  \nSeveral assumptions are made with respect to the knowledge base the reader has acquired prior to the class in which the text is used.  While these are reasonable it would have been helpful to have them delineated in the introduction.  \n","accuracy_rating":5,"accuracy_review":"The content of the book is accurate and error-free, avoiding common conflicts among topics addressed addressed (e.g. AAC and ABA).  The material is presented in a neutral and unbiased manner.","relevance_rating":5,"relevance_review":"The book has current content, but it is general enough so that the text will not become obsolete very soon.  The exception to this might be the iOS8 chapter.  Even in that case, the information is modularized in such a way to make updates to a specific section relatively easy to do.","clarity_rating":5,"clarity_review":"The book is quite clear and is effective at establishing context then using technical terminology in that context and applying it functionally.","consistency_rating":5,"consistency_review":"Terms are operationally defined early in the book or in each chapter and used consistently throughout the text.","modularity_rating":5,"modularity_review":"It would be very easy to assign just pertinent chapters of the book and not necessarily in the order in which they are included in the book.  ","organization_rating":3,"organization_review":"The text is generally well-organized, although more of an introduction explaining the organization to the reader would be helpful.  While the idea of modules is helpful, at times opportunities might be lost to help students make connections (e.g. how might AAC be a tool utilized after FBA analysis).\n\n","interface_rating":5,"interface_review":"The text is very easy to navigate.  All of the links worked well.","grammatical_rating":4,"grammatical_review":"No grammatical errors were noted.","cultural_rating":4,"cultural_review":"The text is not culturally insensitive and appears culturally neutral.","overall_rating":9,"overall_review":"An interesting approach.  It is well-balanced—informative, but not heavy. ","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":3002,"first_name":"Staci","last_name":"Zimmerman","position":"Adjunct Professor","institution_name":"Metropolitan State University of Denver","comprehensiveness_rating":5,"comprehensiveness_review":"The comprehensiveness of this textbook provides many areas of Autism Spectrum Disorders.  It identifies the continuum of supports for people with ASD, in areas of instruction and behavioral needs.  It provides the challenges within the classroom, home, and community. The text provides effective instruction, strategies, for student-centered services.   The text explains the need for assistive technology to support students with ASD.  \r\n\r\n","accuracy_rating":5,"accuracy_review":"The content of the text is accurate and no errors.  The content is clear and well-supported.  There is no bias.","relevance_rating":5,"relevance_review":"The content is relevant and current.  As the numbers of students with ASD increase, it is important to keep current with classroom strategies, supports, and instruction, which is supported within the content of the text. Information about technology is important and that is relevant. Information about data collection is helpful for the reader to understand the necessary importance of progress monitoring. \r\n\r\n","clarity_rating":5,"clarity_review":"The text is clear and supports behavioral and instructional strategies. Terms are defined early in the text, which is helpful.\r\n\r\n","consistency_rating":5,"consistency_review":"The text is consistent and supports inclusive instructional practices and behavioral instruction. The general flow of the text was well-written and easy to follow. ","modularity_rating":5,"modularity_review":"The flow of the book supports the chapters supporting more information. \r\nThe length of the chapters is not too long and easy to follow along. Each chapter has its relevance.\r\n","organization_rating":5,"organization_review":"The topics in the text are presented in a logical, clear, concise fashion.  The chapters flow well and is well-organized.  ","interface_rating":5,"interface_review":"The text is easy to navigate and is not distracting to the reader. All examples were clear and well-thought out. \r\n\r\n","grammatical_rating":5,"grammatical_review":"The textbook contains no grammatical errors.","cultural_rating":5,"cultural_review":"The text respects cultural diversity.","overall_rating":10,"overall_review":"I enjoyed this book as another resource for special education.  There are practical applications, providing behavioral and instructional strategies. This text should be used as a supplemental resource, and not as the main text for a class. The text has great information.","created_at":"2019-06-19T20:41:18.000-05:00","updated_at":"2019-06-19T20:41:18.000-05:00"},{"id":3343,"first_name":"Courtney","last_name":"Karasinski","position":"Associate Professor \u0026 Program Director of the MS in Speech-Language Pathology","institution_name":"Grand Valley State University","comprehensiveness_rating":4,"comprehensiveness_review":"This book provides a thorough guide for developing an individualized curriculum for individuals with disabilities. It might benefit from a table of contents and an index to aid the reader in finding information. The guiding principles in Chapter 1 were particularly well-stated and provided a solid framework for the subsequent chapters. A number of tools were provided that will benefit students as they begin to work with individuals with disabilities. ","accuracy_rating":5,"accuracy_review":"The information in this book was accurate, error-free, and unbiased. Person-first language was used consistently throughout the book. A positive attitude toward individuals with disabilities, their families, and educators was conveyed. High-quality research support was included for the practices discussed.","relevance_rating":5,"relevance_review":"The content is current and fits well within current evidence-based practices for educating individuals with disabilities. The chapter on accessibility will be one that requires updating as technology advances, but these updates should be relatively simple to make. The step-by-step guides in this chapter, with pictures, will be useful for students. Similarly, Chapter 6: Using Content Acquisition Podcasts...\" may need some updating as technology advances and research on technology in the classroom advances, but these updates will be relatively simple to make.","clarity_rating":5,"clarity_review":"This textbook is clearly written and terms which may be unfamiliar to some readers are clearly defined. This textbook was written for students in the field of special education, but my speech-language pathology students also will be able to understand the content due to the clarity of writing. ","consistency_rating":5,"consistency_review":"The framework and terminology of this textbook is consistent. Although the chapters were written by different authors, they fit together well.","modularity_rating":5,"modularity_review":"I appreciate the modularity of this text, and could envision myself assigning different chapters in different courses. Each chapter could stand alone and still be easily comprehended by the reader.","organization_rating":5,"organization_review":"The organization of the topics is easy to follow. A table of contents would be beneficial, but the order of the chapters and the content within each chapter works well.","interface_rating":5,"interface_review":"There were no interface issues. The figures were clear and helpful.","grammatical_rating":5,"grammatical_review":"The text contained no grammatical errors and used a good variety of sentence structures that were neither overly complex nor overly simplistic. ","cultural_rating":5,"cultural_review":"There was no cultural insensitivity. Individuals with disabilities were treated in a positive, respectful manner, and there were no offensive statements regarding cultural or linguistic diversity.","overall_rating":10,"overall_review":"This textbook is well-written and would be a valuable resources for students in a variety of professions. For example, I plan to use this book with my speech-language pathology students. The checklists included will be useful resources for students as they complete their education and venture into the workplace. ","created_at":"2019-12-03T13:48:23.000-06:00","updated_at":"2019-12-03T13:48:23.000-06:00"},{"id":3596,"first_name":"Jennifer","last_name":"McFarland-Whisman","position":"Assistant Professor/BCBA","institution_name":"Marshall University","comprehensiveness_rating":3,"comprehensiveness_review":"The textbook does not cover all potential topics that one would expect for a course on curriculum and instruction; however, it does provide a solid overview of guiding principles, applied behavior analysis, and function-based interventions.  The text provides a refreshing perspective on how to include families and individuals with disabilities in the educational process through a discussion of person-centered planning and self-determination in the initial chapter.  There are links to additional resources, including helpful videos, in each chapter; however, some of the links are not functional and need to be updated.  \r\nGiven that the textbook includes a reference to learners with autism in the title, I was expecting more information connecting the topics covered to autism spectrum disorder (ASD).  Adding background information on the learning characteristics of students with ASD, how each topic relates to teaching this unique population, and case study descriptions would strengthen the textbook.   The chapters on AAC,  iOS 8 accessibility, and CAPS cover important topics and could be expanded to include a discussion of other tools/protocols special education teachers might need to best teach their students. For example, the chapter on iOS 8 accessibility could broadly focus on the use of technology to assist special education students in accessing the general education curriculum, and then provide resources such as the information on iOS 8 accessibility and CAPS as an attachment or link.  \r\n","accuracy_rating":4,"accuracy_review":"The content is accurate and does not have any glaring errors.    While the focus of the textbook is narrow, especially as it relates to approaches to teaching (e.g., MODELER) and tools (Apple iOS 8), it does not imply that these are the only tools available to teachers.  Links to outside information are provided in each chapter for those interested in pursuing other approaches.  ","relevance_rating":4,"relevance_review":"The textbook provides information relevant to today's classroom and can easily be modified to keep the material up-to-date.  Updates to the chapter on iOS 8 accessibility may have to be made frequently since technology is ever evolving.  As mentioned above, rather than focusing on one particular device, this chapter could be strengthened if it focused on how technology can be used to make the curriculum more accessible to students with disabilities in general.   The authors also have not made a clear connection between the content and why the topics discussed pertain to students with ASD.","clarity_rating":4,"clarity_review":"The textbook is written in a way that is accessible to college students.  Technical terms are defined and explained within the text.  A glossary would further assist students who might not be familiar with specific terminology.  ","consistency_rating":3,"consistency_review":"In general, the textbook appears to be written on the same reading level throughout; however, there are inconsistencies in how chapters are structured.  The first chapter could serve as a model for subsequent chapters as it is written in a straightforward, structured manner. This chapter includes a summary statement and main points at the beginning and a conclusion at the end.  The chapter on AACs and iOs 8 accessibility would benefit most from following this format.","modularity_rating":4,"modularity_review":"All of the chapters contain an adequate number of subheadings to break up text into manageable sections.  Topics addressed within each chapter appear to flow well and are logically arranged.  ","organization_rating":4,"organization_review":"Chapters are organized in a logical manner and flow well.  Transitions between the chapters on guiding principles, principles of ABA, and function-based interventions are strong.   The chapters on AAC, iOS accessibility, and CAPs would be strengthened by following a similar format.","interface_rating":4,"interface_review":"It is easy to navigate the textbook and the charts/figures provide useful information and are simple to read.  The authors provided sample data forms which are particularly useful for special educators. The videos enhanced the textbook by providing “real world” examples for students.  Some links to resources are not working and need to be updated or deleted from the text.","grammatical_rating":4,"grammatical_review":"There are no major grammatical errors and the textbook appears to have been edited prior to being published.","cultural_rating":4,"cultural_review":"The textbook was written in a way that is sensitive to individuals with disabilities, providing a discussion of the importance of including students with disabilities as active participants in their education.   It is apparent that attention was paid to using person-first language throughout the textbook.  It would be beneficial to provide some case studies as examples for pre-service teachers.  The case studies should pay particular attention to including multiple narratives that portray students with disabilities from a variety of cultural, racial, and ethnic backgrounds.","overall_rating":8,"overall_review":"I think this textbook has the potential to be a useful resource for those teaching special education courses once it is expanded to cover more topics, contains clearer connection to ASD, and includes the addition of case studies.  I am considering incorporating the chapters on guiding principles, applied behavior analysis, and function-based interventions in my courses but feel I would have to provide further information about connecting the material to teaching students with ASD.  I would be interested in adding other materials from this book into my courses should new chapters, incorporating provided feedback, be written in the future. ","created_at":"2020-02-28T09:54:57.000-06:00","updated_at":"2020-02-28T09:54:57.000-06:00"},{"id":33800,"first_name":"Almara","last_name":"Hutchinson","position":"Assistant Professor","institution_name":"West Virginia University","comprehensiveness_rating":3,"comprehensiveness_review":"The text looks at a few strategies in each chapter and expands upon each in a very brief, surface level way. In order to strengthen the book's comprehensiveness, each chapter should focus on a more broad overview of the intended strategy and then dive further into 2-3 of the mentioned strategies. I have analyzed each chapter (in the my suggested order under \"organization,\") for comprehensiveness: \r\n\r\nChapter 1: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs: This chapter is fairly comprehensive. To further strengthen this chapter, provide a brief overview of what each chapter will look at in the book. Also, define which type of population would benefit most from these strategies. If the text intends to provide strategies primarily for students with ASD, then this should be explicitly stated. If the text intends to imply that all strategies are effective for students with disabilities(SWD), then that needs to be made more clear. \r\n\r\nChapter 2: Principles of Applied Behavior Analysis to Teach: This chapter was quite comprehensive and provided a broad look at Applied Behavioral Analysis (ABA) and how to utilize this approach to improve student learning outcomes. The brief case study at the end could be modified to allow the reader to check their understanding of the material. For instance, the case could be truncated to present the problem to the reader, then allow the reader to think critically about how to \"solve\" the case and appropriately respond. The next page could define the \"ideal\" way to use ABA in the given case study. This could continue with an additional short case study to strengthen the comprehensiveness of this chapter. \r\n\r\nChapter 3: Developing Function-based Interventions: This chapter was very comprehensive and the charts/diagrams matched those that would be realistically utilized in a school setting for an IEP/ER/RR. \r\n\r\nChapter 4: Naturalistic AAC Communication Intervention: To increase the comprehensiveness of this chapter, Janice Light's areas of communicative competence could be explained, or at least defined with a reference for the reader to access more information. Touching on how to address these areas with an AAC device may also be beneficial. This could be accomplished with the addition of a case study. \r\n\r\nChapter 5: iOS 8 Accessibility: To improve the comprehensiveness of this chapter, the chapter should be reworked to look at several aspects of technology, how this relates to AAC, and how technology can be utilized to assist a variety of different learners. \r\n\r\nChapter 6: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers: This chapter comprehensively looks at one strategy (i.e., CAPs). To increase comprehensiveness, a more brief view of CAPs could be provided with resources that include the details. Further, 2-3 additional strategies could be explained. \r\n\r\nChapter 7: With the addition of a seventh chapter, this would allow the reader to digest how to utilize all aforementioned strategies with a few case studies. The case studies could be presented to the reader with questions to help guide the reader's reflection. Next, the text could present the \"ideal\" way to handle the case and assist the student in their academic and behavioral objectives.","accuracy_rating":4,"accuracy_review":"The content written in the text was accurate when it was written in 2014. Chapter 5 on iOS8 was accurate and relevant at the time of publishing; however, this information is no longer accurate for current iOS devices. Apart from Chapter 5, the other chapters appear accurate and relevant. As noted in another review's review the book's scope of learning is small and there are few curriculums/strategies described; however the descriptions are still fairly accurate.","relevance_rating":2,"relevance_review":"The text presents many resources that are outdated and not able to be utilized. There are several links throughout each chapter that do not work. Consider the following breakdown: \r\nCh. 1: 6/11 links are usable\r\nCh. 2: 2/9 links are usable (The link on page 27 is incorrectly entered and leads the viewer to an inappropriate website)\r\nCh. 3: 0/1 links are usable\r\nCh. 4: 0/6 links are usable\r\nCh. 5: 0/4 links are usable\r\nCh. 6: 5/10 links are usable \r\n\r\nCh. 5 which refers to iOS8 Accessibility was relevant when the chapter was written (i.e., 2014); however, this information is now outdated. When attempting to replicate some of the directions on my own iOS device, the instructions did not match the visuals I was viewing on my device. Currently, the most recent iOS is iOS 15.4.1 resulting in the chapter's information being obsolete. \r\n\r\nThe text could be strengthened by updating the links for consideration and updating Ch. 5 to match the current iOS capabilities. However, the authors may consider updating Ch. 5 in a way that does not specify how to work a certain operating system but rather provides an overall look at different types of technology and their ability to help SWD.","clarity_rating":4,"clarity_review":"The written text is clear throughout. The rating of 4 indicates that there are some areas where jargon could be reduced or explained further for the reader. The text and vocabulary are generally easy to read and understand throughout each chapter. In Chapter 3, there are some areas that refer to jargon that are undefined. For instance, \"backward chaining\" is mentioned but not defined and could be considered confusing or unclear to a student reader. One way to remedy this situation may be to include a glossary with important terms. This would prevent certain terms from having to be explained in each chapter and create more clarity for a students in higher education.","consistency_rating":4,"consistency_review":"In terms of terminology the text is internally consistent; however, some chapters refer more to students with ASD and some refer more to SWD. The chapters also follow different structural formats. The first chapter is very well structured and has a nice introduction and summary. The chapter on AAC is written very differently from the writer's point of view and includes anecdotal evidence, whereas the other chapters do not include this type of evidence. To improve consistency, a standardized structure for writing each chapter should be defined for each guest author.","modularity_rating":4,"modularity_review":"The text is easily and readily divisible into smaller reading sections throughout each chapter. Enormous blocks of text without subheadings are generally avoided throughout the text. The way the chapters are organized as a whole decreases the modularity overall. Overall, topics within each chapter flow well; however, chapters seem to operate independently and topics throughout the entire text do not flow well into each other.","organization_rating":1,"organization_review":"The chapters are organized in the following manner: \r\nChapter 1: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs\r\nChapter 2: Naturalistic AAC Communication Intervention\r\nChapter 3: Principles of Applied Behavior Analysis to Teach\r\nChapter 4: Developing Function-based Interventions\r\nChapter 5: iOS 8 Accessibility\r\nChapter 6: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers\r\n\r\nEach chapter is written by a different author with a different style of organization. When reading the text, this makes each chapter feel as though it is its own separate entity, rather than being a chapter which strengthens the overall message of the text. \r\n\r\nSuggestions for strengthening the organization throughout the text include: \r\n1. Determine a standardized way of writing each chapter and have all authors abide by this standardization. For example, Chapter's 1 \u0026 2, start by offering references/figures/models that are embedded within the text and allow the reader to view the visual directly after reading the explanation. In Chapter's 3-6, there's a mixture of embedding visuals/diagrams and including the visuals at the end of the chapter, only. Consider embedding all visuals to increase ease of understanding and reference for the reader. \r\n\r\n2. Present information in a more logical manner. For example, each chapter reads as its own separate entity. The chapters are written differently, organized differently and there is a lack of \"flow\" throughout the book itself. This could be remedied by providing a transitional page or explanation that helps the reader understand the purpose of the next chapter and how it relates to the previous chapter, and book as a whole.\r\n\r\n3. Reorganize the chapters within the text and add an additional chapter for cohesiveness: \r\nChapter 1: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs\r\nChapter 2: Principles of Applied Behavior Analysis to Teach\r\nChapter 3: Developing Function-based Interventions\r\nChapter 4: Naturalistic AAC Communication Intervention (Include more information in this chapter about communication for SWD)\r\nChapter 5: iOS 8 Accessibility (Rework this Chapter to include various types of devices and relate this to AAC)\r\nChapter 6: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers (Consider focusing on more than one learning strategy (e.g., CAPs) and provide a more broad introduction for approximately 3 learning strategies.)\r\nChapter 7: Add a chapter here, that summarizes all information and provides 1-2 case studies that demonstrate how to integrate the information in the previous chapters. \r\n\r\nAs a final note, it should also be determined whether the text is focusing on SWD as a whole, or students with ASD. The title eludes to ASD, however, this is mentioned in Ch. 1 and the AAC chapter and then seldomly mentioned throughout.","interface_rating":2,"interface_review":"See notes under \"relevance\" for specific details regarding the interface issues. There are various interface issues throughout the text. Approximately 69% of the included links are not usable. Some of the visuals and diagrams are presented at the end of the chapter which makes it difficult for the reader to refer to the diagram, then refer back to the text discussing the diagram.","grammatical_rating":4,"grammatical_review":"In Chapter 6 there are a few grammatical errors and formatting issues. These are very minor and do not impact the reader's view of the text as a whole. Overall the writing is technical, yet easy to read and appropriate for a college student level.","cultural_rating":4,"cultural_review":"As a whole, the text is culturally relevant. Examples provided are inclusive of a variety of races, ethnicities, and backgrounds. Examples of photos/videos often show caucasian students; however, there are few video examples in general, so it is difficult to say this alone would make the text insensitive. Names used in examples appear to be comprehensive of multiple races, ethnicities, and backgrounds (though not all are included).","overall_rating":6,"overall_review":"The purpose of this book is to provide current, pertinent, and practical information and resources for future special educators. With the way the book is currently written, I don't believe this goal was accomplished. There are several modifications that need to be made prior to utilizing this text in its entirety. \r\nIn order to improve the text's organization and relevance the chapters need to be reworked and additions/deletions should be made. As it is now, I could see each chapter being considered its own small \"vignette\" lesson for students to read after listening to a more broad lecture and if given multiple additional resources. Overall, the text has promising potential but the chapters do not work together to form a text that's cohesive and comprehensive. If the framework is expanded to include a standardized organization, additional strategies, more case studies, a summarizing final chapter, and relevant/current links to resources, this open educational resource will be much more beneficial and I would be more likely to utilize it/recommend others utilize it in the classroom.","created_at":"2022-04-21T17:20:23.000-05:00","updated_at":"2022-04-21T17:20:23.000-05:00"},{"id":34012,"first_name":"Meera","last_name":"Mehtaji","position":"Assistant Professor","institution_name":"Virginia Commonwealth University","comprehensiveness_rating":3,"comprehensiveness_review":"This textbook has several key components of the curriculum and Instructional design for students with Autism. However, it is not comprehensive, and the content is limited in serving students with significant needs. I liked that the authors had links to some EBP resources to provide additional details and strategies. This book cannot be used as the only textbook for a class, but chapters can serve as reading materials, with additional supplemental resources or lecture notes. The textbook dives straight into the principles of providing instruction. However, there needs to be a section or introduction to define what the authors mean by \"Individuals with complex needs.\"","accuracy_rating":3,"accuracy_review":"Authors curate the chapters with significant knowledge and skill in their areas. Changes in the field and an increase in EBP and teaching strategy are missing in the book in 2015. There is a need to update the content and broaden this textbook's scope.","relevance_rating":3,"relevance_review":"Some chapters provide good introductory concepts that are essential for basic understanding. However, this textbook needs to be updated to incorporate current teaching practices.","clarity_rating":3,"clarity_review":"I wish the textbook had an index and used headings and subheadings to organize the chapter. Some content and concepts can be easily missed, as they are not highlighted in the chapters and can be skipped by readers unfamiliar with the content.","consistency_rating":2,"consistency_review":"This textbook is more like a compilation of pre-reviewed or in-press articles, and thus, the cohesion looks forced.","modularity_rating":2,"modularity_review":"I wish the book had more subheadings and key terms were clarified and explained in greater detail.","organization_rating":2,"organization_review":"The chapters jump and make it challenging to teach instructional planning step-by-step. It does have several components required for instructional planning, but it is difficult for novice readers to connect.","interface_rating":2,"interface_review":"It does not have an index or glossary, and some links do not work. However, several embedded videos are good for explanation.","grammatical_rating":4,"grammatical_review":"Clean copy for reading.","cultural_rating":2,"cultural_review":"Does not discuss DEI.","overall_rating":5,"overall_review":"This book is a good starting point for open source textbooks in instructional planning for students with disabilities. It needs to be updated, and additional chapters may help make it more comprehensive.","created_at":"2022-09-01T10:24:28.000-05:00","updated_at":"2022-09-01T10:24:28.000-05:00"},{"id":34029,"first_name":"Serra","last_name":"De Arment","position":"Associate Professor","institution_name":"Virginia Commonwealth University","comprehensiveness_rating":3,"comprehensiveness_review":"The subject of individualizing curriculum and instructional design for students with disabilities is quite vast, and while this text provides a good deal of information across each of 6 chapters, readers/users would benefit from further curricular and instructional resources to supplement this text.","accuracy_rating":4,"accuracy_review":"Contributing authors provide accurate information throughout the text, given what would have been current empirical evidence and current technology-based applications at the time of publication. Use of research citations throughout, bolstered by hyperlinked video exemplars or visuals (tables, figures, and other images) further supports this evaluation. Revising the text to update research evidence, fix broken web-links, and update iOS Accessibility information (chapter 5) would boost content accuracy for current readers.","relevance_rating":4,"relevance_review":"Overall, the content of this text is very relevant to the work of supporting students with disabilities. At the time of this review (2022), relevance is affected by the passage of time since the text's publication. This text was originally published in 2015, but has since been updated in 2018 according to the copyright page (page 2). Updates are not explicitly identified by the editors/authors, but it appears that no updated citations were added in the intervening years. Web-links provided across chapters are frequently broken, and thus not usable for readers. In some instances (chapter 2), links to YouTube videos block access to content that is now deemed \"private\" or videos have been deleted altogether (chapter 5). Chapter 5, while comprehensive in presenting the accessibility features of iOS which was current at the time of original publication (2015) needs updating to align with current iOS versions and would benefit from similar content being explained for Android-based devices and perhaps Google-based apps. Technology has taken on a new, more ubiquitous and flexible role in educational contexts given the COVID-19 pandemic and without checking this text's publication year, it is readily evident it is pre-pandemic.","clarity_rating":4,"clarity_review":"This text is likely most suitable for college/graduate students within teacher preparation programs in special education as some language and concepts are technical in nature and might not be readily understood without background knowledge or experience. (For example, the special education law, IDEA, is mentioned briefly by acronym only in chapter 6 which implies that the reader would already have strong knowledge of the law.) In-service or provisionally/conditionally licensed special educators might also find this text to be accessible given real-time experience working with students with disabilities. Though there were stylistic differences among authors, each chapter was written with clarity.","consistency_rating":3,"consistency_review":"Chapter 1 sets the stage for the text, using the phrase \"individuals with complex support needs\" then later simplifying to \"individuals with disabilities\" or \"IWD\". Other chapters focus more specifically on students with autism spectrum disorder (chapters 2 and 3) while chapter 6 is again more general, describing one particular instructional strategy for use with \"students with disabilities\". Contributing authors are not consistent in the style and organization of chapters, with some writing from a personal rather than third-person standpoint, some providing clear chapter objectives and summaries and others not. While all chapters included supplemental visuals to break up sections of text, placement of these was inconsistent (embedded in-line with text vs. in an end-of-chapter appendix). Overall, each chapter stands more on its own than in tight cohesion with the others, though there is some cohesion among chapters for general concepts (e.g., universal design is mentioned in chapters 1, 2, and 5).","modularity_rating":3,"modularity_review":"Chapters in this text could readily stand-alone as assigned readings. Noticeably missing are a table of contents and index of key terms  which would help support modularity and student/reader navigation across the text.","organization_rating":3,"organization_review":"Chapter 1 is clearly introductory and presents a framework that could easily set up an organizational structure for the five chapters that follow. However, chapter 1 does not directly reference those chapters, nor do chapters 2-6 refer back explicitly to the framework established in chapter 1. Each chapter feels isolated from the others. The text would benefit from a concluding chapter that ties all chapters back together in line with the text's overall purpose and points readers to what's next in their learning about curriculum and instructional support for individuals with disabilities. General organizational features across chapters (figures, tables, examples, etc.) are effective and support each chapter's internal organization.","interface_rating":4,"interface_review":"Text, figures, images, and tables are displayed in a format that is accessible, and the text is available to view online or in a downloadable PDF format. Many web-links are broken, which presents an interface issue. Hyperlinks spelled out in full rather than embedded directly in meaningful text make the reading experience a bit clunky and would likely sound clunky via a screen-reader or PDF reader. Users of this text who have disabilities themselves might find some accessibility issues and a future update should saliently address accessibility via this lens.","grammatical_rating":4,"grammatical_review":"There are a few minor errors throughout the text but these are not distracting for the reader nor do they negatively affect the text's readability.","cultural_rating":2,"cultural_review":"Cultural relevance is not explicit in this text and any inclusivity across race, ethnicity, and background appears more incidental than intentional on the part of the authors.","overall_rating":7,"overall_review":"This text's use of a Creative Commons Attribution-NonCommercial 4.0 International license is one of its greatest strengths because readers and others have the opportunity to not only share the material in any format but to also adapt, remix, transform, and build upon the material. Opportunities are endless to take this material and make it relevant and up-to-date in other open educational resources (OER). I see this text as valuable well beyond the SPED 510 course for which it appears it was originally intended. I also appreciate the editors' efforts as trailblazers in open educational resources the field of special education teacher preparation where even in 2022 so few open-access textbooks exist.","created_at":"2022-09-05T23:58:07.000-05:00","updated_at":"2022-09-05T23:58:07.000-05:00"},{"id":34184,"first_name":"Janet","last_name":"Smith","position":"Assistant Professor","institution_name":"University of Saint Francis","comprehensiveness_rating":4,"comprehensiveness_review":"This textbook provides an overview of many areas of curriculum and instruction for students. Content including environment, behavior, instruction and technology. The information provides a survey of the key aspects of design. The text lacks an effective index yet provides an extensive reference list within each chapter.","accuracy_rating":4,"accuracy_review":"This textbook provides error-free and unbiased information for instructional planning.  Due to the continued updating of technology, the information is outdated for technology programming.","relevance_rating":4,"relevance_review":"This textbook provides a framework for curriculum design that will always be effective.  The technology information, although outdated, is very relevant. The tools will update but the framework and idea of the tools will remain relevant. The text provides link to sources that may become outdated but are very useful and relevant.","clarity_rating":5,"clarity_review":"The text is clearly written and easy to follow.  The text provides graphics that allow the reader to further understand the information.  Tools are available within the text that provide a guide and are immediately useable.","consistency_rating":5,"consistency_review":"The text provides a continuum of terminology and framework.","modularity_rating":5,"modularity_review":"The text is manageable and divided into teachable sections.  Each chapter is easily transferable into course content units.","organization_rating":4,"organization_review":"The text is clearly presented although lacks an index of easy to find information.","interface_rating":4,"interface_review":"The text provides links to outside sources.  The images are clearly placed within the text.  The tables are accessible and transferable.","grammatical_rating":5,"grammatical_review":"The text is presented with minimal grammatical errors.","cultural_rating":5,"cultural_review":"The text is written in person first format, recognizing the unique needs of all students.","overall_rating":9,"overall_review":null,"created_at":"2022-11-23T09:53:56.000-06:00","updated_at":"2022-11-23T09:53:56.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/comprehensive-individualized-curriculum-and-instructional-design-curriculum-and-instruction-for-students-with-developmental-disabilities-autism-spectrum-disorders","updated_at":"2025-12-15T02:31:28.000-06:00"},{"id":570,"title":"Mathematics for Elementary Teachers","edition_statement":null,"volume":null,"copyright_year":2017,"isbn10":null,"isbn13":null,"license":"Attribution-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This book will help you to understand elementary mathematics more deeply, gain facility with creating and using mathematical notation, develop a habit of looking for reasons and creating mathematical explanations, and become more comfortable exploring unfamiliar mathematical situations.The primary goal of this book is to help you learn to think like a mathematician in some very specific ways. You will:• Make sense of problems and persevere in solving them. You will develop and demonstrate this skill by working on difficult problems, making incremental progress, and revising solutions to problems as you learn more.• Reason abstractly and quantitatively. You will demonstrate this skill by learning to represent situations using mathematical notation (abstraction) as well as creating and testing examples (making situations more concrete).• Construct viable arguments and critique the reasoning of others. You will be expected to create both written and verbal explanations for your solutions to problems. The most important questions in this class are “Why?” and “How do you know you're right?” Practice asking these questions of yourself, of your professor, and of your fellow students.Throughout the book, you will learn how to learn mathematics on you own by reading, working on problems, and making sense of new ideas on your own and in collaboration with other students in the class.","contributors":[{"id":4582,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Michelle","middle_name":null,"last_name":"Manes","location":"Honolulu, HI","background_text":"Michelle Manes, Associate Professor, Department of Mathematics, University of Hawaii"}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"}],"publishers":[{"id":540,"url":"http://pressbooks-dev.oer.hawaii.edu/","year":null,"created_at":"2018-09-07T12:22:40.000-05:00","updated_at":"2020-01-06T17:09:25.000-06:00","name":"University of Hawaii Manoa"}],"formats":[{"id":921,"type":"PDF","url":"http://pressbooks-dev.oer.hawaii.edu/math111/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":922,"type":"Online","url":"http://pressbooks-dev.oer.hawaii.edu/math111/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2233,"type":"XML","url":"http://pressbooks-dev.oer.hawaii.edu/math111/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4","textbook_reviews_count":19,"reviews":[{"id":2484,"first_name":"Kandy","last_name":"Noles Stevens","position":"Assistant Professor of Education","institution_name":"Southwest Minnesota State University","comprehensiveness_rating":4,"comprehensiveness_review":"This text covers the areas applicable to elementary mathematics extremely well (with the exception of omitting probability and data analysis) and provides graphically visual boxes within the text to define terms and instructional strategies.  Additionally, the text provides thinking routines that support understanding more than just the concept, but also, the how's and why's of conceptual understanding. ","accuracy_rating":5,"accuracy_review":"The content is accurate and organized in a way to supports student learning for those training to become elementary teachers of mathematics. ","relevance_rating":4,"relevance_review":"The content of the book is relevant to today's elementary classroom in that it provides future elementary educators with the content knowledge, but also pedagogical approaches that would support student learning.  Additionally, the text is organized in a way that is consistent and provides scaffolding support for those who might struggle with any one of the concepts.  For Minnesota standards the only item of note is that there is not a section devoted to probability or data analysis, but the latter is touched upon in other chapters. There are three mentions of the Common Core standards in the text.  Minnesota is not an adopter of the CC mathematics standards, but the references to the CCSS are in regards to the practices of mathematics and not on standards specifically.  ","clarity_rating":5,"clarity_review":"While a great text for training future math teachers, this book does not read as a \"typical\" mathematics textbook.  Students who have struggled in the past with mathematics might find the authors' writing style to be approachable and accessible for all levels of mathematics competence and confidence. ","consistency_rating":5,"consistency_review":"The text is consistent in its terminology and the structure of the framework is uniform throughout, relying on supporting student learning through exercises, think-pair-share activities, and continuous dialog and reflection. ","modularity_rating":4,"modularity_review":"A majority of the chapters begin with a section that introduces the strand of elementary mathematics covered.  Not all chapters have this introduction which may pose challenging to interrupt the mathematical progression of some established courses. ","organization_rating":4,"organization_review":"The text is very well organized and has an easy-to-read format and flow. ","interface_rating":4,"interface_review":"The text is graphically rich with succinct advanced organizers, diagrams, and photos to support learning.","grammatical_rating":5,"grammatical_review":"The text is written with professional level writing and is free of grammatical errors. ","cultural_rating":5,"cultural_review":"A variety of races, ethnicities, and backgrounds are present in the exercises used to support student learning throughout.  The end of the text involves a Hōkūle`a voyage as a part of a problem-based learning (integrated curriculum) experience.  This was something that really made this text stand out in that it gave future elementary teachers an example of using mathematical concepts in authentic (and exciting) learning experiences.  This Polynesian voyage would provide many students with an introduction to life culturally different from their own. ","overall_rating":9,"overall_review":"I have been a STEM educator for more than two decades and I come from a long line of mathematics educators.  While wrapping up my reading of this text, I happened to have my father (a 46 year veteran mathematics educator) here visiting.  I shared the text with him and several times I heard him utter, \"I like the way this problem is set up\".  We both found the book to be very knowledgeable for mathematical conceptual understandings, but even more so for introducing ideas for instructional strategies and classroom discourse to help future teachers become equipped with speaking the \"language of mathematics\" to guide their future students. ","created_at":"2018-12-28T17:11:27.000-06:00","updated_at":"2018-12-28T17:11:27.000-06:00"},{"id":2626,"first_name":"Demetrice","last_name":"Smith-Mutegi","position":"Instructor/Coordinator","institution_name":"Marian University","comprehensiveness_rating":3,"comprehensiveness_review":"This text covers place value, numbers and operations, fractions, patterns, algebraic thinking, decimals, and geometry. However, elementary teachers are expected to also know and understand statistics and probability. This text does not address this mathematical concept. ","accuracy_rating":4,"accuracy_review":"The text makes non-traditional, yet, accurate representations of mathematical concepts. In some sections, different solutions are presented and explained. This eliminates bias and provides a diverse representation of ideas when solving math problems. ","relevance_rating":4,"relevance_review":"The text is representative of common core problem-solving standards, however, it does require mathematical knowledge beyond elementary school. The problem-solving nature of the text is very relevant to elementary pre-service and in-service teachers (the audience for the book). ","clarity_rating":4,"clarity_review":"The text language is clear and accessible. There is a section on terminology, which is very helpful. Additional diagrams would help to improve the clarity in some cases. ","consistency_rating":4,"consistency_review":"I was expecting to see videos embedded throughout, after seeing them in the first section. It would be great to have a consistent format throughout the text, however, I understand that it is not always feasible to do so. There were other obvious and clear patterns presented, color-coded sections (think/pair/share), problems, examples. ","modularity_rating":5,"modularity_review":"The chapters and subchapters can be easily accessed, breaking the material into smaller sections. ","organization_rating":4,"organization_review":"The topics were presented in a logical, clear fashion, however, not all of the chapters would end with a problem bank. In some cases, there were additional sections after the problem bank. It would be great if each section included key objectives or goals of the section. ","interface_rating":5,"interface_review":"The text comes in pdf, XML, and an online web version. The search feature on the online version was a valuable addition. ","grammatical_rating":5,"grammatical_review":"I did not observe any obvious grammatical errors. ","cultural_rating":5,"cultural_review":"Cultural awareness was very obvious in this text. While it was more relevant to Hawaiian culture, it also included cultural awareness of other cultures and backgrounds. ","overall_rating":9,"overall_review":"Overall, this text assumes that the student has successfully completed mathematics through basic calculus. There should be more support in this area, as some elementary math students are not prepared to complete problems with this focus. \r\n\r\nThis a great \"discussion\" text. ","created_at":"2019-03-06T09:56:38.000-06:00","updated_at":"2019-03-06T09:56:38.000-06:00"},{"id":2852,"first_name":"Lisa","last_name":"Cooper","position":"Assistant Professor","institution_name":"LSUS","comprehensiveness_rating":4,"comprehensiveness_review":"This text covers many concepts appropriately; however, a few concepts are missing, such as; data analysis and statistics.  For more than ten years,  data-driven instruction has been a major focus in education along with many other uses.  This text has a table of contents but not an index and/or glossary; however, does define words in chapters when needed.  ","accuracy_rating":5,"accuracy_review":"The content is well organized and accurate.  Multiple representations and diverse examples are provided throughout the text which supports an unbiased approach to those entering elementary education.  ","relevance_rating":4,"relevance_review":"The text is quite relevant to the classroom today, incorporating such resources as YouTube, varied strategies to promote differentiated instruction, scaffolding between concepts, and problem-solving opportunities.  Some states may find issues with Common Core standards being addressed; however, mathematical practices could be interchanged with the \"standards.\"  ","clarity_rating":5,"clarity_review":"The text is written free from educational jargon; it is straightforward and easy to understand.  ","consistency_rating":5,"consistency_review":"The text is consistent in its structure;  color is not distracting, problems, strategies, diagrams, charts, and definitions are provided throughout.  ","modularity_rating":5,"modularity_review":"The text is appealing with the page layout; it's not too busy or distracting.  Colors are attractive and text is broken down into appropriate amounts.  ","organization_rating":5,"organization_review":"The text has a well-organized flow with the layout of each topic/chapter.  ","interface_rating":5,"interface_review":"The text has charts, pictures, diagrams, real-world examples throughout; several different versions of the text are offered too.  ","grammatical_rating":5,"grammatical_review":"No grammatical errors were observed in my review of the text.","cultural_rating":4,"cultural_review":"The text provides a variety of backgrounds, races, and ethnicities while providing learning experiences and pedagogical approaches to support student engagement and learning.  ","overall_rating":9,"overall_review":null,"created_at":"2019-04-26T21:30:25.000-05:00","updated_at":"2019-04-26T21:30:25.000-05:00"},{"id":2860,"first_name":"Desley","last_name":"Plaisance","position":"Associate Professor","institution_name":"Nicholls State University","comprehensiveness_rating":3,"comprehensiveness_review":"This textbook seems to be appropriate for the first course typically taught for elementary teachers which usually includes topics of problem solving, place value, number and operations.  Most books are able to be used for a second course which focuses on geometry.  This book could not be used for the second course.","accuracy_rating":4,"accuracy_review":"Content seems to be accurate.","relevance_rating":4,"relevance_review":"Topics are somewhat static for a course like this, so the textbook will not become obsolete within a short period of time.","clarity_rating":4,"clarity_review":"Appears to be clear.","consistency_rating":4,"consistency_review":"The flow from topic to topic is consistent in presentation.","modularity_rating":4,"modularity_review":"Divided into clear sections.","organization_rating":4,"organization_review":"Topics are presented logically and in a similar order to most books of this type.\r\n","interface_rating":5,"interface_review":"Easy to navigate with clear images and other items such as tables.","grammatical_rating":5,"grammatical_review":"Book is written in simple language and appears to be free of grammatical errors.","cultural_rating":4,"cultural_review":"Appears to be culturally diverse.","overall_rating":8,"overall_review":"This book could definitely be used for a first course of elementary math for teachers with the teacher providing resources.  As with many open books, the print and layout is very simple without cluttering pages with unnecessary items.  ","created_at":"2019-04-29T15:16:36.000-05:00","updated_at":"2019-04-29T15:16:36.000-05:00"},{"id":2918,"first_name":"Karise","last_name":"Mace","position":"Mathematics Instructor","institution_name":"Kuztown University","comprehensiveness_rating":4,"comprehensiveness_review":"This book is fairly comprehensive for a one-semester course, although it does not include much detail about several topics.  The section on number systems barely touches on Roman numerals and only mentions Mayan and Babylonian counting systems. The sections on addition, subtraction, and division would be more robust if the author included other algorithms for these operations. The chapter on Geometry does not address perimeter, area, surface area and volume. The book does not include an index or glossary.","accuracy_rating":4,"accuracy_review":"While the book is not error free, it is unbiased. Most of the errors seem to be typographical and/or related to web links or LaTeX. In the section on number systems, the author incorrectly explains how one million would be represented using Roman numerals and incorrectly claims that the Mayans did not use a symbol for zero. Further, the Mayan number system was not a true vigesimal system, as the text indicates.","relevance_rating":5,"relevance_review":"This text uses a constructivist approach to help students build their understanding of the mathematics included in the book. It is well organized and written so that the chapters do not have to be completed in the order in which they are presented. Because of this, the text should be easy to update. When concepts that are presented earlier in the text are used in later chapters, the author includes a brief but thorough review that would allow students to understand the later chapter even if they had not read and completed the problems in the earlier chapter. The \"dots and boxes\" approach is timely, as it uses the idea of the \"exploding dots\" that are part of the Global Math Project (https://www.globalmathproject.org).","clarity_rating":5,"clarity_review":"The textbook is clearly written and enjoyable to read...even for the math-phobic student.  The tone is conversational and is even funny at times. The author defines important mathematical terminology in a way that is both mathematically accurate and accessible to students. The chapter on problem solving is fantastic and really gives students insight into how to think and problem solve like a mathematician. The pies per child model for fractions is not the most effective model for helping students understand fractions and this part of the text would be improved if the author replaced this type of modeling with pattern block modeling.","consistency_rating":4,"consistency_review":"Overall, the text is consistent in its chapter structure and terminology use. However, there is inconsistent notation when using \"dots and boxes.\"","modularity_rating":5,"modularity_review":"The text is well-organized but can be reorganized in order to suit an instructor's preference. However, it would be best to complete the chapter on problem solving first, as it sets the stage for the rest of the book. Most of the chapters are structured more like an activity book with lots of great problems and thought provoking questions that will help students think deeply about the mathematical concepts being presented. With the exception of the chapter on problem solving, there is not a whole lot of text for students to read.","organization_rating":5,"organization_review":"Although the topics presented could be reorganized to meet student needs, the order in which they are presented is logical and clear.","interface_rating":4,"interface_review":"With only a few exceptions, the images it the text are clear. In the section titled \"Careful Use of Language in Mathematics: =\" some of the scale images need to be modified so that the items on the scale appear to actually sit on the pans. The same issue occurs in the section titled \"Structural and Procedural Algebra.\" Some of the images in the sections titled \"Platonic Solids\" and \"Symmetry\" spill off of the page. The image that appears on page 89 and then again on page 144 would be more clear if a different font was used to label the line segments.","grammatical_rating":5,"grammatical_review":"No grammatical errors were noted. However, there were a few typographical errors that could cause confusion for students as on page 219.","cultural_rating":4,"cultural_review":"The text was culturally sensitive and nothing offensive was noted. As the focus of the text is purely mathematical, there are not many cultural references at all, unless they are references to historical cultures. The author does use names for hypothetical students that are diverse and represent a variety of ethnicities. The last chapter is an integrated unit that focuses on the Hawaiian culture. Unfortunately, the links and web addresses in this chapter do not work and/or are no longer active.","overall_rating":9,"overall_review":"The book includes three sections at the end of the problem solving chapter in which the author articulately explains the language that mathematicians use to succinctly and precisely explain their problem solving and solutions. These sections will help students who may not think of themselves as mathematicians learn to think like mathematicians. So many mathematics textbooks are full of exercises but no true problems. On the other hand, this text is full of wonderful problem solving and critical thinking problems that are embedded in the sections as well as in the problem banks. The author also includes many \"Think/Pair/Share\" exercises and questions that will facilitate mathematical thinking and conversation among students. The constructivist approach used by the author will help students build deep understanding about the mathematics covered in the text. While there is some room for revision and improvement, this is a very good text to use with elementary education majors, and I definitely plan to use this book the next time I teach them.","created_at":"2019-05-16T19:38:40.000-05:00","updated_at":"2020-11-09T09:52:47.000-06:00"},{"id":2939,"first_name":"Glenna","last_name":"Gustafson","position":"Professor","institution_name":"Radford University","comprehensiveness_rating":4,"comprehensiveness_review":"This is book is fairly comprehensive and I feel could be used by most foundational courses in elementary mathematics.  The structure and writing provide a good foundation for students learning the \"why\" behind the mathematics and becoming mathematical thinkers.  There were some areas that could possibly use more development. In geometry for example there was no discussion of perimeter, area, and volume. Estimation, measurement of weight, time, and probability also appears to be missing.  The text is well organized and written so that the chapters do not have to be completed in the order in which they are presented. While there is not index or glossary, the author uses colored text boxes to explain specific content or terms.  ","accuracy_rating":5,"accuracy_review":"The content of the text is accurate and represented in a variety of formats to support learning,  Not only does it provide solutions to problems, but also the mathematical thinking behind those solutions. ","relevance_rating":5,"relevance_review":"The text is very relevant for  K-6 elementary pre-service teachers.  It would be beneficial to know the specific grade levels that the author considers as \"elementary\" since this does vary by location.  The content is \"standard\" for most elementary math courses and would not need to be updated often and the consistent layout and formation would make changes easy to make. ","clarity_rating":5,"clarity_review":"The text is written in a conversational tone. The simplicity and straight-forwardness of the text should appeal to those students that have sometimes been overwhelmed by writing in more traditional math texts. ","consistency_rating":5,"consistency_review":"The text is organized consistently from chapter to chapter. The table of contents and chunking of content in the chapters is logical and clear,  Each chapter includes graphics as well as sections for: Think-Pair-Share; Definitions; Theorems (when appropriate); and, Problems.  This consistent structure makes navigation easy. ","modularity_rating":5,"modularity_review":"The table of contents and chunking of content in the chapters is logical and clear.  This also makes it easy to not necessary to move sequentially through the text, but to have the option of reviewing or using only needed topics. Subtitles and graphic captioning are appropriate for the content.  ","organization_rating":5,"organization_review":"The text is easy to read and the organization within each chapters makes navigation easy. ","interface_rating":5,"interface_review":"This text is easy to navigate.  The inclusion of graphics, charts, photos, and videos support learning.  There are several pages where graphics in the Geometry chapter are skewed in the PDF version, but this does not seem to be a problem in the online version,  Not all of the video links work within the PDF version.   ","grammatical_rating":4,"grammatical_review":" There were no obvious grammatical errors. Several of the errors that were found were typos and/or word omissions. ","cultural_rating":4,"cultural_review":"The text is culturally inclusive.  One thing that should be noted is that it seems male names are over-represented in the Problem sections. A reference to Hawaiian culture and life is evident.  The Hōkūle`a voyage found in the last chapter is a good example of problem based learning and the integration of math with other subject areas.  ","overall_rating":9,"overall_review":"This would be a wonderful text to use as a supplement or compliment to an elementary math methods course. It is not as overwhelming as other math texts, and would provide pre-service teachers with a good foundational review of math concepts, including vocabulary and some pedagogy. ","created_at":"2019-05-22T20:53:50.000-05:00","updated_at":"2019-05-22T20:53:50.000-05:00"},{"id":3062,"first_name":"Monica Rose","last_name":"Gilmore","position":"Graduate Student","institution_name":"CU Boulder","comprehensiveness_rating":3,"comprehensiveness_review":"This textbook goes into depth about different mathematical concepts that are important for elementary school teachers to understand in teaching mathematics. However, the text is missing a focus on statistics and probability, which are key areas of focus in elementary math classrooms. The text is also missing an index or glossary but does define new terms as they are introduced.\n","accuracy_rating":5,"accuracy_review":"The content, mathematical diagrams and depictions are accurate and error-free. Each chapter also accurately shows various ways to understand mathematical concepts. However, the diagrams are geared towards an audience that already has some understanding of advanced mathematics.","relevance_rating":5,"relevance_review":"The content is organized in a way that necessary updates would be straightforward to implement. More specifically, much of the content reflects current mathematical practices and activities endorsed by up-to-date research in mathematics education. ","clarity_rating":5,"clarity_review":"The text is written in accessible prose and provides context for jargon and technical terminology. Additionally, the text clearly separates different terms for different strategies and concepts. For example, in the Problem Solving Strategy section, the interface is divided into different strategies for the reader to explore. This is helpful in keeping new concepts and strategies organized for the reader.","consistency_rating":5,"consistency_review":"The text is written with consistent terminology. More specifically, the text consistently gives examples of what concepts are called by mathematicians and teachers. This is helpful for pre-service teachers that might be teaching mathematical concepts and strategies for the first time. ","modularity_rating":4,"modularity_review":"The text is easily divided into smaller reading sections. These sections include not only explanations of mathematical concepts, but also theorems, activities and diagrams which can be referenced by the teacher at any point. Also, the text gives teachers ideas for activities and additional problems to try with students. \n","organization_rating":4,"organization_review":"Though the topics in the texts are presented in a logical, clear fashion, it might be beneficial for pre-service or elementary teachers to see how to specifically scaffold the different concepts within those topics for elementary students at different grade levels. Additionally, the text could also demonstrate how students typically confuse topics so teachers and pre-service teachers are prepared to navigate new concepts for the class. \n","interface_rating":4,"interface_review":"The interface is easy to navigate since the content clearly outlines chapters and the topics within them. Sections such as notation and vocabulary, think pair shares and theorems are clearly outlined, organized and conceptually scaffolded. However, it might be helpful to have an index so the reader does not have to click within each topic to find the concept they are exploring. \n","grammatical_rating":5,"grammatical_review":"This text is free from grammatical errors. ","cultural_rating":4,"cultural_review":"This text is not culturally insensitive or offensive and includes examples from the Hawaiian culture. Though the text is mainly made up of mathematical explanations, there are a variety of people's names in different problems that could be attributed to a variety of cultures. \n\nAdditionally, the text reflects Polya's advice (1945) to try adapt the problem until it makes sense. Though the text includes mainly mathematical explanations, it does call for adapting problems which could potentially be applied to a variety of students of different backgrounds. ","overall_rating":9,"overall_review":null,"created_at":"2019-07-01T12:58:58.000-05:00","updated_at":"2019-07-01T12:58:58.000-05:00"},{"id":3218,"first_name":"Ryan","last_name":"Nivens","position":"Associate Professor","institution_name":"East Tennessee State University","comprehensiveness_rating":4,"comprehensiveness_review":"The book covers all the expected mathematical strands except for measurement and data/stats. There are some obvious connections to the strands of mathematical practice from the Common Core standards. While the abstract specifically lists MP1, MP2, and MP3, the introduction clearly lists all 8. The chapter \"Voyaging on Hōkūle`a\" contains activities that will require use of measurement and units, but there is no explanation on how measurement topics should be taught or approached. However, this chapter does provide a good project-based learning set of materials, and is an exceptional resource for navigation. The book also includes a chapter on Problem Solving, which is important for those students who must complete the EdTPA and address the 3rd subject specific emphasis area. All embedded links to Youtube videos or Vimeo videos are working and play within the textbook pages.","accuracy_rating":5,"accuracy_review":"I find the mathematics to be entirely accurate.\r\nThere are many teaching strategies, such as \"think pair share\" that are found throughout the chapters. This is particularly helpful for future teachers.","relevance_rating":5,"relevance_review":"This book should last a very long time in terms of relevance. ","clarity_rating":5,"clarity_review":"This book is very clear, with mathematical words in bold and proper definitions provided. The text also addresses common math classroom jargon. For an excellent example of this, see the heading \"What is a Fraction\" in the chapter on Fractions. Toward the bottom is a sub-heading \"Jargon: Improper Fractions\" that has students consider the usefulness of proper and improper fractions.","consistency_rating":5,"consistency_review":"This book is consistently laid out, with multiple examples, problems to try, and diagrams to support the transfer of information.","modularity_rating":5,"modularity_review":"This book is entirely modular. You can pick it up, and easily start in any chapter and not be lost. The heading, subheading, use of italics and boldface make it easy to locate information. As a mathematics education book, this is quite nice.","organization_rating":5,"organization_review":"A mathematician wrote this, the layout is logical without question.","interface_rating":5,"interface_review":"The book is extremely easy to navigate, with a logical structure to the table of contents that you can easily click through. A drop down menu in the upper left corner allows you to view the outline of the book while still viewing a page, and you can collapse/expand chapters within the menu. \r\n\r\nThe many figures that are present throughout the textbook are perfectly displayed and fit the reading material. \r\n\r\nThere is nothing I find distracting in the layout and interface.","grammatical_rating":5,"grammatical_review":"I could not find any errors.","cultural_rating":5,"cultural_review":"An entire chapter is dedicated to Voyaging on Hōkūle`a, with exceptional videos and diagrams to illustrate the cultural practices of the early Polynesians. ","overall_rating":10,"overall_review":"I was excited to find this book in the Open Educational Resources library. As a professor who frequently teaches methods courses in mathematics for elementary teachers, I feel that this book may be a terrific book to use to replace previous texts that I've adopted. I would like to see a chapter on Measurement to make the Voyaging on Hōkūle`a chapter more useful. It is obvious from the first page you open to that this book was well planned and thought out. I'm impressed.","created_at":"2019-10-25T14:42:59.000-05:00","updated_at":"2019-10-25T14:42:59.000-05:00"},{"id":3441,"first_name":"Shay","last_name":"Kidd","position":"Assistant Professor- Mathematics Education","institution_name":"University of Montana - Western","comprehensiveness_rating":2,"comprehensiveness_review":"The content that elementary teachers need to have that is not covered in this book is graphing, probability, statistics, exponents, visual displays of data.  The coverage of operations is very specific in the examples and does not cover the wide range that should be presented in this type of text.","accuracy_rating":4,"accuracy_review":"While the core topics presented are correct, the number of problems that are provided without any solutions is alarming.  The majority of problems that are provided are meant for the reader to perform but do not provide any type of answer key for checking the work.  In this way, the book seems to assume the reader to have a solid knowledge of the topics already and this book discusses a few different approaches to these topics.","relevance_rating":5,"relevance_review":"The specific content presented is up-to-date and usable.","clarity_rating":3,"clarity_review":"The book's prose seem to be more of a teaching guide than a textbook.  This is nice for the conversational aspect that a reader may want in their learning, but should be explained more or possibly a change of title for the book.  Something more like \"Exploring the concepts of Elementary Mathematics\" would provide a more reading friendly approach the book offers. ","consistency_rating":5,"consistency_review":"The author has a consistent voice of teaching and presenting the material.","modularity_rating":2,"modularity_review":"The break-up of the text with boxes is difficult to follow the purpose of each box.  While some of the box styles are clear, such as the think, pair, share or problem boxes, others seem to break up the line of discussion.  A problem box may be discussed more directly immediately following the box and the presentation of the problem.  Most of the problem boxes are not discussed again in the main text.  This cased issues for wanting to read with a specific purpose.  When the reader wants to understand a problem more, there is generally not more discussion, but unclear about when that would be provided or not.  Other times boxes were used without any \"box type\" provided and these were just to break up the flow of the text.  ","organization_rating":2,"organization_review":"Place value was a major topic to start the book and had good coverage, then operations and fractions were discussed, then a return to place value with decimals.  It would seem that a connection of place value and decimals would work better to follow the other place value discussion.","interface_rating":3,"interface_review":"There are several pages that have large blank parts or are totally blank.  This may be due to the PDF version that I chose.  When I did use the internet-connected version, there seems to be a dependence on youtube to help do some of the teaching.  ","grammatical_rating":5,"grammatical_review":"There are a few minor issues that would be resolved with a good proofread.","cultural_rating":4,"cultural_review":"The book does seem to be written with the Hawaiian culture in mind.  This may be difficult for other cultures to connect to or understand but does not present any insensitivities.  ","overall_rating":7,"overall_review":"The book's title suggests a full discussion of the topics that elementary education pre-service teachers would need to know and teach, but this book is very lacking in the topics required for this.  I selected this book to review because I teach classes that would use the textbook, but I would not use this textbook as is.  There are a few topics that I plan to add to my own instruction, but the book as a whole needs additional help to be able to stand alone.  This really appears to be a teaching guide based on the constant think-pair-share setup.  This also is a specific teaching and method that seems to require the students to already have much of the content mastered.  It does not teach all the content that is required to the level of the discussion had.","created_at":"2019-12-30T17:52:56.000-06:00","updated_at":"2019-12-30T17:52:56.000-06:00"},{"id":3671,"first_name":"Jamie","last_name":"Price","position":"Assistant Professor","institution_name":"East Tennessee State University","comprehensiveness_rating":4,"comprehensiveness_review":"This book introduces the reader to the standards for mathematical practice (SMP) from the Common Core standards in the introduction.  I appreciated this as these standards cover all grades and are a unifying theme of the Common Core standards, yet many times overlooked.  In addition, many states, including mine, that are not following Common Core directly have adopted the SMPs.  The book does not cover two of the mathematical strands, namely measurement and statistics/data.  Among the strands that are covered, however, the author does a thorough job of explaining the content, using a unified theme throughout, such as dots and boxes introduced in place value that appear again in number operations.  I particularly liked the final chapter of the book and its connection to Hawaiian culture.  The author could easily incorporate ideas related to teaching and learning measurement into this chapter in order to make the book more comprehensive.","accuracy_rating":5,"accuracy_review":"The content was very accurate.  I did not come across any mathematical errors or biases.  The author did a good job of incorporating \"think, pair, share\" elements throughout each chapter as a model for future teachers.  To further guide future teachers, I would have liked to see the author include information in each chapter about common misconceptions students have when learning the related material and ideas on how to address those misconceptions.  In my experience, I find that pre-service teachers are unaware of these misconceptions and it is helpful to make them aware of them so that they can anticipate them in their own classrooms.","relevance_rating":5,"relevance_review":"The content presented in this book is up-to-date and will remain relevant for a long time.  Due to the fact that this book focuses more on content rather than methods, I do not foresee a need for many updates moving forward.","clarity_rating":5,"clarity_review":"The book is written in a very clear and concise way that is approachable to future and current elementary teachers.  The author presents key words in bold throughout the book to draw attention to them.  I liked the way that the author included videos as well as written explanations of ideas, such as in the Number and Operations chapter, section titled Addition: Dots and Boxes.  The author explains, in words, how to use this method to add multi-digit numbers and follows the written example with a video explanation.  This helps to reach a variety of learners and learning styles.  The author also addresses common \"jargon\" associated with particular mathematical concepts, such as proper and improper fractions (section titled What is a Fraction?), and discusses how this jargon can be misleading for students.","consistency_rating":5,"consistency_review":"Each chapter in the book includes an introduction, multiple opportunities for think-pair-share discussions, and several problem sets to practice.  I appreciated the consistency in the Dots and Boxes method introduced in the Place Value chapter and then carried into the Number and Operations chapter.","modularity_rating":5,"modularity_review":"The book uses a modular approach to present the material.  Each module contains numerous sections that help to break up the content into smaller chunks so that the content does not seem overwhelming.  The modules are set up in an order that makes sense for the mathematics, but a reader could begin reading at any module and still make sense of the content.","organization_rating":5,"organization_review":"The organization of the topics makes sense according to the mathematics presented and is logical.","interface_rating":5,"interface_review":"I did not find anything distracting or confusing in relation to the interface of the text.  The book was easy to navigate, with a clearly defined table of contents.  I was able to easily click through the various modules and sections within each module.  The book uses figures well to provide engagement to the reader as well as to further clarify content.  The use of videos embedded within the modules helps to strengthen understanding of the content.  It did take me a minute to find the navigation link that allowed me to move to the next section in a module (right arrow at bottom right corner of the page), but once I found it I was able to navigate seamlessly to each subsequent section.","grammatical_rating":5,"grammatical_review":"I did not find any grammatical errors in the text.","cultural_rating":5,"cultural_review":"In my opinion, this was one of the biggest strengths of this text.  The author did a nice job of incorporating Hawaiian culture into the text.  For example, the author includes an image in the Place Value chapter (Number Systems section) that references the use of tally marks on a sign at Hanakapiai Beach.  In addition, a full chapter was devoted to Voyaging on Hōkūle`a.  I particularly liked how the author connected this idea to beginning teaching of elementary mathematics and encouraged future teachers to think about ways to see mathematics outside of traditional mathematical settings.","overall_rating":10,"overall_review":"I am glad that I came across this resource.  I primarily teach math methods courses for elementary pre-service teachers, but I found many aspects of this text that I can incorporate into my classes to help students think more deeply about the mathematics that they will teach.  I appreciated the author's attempt to challenge students in their thinking about elementary mathematics.  Initially, I was surprised to find that there was no \"answer key\" provided for the many problem sets that were included throughout the text.  After reading the quote presented on the introductory page to the Problem Solving chapter, I realized that this may have been an intentional decision made by the author to encourage readers to go beyond \"a trail someone else has laid.\"  I find that many pre-service elementary teachers want to \"just know the answer\" when it comes to mathematics; a no answer key approach will encourage discussion and justification, two elements important to ensuring equity in the teaching and learning of mathematics.","created_at":"2020-03-20T13:58:31.000-05:00","updated_at":"2020-03-20T13:58:31.000-05:00"},{"id":3682,"first_name":"Thomas","last_name":"Starmack","position":"Professor","institution_name":"Bloomsburg University of Pennsylvania","comprehensiveness_rating":2,"comprehensiveness_review":"The book is somewhat dated and does not include current research based best practices like concrete, representational, then abstract.  Like most authors, they make assumptions that students have the ability to understand abstract and start the lesson there, which is contradictory to how the brain works and what current research says about effective math instruction and learning.","accuracy_rating":3,"accuracy_review":"I agree the content is accurate, but in many areas the learner must have a very strong understanding of mathematical concepts, structures, and applications.  There lacks current best practice and current NCTM recommendations to approaching the teaching of mathematical content.","relevance_rating":1,"relevance_review":"Although mathematical concepts at the elementary level remain the same, the approach to engaging students in learning and the methods of instruction have evolved greatly.  The book lacks many of the newer approaches and is outdated.  The arrangement of the concepts is okay.  I would recommend that the big ideas of teaching math are in the beginning and providing an overview of what is mathematics and best approaches to teaching/learning mathematics.  Then scaffold the specific concepts.  Fractions is one of the most complex and abstract, and this book starts there as a first topic.","clarity_rating":3,"clarity_review":"Once again, the book is okay in terms of math learning but dated on best practice approaches.   The book does not use jargon per say, but does not provide the best approaches for students to learn how to effectively teach mathematics.","consistency_rating":4,"consistency_review":"Yes the book is consistent throughout.","modularity_rating":3,"modularity_review":"The text is divisible, just not relevant to today nor provides current approaches.  The order of the content is not in line with a methods of teaching course I would follow.","organization_rating":2,"organization_review":"I think the topics are clear but dated and not in the order as described above.","interface_rating":2,"interface_review":"The text provides a variety of interfaces, none of which are confusing for the student who has a very strong math background.  The text does mislead students to think starting with abstract is how to instruct elementary students, which is contradictory to brain research and current best practices.","grammatical_rating":4,"grammatical_review":"I did not notice any grammar errors.","cultural_rating":3,"cultural_review":"I think the text is culturally appropriate.  Not certain about the final chapter as it focuses on one population.  Having a chapter or theme woven throughout the text that provides students with a stronger understanding that although mathematics is a universal language, there are cultural differences to teaching and learning as evidenced in the 1999 TIMSS report.","overall_rating":5,"overall_review":"The text is outdated.  The text is an okay resource but I would not be able to use as the main guide for learning in a college level methods of teaching elementary mathematics course.","created_at":"2020-03-26T12:01:42.000-05:00","updated_at":"2020-03-26T12:01:42.000-05:00"},{"id":4269,"first_name":"Reina","last_name":"Ojiri","position":"Assistant Professor","institution_name":"Leeward Community College","comprehensiveness_rating":2,"comprehensiveness_review":"The book begins with a reference to the Common Core State Standards (CCSS) for Mathematics and the eight “Mathematical Practices\".  Though not all states have adopted and/or are currently using the Common Core Standards, with its incorporation at the beginning of the text I initially thought that the Common Core standards would be revisited consistently throughout the text.  \r\n\r\nThough the \"Think Pair Share\" sections are great additions for discussion to the book they do not include common misconceptions or tips for instructors to use to help guide these discussion prompts.  The focus on just one type of discussion \"Think Pair Share\" also does not give future teachers a broader experience with different cooperative learning strategies in the classroom.  There are many strategies in addition to “Think Pair Share” that are also great and seeing the same strategy over and over did not provide variation or keep me engaged as I read through the text. \r\n\r\nThere are a few key concepts that are not included in the text including  Measurement \u0026 Data and Statistics \u0026 Probability. \r\n\r\nThe text also does not include an effective index and/or glossary.  I have found that students do use the index and/or glossary that is typically in the back of the book to help them find information in the text quickly.","accuracy_rating":3,"accuracy_review":"The content is error-free however some of the images included on the PDF version are blurry and hard to read. There does not seem to be consistency between the different readable versions of the text. \r\n\r\nThere also seems to be a bias for the dots and boxes strategy throughout the text and the content lacks current practices of teaching concepts.","relevance_rating":4,"relevance_review":"Just like any text, this textbook needs to be updated to match current best practices and research in math education.  Since this text is Attribution-ShareAlike which allows “others to remix, adapt, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms” it does seem that updates and instructor/course-specific content will be relatively easy to implement as needed.","clarity_rating":3,"clarity_review":"This text is written in a way unique way that makes it easier for students to read through and follow.  It is very student friendly however might not be as useful as an instructor text since the instructor needs to fill-in-the-blanks on their own.","consistency_rating":3,"consistency_review":"The text is written with consistent terminology however the framework for each chapter is not consistent.  Some chapters include Explorations and additional sections while others end consistently with a problem bank.","modularity_rating":3,"modularity_review":"The text is divided into smaller reading sections however the titles of each section are not easily recognized by students.  Though I imagine the titles were meant to be creative for each section, having something more straight forward to make it easier for students to navigate is more important than creativity especially for future teachers who might be teaching these concepts for the first time.","organization_rating":3,"organization_review":"It would be good to organize the material consistently throughout the text (e.g.each section should end with a problem bank).  The variation in the different sections can be confusing to both the instructor and student when trying to find something in the text.  \r\n\r\nI also noticed that the online version does not include page numbers while the PDF version does.  This is not helpful when referring students to particular sections of the book.   The PDF version also has many completely blank pages.  I am not sure if this was meant to be on purpose (for printing purposes) but these pages can be very distracting to the reader.","interface_rating":2,"interface_review":"Navigation throughout the text is fine however, there are noticeable differences between the online and PDF versions of the text.  The images in the PDF versions are noticeably blurry and lower quality than those in the online version. In some instances, it seems as though images were screenshot and copied and pasted which could account for the image quality. \r\n\r\nSome images, in particular, should not have been included at all and are unreadable, for example, the Hokulea on page 441.","grammatical_rating":5,"grammatical_review":"I did not notice grammatical errors.","cultural_rating":4,"cultural_review":"The connection to the Hawaiian culture was a nice touch.","overall_rating":6,"overall_review":"I would use this text as a reference but would not adopt this book as the main text for my class.","created_at":"2020-07-27T16:45:30.000-05:00","updated_at":"2020-07-27T16:45:30.000-05:00"},{"id":4315,"first_name":"Kane","last_name":"Jessen","position":"Math Instructor","institution_name":"Community College of Aurora","comprehensiveness_rating":4,"comprehensiveness_review":"This textbook is intended to cover the mathematics topics necessary to prepare pre-service elementary education majors to successfully teach K-6 students in the United States in alignment with current Common Core Math Standards. The textbook is a mostly comprehensive collection of K-6 Common Core elementary math topics ranging from non-numerical problem solving through summative PBL assessments incorporating algebra, geometry and authentic problem solving. However, several topics related to K-6 CCSS Standards are not covered or minimally covered. CCSS topics with minimal coverage include set theory, logic, integers, probability, graphing and data analysis. At the beginning of the book, there is an effective and accessible table of contents with links included. However, sections and subsections are labeled only with names and page numbers. The text does not contain an index, glossary or appendices. Chapter summaries and links to previous concepts/problems are not included but would support student learning if included. More visuals and historical explorations would increase comprehensiveness.","accuracy_rating":5,"accuracy_review":"Content was found to be accurate, error-free and unbiased.","relevance_rating":5,"relevance_review":"The language and examples of this text are written with a constructivist and meta-pedagogical voice that is both academic and accessible. The author immediately addresses the importance of CCSS and consistently utilizes the “Exploding Dots” curriculum. The “Exploding Dots” curriculum is a brave and differentiated approach to holistically teaching multi-base mathematics to K-12 students. “Exploding Dots” has been a core focus of K-12 Global Math Project and was pioneered by James Tanton . As future teachers, students can expect to teach “Exploding Dots” or similar CCSS curriculum sometime during their teaching career.","clarity_rating":4,"clarity_review":"The language of the text is well-written, accessible and clear. Some sections and examples could be expanded for clarity/depth. Prior definitions/review concepts are not consistently linked.","consistency_rating":5,"consistency_review":"The text is internally consistent in terms of its own terminology, framework and graphics. The “Exploding Dots” infusion helps maintain continuity throughout the text but is not present in all modules.","modularity_rating":5,"modularity_review":"This text follows the common sequence that many “Mathematics for Elementary Teachers” textbooks commonly follow. The text is organized into eight modules. The text initially builds upon itself without being overly self-referential. The text’s sections, subsections, definitions, axioms and problem banks are all well delineated but lack sections/subsection numbers/identifiers and links to previous concepts/definitions","organization_rating":5,"organization_review":"This textbook has a solid flow and follows a common sequence shared by most for profit “Mathematics for Elementary Teachers” texts. The text is well organized and builds upon itself.","interface_rating":5,"interface_review":"Minimal issues involving interface were observed. Observed interface issues include, one broken video link  and unnumbered sections. Definitions and review topics are not linked or referenced with page numbers/sections, however, this creates minimal usability issues. The text contains adequate  procedural visuals and also cultural and historical visuals that enhance the student learning experience.","grammatical_rating":5,"grammatical_review":"This text is largely free from grammatical errors. Grammatical errors that were observed were minor and non-persistent.","cultural_rating":4,"cultural_review":"The text is not culturally insensitive or offensive in any way. It consistently uses examples that are inclusive of a variety of races, ethnicities, and backgrounds. Textbook examples often include references to Hawaiin culture. These references are easily understandable and could be readily adapted for students in other places. In an effort to increase relevance, further additions to the text could be made to provide a more equitable and historical focus on women, minorities and problem based learning cross-sectional explorations similar to the Hōkūleʻa section.","overall_rating":9,"overall_review":"This textbook has a solid structure and great flow, I thoroughly enjoyed reviewing this textbook. I am genuinely excited to incorporate Michelle Manes ‘Mathematics for Elementary Teachers’ into my upcoming semester’s curriculum. With subsequent editions and revisions, this textbook will become a wonderful text for students majoring in primary education, especially those who are either lacking in basic math skills or math confidence.","created_at":"2020-08-13T17:20:25.000-05:00","updated_at":"2020-08-13T17:20:25.000-05:00"},{"id":4920,"first_name":"April","last_name":"Slack","position":"Math Instructor","institution_name":"Aiken Technical College","comprehensiveness_rating":4,"comprehensiveness_review":"This text covers elementary mathematics strands including place value, numbers and operations, fractions, patterns, algebraic thinking, decimals, and geometry. Measurement and Data and Statistics strands are not included in this particular text.  The last chapter supplies the audience with problem-based learning approaches that include some measurement, but not in the detail of previous chapters of the book.  It does incorporate problem solving strategies and pedagogical techniques teachers may use in the classroom.  Examples with solutions and clarifying notes are provided throughout the text.  The text does address Common Core Standards as well as the eight mathematical process standards.  The textbook also provide teachers with a conceptual understanding of elementary mathematics along with appropriate mathematical terminology.  The text does not offer an index or glossary.","accuracy_rating":5,"accuracy_review":"The mathematics content provided in this text is accurate and provides thorough examples of teaching elementary mathematics for pre-service teachers.  I found the text to build conceptual understanding and procedural fluency rather than just focus on basic algorithms to solve math problems.  This is especially important for pre-service teachers, as they need to truly understand the \"why\" behind the math tricks that are often taught in early grades.  The embedded links throughout the text are all in working order, as well.","relevance_rating":4,"relevance_review":"The problem-solving approach to mathematics is especially relevant for elementary pre-service teachers; the intended audience.  The book does expand beyond elementary mathematics, however, this is deemed extremely useful for all levels of mathematics teachers.  Knowing the mathematical concepts beyond elementary strands allows teachers to know where there students are going and the mathematical purpose of content standards at each grade level.  Many of the pedagogical techniques presented in the text are aligned with current research and instructional strategies for the elementary classroom.","clarity_rating":4,"clarity_review":"This text provides explanations and defines mathematical terminology and has accessible prose.  Beginning with the problem solving chapter before the specific content strands allows teachers to apply and consider strategies throughout the text.  Often times, textbooks save problem solving for the end, but this text addresses strategies upfront and spirals nicely throughout the text.   \r\nSome of the examples and visual representations are intended for an audience with mathematical background knowledge and strengths.  A pre-service teacher may need help with content review prior to understanding the selection of particular problems highlighted in the text.","consistency_rating":5,"consistency_review":"The text is well-organized and consistent with terminology throughout.  The text is also consistent with provided examples that are used by mathematics teachers in everyday classrooms.  There are multiple examples throughout each of the content chapters for pre-service teachers to reference and use in their own experiences.","modularity_rating":4,"modularity_review":"This book is an easy read and may be easily broken up for weekly reading assignments and reflections.  It seems as if mathematics teachers had a hand in writing this book.  Bulleted and numbered lists are used throughout the text.  The text also presents examples in clear, colored blocks.  Visual models are clear and concise.","organization_rating":4,"organization_review":"The book is well-organized with headings, subheadings, and the use of italics and boldface make this book extremely student friendly.  The topics and content presented in this text are clear and in a logical order.  Bulleted and numbered lists are reader friendly and easily understood.  I found having the problem solving chapter appear first in the text stresses the importance and relevance of helping students become natural problem solvers.  Often times texts and even worksheets save problem solving until the end, which poses a problem with students in the classroom.","interface_rating":4,"interface_review":"This book is very easily navigated.  The contents tab and drop down menu allows for the reader to quickly navigate to particular chapters and specific content.  The previous and next buttons located at the bottom of the text allows readers to toggle between chapters very quickly.  All embedded links work as they should and visual models are clear and understandable.  There are no distractors present when trying to navigate the text.  There is no index / glossary offered with this text.","grammatical_rating":5,"grammatical_review":"The text is free from grammatical errors.","cultural_rating":4,"cultural_review":"This text is not culturally offensive in any way.  The final chapter of the text is dedicated to problem based learning and is centered around Voyaging on Hōkūle`a.  The text provides embedded links to culturally relevant videos and models that help illustrate the cultural practices of Polynesians.","overall_rating":9,"overall_review":"This textbook has a solid foundation and is well-organized for it's intended audience, the elementary mathematics pre-service teacher.  This text will help build conceptual understanding of mathematics that will lead to procedural fluency for teachers.  The text also provides clear examples of instructional strategies to be used in today's classrooms.  Methods courses for pre-service teachers will find this text extremely useful and easy to incorporate in elementary mathematics methods instruction.","created_at":"2021-05-13T17:08:27.000-05:00","updated_at":"2021-05-13T17:08:27.000-05:00"},{"id":5117,"first_name":"Perpetual Opoku","last_name":"Agyemang","position":"Professor of Mathematics","institution_name":"Holyoke Community College","comprehensiveness_rating":5,"comprehensiveness_review":"The content in this text is built to help its readers, especially, pre-service elementary education majors learn to think like a mathematician in some very specific ways. The content addresses the subject framework in a complete yet concise manner.  Although it does not provide an effective index/or glossary, LCD was not extensively tackled using factor tree, multiples or tables to express it, I still give props to the author since there are a lot of pictorial examples and a question bank for most of the various concepts. Furthermore, Dots and Boxes game on chapter 1 was very engaging and fun.","accuracy_rating":5,"accuracy_review":"This text is very accurate and informative using a variety of felicitous examples to suit a diverse student population.","relevance_rating":4,"relevance_review":"Conventional concepts are presented in a current and applied manner which allows for easier association with similar organized and retained information. This text could use some updated fraction problems and examples involving mixed numbers. Some of the YouTube videos have no sound at all.","clarity_rating":4,"clarity_review":"Content material was presented in an easy to understand prose. Introduction of concepts and new terms were usually done by association or relevant previous knowledge. Some of the concepts like Multiplying Fractions, have YouTube videos embedded in the introductions.","consistency_rating":5,"consistency_review":"Terminologies and framework are consistent throughout the text. The use of different notations were consistent throughout the various chapters and subunits.","modularity_rating":4,"modularity_review":"This text has easily divisible content as stand alone subunits. However, numbering these chapters and subunits would have gone a long way to help its readers.","organization_rating":5,"organization_review":"The topics in this text are organized from basic to complex concepts in a logical, clear fashion.","interface_rating":5,"interface_review":"This text has an awesome interface (Online, PDF and XML). Moreover, it is untainted by distractions that may confuse its reader. Hyperlinks should have been included in the content.","grammatical_rating":5,"grammatical_review":"I did not spot any grammatical errors in this text.","cultural_rating":5,"cultural_review":"This content material contains no recognizable cultural insensitivity. It could use more examples involving modern affairs that are inclusive of diverse backgrounds.","overall_rating":9,"overall_review":"I truly love the concise format of this text and how many different examples it uses to explain the concepts. The Geometry of Arts and Science and Tangrams were so informative with fun activities. It's easy to tell when one example ends and another begins, although index/or glossary and a system of links from the table of contents would be greatly appreciated. I did not see Points on a Coordinate Plane. Additionally, the number of exercises per section is too small. Of course this can be remedied by adding more. As with any textbook, the reader will need to supplement certain sections and clarify particular terms and concepts to best fit their situation.  Pre-service elementary education majors could transition to this book fairly easily and successfully teach K-6 students in the United States in alignment with current Common Core Math Standards.","created_at":"2021-06-17T22:44:12.000-05:00","updated_at":"2021-06-17T22:44:12.000-05:00"},{"id":34410,"first_name":"Fred","last_name":"Coon","position":"Assistant Professor","institution_name":"Anderson University","comprehensiveness_rating":5,"comprehensiveness_review":"The text covers all major points to help develop future teachers.","accuracy_rating":5,"accuracy_review":"Text appears to be accurate.","relevance_rating":4,"relevance_review":"The content is consist with concepts that elementary teachers should know. The methods are small in diversity.","clarity_rating":5,"clarity_review":"Topics where well explained.","consistency_rating":5,"consistency_review":"Text appears to use understandable and consistent terms.","modularity_rating":5,"modularity_review":"Units appear to be mostly independent and can be used as stand alone units.","organization_rating":5,"organization_review":"The topics are presented in a manner that build on each other but can be rearrange if desired.","interface_rating":5,"interface_review":"Interface was useful and aided in navigating text.","grammatical_rating":5,"grammatical_review":"I found no errors.","cultural_rating":5,"cultural_review":"The text has no culturally insensitive or offensive items that I noticed.","overall_rating":10,"overall_review":"I would like to have seen more diversity in methods discussed.","created_at":"2023-02-16T10:32:38.000-06:00","updated_at":"2023-02-16T10:32:38.000-06:00"},{"id":34512,"first_name":"Sandra","last_name":"Zirkes","position":"Teaching Professor","institution_name":"Bowling Green State University","comprehensiveness_rating":4,"comprehensiveness_review":"The text covers whole numbers, fractions, decimals, and operations well, and it provides some topics in geometry and algebraic thinking.  However, the topics of ratio, proportion, and percent, as well as a more thorough coverage of geometry and measurement are missing.","accuracy_rating":5,"accuracy_review":"All information in the text is mathematically accurate and the writing and diagrams are error-free.","relevance_rating":4,"relevance_review":"While all of the information in the text is accurate and thought-provoking, some specific approaches are outdated with respect to the current standards and pedagogy.  Approaching the concept of place value through the \"Dots and Boxes\" method, without reference to base ten blocks that are overwhelmingly used in the elementary math classroom, limits the coverage of this important topic.  Similarly, approaching fractions using the \"pies and kids\" scenario is not consistent with the standards which emphasize the understanding of all fractions as iterations of unit fractions.","clarity_rating":5,"clarity_review":"The text is written using clear and understandable prose that is both mathematically accurate and accessible to college level pre-service teachers.","consistency_rating":5,"consistency_review":"The text has a clear organization and focus and uses consistent approaches and terminology throughout.","modularity_rating":4,"modularity_review":"Much of the text is easily divisible into smaller subsections for student use.  With respect to reorganization and realignment for a particular course, while some topics are revisited at appropriate points in the text, if those original topics were not covered in the course, revisiting the topic may not provide enough basis for the new topic.  For example, the understanding of decimals is highly reliant on a student's understanding of the Dots and Boxes approach to place value earlier in the text.","organization_rating":5,"organization_review":"The topics in the text are organized in a logical way that is consistent with the structure of a typical mathematics education course.","interface_rating":4,"interface_review":"Navigating the text itself was seamless and intuitive.  However, the videos that I viewed had poor visual quality and there was no audio.","grammatical_rating":5,"grammatical_review":"The text is well written with no grammatical errors.","cultural_rating":5,"cultural_review":"There is no apparent cultural insensitivity in the text.","overall_rating":9,"overall_review":"This text has a problem solving focus and emphasizes deep thinking and reasoning about mathematics.  Its approaches are clear and understandable.  While its approaches are mathematically correct and thought-provoking, it is missing some key topics such as ratio, proportion, percent, and a more thorough coverage of geometry and measurement, as well as some standards-based approaches such as base ten blocks and understanding fractions as iterations of unit fractions.","created_at":"2023-04-14T10:25:16.000-05:00","updated_at":"2023-04-14T10:25:16.000-05:00"},{"id":34523,"first_name":"Kevin","last_name":"Voogt","position":"Assistant Professor","institution_name":"Grace College","comprehensiveness_rating":4,"comprehensiveness_review":"There seem to be subjects missing that are typical of the common core mathematics for elementary teachers texts (e.g., Ratios/Proportions, clear Partitive/Measurement division ideas, percentages, certain ideas in Geometry, Measurement).","accuracy_rating":5,"accuracy_review":"I did not find mathematical errors in the text during my review.","relevance_rating":3,"relevance_review":"I think there is need for quite a few updates to the text in regards to what is covered in elementary mathematics through the common core. The topics listed in my review of the Comprehensiveness above are just a start. I also see a need to add more activities to each section where prospective elementary teachers could do more exploration of the mathematics rather than what seems to be a more traditional approach of having the text explain it followed by problem sets alone.","clarity_rating":5,"clarity_review":"The wording was quite clear and had nice explanations throughout.","consistency_rating":5,"consistency_review":"It seems consistent throughout - with recurrent use of the same technical terms as needed.","modularity_rating":4,"modularity_review":"There were a few issues with being able to assign the texts at different points within the course, as is the case for many math texts, in that many of the sections rely heavily on prior knowledge. If reorganization were to occur, there would be some need to re-structure how certain sections are taught.","organization_rating":4,"organization_review":"The text lacks much of the wonderful mathematical connections that could be made between ideas. While some connections are made, they seem a little outdated at times. I also think it would make more sense to have the properties of operations within their corresponding sections on operations rather than after all 4 operations are introduced.","interface_rating":5,"interface_review":"I did not see any issues with the interface. It was pretty user-friendly.","grammatical_rating":5,"grammatical_review":"I did not notice any errors during my review.","cultural_rating":5,"cultural_review":"I did not see anything insensitive or offensive in the text.","overall_rating":9,"overall_review":"The text is just a small sampling of the many methods that could be used in teaching these mathematical ideas. I would have liked to see more activities for elementary teachers built into the lessons in each chapter as a means for learning and exploring ideas to facilitate more discussion as this text is used. There also are so many more connections that could be made between mathematical ideas that were lost a bit, especially with the general organization. On the whole, it is a nice resource and I could see it as useful for students studying for their certification exams to get some perspectives on the mathematical ideas they might encounter.","created_at":"2023-04-20T14:09:52.000-05:00","updated_at":"2023-04-20T14:09:52.000-05:00"},{"id":35683,"first_name":"Amrit","last_name":"Thapa","position":"Assistant Professor","institution_name":"Eastern New Mexico University","comprehensiveness_rating":4,"comprehensiveness_review":"The text addresses important topics in elementary mathematics, specifically designed for teachers. However, the textbook lacks an index or glossary.","accuracy_rating":5,"accuracy_review":"Content is accurate and unbiased.","relevance_rating":3,"relevance_review":"The textbook provides illustrations for various concepts, but it relies more on semi-concrete representations than on concrete ones. It would be beneficial if the textbook guided preservice teachers to represent elementary mathematics concepts starting with concrete representations and gradually advancing to semi-concrete and abstract representations. Additionally, connecting concepts to real-world examples would enhance understanding. Although the textbook attempts to include relevant examples, they are quite limited in exposing students to a variety of real-world contexts that would engage them, such as games, daily activities, cultural experiences, and social media.","clarity_rating":4,"clarity_review":"The textbook is easy to read and clear.","consistency_rating":4,"consistency_review":"The textbook is internally consistent.","modularity_rating":4,"modularity_review":"The textbook is divided into smaller sections based on topics and concepts.","organization_rating":4,"organization_review":"The topics are sequenced in logical fashion/order.","interface_rating":2,"interface_review":"Images are blurry and could be much better with a better resolution of pictures and drawings.","grammatical_rating":5,"grammatical_review":"There are no grammatical errors.","cultural_rating":5,"cultural_review":"There are no culturally insensitive or offensive elements present in the textbook. It is entirely focused on content related to elementary mathematics for mathematics teachers. While it includes some real-world examples, such as pizza, it avoids any cultural or racial topics.","overall_rating":8,"overall_review":null,"created_at":"2025-11-29T21:41:57.000-06:00","updated_at":"2025-11-29T21:41:57.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/mathematics-for-elementary-teachers","updated_at":"2025-12-15T02:31:40.000-06:00"},{"id":782,"title":"Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools","edition_statement":null,"volume":null,"copyright_year":2019,"isbn10":null,"isbn13":null,"license":"Attribution","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum. Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.","contributors":[{"id":4989,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Nadia","middle_name":null,"last_name":"Prokopchuk","location":"University of Saskatchewan","background_text":"Nadia Prokopchuk, University of Saskatchewan"}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":28,"name":"Secondary Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/secondary-education"}],"publishers":[{"id":761,"url":"https://openpress.usask.ca/","year":null,"created_at":"2019-10-12T13:16:38.000-05:00","updated_at":"2019-10-12T13:16:38.000-05:00","name":"OPENPRESS.USASK.CA"}],"formats":[{"id":1347,"type":"Online","url":"https://openpress.usask.ca/ealbestpractices/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1348,"type":"PDF","url":"https://openpress.usask.ca/ealbestpractices/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1727,"type":"eBook","url":"https://openpress.usask.ca/ealbestpractices/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":11,"reviews":[{"id":3580,"first_name":"Brenda-Jean","last_name":"Tyler","position":"Associate Professor","institution_name":"Radford University","comprehensiveness_rating":5,"comprehensiveness_review":"The book presents a collection of papers addressing a range of factors that arise in teaching and working successfully with English as an Additional Language students written by students enrolled in a post-degree certificate program in EAL education, several of whom have first-hand knowledge of the EAL experience and/or immigrant experience in Canada. The papers are organized into four sections, beginning with a set of papers addressing how to provide a welcoming, inviting, and inclusive environment for EAL learners, followed by a set of papers focused on providing classroom support (e.g., effective instructional strategies, note-taking, and assessment practices), a group of papers focused on supporting newcomer and refugee EALs, and wrapping up with a few articles addressing  the intersection of EALs and disability. \r\nThe perspective toward EALs conveyed throughout the book is positive and strengths-based.\r\n\r\n\r\n","accuracy_rating":5,"accuracy_review":"The claims made in the articles are based on the professional literatures and the authors appropriately and frequently cite their sources. \r\nIn terms of error-free, there was only one place where I felt myself drawing back at a claim. The first article included the following statement: \"Increasing teacher\r\ndiversity can promote a “color-blind approach to instruction” (Sobel\r\n\u0026 Taylor, 2011, p. 18) and help in reducing prevalent cultural biases\r\nand misperceptions\" (p. 40). This statement was in the context of a discussion of the benefits of increasing teacher diversity. While I fully agree with the need for more teachers of color, I object to presenting a \"color-blind approach\" to teaching as something to aim for. I understand the author's point was that if a teacher is of the same ethnic group as his or her students, we might hope/expect that there would be less prejudice and more positive expectations for the children. Unfortunately, research shows that teachers of color have often absorbed the same negative perspectives and prejudices towards children of color operating in the society at large. We cannot assume that providing students of color with a teacher from the same background will result in higher achievement. ","relevance_rating":4,"relevance_review":"The articles were all written very recently and cite current sources. The claims made reflect best accepted practice at the time of publication. The articles were written as a means for students to demonstrate their learning and growth in the course, and informative as the articles are, the book does not serve the purposes of a more typical textbook. \r\n\r\nGiven that these are papers reflecting students' own learning and growth in the course, I do not see how \"updates\" could be made, since next year's students would have a different learning experience. This is not a drawback, since next year's students could contribute to a new book that would likely be just as engaging. ","clarity_rating":5,"clarity_review":"The text is written by students in a Certificate program, and not by academics/researchers. As such, the writing is fully accessible to college-aged readers. ","consistency_rating":5,"consistency_review":"The text is internally consistent. In fact, the articles included referenced many of the same texts/sources. This is to be expected in a text of this sort, where students have been assigned the same set of readings. Luckily, some of the authors branched out to include other authors; I would like to recommend that to increase breadth of perspective (and enlarge students' knowledge base), the professor should probably require students to use at least as many resources that were NOT assigned as the ones that were assigned reading when gathering information for their papers. This would make for less overlap, perhaps. ","modularity_rating":5,"modularity_review":"The 17 papers are organized into four sections, beginning with a set of papers addressing how to provide a welcoming, inviting, and inclusive environment for EAL learners, followed by a set of papers focused on providing classroom support (e.g., effective instructional strategies, note-taking, and assessment practices), a group of papers focused on meeting the needs of refugee EALs, and the book wraps up with a few articles addressing the intersection of EALs and disability, including articles addressing the challenges of distinguishing between problems related to the language learning process and those of a learning disability and the risk of over-identifying EALs for special education services when teachers and other school-based personnel do not have a good understanding of how language and cultural differences may impact learning and behavior in school. \r\nThe teacher could easily assign two or three articles that address specific topics of interest. \r\n","organization_rating":5,"organization_review":"The topics are presented in a clear, logical progression, starting with articles on how to welcome an EAL and make sure he or she feels welcome in the classroom community, then several articles on different instructional practices that are effective for EALs, followed by a set of readings on addressing EALs who are newcomers/refugees.   ","interface_rating":5,"interface_review":"The text is easy to navigate, pictures appear correctly, and hotlinks work. \r\nPlease note: I found this prompt confusing because I wasn't sure if \"High\" meant \"Strongly Agree\" with the above statement, or if it meant there were a high number of interface issues. ","grammatical_rating":5,"grammatical_review":"There were very few grammatical errors, and the writing did not distract from the message.\r\nPlease note: I also found this prompt confusing because I wasn't sure if \"High\" meant \"Strongly Agree\" with the  above statement, or if it meant there were a high number of errors. ","cultural_rating":5,"cultural_review":"The textbook focuses on cultural diversity, and so is very strong in this area. Students and families from diverse cultures are presented in a very positive light, and the message throughout the book is that teachers need to learn how to make students from diverse cultures welcome, how to provide effective instruction for these students, and how to meet the needs of EALs who are refugees as well as those who have experienced trauma in order for these students to meet their full potential.  ","overall_rating":10,"overall_review":"I truly enjoyed reading the articles and learned something as well. Several authors incorporated some of their own stories/ experiences as they explored connections to and learning related to their chosen topic. The diversity present among the authors, coupled with the very accessible writing, made for very enjoyable reading. ","created_at":"2020-02-12T19:34:16.000-06:00","updated_at":"2020-02-12T19:34:16.000-06:00"},{"id":3875,"first_name":"Gia","last_name":"Renaud","position":"Assistant Professor","institution_name":"Bridgewater State University","comprehensiveness_rating":5,"comprehensiveness_review":"This text is a compilation of essay from Canadian graduate students. It is broken into 4 sections. The sections cover welcoming environment, classroom supports and strategies, refugee supports and special learning challenges.","accuracy_rating":5,"accuracy_review":"I found the information to be accurate and informative. Essays were easy to read and had wonderful suggestions for classroom teachers.","relevance_rating":5,"relevance_review":"The content of this book was up to date with practices for teaching English  Learners. The last section has information about working with students who have experienced trauma which is particularly important in today's society.","clarity_rating":4,"clarity_review":"My only suggest would be to have tables or graphics. Visuals are helpful for all learners!","consistency_rating":5,"consistency_review":"The essays were consistently well written. Research was relevant and timely.","modularity_rating":5,"modularity_review":"It would be very easy to assign one essay at a time depending on the topic that was being covered. I would even suggest looking at the sections and asking students to choose one essay in a particular section that interests them. This text is the perfect supplement to any course about teaching English Learners.","organization_rating":5,"organization_review":"Organization is clear and easy to follow.","interface_rating":5,"interface_review":"I utilized the  PDF version and found it easy to navigate.","grammatical_rating":5,"grammatical_review":"I did not see any grammatical errors.","cultural_rating":5,"cultural_review":"This text is filled with culturally responsive pedagogy.","overall_rating":10,"overall_review":"I found the text enjoyable to read. I like how it was organized. Essays are easily accessible and can be read together or in isolation.","created_at":"2020-05-31T09:30:37.000-05:00","updated_at":"2020-05-31T09:30:37.000-05:00"},{"id":3948,"first_name":"Lydia","last_name":"Sollenberger","position":"Graduate Student","institution_name":"University of Colorado Boulder","comprehensiveness_rating":4,"comprehensiveness_review":"While the text does cover many of the key aspects to best practices for English Language Learners in schools in Canada, I would argue that the texts focus mainly on ELLs that are newcomers and refugees and not on other identities of ELLs in schools that are not newcomers nor refugees. Students that are considered to be English learners by schools are sometimes born in English speaking countries. Some students are considered transnational and spend time in both the English speaking country and their/their family’s country of origin. And some students who are native to the land have suffered colonization and denied their language practices. The “best practices” for these students would differ greatly than the newcomer students. Although there movement to best support the newcomers in Canada’s schools, I am sure that those are not the only ELLs that need support from their teachers. The book does have an effective glossary which would need further adaptation for acronyms that are used in different country contexts.","accuracy_rating":4,"accuracy_review":"All content seemed to be accurate but I felt that some essays contained deficit language about immigrants and refugees being a “challenge,” implying that they are the ones that need to be saved and assimilated. Although this was not the main or emphasized message in any of the essays I feel that students reading these texts should discuss the language used to describe challenges that immigrants have when entering a country's school system.","relevance_rating":4,"relevance_review":"The content is mostly up-to-date. There were some essays that relied heavily on the work of Cummins BICS and CALP which, although important to remember, could have been accompanied with more recent scholarship. All essays contained a small personal position statement that could date the work, but I believe was necessary for the comprehensiveness of the essay and powerful for teachers to read the work of other teachers.","clarity_rating":5,"clarity_review":"Despite being written about Canada’s context the text was undeniably clear. Very accessible for any reader. One of the essays included a visual which would have been nice throughout.","consistency_rating":5,"consistency_review":"There was consistency in terminology and framework. Reading the entire text had too much repetition of Canada’s context. This repetition is nice to consider for instructors that wish to use only particular chapters of the text.","modularity_rating":5,"modularity_review":"The text is divisible in smaller reading sections. Most essays are short or divided by subheading.","organization_rating":5,"organization_review":"The topics are presented in a logical order building on each other from the most basic understandings to the more complex.","interface_rating":5,"interface_review":"No interface issue, navigation problems, distortion of images/charts or other features of distraction.","grammatical_rating":5,"grammatical_review":"There are no grammatical errors.","cultural_rating":5,"cultural_review":"They are very clear when presenting examples of refugees in classroom settings that each individual case is different and must be treated as such. Generalizations are not made.","overall_rating":9,"overall_review":null,"created_at":"2020-06-11T14:58:58.000-05:00","updated_at":"2020-06-11T14:58:58.000-05:00"},{"id":4188,"first_name":"Matthew","last_name":"Edinger","position":"Associate Professor","institution_name":"North Shore Community College","comprehensiveness_rating":4,"comprehensiveness_review":"The book examines specific EAL issues from multiple perspectives on a level appropriate for undergraduate education and education studies students. This book reminds readers that English Language Learners are no longer missing from educational radar, and resources like this book are needed to ensure our preservice teachers have background knowledge and potential strategies and solutions for our culturally and linguistically special populations of students. The book also offers an effective index glossary for use by the reader and undergraduate learners.","accuracy_rating":5,"accuracy_review":"This book is important in that it creates a case study of specific and timely issues schools in Saskatchewan are and have been facing. Other schools and districts in and out of Canada can thoroughly examine certain papers, take note of relevant facts, and outline key problems. These problems can be compared to the readers’ local issues, and possible solutions and/or changes delineated within the chapter can be discussed in higher education classes and supported by undergraduate-led outside research and experiences. These generated best solutions and changes can be selected and presented to the by groups of undergraduates.","relevance_rating":4,"relevance_review":"The growing population and influx of immigrant and refugee students becomes more relevant to preservice teachers each year, and the book reflects these changes. EAL populations of students have academic and social/emotional needs that educators must be aware of and can review strategies and solutions found within the book. Additionally, as discussed in this book, new-to-the-field educators must be prepared for the reality of vicarious trauma and ELLs in special education classrooms.","clarity_rating":5,"clarity_review":"The text is written in a way that undergraduates can easily understand during their first read and can pursue their own learning by researching the resources named in the book. One of the values of this book is the experience level of the authors that is revealed in their writing. The authors' teaching experience is reflected in the writing, showing what they believe is important for colleagues to know. The authors' text does not get swamped by mounds of research from the field but by strategies that the authors would try in their own classroom.","consistency_rating":2,"consistency_review":"The book could benefit by a consistent framework for its papers. The use of the word Conclusion at the end of each section could allow undergraduate students to begin their reading activity by reading the conclusions of the chapter before they read.  The book would also benefit from the authors using the same style of writing within their papers.","modularity_rating":4,"modularity_review":"The Contents pages of the book show how appropriate subunits are displayed within, potentially funneled to a specific population of EAL students.","organization_rating":4,"organization_review":"Paper topics within this book are presented in a logical manner. The papers are arranged to begin with support for EALs through the classroom environment and culture before focusing on students from a specific EAL population.","interface_rating":5,"interface_review":"There were no distractions outside of the text, and I did like that some authors offered a Conclusion at the end of their papers. I have met many undergraduate readers that like to read a resource’s Abstract first and Conclusion second before moving on to the reading and understanding of the body of a text.","grammatical_rating":5,"grammatical_review":"The book appears to have been edited more than once from more than one perspective. As a previous teacher of English, I did not notice writing issues that normally tend to leap off of the page as I read.","cultural_rating":5,"cultural_review":"The book shines most when it comes to its discussion, understanding, and strategies for culture within educational environments. Families, teachers and students are discussed in a way that a wonderful mentor teacher would discuss what she found to be valuable in her classroom with her new inservice mentee teacher. Solid strategies for the inclusion of culture, that will benefit all readers, are offered in many papers throughout the book.","overall_rating":9,"overall_review":"The authors in this text seem to have a collegial conversation with pre-service educators instead of speaking from the ‘ivory tower’ (for example, too much research or educational buzzwords or acronyms). I also noticed that many authors use specific examples of strategies that support their writing: this is good writing. Another comment is that students in the US should be asked to search for and find primary and secondary sources that accompany the book's topics with similarities and differences between the neighboring countries and EAL students. Finally, the papers use multiple, appropriate connections to mostly current articles and Internet support.","created_at":"2020-06-30T15:20:11.000-05:00","updated_at":"2020-06-30T15:20:11.000-05:00"},{"id":4229,"first_name":"Lynmara","last_name":"Colón","position":"Adjunct Professor","institution_name":"University of Mary Washington","comprehensiveness_rating":4,"comprehensiveness_review":"The text is comprehensive and addresses much needed topics for Els. A collection of essays supported by research and stories, make up a great resource for those seeking to understand and support students learning English. The focus in on Newcomers and Refugees in Canada; however, these strategies can apply to classrooms in other countries.","accuracy_rating":5,"accuracy_review":"Content is error-free","relevance_rating":4,"relevance_review":"Content is relevant to the needs of today’s learners. One observation is the use of assessment to identify students’ language proficiency. Some of these tools might change as a result of COVID-19, impacting some of the strategies provided in the book. One example is the section on opening schools and creating inclusive environments. This might look different in an online platform.","clarity_rating":5,"clarity_review":"The concepts and language used throughout the book are clear for readers. However, one needs to get familiar with some of the terminology used in Canada (provided at the beginning) in order to make connections to tools used in the United States.","consistency_rating":5,"consistency_review":"While there are many essays included the book is consistent in the use of terminology and values around Els. One can follow the theme, assessment tools, and instructional strategies as the work progresses.","modularity_rating":4,"modularity_review":"This textbook is divided into section with big ideas; broken down into subheadings. These can be used as one explore specific topics around for Els learn and the importance of inclusive environments, teaching strategies, etc. One can break apart topics for a class or use the entire book as focus.","organization_rating":4,"organization_review":"The text is organized in a way where one can follow the needs of Els and how they can be supported throughout the year. From the beginning of the school year to their growth as it relates to language acquisition, the book presents a nice flow for readers. Additionally, one can select certain section (which are clearly label) to explore more about particular topics as well.","interface_rating":5,"interface_review":"The text can be read online or PDF, giving users a choice of platform. This can be convenient as some can gain access off-line, making annotations and highlight content.","grammatical_rating":5,"grammatical_review":"There were no grammatical errors found.","cultural_rating":5,"cultural_review":"Text provides strategies and support for those serving Els on how to be intentional about culturally responsive pedagogy. There are examples around creating inclusive environments, the beginning of school, and ways one can become more culturally competent. All of these supported by research and modules.","overall_rating":9,"overall_review":"A great resource for a college class or those seeking to add strategies to their instructional toolkit.","created_at":"2020-07-05T15:41:02.000-05:00","updated_at":"2020-07-05T15:41:02.000-05:00"},{"id":4893,"first_name":"Tatiana","last_name":"Sildus","position":"Professor","institution_name":"Pittsburg State University","comprehensiveness_rating":4,"comprehensiveness_review":"The text is a collection of final paper essays prepared by mostly graduate and some undergraduate students enrolled in an online course as part a post-degree certificate offered by the University of Saskatchewan in Canada. As noted in the introduction, readers should keep in mind that the essays are the work of student authors and not academic experts. The book looks at several aspects of educating linguistically and culturally diverse students, with a special focus on newcomers and refugees. The glossary is included. The book would benefit from adding information on the stages of second language acquisition and on the specifics of assisting learners at each stage regardless of their status.","accuracy_rating":4,"accuracy_review":"Overall, the content is accurate. Modifications are suggested to the definition of EAL in the Glossary to make a clear distinction between referring to a student (learner) and a subject (English as an Additional Language). Also, while the content of the book deals with “school students”, the definition of an EAL learner itself is broader in scope and includes learners of other age categories.","relevance_rating":5,"relevance_review":"It is understandable that educators need to be aware of local and regional resources to assist their students. Part 3 on settlement and refugees focuses on resources offered mainly in Canada and the Saskatchewan region, making the information especially relevant to Canadian teachers. While the support and resources vary from country to country, the chapter provides a reminder for educators in other parts of the world to research and utilize options available to them.","clarity_rating":4,"clarity_review":"The ideas and concepts in this text are presented in a clear manner. The details and examples contribute to the overall comprehension without overwhelming the reader. Since the term “English Language Learners” is used in the book title itself, and some essays also use another term, the book would benefit from a brief explanation (perhaps in the introduction section) noting that the terms ELLs and EAL learners will be used interchangeably in the context of this book. This would make it especially relevant to readers in other countries.","consistency_rating":4,"consistency_review":"The term EAL (English as an Additional Language) learner is used in most of the book, and its meaning is included and explained in the Glossary as “a term used in Saskatchewan and in other parts of the world”. However, essays 14 and 16 use the term ELL (English Language Learner), most commonly used in the US and some parts of the world. Adding the term ELL to the Glossary with a short explanation would be helpful for readers, especially for pre-service teachers.","modularity_rating":5,"modularity_review":"The text is presented in sections of reasonable length. Portions of the text could be assigned in any combination. This provides flexibility for instructors and allow professors to rearrange the sections as needed.","organization_rating":5,"organization_review":"The presentation of topics in the text is logical. Dividing occasional long paragraphs into smaller paragraphs would make the information easier to follow and more reader-friendly.","interface_rating":5,"interface_review":"Several formats (online, PDF, e-book) are available to the reader. The book is very easy to navigate. The user-friendly interface makes the book conveniently accessible.","grammatical_rating":4,"grammatical_review":"Overall, the writing is of good quality, without grammatical errors. The text follows the standard conventions. Essay 1 in Part 1 of the book would benefit from additional editing.","cultural_rating":5,"cultural_review":"The contributors come from diverse backgrounds. The essays contain culturally relevant examples that would be especially beneficial for pre-service teachers. The insights from the field will help undergraduate students connect theory to reality.","overall_rating":9,"overall_review":null,"created_at":"2021-05-07T00:04:12.000-05:00","updated_at":"2021-05-07T00:04:12.000-05:00"},{"id":34223,"first_name":"Pam","last_name":"Myette","position":"Assistant Professor Department of Special Education","institution_name":"Bridgewater State University","comprehensiveness_rating":4,"comprehensiveness_review":"This is a book of seventeen essays by Canadian professionals in the field of teaching English as an Additional Language (EAL) during a course for practicing teachers who are working toward a Post-Degree Certificate in EAL at the College of Education, University of Saskatchewan. This post -degree program is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education.  This field of EAL Education is what we call Teaching English as a Second Language (TESOL) in the United States. This book of seventeen essays has a variety of topics including philosophical, pedagogical ideas including actual strategies for the classroom and assessments; and issues in the field like the differences between EAL learners and students with disabilities and trauma in students; as well as resources. The philosophical topics included essays on the Impact of Culture, Culturally Responsive Teaching (CRT), Culturally Responsive Pedagogy, and Intercultural Competence and the Inclusive Classrooms. The pedagogical topics covered instructional strategies: Supporting EAL Learners at various stages of Common Framework of Reference (a language scale); the importance of consistent assessment practices; the power of visual notetaking; how to integrate newcomers; and strategies for supporting newcomers in the first week; and the needs of CAL students as presented from a parent. The articles about issues in the field covered the disproportionate number of ELL in special education, distinguishing between a language acquisition challenge and a disability, the role of settlement workers in the community and in schools, and trauma's impact on learners. There was an article on resource sites from the Canadian government, the Saskatchewan government, school systems and literature in the field. At the end of the book the writers provide a glossary of all the cultural, linguistic, pedagogical terms.","accuracy_rating":5,"accuracy_review":"The essays in this book were based on the experiences of Canadian teachers, so I cannot verify the practices of their work in Saskatchewan, as a teacher educator, I can verify their explanations of the philosophy and pedagogy for teaching English to students with a second language. Their references for educational research and strategies were all sound.","relevance_rating":5,"relevance_review":"As the newcomer populations in Canada and the US are expanding daily with families and children coming from so many different cultures, teachers in both countries need to understand the impact. They also need strategies for collaborating with parents, helping children adjust, assessing their skills, and teaching them. Teachers need to know their own biases and to learn about the variety of cultures coming into their inclusive classroom. Teachers also need to learn how to use incorporate the cultures into their curriculum to enrich the classroom and make the newcomers feel welcome.  As EAL/ESL progress, teachers need to be on the lookout students who may not be succeeding due to any disabilities. Finally, teachers have to be aware of the fact that many of the children may have suffered trauma and how to get support for these students.","clarity_rating":5,"clarity_review":"Each of the essays were written for a certification class and then reviewed by a panel of professors. Finally, they were edited for the final version of the book. The writing in each essay flows well and clearly makes each author's point.","consistency_rating":5,"consistency_review":"These essays were written as an assignment for a course of teaching English as an Additional Language (EAL). The authors are all in the same field of teaching English to students who are from other countries and cultures. The professor in the course was stressing the terminology and the teachers themselves know the concepts from their past courses and their experiences in the field.","modularity_rating":3,"modularity_review":"The book has 17 essays on a variety of topics.  They could have been divided up into sections- philosophy, pedagogy, critical issues, and resources. Although the titles let you see what kind of topic they fit into, it would have been helpful for readers to turn to the different sections for the various overall subject.","organization_rating":3,"organization_review":"As stated above, the essays could have been grouped in three or four sections to let the reader know where to look for essays on philosophy, pedagogy, critical issue, and resources. These headings could have been placed in the table of content to aid the reader.","interface_rating":1,"interface_review":"Not applicable. There were no images or charts, so this is not relevant to this text","grammatical_rating":5,"grammatical_review":"There were not grammatical errors in the essays. They were reviewed by a panel of professors and then edited by the publisher.","cultural_rating":5,"cultural_review":"This book is all about cultural sensitivity to the diverse cultures coming into Canadian schools. They are stressing the need for culturally responsive teaching. Although this book is based on Canadian cultural issues in the teaching of EAL, known as ESL in the US. all of the philosophical and pedagogical information is applicable to the US as well.","overall_rating":8,"overall_review":"This book would be a great supplementary text. It has real professionals writing about current issues in second language instruction. It might be a good model for professors teaching the issues of second language teaching to use as assignment for their students.","created_at":"2022-12-02T13:31:48.000-06:00","updated_at":"2022-12-02T13:31:48.000-06:00"},{"id":34538,"first_name":"Mo","last_name":"Wenjuan","position":"Instructor","institution_name":"West Virginia University","comprehensiveness_rating":4,"comprehensiveness_review":"First of all, the author picks an excellent title to catch other people’s eyes. Currently, I am an instructor of the C\u0026I 311 ELL and Language Acquisition for Elementary Teachers course at the School of Education, West Virginia University. There are limited books about English language learners. I also like that the author collaborates with graduate and undergraduate students and puts their joint efforts into an open book, which sets an example for us to follow in their footsteps. The author develops four themes in this book, but I do not see some connections between them. The book would benefit from adding collaborative teaching and some practical examples of supporting English language learners. Overall, it is a good book for preservice teachers, school educators, and others who work with K-12 students.","accuracy_rating":5,"accuracy_review":"The content is accurate in this book. I have not found any errors so far.","relevance_rating":4,"relevance_review":"The content is more relevant to the schools in Canada, there might be slightly different situations in America and other countries. Additionally, it was published in 2019, some online instruction strategies may be changed after the COVID pandemic.","clarity_rating":4,"clarity_review":"The authors convey concepts in a clear manner. I suggest the essays could add subtitles for readers to capture the outline easily.","consistency_rating":4,"consistency_review":"One thing I noticed is the consistency. The title is about English language learners, but in the article, a similar acronym EAL ( English as an additional language), is used. I mean, they both refer to similar groups of students. However, EAL may be an unfamiliar term for readers outside of Canada.","modularity_rating":5,"modularity_review":"The layout of subheadings in each part is in clear manner. Each individual section is easy to take out as a separate part. Then it can be reused or reorganized for other purposes.","organization_rating":5,"organization_review":"This book is well organized. Each essay ties the theme of the chapter. The content in each chapter flows well.","interface_rating":5,"interface_review":"The book is easy to follow and access-friendly.","grammatical_rating":5,"grammatical_review":"In general, the book is well written. I read through it and have not found any grammatical errors.","cultural_rating":5,"cultural_review":"I appreciate the author cooperating with graduate and undergraduate students and combining their various perspectives into an open book, which sets an excellent example for other instructors to teach courses while doing research simultaneously. I like this kind of model to put theory into practice. Thus, a multicultural perspective can be achieved.","overall_rating":9,"overall_review":"I am glad the author picks up an eye-catching title for this book and sets a cooperative model between instructors and their students. I suggest this book could talk more about collaborative teaching with English language learners.","created_at":"2023-05-03T10:04:53.000-05:00","updated_at":"2023-05-03T10:04:53.000-05:00"},{"id":34774,"first_name":"Jessica","last_name":"Dougherty","position":"Assistant Professor","institution_name":"Western Oregon University","comprehensiveness_rating":5,"comprehensiveness_review":"This text covers key topics related to the title, such as culture, family connections, instruction, assessment, newcomers, refugees, and challenges English learners face. Not only do the individual authors define key terms in their respective chapters, there is also a glossary with accurate definitions.","accuracy_rating":5,"accuracy_review":"The content infuses long standing effective and research based information in ESOL education, and integrates newer concepts as well, such as translanguaging. The information included is accurate and supported by key research in the field, with approximately 20 references after each chapter that are mostly written in the last 10-20 years.","relevance_rating":5,"relevance_review":"This text is incredibly relevant in the ESOL education field. It is full of information about key ESOL education topics, citing researchers who have been in the field since the 1970s, to including new topics such as translanguaging and serving refugees appropriately. It has suggestions for practitioners that can be used immediately.","clarity_rating":5,"clarity_review":"The text is written in an easy-read style, using familiar jargon in ESOL education. Any specific or new terminology is defined within each chapter, and also in the glossary. Practitioners should find this book incredibly accessible and applicable.","consistency_rating":5,"consistency_review":"The book is well aligned across chapters and very consistent in terms, topics, and framework. While there is some repetition it does not detract from the content focus. The chapters are all written by different authors, but the topics weave through appropriately to allow for flow in reading.","modularity_rating":5,"modularity_review":"The text is composed of chapters by different authors. Each chapter can potentially stand alone, as they all have specific focus topics. Each section can also be pulled out if an instructor was wanting to use multiple chapters on one topic. The book has appropriate titles, subheadings etc, to make it easy to identify sections to use for specific units in a course.","organization_rating":5,"organization_review":"The text is well organized even though each chapter is written by a different author. The chapters offer a review of topics in other chapters, but also add on new information based on the given focus for that chapter. Each chapter could stand alone to align with course topics, or the entire text can be used as there are many relevant topics that can be broken up over time.","interface_rating":4,"interface_review":"This text is easy to use and free of issues. There is only one visual though in chapter nine, otherwise the text does not include tables, figures, lists etc.","grammatical_rating":5,"grammatical_review":"The grammar is error free, which allows for flow of reading and comprehension.","cultural_rating":5,"cultural_review":"The information in this text can be used and applied universally to all language learners. The authors reference many countries and cultures, such as Canada, China, and the Middle East.","overall_rating":10,"overall_review":"I can see portions of this text fitting into multiple courses on ESOL education.","created_at":"2023-12-06T12:44:59.000-06:00","updated_at":"2023-12-06T12:44:59.000-06:00"},{"id":34963,"first_name":"Kathryn","last_name":"Webb","position":"Director of Nursing Simulation, Associate Professor","institution_name":"University of Saint Francis","comprehensiveness_rating":5,"comprehensiveness_review":"The authors of this text which is a collection of essays break down the key topics and give excellent examples. The text gives a thorough and comprehensive and an excellent guide in the needed understanding of culture, family value, instruction, and assessment of  \r\nnewcomers in a Western classroom.","accuracy_rating":5,"accuracy_review":"The essays, stories, and research incorporated are excellent.","relevance_rating":5,"relevance_review":"This is a much-needed topic in education today.","clarity_rating":5,"clarity_review":"The essays give clear and concise examples of teaching effectiveness tools that can be incorporated by both experienced educators and newly enrolled college students.","consistency_rating":5,"consistency_review":"The essays and research are consistent with the key topic of the book.","modularity_rating":5,"modularity_review":"The text essays can be easily broken down to individual reflection and assignments.","organization_rating":5,"organization_review":"This book of essays is excellently organized beginning with key definitions and concepts and progressing to more complex stories and teaching rigor.","interface_rating":5,"interface_review":"There are no interface issue within this text.","grammatical_rating":5,"grammatical_review":"No grammatical errors were noticed by this reader.","cultural_rating":5,"cultural_review":"The text is informative without being culturally insensitive or offensive in any way.","overall_rating":10,"overall_review":"This is a very important resource based on evidence-based practice research. There are specific tools within to show educators how to put theory into action.","created_at":"2024-03-27T10:53:28.000-05:00","updated_at":"2024-03-27T10:53:28.000-05:00"},{"id":35185,"first_name":"Alexis","last_name":"Rutt","position":"Assistant Professor of Science Education \u0026 TESOL","institution_name":"University of Mary Washington","comprehensiveness_rating":5,"comprehensiveness_review":"This text does a good job of covering numerous topics related to teaching English learners (emergent bilinguals). I particularly appreciated the attention to newcomers and refugees, two important subgroups of emergent bilinguals with unique needs. One area that would warrant a chapter that is not present in the text is second language acquisition.","accuracy_rating":4,"accuracy_review":"For most content, this text is up-to-date and aligned with perspectives in the field on teaching emergent bilinguals (English learners). I particularly appreciated the asset-oriented focus of the chapters and the alignment to current views on translanguaging and use of students’ other languages in the classroom. The heavy reliance on BICS/CALP is somewhat dated, but is presented in a way that encourages teachers to consider the unique challenges of content area classroom language. One essay presented color-blindness as a good thing, which does not align with a culturally responsive classroom, but this was the only example I found of inaccurate information.","relevance_rating":4,"relevance_review":"The chapters were written by undergraduate and graduate students from Saskatchewan, and some chapters focus deeply on that context. While much of what is written could be extrapolated to other parts of Canada or the United States, this text is most relevant for those teaching in Canada (and particularly Saskatchewan). There are also some ideas presented in the text that have become somewhat outdated since the text's original publishing date. For example, there is now some questioning in the field around the accuracy of the BICS \u0026 CALP dichotomy.","clarity_rating":3,"clarity_review":"The essays are in general very well written and clear. However, numerous essays could benefit from some sort of heading system to break up the text into major arguments to make them easier to follow. By nature of this text being a compilation of essays for a class, there are also moments where chapters appear to be written with an assumed shared perspective that, if the reader did not participate in the class, could lead to misunderstanding or lack of clarity. For example, one essay referenced different stages of culture shock but did not explain or name what those stages were; another referenced learning objectives but did not specify what those looked like/how they were used in the classroom.","consistency_rating":5,"consistency_review":"Given that these essays were the result of learning from the same class, there is a lot of consistency in perspectives and frameworks. In some cases, the chapters became a bit repetitive as the same ideas were highlighted, but this also makes it easier to assign chapters in isolation. However, considering how each chapter could build on, rather than reiterate at the same depth, what was presented in the prior chapters could be useful.","modularity_rating":5,"modularity_review":"I appreciated how the text was divided into four subsections and felt that the chapters could be used in isolation or collectively to explore a variety of topics related to teaching emergent bilinguals. Because these were essays written for a class, there was a bit of self-reflection/application to ones' own practice. The extent of this self-reflection varied by essay and in some cases provided interesting examples to reinforce ideas (e.g., when authors integrated examples from their own teaching experiences).","organization_rating":5,"organization_review":"Overall I thought the text flowed well. Again, there was at times quite a bit of overlap across chapters that I think my students would find repetitive and unnecessary if reading the whole book (particularly within sections), but this can be helpful for using the chapters in isolation.","interface_rating":5,"interface_review":"Overall, the text was easy to navigate. Because these were class essays, there were few images or tables to include. In Chapter 9, the link to sketchnotes takes the readers to a health site.","grammatical_rating":4,"grammatical_review":"I found a few grammatical errors and typos as I read through the text, but they were never large enough to detract from the meaning of the text.","cultural_rating":4,"cultural_review":"For the most part, the authors did a good job of taking an asset-oriented perspective in their chapters. At times I felt there were overgeneralizations in some chapters that presented certain groups of students as homogenous or reinforced harmful stereotypes (e.g., authors indicating that students have no parental support at home for school work, that students' diverse cultural norms limit or hinder their learning experiences, etc.). However, these statements were in the minority and provide a rich opportunity to encourage teachers to read with a critical eye.","overall_rating":9,"overall_review":"I thought this was a clever way to compose a text, and really enjoyed hearing from a diverse group of students as they explain and dig deeper into their learning.","created_at":"2024-07-29T09:06:59.000-05:00","updated_at":"2024-07-29T09:06:59.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/sharing-our-knowledge-best-practices-for-supporting-english-language-learners-in-schools","updated_at":"2025-12-15T02:26:25.000-06:00"},{"id":265,"title":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice","edition_statement":null,"volume":null,"copyright_year":2016,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, digital age influences on children's literature, literacy development in underserved student groups, secondary literacy instructional strategies, literacy and modern language, and critical discourse analysis. Chapters are written by authors with expertise in both college teaching and the delivery of research-supported literacy practices in schools. The book features detailed explanations of a wide variety of literacy strategies that can be implemented by both beginning and expert practitioners. Readers will gain knowledge about topics frequently covered in college literacy courses, along with guided practice for applying this knowledge in their future or current classrooms. The book's success-oriented framework helps guide educators toward improving their own practices and is designed to foster the literacy development of students of all ages.","contributors":[{"id":3792,"contribution":"Editor","primary":true,"corporate":false,"title":null,"first_name":"Kristen","middle_name":"A.","last_name":"Munger","location":"SUNY Oswego","background_text":"Kristen A. Munger, PhD, is Associate Dean in the School of Education at SUNY Oswego. Prior to becoming Associate Dean, she was a faculty member in the Counseling and Psychological Services Department at SUNY Oswego, where she taught graduate courses in academic intervention, emotional intervention, and research methods. She also taught practicum and internship courses in school psychology, as well as a course in assessment to preservice teachers. She earned her PhD from Syracuse University in Reading Education and MS in School Psychology from SUNY Oswego. Before beginning her doctoral work at Syracuse University, she practiced as a school psychologist in New York State schools for 12 years. During that time, she developed a persistent interest in literacy development, assessment, and instruction."}],"subjects":[{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":6,"name":"Humanities","parent_subject_id":null,"call_number":null,"visible_textbooks_count":418,"url":"https://staging.open.umn.edu/opentextbooks/subjects/humanities"},{"id":33,"name":"Literature, Rhetoric, and Poetry","parent_subject_id":6,"call_number":"PE1408","visible_textbooks_count":124,"url":"https://staging.open.umn.edu/opentextbooks/subjects/literature-rhetoric-and-poetry"},{"id":28,"name":"Secondary Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/secondary-education"}],"publishers":[{"id":155,"url":"https://milneopentextbooks.org/","year":null,"created_at":"2018-09-07T12:22:37.000-05:00","updated_at":"2024-04-15T13:39:15.000-05:00","name":"Open SUNY"}],"formats":[{"id":221,"type":"PDF","url":"https://milneopentextbooks.org/download/steps-to-success-pdf/?tmstv=1672258551","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":222,"type":"eBook","url":"https://milneopentextbooks.org/download/steps-to-success-epub/?tmstv=1672258551","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":223,"type":"Online","url":"https://milnepublishing.geneseo.edu/steps-to-success/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":27,"reviews":[{"id":803,"first_name":"Cathryn","last_name":"Lambeth","position":"Associate Professor","institution_name":"College of Education, Concordia University, Portland","comprehensiveness_rating":5,"comprehensiveness_review":"One of the strengths of this text is the inclusion of chapters relating to current best practices in literacy instruction. Specifically, the chapters covering the link between assessment and literacy instruction and interventions, relating to reading instruction across content areas, and literacy and literacy instruction in our expanding world. \n\nThe Table of Contents is clear and describes the span of topics in this text, but there is not a glossary or index. ","accuracy_rating":5,"accuracy_review":"Each chapter reflects current research and best practices in literacy. Many chapters also include commentary on current issues in literacy, or nicely encapsulate historical perspectives. ","relevance_rating":5,"relevance_review":"This text succinctly explains relevant and recent research, issues, and best practices. I appreciate the integration of assessment and instructional considerations. Updates could be made efficiently since the themes of each chapter are clear. ","clarity_rating":5,"clarity_review":"The short, well-written sections of this text make it easier to navigate then some on-line, text-heavy materials. I never got lost scrolling through the pages. Many chapters integrate illustrations and tables that support and illustrate the material. ","consistency_rating":5,"consistency_review":"The common format for each chapter aids the reader in navigating the chapters. Each chapter contains learning goals and a set of questions and activities to enrich the reader's understandings. While many chapters defined specific academic terms based on the topic, the writing was generally free of jargon and extremely readable. The authors were succinct but addresses the topics completely and clearly. ","modularity_rating":5,"modularity_review":"The chapters can be used in or out of context easily, and they stand along in their description of the content. This text could be used for a variety of courses, drawing from chapters or even parts of chapters without further information. ","organization_rating":5,"organization_review":"While the chapters may be read as stand-alones, the book flows nicely between topics. The early chapters (1 - 6) focus on literacy instruction for emergent and early readers, the middle section addresses literacy instruction with special populations and tools, and the remaining chapters tell the story of literacy at the secondary levels and in the future. ","interface_rating":5,"interface_review":"The text was easy to navigate. The chapters were short with sufficient markers (headings, charts, etc.) to avoid frustration with scrolling. The illustrations were clear and large enough to be easily read. ","grammatical_rating":5,"grammatical_review":"A thorough, professional edition. ","cultural_rating":5,"cultural_review":"The text describes literacy issues and best practices that are not easily located in a published trade textbook. The chapters on literacy for English learners, and specifically for students with learning disabilities, are often difficult to locate in a comprehensive text. ","overall_rating":10,"overall_review":"This text has an exceptionally comprehensive and strong basis in current research. It incorporates current and cumulative understandings rather than a single researcher's viewpoint. It is aligned with edTPA language for professors and students working under that system. Chapter 1 could have used a little editing to avoid emphasis on a personal experiential reflections, but overall the text provides a valuable, updated resource for multiple topics of literacy instruction. ","created_at":"2016-12-05T18:00:00.000-06:00","updated_at":"2016-12-05T18:00:00.000-06:00"},{"id":807,"first_name":"Gregory","last_name":"Koers","position":"Instructor","institution_name":"Colorado State University","comprehensiveness_rating":5,"comprehensiveness_review":"This book is very comprehensive and would effectively serve as an excellent text for teacher practitioners.","accuracy_rating":5,"accuracy_review":"It utilizes some of the most current research regarding literacy.","relevance_rating":5,"relevance_review":"The relevance of the research is up to date and should be relatively easy to update as new research unfolds in the future.","clarity_rating":5,"clarity_review":"The prose is clear and concise, but does not oversimplify information.","consistency_rating":5,"consistency_review":"Terminology is very consistent throughout the book.","modularity_rating":5,"modularity_review":"The book lends itself to easy modularity and can subdivided based on the course content and focus.","organization_rating":5,"organization_review":"There is a logical flow that is very clear.","interface_rating":5,"interface_review":"The text is free of significant interface issues, including navigation problems and distortion of images/charts.","grammatical_rating":5,"grammatical_review":"The text does not contain grammatical errors.","cultural_rating":5,"cultural_review":"The book is culturally aware.","overall_rating":10,"overall_review":"N/A","created_at":"2016-12-05T18:00:00.000-06:00","updated_at":"2016-12-05T18:00:00.000-06:00"},{"id":880,"first_name":"Kenneth","last_name":"Farizo","position":"Assistant Professor","institution_name":"University of New Orleans","comprehensiveness_rating":4,"comprehensiveness_review":"The text provides multiple points of view, with a different topic and author for each chapter. This approach offers a variety of perspectives on major issues in literacy. All sections of the text are well-organized, including table of contents, index, essential questions, objectives, and questions for discussion.","accuracy_rating":5,"accuracy_review":"The content appears to be accurate and unbiased, although these authors are promoting specific theories and perspectives. As a result, there is some inherent biases, though nothing unusual.","relevance_rating":4,"relevance_review":"The content is current and relevant to issues surrounding literacy theory and practice. The text seems that it will not become dated any time soon.","clarity_rating":4,"clarity_review":"The text provides many different authors and writing styles, which is a strength. Most chapters are well-written, current, and relevant to issues of literacy.","consistency_rating":5,"consistency_review":"The text provides a consistent theme reflected in the title: bridging literacy research and practice.","modularity_rating":5,"modularity_review":"The modularity is a strength of the text. Each section/chapter provides a different voice/author/issue . Over the course of a semester, each issue could be addressed using these chapters as anchor texts to facilitate assignments and discussion. The text offers intriguing activity/questions for each chapter.","organization_rating":4,"organization_review":"The structure is organized and clear, making transitions from one issue to another in a logical progression.","interface_rating":5,"interface_review":"No interface problems. The display features are useful and relevant to the text.","grammatical_rating":5,"grammatical_review":"No significant grammar issues.","cultural_rating":5,"cultural_review":"The text is culturally relevant, with relevant inclusion of many different backgrounds and points of view.","overall_rating":9,"overall_review":"I like the organization of the text - many perspectives and issues to keep students \"current in the conversations\" surrounding literacy research and practice. There are many single author textbooks on literacy, but this text offers a more varied consideration of current research and practice.","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":916,"first_name":"Kim","last_name":"Skinner","position":"Assistant Professor","institution_name":"Louisiana State University","comprehensiveness_rating":4,"comprehensiveness_review":"The fourteen chapters in Steps to Success: Crossing the Bridge Between Literacy Research and Practice are both comprehensive and concise, making this edited collection particularly appealing to educators and students alike. The chapters contained in this collection represent current research and practices in the field of literacy in a format accessible to students at both the undergraduate and graduate levels. Able to be used in tandem with other chapters or as stand-alone pieces, the chapters of this text could be utilized in numerous undergraduate and graduate literacy courses. Each chapter offers guiding questions and activities to aid comprehension and application of the concepts. References are included at the end of each chapter, however the text does not provide an index or glossary.","accuracy_rating":5,"accuracy_review":"The text content is well-researched and accurate. Each chapter author has conducted original research in the topic area he or she addressed, providing in-depth reviews of the current knowledge base.","relevance_rating":5,"relevance_review":"While the field of literacy continues to broaden and evolve, the text's content is up-to-date and offers the reader an overview of the current knowledge base as well as insight into areas of future research. ","clarity_rating":5,"clarity_review":"As this text is an edited volume the writing styles vary across the volume, though the presentation and format of the information remains constant. The academic terminology is adequately explained within the chapters and the writing is accessible.","consistency_rating":5,"consistency_review":"Consistency is evident through the inclusion of goals, the current state of research, and concluding questions within and across chapters.","modularity_rating":5,"modularity_review":"Comprehension of information within individual chapters is not dependent on knowledge from the preceding chapter. Variance of the sequence of the material is possible and chapters could be omitted or regrouped without interference to understanding.","organization_rating":5,"organization_review":"The text begins with a brief introduction of the field of literacy followed by research approaches for literacy instruction within and across literacy components. Ending with international considerations and teacher identities is logical and timely.","interface_rating":5,"interface_review":"The brevity of the chapters and overall text makes navigation across chapters not problematic. ","grammatical_rating":5,"grammatical_review":"No grammatical errors were evident.","cultural_rating":5,"cultural_review":"An emphasis on cultural relevance and responsiveness is apparent throughout the text. Topics include English Language Learners, culturally responsive strategies for disciplinary literacy, and world language and literacy learning.","overall_rating":10,"overall_review":"This highly accessible text offers a broad scope and stand-alone chapters, making it a valuable resource for numerous undergraduate and graduate courses in literacy education. ","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":1014,"first_name":"Beth","last_name":"Beschorner","position":"Assistant Professor","institution_name":"Minnesota State University, Mankato","comprehensiveness_rating":5,"comprehensiveness_review":"As the author states, \"this book spans many topics related to literacy teaching and learning\". Chapters are included on several topics related to literacy research and instructional practices that are fundamental to understanding the key aspects of children's development of literacies, literacy research, and effective instructional practices for a wide range of learners. Some of the chapters are quite specific in scope and, therefore, might not be applicable for all pre-service and/or in-service teachers (e.g. the chapter that focuses on twenty-first century perspectives attends to issues in adolescent literacy and not younger children). However, these chapters would be pertinent in specific coursework, areas of study or preparation, etc.","accuracy_rating":5,"accuracy_review":"The content is based on seminal research in the area of literacies. Each of the topics that are presented in the book accurately include the main ideas and supporting information about the topic.","relevance_rating":5,"relevance_review":"Given the ever-evolving nature of platforms, and related skills and strategies, for literacies, and the subsequent influence on literacy practices and related instruction, this is a difficult question to answer. However, it seems that it will be quite possible for this text to be easily updated over time in order to remain current.","clarity_rating":5,"clarity_review":"This text utilizes straightforward language and often defines terms that might be unfamiliar to the reader. Moreover, the author has included links that provide more information, examples, videos, etc. to illustrate some terms. For example, in chapter ten the author describes the instructional strategy known as a gallery walk. There is a link included within the text that takes the reader to a website that includes a description of a gallery walk and provides a short video illustrating the practice. ","consistency_rating":5,"consistency_review":"This is an edited book. Therefore, several authors have contributed to the content and ideas in the book. However, the text in each chapter clearly articulates the underlying theoretical perspectives about the content in each chapter, includes a research base for the topic, and provides examples of applications in real classroom contexts. This common text structure is consistent and, therefore, aids the reader.","modularity_rating":5,"modularity_review":"The structure of this text is a strength. Specifically, the chapters are organized by significant topics in literacy instruction and can be read together or separately. Given the broad scope of the topics that are included in the text (e.g. writing in elementary schools, adolescent literacy, etc.), it is likely that instructors might choose to use some, but not all, of the content.","organization_rating":5,"organization_review":"The organization of the book is strength of the text. The structure of the text includes an abstract, objectives, and a summary with questions and activities. Additionally, the chapters are organized into short sections with bold headings that often describe instructional practice and the research that supports those practices. ","interface_rating":5,"interface_review":"Several of the references for each chapter include links to the actual article or other source. This is a fabulous addition for any reader of this text, because the reader can explore the research/references more deeply by following the links that have been included. This might be a particularly useful feature for students that are studying a specific topic.","grammatical_rating":5,"grammatical_review":"The text contains no grammatical errors.","cultural_rating":4,"cultural_review":"In general, this text promotes culturally relevant instructional practices by including a diverse set of classroom examples in each chapter. Further, there are chapters that are specifically focused on inclusive practices for all children. ","overall_rating":10,"overall_review":null,"created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":1573,"first_name":"Yun-Ting","last_name":"Hung","position":"Assistant Professor","institution_name":"Metropolitan State University","comprehensiveness_rating":5,"comprehensiveness_review":"The textbook is very comprehensive. The authors provide an in-depth explanation of different theory and  concepts. In addition, classroom based and real life examples were provided. I can see teacher candidates and in service teachers apply the information for the text into their classroom practice. ","accuracy_rating":5,"accuracy_review":"Information provided is accurate. ","relevance_rating":5,"relevance_review":"The content is up to date with additional resources provided. Links for other online resources, websites and references are provided and should be easy to update in the future. ","clarity_rating":5,"clarity_review":"Each chapter has different author and each of them has their unique writing style. The text is written is a way that is easy to follow and understand. ","consistency_rating":5,"consistency_review":"The book is consistent in terms of tones, voices and terminology. ","modularity_rating":5,"modularity_review":"This book is extremely modular in its organization at the chapter level. In other words, It can be easily reordered by the instructor or students based on the course or students needs. ","organization_rating":5,"organization_review":"The book is well-organized with easy to follow structure. Individual topics are also well-organized. The first half of the book focused on emergent literacy and young learner and the second half of the book focused on middle/upper grade learners. ","interface_rating":5,"interface_review":"Both online and PDF version work well. Easy to navigate for first time user. ","grammatical_rating":5,"grammatical_review":"The text is well written. ","cultural_rating":4,"cultural_review":"Chapter 12 addresses culturally responsive literacy strategies specifically, however, I would like to see more culturally relevant  instruction and examples throughout the whole text.  ","overall_rating":10,"overall_review":"Overall, this book is well organized with rich information for literacy instruction. Highly recommended. ","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1617,"first_name":"Brooke","last_name":"Hardin","position":"Instructor","institution_name":"Appalachian State University","comprehensiveness_rating":5,"comprehensiveness_review":"The text offers a variety of view points, with a different topic and author for each chapter. This approach provides diverse perspectives on major/critical issues in literacy. There is not a glossary for the text, but this does not take away from its usefulness.","accuracy_rating":5,"accuracy_review":"The text content references current research in the field, and each chapter author has conducted original research in the topic area he or she addressed. While the theoretical/conceptual frameworks used may have some inherent bias, the text is error-free and unbiased. ","relevance_rating":5,"relevance_review":"The content reflects both seminal and relevant ideas in the field of literacy, making it a most useful text. In addition, the text points to potential for future research in the ever-evolving field of literacy.","clarity_rating":5,"clarity_review":"Due to the nature of many different authors for different chapters, the writing styles vary within the text. However, this does not distract the reader and actually makes the text more engaging, allowing a reader to experience different voices for different topics. Overall, the text is well-written.","consistency_rating":5,"consistency_review":"The theme, \"bridging literacy research and practice\" is reflected throughout the text. There is a common thread evident in each chapter connecting what research and in-the-field practice.","modularity_rating":5,"modularity_review":"This is one of the more evident strengths of the text. The text can be used in smaller sections throughout a semester and paired with supplementary texts to provide a varied text set around an issue/topic. In addition, each chapter of the text provides an opportunity for engaging activities and questions.","organization_rating":5,"organization_review":"The flow and organization of the text is exceptionally logical and clear.","interface_rating":5,"interface_review":"Professional interface; the text is free is void of any distorted images/charts, navigation issues, or distracting features.","grammatical_rating":5,"grammatical_review":"Very professional; no grammatical errors.","cultural_rating":5,"cultural_review":"Compared to many other texts, this text addresses issues relevant to English Language Learners and populations with learning disabilities. Many backgrounds and perspectives are included in the text.","overall_rating":10,"overall_review":"I especially appreciate the variety of authors portrayed in the book. Like many of my favorite hard copy texts, this text feels like a handbooks that addresses pertinent issues in the field and provides a wider lens through which to think about these issues. ","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1815,"first_name":"Mikkaka","last_name":"Overstreet","position":"Assistant Professor of Reading Education","institution_name":"East Carolina University","comprehensiveness_rating":5,"comprehensiveness_review":"This text covers a great deal of relevant current literacy research, without feeling too broad or disconnected. The topics are covered thoroughly and in such ways that both novices and seasoned readers alike can understand and learn from the material.","accuracy_rating":5,"accuracy_review":"I do not believe there is any way to write an unbiased text, but the author's are transparent about their stances. For example, the author that introduces literacy as a concept draws on UNESCO's definition of literacy as a fundamental right. This approach is very different from some who might approach it as a discrete set of skills. Knowing this, however, the text is very accurate from that perspective and the authors provide evidence to support the stance they've taken.","relevance_rating":4,"relevance_review":"For the most part this book has longevity, though I can't imagine how it could remain entirely relevant for more than a few years. When including topics like children's literature or digital literacies, no writer can anticipate major changes, advances, resources, and titles. Still, it does a good job of covering relevant topics.","clarity_rating":4,"clarity_review":"The text is a fairly accessible read. I do think it reads better for researchers and teacher educators than for teacher education students, but with proper scaffolding it can still serve.","consistency_rating":5,"consistency_review":"Though there are multiple writers and each chapter can stand alone, the conceptual framework is maintained and the book is cohesive.","modularity_rating":5,"modularity_review":"Each chapter can stand alone and they are of a manageable length. Within each chapter, topics are well organized.","organization_rating":5,"organization_review":"The chapters are logically sequenced and the topics within each are connected in clear ways. Occasional heading formatting issues don't interfere with the overall structure.","interface_rating":5,"interface_review":"The text is easy to navigate and all images and figures are readable.","grammatical_rating":5,"grammatical_review":"The book is free of grammatical issues.","cultural_rating":5,"cultural_review":"This text does an excellent job of considering issues of culture and social justice, within the parameters of literacy research. The theorists that are cited are the top in our field. When doing a book on reading and writing, it would be easy to ignore the inherent connections between who we are and how we teach and learn, but the others in this volume don't take that easy route. Well done.","overall_rating":10,"overall_review":null,"created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1829,"first_name":"Xiang ","last_name":"Shen","position":"Visiting Assistant Professor","institution_name":"Miami University","comprehensiveness_rating":5,"comprehensiveness_review":"This textbook addresses a wide range of topics in the field of literacy. Authors did a great job preparing readers to follow the ideas from the introduction to literacy, word-level and text-level literacy all the way to the new literacy and other critical topics in the field. It also includes topics about literacy development of learners with diverse needs, such as English language learners and learners with intellectual and developmental disabilities. The structure is clear, and text is easy to read. As the title indicates, bridging the research and instructional practice, the theme of the book, is consistently maintained across chapters.","accuracy_rating":5,"accuracy_review":"The information presented in this textbook is accurate. Primary resources were used. The discussion seems to be objective. ","relevance_rating":5,"relevance_review":"This textbook includes updated resources. Future updates can be easily made to the current framework of the book.","clarity_rating":5,"clarity_review":"The text is easy to read. The first chapter, which serves as an orientation session, provides an overview of the book. Technical terms within each chapter are clearly explained with examples. The learning objectives and the reflection questions are helpful for readers to have an in-depth understanding of the text. In addition, graphic organizers and tables used in some chapters support the clarity. Overall, the text is comprehensible to readers in literacy education. ","consistency_rating":5,"consistency_review":"The consistency of the text is well maintained with respect to the uses of terminologies and concepts, the structure of each chapter ( abstract, learning objectives, and questions and activities), as well as the theme of the book across all chapters (i.e.bridging research and practice).","modularity_rating":5,"modularity_review":"Because it is an edited book, chapters are structured in the same way with abstracts and learning objectives included. This makes it easier to select certain chapters based on class focus. ","organization_rating":5,"organization_review":"The organization within each chapter is clear with subheadings used to address \"what\", \"why\", and \"how\" questions of a certain concept. Readers can see how the concept evolves with connections to instructional practices.","interface_rating":5,"interface_review":"There are no interface problems. The images and charts are properly placed in text and can be easily navigated.","grammatical_rating":5,"grammatical_review":"No grammatical erros.","cultural_rating":5,"cultural_review":"The text is strongest when connections are made to the literacy development of learners with diverse needs (e.g. chapter 8, 9,12, 13).","overall_rating":10,"overall_review":null,"created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":2006,"first_name":"Tara","last_name":"Wilson","position":"Assistance Professor ","institution_name":"University of Texas - Permian Basin","comprehensiveness_rating":4,"comprehensiveness_review":"Wow! The editor of text did a fantastic job incorporating multiple areas of literacy! I like how each chapter can be read separate from one another, but there are references to other chapters so that the reader knows where to look for additional information on that aspect. The authors of the individual chapters cite numerous literacy “gurus”. The index is effective in helping the reader decide which chapter(s) peak their interest. ","accuracy_rating":4,"accuracy_review":"The content definitely is unbiased. The book discusses multicultural literacy and students with disabilities in a straightforward manner. I did not notice any errors. ","relevance_rating":3,"relevance_review":"There is mention of NCLB, and that act no longer exists. Though there are a ton of great citations, most of them are quite dated. I do feel that it would be easy to add updated information. ","clarity_rating":4,"clarity_review":"The text is well written! I am considering using pieces of it with my undergraduates. ","consistency_rating":4,"consistency_review":"The text is incredibly consistent in terms of terminology. However, there are places where acronyms are used and then times where they are not.  For example, one chapter goes back and forth between English Language Learners and ELLs. ","modularity_rating":5,"modularity_review":"My favorite aspect of this text is how divisible it is! This makes it extremely useful in my undergraduate courses. All the different headings make this possible. ","organization_rating":5,"organization_review":"The text is easy to follow, not choppy at all. ","interface_rating":3,"interface_review":"Labeling of tables, charts and figures are slightly confusing. They are all labeled as figure 1 or table 1. I feel that the number should correspond to the chapter and order (i.e. the third figure in chapter five should be labeled as 5.3) Labeling tables and figures like that would help with assigning in courses. \nSome figures are even repeated. \n","grammatical_rating":4,"grammatical_review":"No issues noticed. ","cultural_rating":5,"cultural_review":"The book discusses multicultural literacy and students with disabilities in a straightforward manner. ","overall_rating":8,"overall_review":"Overall, I think this is a great text! My undergraduates have enjoyed it as part of their coursework. ","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2049,"first_name":"Jane","last_name":"Kelley","position":"Associate Professor","institution_name":"Washington State University","comprehensiveness_rating":4,"comprehensiveness_review":" The book addresses most of the topics for a course about literacy methods. However, two areas that could be added are: the cueing systems and the stages of spelling development. ","accuracy_rating":4,"accuracy_review":"For the most part, the book presents accurate information and identifies positive and negative aspects about instructional strategies by including research to support the information.  That said, Chapter 5: Types of Literacy Assessment seems to overemphasize the benefits of DIBELS without presenting the concerns about DIBELS. (Riedel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students. Reading research quarterly, 42(4), 546-567.)","relevance_rating":5,"relevance_review":"The content is up-to-date and connects to the current educational context such as the Common Core State Standards.","clarity_rating":5,"clarity_review":"Most of the chapters are clearly written and provides clear examples or scenarios. Specifically, the chapters written by the editor, Kristen Munger, are the most lucid and engaging chapters.","consistency_rating":4,"consistency_review":"There is consistency throughout the book; however, some chapters provide more of a critical stance to literacy methods and research while other chapters are less analytical. For example, the chapters written by Munger do best job in presenting different perspectives and research.","modularity_rating":5,"modularity_review":"The books chapters are generally the same length and will be easy to assign for course topics. ","organization_rating":5,"organization_review":"The book topics seem to be in a logical sequence that will make sense to a pre-service teacher. However, the true test is using this book with students and getting their feedback.","interface_rating":4,"interface_review":"Although I did not click on all of the links to additional resources, most of the links worked. That said, the link for “RAND Reading Study Group” mentioned in Chapter 1 had a 404 error. When errors such as this are discovered, is there a way to contact the author so that it can be updated/fixed? If this information is already in the textbook, it was not easy to locate.\n\nWhen reading a certain chapter, another chapter may be mentioned in the text which includes a hyperlink to the mentioned chapter. For example, in Chapter 7, the author notes: “Recall from Chapter 1 that modes of communication….” I had hoped that the link would go to the specific section in Chapter 1; however, the link went directly to the beginning of Chapter 1. \n","grammatical_rating":5,"grammatical_review":"I did not notice any glaring grammar errors; however, there were a few typos and text alignment issues.","cultural_rating":5,"cultural_review":"Although the book presents the need for pre-service teachers to consider culture in relation to instructional practices, I would have liked to see culture addressed/consider in each chapter.","overall_rating":9,"overall_review":null,"created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2095,"first_name":"Mary ","last_name":"Anderson ","position":"Assistant Professor ","institution_name":"Winona State University ","comprehensiveness_rating":4,"comprehensiveness_review":"The text covered all areas in the table of contents. The book had many areas of importance. The first eleven chapters were practical and included examples of strategies and activities for the classroom. The last three chapters were more theoretical in nature. ","accuracy_rating":4,"accuracy_review":"From my perspective, the book’s information was accurate. There were a few errors/questions:\nFirst sentence, first three lines:  White. Kind boys….  (white, kind boys?)\np. vii: “stoned on cough medicine” - I am not sure what the author was saying, but it struck me odd to use that phrasing, within this book.\np. vii:  two colons used in the same sentence.  I am not sure if that is mechanically correct.\np. 51: first sentence under “why language is important” – extra space in front of “morphology” \nChapter 8 in the abstract:  4th line says “at6s” and it should be “as” \n","relevance_rating":4,"relevance_review":"The text is written in a logical, systemic way so that future updates could be made rather easily. \n","clarity_rating":4,"clarity_review":"I thought the chapters were clear and concise.  I appreciated the terms and explicit information.  For example, the author’s clarity was excellent in explaining the difference between phonological awareness and phonemic awareness. The chapters were broken into smaller chunks, each having a heading.  That made for clarity as well. I did not think the last three chapters were as clear. ","consistency_rating":5,"consistency_review":"Each chapter had learning objectives, questions and activities, and extensive references.  The setup of each chapter also was consistent (length, smaller chunks). ","modularity_rating":5,"modularity_review":"The text is readily divisible by chapter and by smaller sections with headings.  While I read the book in entirety, it could easily be read by chapter or even smaller chunks. Chapters do not rely on each other for understanding","organization_rating":4,"organization_review":"I thought the chapters were in a clear order.  Chapters 1-12 seemed in order (if one wanted or chose to read in entirely).  These chapters were practical and informative.  Chapter 13 and 14 did not seem to fit as well. While the chapters have relevance and are important, it was not on methodology as the rest of the book seemed to be. However, the book was well organized.","interface_rating":5,"interface_review":"The pages of the “book” did not align with the pages online.  There is a small gray box in the bottom right hand corner telling the reader what page they are on. For example, the online box said p. 128, and the book said p. 112. ","grammatical_rating":5,"grammatical_review":"I found only 1 grammar error (and it may be that I didn’t understand the nuance, or it was mechanical vs grammatical): First sentence, first three lines:  White. Kind boys….  (white, kind boys?)","cultural_rating":4,"cultural_review":"I did not read any culturally insensitive material.  In fact, the book had several chapters and parts of chapters specific to cultural relevance","overall_rating":9,"overall_review":"This book was informative and packed with great information and current research. It was easy to read, and the majority of the book read like a good novel.  I didn’t want to put it down.  I especially liked the practical, well written, concise material on word recognition, comprehension, literacy assessment, and writing instruction. \n\nChapter 4:  Not sure the braid illustration was needed twice. \n\nChapter 5: I was surprised there was no mention of Fountas and Pinnell, running records, or monitoring reading levels. \n\nChapter 7, Influence of the Digital Age on Children’s Literature and Its Use in the Classroom was somewhat disappointing.  It was not as succinct in classroom practice and the earlier chapters, nor did the content match the title.  I assumed that the chapter would be about how to incorporate digital tools into the classroom with a focus on children’s literature.  For example, I wrongly assumed that there would be information on apps and tools to lead to more literature (Epic! app as an example). \n\nChapter 11, Teaching as a Writer – Assigning as a Reader was too ambiguous in the teacher’s role in writing.  For example, “It is the responsibility of teachers to know the language conventions.”  I agree, yet do they?  Do all teachers teach writing skills, especially in the secondary?  “Students should be mentored to use proper language…” The ambiguousness is that the books needs to say, “students must be mentored…. (not should). There was also a lot about relationships in this chapter.  I do not disagree, I just think the writing portion, including mechanics, punctuation, word choice, and grammar, should be highly emphasized and all teachers in all content areas must teach students these skills. \n\nChapter 12: Great points and tables for content area teachers.  In the next edition, add the same for PE, Health, technology, and vocational teachers. Literacy is no less important in any of these content areas and not written about very often. \n","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2165,"first_name":"Mary","last_name":"Anderson","position":"Assistant Professor","institution_name":"Winona State University","comprehensiveness_rating":4,"comprehensiveness_review":"The text covered all areas in the table of contents. The book had many areas of importance. The first eleven chapters were practical and included examples of strategies and activities for the classroom. The last three chapters were more theoretical in nature.","accuracy_rating":4,"accuracy_review":"From my perspective, the book’s information was accurate. There were a few errors/questions:\nFirst sentence, first three lines:  White. Kind boys….  (white, kind boys?)\np. vii: “stoned on cough medicine” - I am not sure what the author was saying, but it struck me odd to use that phrasing, within this book.\np. vii:  two colons used in the same sentence.  I am not sure if that is mechanically correct.\np. 51: first sentence under “why language is important” – extra space in front of “morphology” \nChapter 8 in the abstract:  4th line says “at6s” and it should be “as”","relevance_rating":4,"relevance_review":"The text is written in a logical, systemic way so that future updates could be made rather easily.","clarity_rating":4,"clarity_review":"I thought the chapters were clear and concise.  I appreciated the terms and explicit information.  For example, the author’s clarity was excellent in explaining the difference between phonological awareness and phonemic awareness. The chapters were broken into smaller chunks, each having a heading.  That made for clarity as well. I did not think the last three chapters were as clear.","consistency_rating":5,"consistency_review":"Each chapter had learning objectives, questions and activities, and extensive references.  The setup of each chapter also was consistent (length, smaller chunks).","modularity_rating":5,"modularity_review":"The text is readily divisible by chapter and by smaller sections with headings.  While I read the book in entirety, it could easily be read by chapter or even smaller chunks. Chapters do not rely on each other for understanding","organization_rating":4,"organization_review":"I thought the chapters were in a clear order.  Chapters 1-12 seemed in order (if one wanted or chose to read in entirely).  These chapters were practical and informative.  Chapter 13 and 14 did not seem to fit as well. While the chapters have relevance and are important, it was not on methodology as the rest of the book seemed to be. However, the book was well organized.","interface_rating":5,"interface_review":"The pages of the “book” did not align with the pages online.  There is a small gray box in the bottom right hand corner telling the reader what page they are on. For example, the online box said p. 128, and the book said p. 112.","grammatical_rating":5,"grammatical_review":"I found only 1 grammar error (and it may be that I didn’t understand the nuance, or it was mechanical vs grammatical): First sentence, first three lines:  White. Kind boys….  (white, kind boys?)","cultural_rating":4,"cultural_review":"I did not read any culturally insensitive material.  In fact, the book had several chapters and parts of chapters specific to cultural relevance","overall_rating":9,"overall_review":"This book was informative and packed with great information and current research. It was easy to read, and the majority of the book read like a good novel.  I didn’t want to put it down.  I especially liked the practical, well written, concise material on word recognition, comprehension, literacy assessment, and writing instruction. \n\nChapter 4:  Not sure the braid illustration was needed twice. \n\nChapter 5: I was surprised there was no mention of Fountas and Pinnell, running records, or monitoring reading levels. \n\nChapter 7, Influence of the Digital Age on Children’s Literature and Its Use in the Classroom was somewhat disappointing.  It was not as succinct in classroom practice and the earlier chapters, nor did the content match the title.  I assumed that the chapter would be about how to incorporate digital tools into the classroom with a focus on children’s literature.  For example, I wrongly assumed that there would be information on apps and tools to lead to more literature (Epic! app as an example). \n\nChapter 11, Teaching as a Writer – Assigning as a Reader was too ambiguous in the teacher’s role in writing.  For example, “It is the responsibility of teachers to know the language conventions.”  I agree, yet do they?  Do all teachers teach writing skills, especially in the secondary?  “Students should be mentored to use proper language…” The ambiguousness is that the books needs to say, “students must be mentored…. (not should). There was also a lot about relationships in this chapter.  I do not disagree, I just think the writing portion, including mechanics, punctuation, word choice, and grammar, should be highly emphasized and all teachers in all content areas must teach students these skills. \n\nChapter 12: Great points and tables for content area teachers.  In the next edition, add the same for PE, Health, technology, and vocational teachers. Literacy is no less important in any of these content areas and not written about very often.","created_at":"2018-06-19T19:00:00.000-05:00","updated_at":"2018-06-19T19:00:00.000-05:00"},{"id":2696,"first_name":"Aeve","last_name":"Abington-Pitre","position":"Assistant Professor of Reading Education","institution_name":"ULL","comprehensiveness_rating":5,"comprehensiveness_review":"The essential elements of literacy foundation I am seeking in a textbook, was very appropriate and concise.","accuracy_rating":4,"accuracy_review":"The accuracy in textbook chapters were good. As we know all authors are going to share their personal opinions when writing. ","relevance_rating":4,"relevance_review":"The content is current with historical support for content. ","clarity_rating":4,"clarity_review":"I believe the clarity of the text and the \"hot links\" embedded in the text is a great feature for undergraduate readers. ","consistency_rating":5,"consistency_review":"The team did an excellent job of consistency and accuracy in style, terminology and design.","modularity_rating":4,"modularity_review":"There are more reference to experts in the field (historical and current) to support all context, easy read and assignment of various chapters or entire textbook would be most helpful in future course planning.","organization_rating":5,"organization_review":"Only change I would suggest is switching chapter 5 and chapter 6 placement... writing should follow reading as they are very closely tied together when it comes to instruction. ","interface_rating":4,"interface_review":"I am very impressed with the easy navigation of this text: click on a chapter and it opens to the exact page, click on a link within a page takes you to that website easily, back space brings you back to the textbook where you click on the chapter and you are back. Now I would prefer these links open in a new page just to save me time of having to use the scroll through the chapter and return to where I was reading at, but over all acceptable. ","grammatical_rating":5,"grammatical_review":"I did not notice any errors. I have only read through once and as such was focused on if this would fit my needs for use in my class in fall 2019. ","cultural_rating":4,"cultural_review":"I did not find anything negative. ","overall_rating":9,"overall_review":"I am very interested in using this book for one of my reading foundation courses in fall 2019. ","created_at":"2019-03-25T14:49:39.000-05:00","updated_at":"2019-03-25T14:49:39.000-05:00"},{"id":2704,"first_name":"Sara","last_name":"Miller","position":"Associate Professor","institution_name":"Longwood University","comprehensiveness_rating":5,"comprehensiveness_review":"The authors do a nice job of thoroughly covering important aspects of literacy research and how this impacts (or should impact) practice.  ","accuracy_rating":4,"accuracy_review":"For the most part, I feel that the content is accurate and unbiased.  One area that I would like to see more discussion was in chapter 2.  I understand the author’s emphasis on scientifically-based approaches and appreciated the brief discussion on how other types of research can still be important, but felt that this point of view could have been elaborated in more detail.  For instance, some empirical literacy research has focused on discrete skills to such an extent that the application to real world reading and writing is dismissed.  Also, I found the comments in chapter 4 about pre-reading strategies to be misleading.  There are many situations when working with emergent and early readers that a picture walk or other pre-reading techniques can support students word recognition and language comprehension.  ","relevance_rating":4,"relevance_review":"The content contained many updated references and current literacy trends.  I did find one link that didn’t work (Chapter 4).  ","clarity_rating":5,"clarity_review":"The authors did a thorough job explaining vocabulary in all chapters.","consistency_rating":4,"consistency_review":"I felt the text was very consistent with the exception of Chapter 9.  It was interesting that this chapter was organized around the NRP categories instead of the framework laid out previously in the text around word recognition and language comprehension.  This shift made the chapter feel like an “add-on” instead of a cohesive part of the text.","modularity_rating":5,"modularity_review":"It was easy to read chapters of the text in isolation, but I think it would be a stronger tool if reading many chapters together.","organization_rating":5,"organization_review":"Very well organized.","interface_rating":5,"interface_review":"I thought the interface was very easy to use.  I especially appreciated the ability to make one click and be back at the beginning of the chapter as well as the navigation tools at the bottom of the screen to move to the previous or subsequent chapters without having to click on the menu of chapters.","grammatical_rating":4,"grammatical_review":"I found at least one error (abstract for Chapter 8).","cultural_rating":5,"cultural_review":"I appreciated the authors’ references to student culture and its impact on literacy learning throughout the text.","overall_rating":9,"overall_review":"I thought the layout of the text was excellent, but I would have liked to see more visuals throughout the chapters (such as the figures in chapter 3).","created_at":"2019-03-28T14:56:39.000-05:00","updated_at":"2019-03-28T14:56:39.000-05:00"},{"id":2773,"first_name":"Kay W.","last_name":"Kelly","position":"Adjunct instructor and supervisor","institution_name":"Marian University","comprehensiveness_rating":4,"comprehensiveness_review":"In this text, literacy is defined as involving reading, writing, listening, speaking, viewing and performing. My teachers often find it difficult to create a literacy lesson/unit that includes all of these aspects, especially the artistic aspects.  This book makes it easier for teachers to understand and include instruction/activities using this broad definition.\r\nThe text I recently used for teaching best practices in reading and social studies was not this comprehensive.  I especially liked this book’s links to additional information, videos, and examples.  \r\nAdding an index for topics and another for the researchers cited would be helpful.  A glossary would increase the comprehensiveness of this book.  An index could include links to the text which would make it easier to locate specific topics.\r\nI liked the inclusion of penmanship in the writing chapter “…proficient writers possess fluent handwriting skills…”p.76.  Assessment of student writing would have made this chapter stronger.\r\n","accuracy_rating":4,"accuracy_review":"I wonder if the links will be updated or reviewed on an annual or other basis.  I clicked on some of these links and twice found the message “The page you are seeking is not available.”","relevance_rating":4,"relevance_review":"The content is current now.  Is there a plan for including new research studies, especially on how we can reduce the vocabulary/learning gaps students bring to kindergarten?","clarity_rating":5,"clarity_review":"The text is easily read and follows the best practice of telling students what will be studied by opening each chapter with objectives.  Each chapter ends with questions/activities that often included critical thinking at the higher Bloom levels.  Many of these questions could be excellent springboards to class discussion.  ","consistency_rating":5,"consistency_review":"The writers and editors maintained consistency and accuracy in style, terms, voice, and design.","modularity_rating":5,"modularity_review":"Because each chapter can stand alone, it is an excellent resource for several courses.  For example, a class focused on instructional practices in special education would find Chapter 9 very helpful.  Practicing teachers would, also, find such a chapter to be informative.  I will use Chapter 8 (ELL) when I supervise teachers in this field.","organization_rating":5,"organization_review":"This text is well organized and arranged in a logical manner.","interface_rating":4,"interface_review":"I liked the way the table of contents was linked in such a way that a reader could click and immediately access that chapter.  There were helpful references in each chapter where one could click to return to additional information about a particular topic.  These links are time saving and might promote a broader understanding of a topic.","grammatical_rating":5,"grammatical_review":"I found only one typo and a couple of comma omissions: p.24, line 9 (…themselves, but…) and p.48, line 18 (…and, if asked after the flight, …)","cultural_rating":4,"cultural_review":"There were some references to socio-economic differences, but not enough suggestions about overcoming the gaps caused by low SES.  \r\nI would have liked more information about teaching strategies that are effective and culturally sensitive.  \r\n","overall_rating":9,"overall_review":"I plan to use this text the next time I teach a best practice course about teaching reading.  \r\nI would, also, recommend it to teachers who are required to follow a basal reading program.  Combining the information in this book with school/district/basal requirements will provide teachers with understandable research to enhance such requirements.\r\n","created_at":"2019-04-11T23:53:45.000-05:00","updated_at":"2019-04-11T23:53:45.000-05:00"},{"id":3095,"first_name":"Kathy Meyer","last_name":"Reimer","position":"Professor","institution_name":"Goshen College","comprehensiveness_rating":4,"comprehensiveness_review":"This text is generally comprehensive in its coverage of literacy instruction areas (vocabulary, writing, word recognition, background knowledge, etc), developmental levels from elementary school through high school, literacy with different demographics of students (including EL and special needs), and world language literacy as well as English literacy.   I saw less discussion of the role of text structures in literacy, very early literacy, or instruction for low SES students.  The areas that were covered (and there were many) were covered fully.","accuracy_rating":5,"accuracy_review":"The research cited was covered accurately, with good representation of the data.  The authors were also willing to present research from a number of different perspectives.","relevance_rating":4,"relevance_review":"These are important topics and the book did not describe many branded approaches or things that would come and go rapidly from the field.  The authors were willing to cover seminal research that was older along with the more recent research.  There is a clear structure that will mean sections could be added if necessary.  In fact a chapter could be inserted if the authors thought it would be helpful (and I would be glad to see one on early literacy or on text structures).","clarity_rating":4,"clarity_review":"Generally the book is very readable.  I appreciated a number of the chapters that had real voice to them--the authors brought some personality to the writing, not just the feel of a lit review.  The only language I noted that was used without explanation/definition was the term \"mini-lesson.\"  In the writing chapter it seemed the author assumed the reader would know what a mini-lesson was or how to conduct it.  The text reads smoothly and it is easy to follow where you are, even though it is a digital text.","consistency_rating":5,"consistency_review":"Definitely.  The approach to the research, how it is described, and what language is used is consistent throughout the book.  The book is not full of jargon and uses terms clearly.","modularity_rating":5,"modularity_review":"It would be easy to use a chapter or two from the book on a specific topic without using the whole text and it would be comprehensible.  You could even lift a section of a chapter as they are clearly defined.  The book is text heavy, but the text is clearly defined by headers.","organization_rating":5,"organization_review":"The chapters are consistent and clear in their organization.  The book is text heavy.  The graphics that are included are well done and clear and enhance the text--I would like to have seen even more graphical information, particularly in the early chapters of the book.  The sections of each chapter are consistent throughout.","interface_rating":5,"interface_review":"I reviewed the PDF version of the book and had no trouble with links, charts or tables.  I would have been happy to have even more graphic representations, but the mechanics of the links and moving between links and text worked well.","grammatical_rating":5,"grammatical_review":"I found no more errors than I would in a printed text.","cultural_rating":4,"cultural_review":"I did not find evidence of cultural insensitivity.  I would have been glad for the book to discuss some other cultural issues such, as poverty or gender, more specifically, but there have to be parameters along the way.  The book is clearly illuminating the research that has been done in the area of literacy, so there are some areas of literacy that have much less research and are not addressed as fully.  That is an accurate representation of the field and of how literacy and culture have intersected.","overall_rating":9,"overall_review":"The book is very comprehensive in covering why a topic is important and what the research says.  It also includes an instructional component.  I find in undergraduate classes and particularly literacy methods courses, students are eager to read about specific methods and how to implement them.  This text is strong on activities and how you would conduct an activity, but I found it not quite as strong on describing specifically how you would conduct some literacy processes or structures--such as a mini-lesson, or some of the other structures the book refers to.  \r\n\r\nThe assessment section discusses assessments, types of assessments, and conversations in the field about assessments, but is not as strong on situated, authentic assessments.  These also potentially have less research available, which may be why they are not discussed as comprehensively.\r\n\r\nI enjoyed this textbook and will definitely use chapters as I teach in the fall.","created_at":"2019-07-15T22:57:00.000-05:00","updated_at":"2019-07-15T22:57:00.000-05:00"},{"id":3472,"first_name":"Ronda","last_name":"Fritz","position":"Associate Professor","institution_name":"Eastern Oregon University","comprehensiveness_rating":5,"comprehensiveness_review":"The text covered a wide range of topics related to literacy, but did so comprehensively for a text that might be used for an introductory course on literacy instruction. Because it was covering such a wide range, it didn't delve deeply into any one topic, but did provide a very good overview of literacy and the many facets that need to be discussed throughout a teacher education program. I saw the first nine chapters as excellent for use in an elementary education program, while the final chapters would be good for middle and high school pre-service teachers (perhaps with chapters 8 \u0026 9 and 14 being important for both groups). ","accuracy_rating":5,"accuracy_review":"The text used content that was very well-supported through use of citations that are important to the field of literacy education. ","relevance_rating":5,"relevance_review":"The text is highly relevant and provides very up-to-date information on literacy instruction, particularly coverage of the Simple View of Reading in the earlier chapters. Since there is a current emphasis on using the Science of Reading to teach pre-service teachers about literacy instruction, I found it especially helpful for providing an excellent overview. Chapters that might require frequent updating, such as the sections on technology integration, could easily be updated. ","clarity_rating":5,"clarity_review":"The text is very well-written throughout. It is easily accessible to pre-service and in-service teachers and the style across chapters seemed to flow well even though each was written by various authors.","consistency_rating":5,"consistency_review":"The text seemed very cohesive and consistent across chapters.","modularity_rating":5,"modularity_review":"I definitely found that the text could be used in smaller sections and I could see using the text split into different courses. As I noted earlier, some chapters seemed more applicable to elementary while others were better suited to secondary.","organization_rating":5,"organization_review":"The topics throughout the text seemed to flow well throughout. Bridging the elementary and secondary sections with information on literacy for special populations was a good way to separate the two sections, but still have them flow together.","interface_rating":5,"interface_review":"The text used excellent links to outside resources and these links seemed to work very well.","grammatical_rating":5,"grammatical_review":"I found no significant grammatical errors in the text. It was well-written throughout.","cultural_rating":5,"cultural_review":"The text seemed to be culturally sensitive throughout.","overall_rating":10,"overall_review":"This is an excellent text to use as an overview to literacy instruction. It will be a great resource to use in literacy courses in pre-service teacher education.","created_at":"2020-01-05T20:32:31.000-06:00","updated_at":"2020-01-05T20:32:31.000-06:00"},{"id":3621,"first_name":"Shuling","last_name":"Yang","position":"Assistant Professor","institution_name":"East Tennessee State University","comprehensiveness_rating":5,"comprehensiveness_review":"The book has an extensive span from early literacy, foundations of literacy, intermediate literacy, writing, to teacher's self-identity. It has 13 chapters and incorporated most recent literature. ","accuracy_rating":5,"accuracy_review":"The book is unbiased and except for one typo at the end of the book. Also the book is updated in 2019 but ILA just issued statements in early 2020, So this can be updated as well.  It also provides detailed descriptions of activities. ","relevance_rating":5,"relevance_review":"The book is arranged in a logical way from research findings, to early literacy, then comprehension. Each chapter begins with a brief introduction, objectives, and by the end a summary and references. Like the editor suggested, each of the chapter can be used separately but there is also a connection between the chapters. ","clarity_rating":5,"clarity_review":"The text is clearly written. It is really nice that the authors in Chapter 4 and 5 used many analogies to explain the reading process. This makes it easier to understand for novice learners. Chapter 2 is a well-written as well and it focuses on a neglected area, how to help teachers to locate and identify research-based strategies. It is highly recommended but this chapter gives explicit instructions. ","consistency_rating":5,"consistency_review":"Each chapter in the book followed the same structure and it is easy to navigate throughout the chapter. ","modularity_rating":5,"modularity_review":"Each chapter is separate and can be separate to use as its own. Chapter 4 and Chapter 5 can be used together because both of them are based on the Simple View of Reading. In each chapter, the subheadings are clear and helps readers to know the topic of the paragraph. There is no enormous blocks of text in the chapter without a subheading. ","organization_rating":5,"organization_review":"The book covers a lot of areas from research-based strategies, early literacy, word recognition, comprehension, assessments, to children's literature, adolescent literature, writing and teacher's self-identity. The first few chapter of the book will be good to be used in the introductory courses in reading for preservice teachers. A few chapters at the back can be used in graduate level courses. ","interface_rating":5,"interface_review":"The text is clearly written with many internet resources linked. All the links worked so the readers can reach the additional resources without a problem. ","grammatical_rating":5,"grammatical_review":"No grammatical issues are found. ","cultural_rating":5,"cultural_review":"The book takes into consideration of cultural and linguistic diversity. It has one chapter on ELLs (chapter 8), one chapter on culturally responsive literacy strategies instruction (Chapter 12), and one chapter on world language and literacy learning (Chapter 13). It covers second language acquisition, and funds of knowledge to meet the needs of the current issue in education. ","overall_rating":10,"overall_review":"The authors of the book had made great to include most critical areas in the literacy field. The digital age of children's literature definitely a must-read chapter for all preservice teachers and Chapter 2 would be a good course read as well. ","created_at":"2020-03-06T06:45:39.000-06:00","updated_at":"2020-03-06T06:45:39.000-06:00"},{"id":3833,"first_name":"David","last_name":"Almeida","position":"Professor","institution_name":"Bridgewater State University","comprehensiveness_rating":5,"comprehensiveness_review":"The book covers information gleaned from valid research from The National Commission on Excellence in Education, through The National Reading Panel Report, to valid current research in literacy theory and instruction.","accuracy_rating":5,"accuracy_review":"The book presents content in an accurate and extremely unbiased manner, with authors going out of their way to present both sides of controversial issues in the field.","relevance_rating":5,"relevance_review":"The information presented in the book is current and up-to-date, but because the book is so strongly research based, it can easily be updated as continuing literacy research emerges.","clarity_rating":5,"clarity_review":"The text is exceptionally readable and filled with real life examples, while continually including all technical/field related language and terminology.","consistency_rating":5,"consistency_review":"The textbook is internally consistent, as a whole and also within chapters.","modularity_rating":5,"modularity_review":"As an instructor of a number of courses in literacy development and reading/writing disabilities, this text provides multiple opportunities for me to use individual chapters or the book as a whole for my undergraduate or graduate students, as I see appropriate for our developing needs.","organization_rating":5,"organization_review":"The book is very well organized.","interface_rating":5,"interface_review":"I read the book in its entirety and found it to be almost totally free of issues which might confuse the reader","grammatical_rating":4,"grammatical_review":"There were perhaps one or two minor grammatical issues, but nothing of consequence.","cultural_rating":5,"cultural_review":"I thought the text was very sensitive to cultural issues and was extremely inclusive, especially when it came to student backgrounds.","overall_rating":10,"overall_review":"Here is a review that I put together after reading the text:\r\n\"Steps to Success: Crossing the Bridge between Literacy Research and Practice\"  (Kristen A. Munger, ed.) was written for all preservice teachers or teachers of record who are interested in the theoretical framework behind why a subset of their students are experiencing (or are at-risk for) reading failure, as well as obtaining practical advice on how to improve their planning and instruction when working with these students.  \r\nThis exceptionally readable and thought-provoking text is perfect for introductory college or university literacy courses, as it describes research-supported literacy practices that are perfectly appropriate for teachers of all students, at all ages.  Each chapter includes information presented in a problem-solving format, beneficial for helping teachers improve their literacy practices when teaching typically developing readers, as well as readers with special needs.  The chapters begin with an abstract and a set of learning objectives and end with questions, resources, etc., useful for instructors and course participants alike.  Information is presented in a variety of interesting ways, with relevant “real life examples” with which preservice and practicing teachers can readily identify.  Each chapter connects smoothly one to the other, yet each chapter could also be used on its own, as a supplement to instructor-selected readings from other sources.","created_at":"2020-05-27T08:29:58.000-05:00","updated_at":"2020-05-27T08:29:58.000-05:00"},{"id":4684,"first_name":"Shelly","last_name":"Meyers","position":"Professor of Elementary Education","institution_name":"Limestone University","comprehensiveness_rating":4,"comprehensiveness_review":"The text covers a wide array of topics in literacy research and best practices. Even though the copyright is 2016, the text still represents most topics in more recent research. (A new edition to reflect the most recent Science of Reading research would bring this text up to date.)","accuracy_rating":4,"accuracy_review":"The content of this text is consistent with other texts in the same field. Multiple perspectives on literacy topics were provided which aids in student understanding of literacy research and instruction as a \"practice\". There were no evident biases noted.","relevance_rating":5,"relevance_review":"Because of the organization of the text, updates to reflect the most recent research in the Science of Reading would be helpful. I intend to use this text again next year with supplements from more recent research in the field. The text cites research and practice that is still relevant for current classrooms.","clarity_rating":4,"clarity_review":"This text is written in a \"research journal\" style which makes it challenging for undergraduate students, particularly at the beginning of their literacy coursework. However, because these students need to learn to read in this genre, it is appropriate. A glossary or supplementary material may make the text more accessible for students learning literacy jargon.","consistency_rating":5,"consistency_review":"The text has multiple authors, but the voice was consistent. There were no contradictions in philosophy, but the presence of multiple perspectives.","modularity_rating":5,"modularity_review":"One of the best attributes of this text is that it is available in multiple e-reader formats as well as a pdf download. It has made the implementation of the text in multiple courses for different students quite simple.","organization_rating":4,"organization_review":"The text groups the strands of literacy into more comprehensive chapters, so while the content is present, it is sometimes difficult to find. A more detailed table of contents or index would be quite helpful. The titles of the chapters help to narrow the search for content, but more specificity would further clarify for search purposes.","interface_rating":5,"interface_review":"I have had no issues with the text interface regardless of format.","grammatical_rating":5,"grammatical_review":"The text is well-written with no found grammatical errors.","cultural_rating":5,"cultural_review":"The text specifically included a chapter on culturally responsive teaching, English Language Learners, as well as students with different intellectual and developmental disabilities. These chapters were quite informative.","overall_rating":9,"overall_review":"I would be interested in any supplementary materials or updates that may be made to this text for future use.","created_at":"2021-03-08T11:33:46.000-06:00","updated_at":"2021-03-08T11:33:46.000-06:00"},{"id":4916,"first_name":"Maggie","last_name":"Berg","position":"Professor","institution_name":"University of Northern Colorado","comprehensiveness_rating":4,"comprehensiveness_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice is an excellent textbook for the basics of literacy particularly for the younger elementary students.","accuracy_rating":5,"accuracy_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice maintains and unbiased stance. (However, the chapter that contained information about teen's digital literacies, Chapter10, was removed and this may be a result of the political pressure to \"standardize Whiteness\" as some scholars have called the literacy testing regime.)","relevance_rating":5,"relevance_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice does an excellent job of explaining how the idea of \"literacy\" continues to expand, Chapter 1. It also has two excellent chapters on \"Word Recognition Skills\" and \"Language Comprehension Ability\" that provide a good explanation of The Simple View of Reading. Another excellent chapter is the final chapter on \"Teacher Discourses and Identities: Understanding Your Teaching Self.\" It provides thoughtful information and exercises that draw attention to identity performance through language.","clarity_rating":5,"clarity_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice has Learning Objectives listed prior to the body of the text to help guide the reading. Each chapter ends with questions to assist students in thinking more deeply about the information. When technical vocabulary is presented, it is given context and definition.","consistency_rating":4,"consistency_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice has consistent terminology with hyperlinks to other chapters if an idea from another chapter applies to the information being presented. One weakness overall is the presentation tends to be Anglo-centric so that ideas about multilingualism are partitioned off into Chapters 8 and 12, but this English preference is consistent throughout the text. The 5Cs of language learning are presented in Chapter 13 and these can be moved forward to situate English within a world context for a more ecological, rather than ethnocentric, perspective.","modularity_rating":5,"modularity_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice has subheadings throughout chapters to make it easier to read and understand. The text is easy to adapt to literacy courses through the selection of single chapters that are not dependent upon other chapters.","organization_rating":4,"organization_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice is presented in a logical and clear fashion and chapters can be taught in a different order than presented. The text has a heavy focus on elementary years and less information on the secondary years in the latter half of the book. No information is presented on adult learners which gives the impression that learning is finished upon graduation from high school. A conclusion chapter on adult learning would benefit the textbook and add to the lifespan order inherent in the organization.","interface_rating":5,"interface_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice has visual appeal. The graphics are kept to a minimum for ease of reading and does not complicate comprehension with busy images and sidebars. The hyperlinks are useful for visual and knowledge support.","grammatical_rating":5,"grammatical_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice is written in an easy-to-read style free from grammatical errors.","cultural_rating":4,"cultural_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice has a weakness of limiting information about multilingualism to a few chapters, however, this shortcoming is common in most literacy textbooks written outside the English as an Additional Language and multilingualism scholarship.","overall_rating":9,"overall_review":"Steps to Success: Crossing the Bridge Between Literacy Research and Practice is acceptable to the \"identify more (minority) children as dyslexic\" movement. The Simple View of Reading aligns with the \"phonics centric\" researchers' ideas; but as stated above, the textbook is rather weak in recognizing and preparing teachers for supporting the increasing numbers of multilingual learners who need/want to maintain a home language while adding English as an additional language. Instructors will need to augment this area of knowledge and research.","created_at":"2021-05-13T10:58:20.000-05:00","updated_at":"2021-05-13T10:58:20.000-05:00"},{"id":33469,"first_name":"Jennifer","last_name":"Thoma","position":"Assistant Professor","institution_name":"Drake University","comprehensiveness_rating":4,"comprehensiveness_review":"The text covers many aspects of literacy research and practices, some that are not covered in traditional literacy assessment texts. Due to its comprehensive nature, each section provides an overview and does not necessarily cover the depth of each concept, nor does it provide applicable materials for application, as other texts might.","accuracy_rating":5,"accuracy_review":"The content of the text is accurate and cites many of the foundational studies you would expect in a literacy research text. I found no errors in the text. There are advocacy groups who may disagree with how some of the materials on students who find reading difficult are categorized in the book.","relevance_rating":4,"relevance_review":"With the changing nature of literacy research and the public media outlets for literacy instruction, it would be difficult for any text to remain relevant for more than a few years. The current text addresses many relevant topics and includes foundational research that has so far been shown to stand the test of time (and repeated research).","clarity_rating":5,"clarity_review":"The text, although written by multiple authors with expertise in each area, is very clear and concise. Illustrations and figures are provided to illustrate concepts in a way that is helpful for the reader.","consistency_rating":5,"consistency_review":"The text is internally consistent in the use of terminology. Although each chapter is a stand alone resource, the chapters draw on one another.","modularity_rating":5,"modularity_review":"This text is easy to use for just one or two chapters with students as a stand alone resource. It would be easy to split chapters into smaller chunks of reading for a group activity or to address certain concepts.","organization_rating":5,"organization_review":"The chapter headings and abstracts help the reader to organize the information. The headings for each section are clear. There is a clear path to each chapter.","interface_rating":5,"interface_review":"This text was easy to navigate in a digital format. It was easy to use the toolbar to quickly find different portions of the text. There is a search tool that helps you to find specific topics.","grammatical_rating":5,"grammatical_review":"I found no grammatical errors.","cultural_rating":5,"cultural_review":"The text includes information on serving students of different languages, cultures, and backgrounds.","overall_rating":10,"overall_review":"There are definitely sections of this book that I will use with undergraduate students. This will supplement some materials I already use. It definitely does not go into the detail that my students would need to fully operationalize some of the concepts.","created_at":"2021-11-18T11:47:56.000-06:00","updated_at":"2021-11-18T11:47:56.000-06:00"},{"id":33575,"first_name":"Norma Linda","last_name":"Mattingly","position":"Associate Professor","institution_name":"Mount Mercy University","comprehensiveness_rating":4,"comprehensiveness_review":"The book had a table of contents and the first chapter provided a brief introduction to the field of literacy. Each chapter includes specific definitions of key literacy \u0026 educational terms, clearly enumerates learning objectives, and contains an introduction. The scope and sequence of the content reflects typical literacy textbooks with an added chapter that provides pre-service teachers with some important information on what scientifically-based literacy approaches are and how to determine whether certain literacy practices are actually supported by empirical or qualitative research. The text could have benefited from including an index.","accuracy_rating":5,"accuracy_review":"Content is supported by research, which is cited within the text as well as at the end of each chapter. However, I noticed many statements within different chapters had only one citation per main idea or topic and could have benefited by other equally valid references. Take the following examples, for instance. \r\n\r\nOn p. 52 in Steps for Success … Vocabulary words that should be intentionally taught are those essential for understanding texts, those that are likely to be encountered across multiple tests, or those that are particularly difficult to understand (Beck, McKeown, \u0026 Kucan, 2002).\r\n\r\nThis statement on page 52 could also have been supported by the research conducted by Graves, M. (1986). Vocabulary Learning and Instruction in Review of Research in Education 13(1), 49-89. \u0026 McKeowna, M.G. (2019). Effective Vocabulary Instruction Fosters Knowing Words, Using Words, and Understanding How Words Work. Language, Speech, and Hearing Services in Schools(50), 466–476\r\n\r\nOn p. 82 in Steps for Success …. Finally, there is some evidence that children should engage in the writing process flexibly rather than rigidly (see McQuitty, 2014 for a review).\r\n\r\nThis statement about the writing process on page 82 could have also included a citation for the research done by Hayes, J. R., \u0026 Flower, L. (1980). Identifying the organization of written processes. In L. W. Gregg, \u0026 E. R. Steinberg (Eds.). Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates.\r\n\r\nHayes, J. R., \u0026 Flower, L. (1987). On the structure of the writing process. Topics in Language Disorders, 7(4), 19-30. doi:10.1097/00011363-198709000-00004\r\n\r\nMurray, D. M. (1985). A writer teaches writing (2nd ed.). Boston, MA: Houghton Mifflin.","relevance_rating":5,"relevance_review":"Relevant theories and methods of teaching literacy in the elementary grades are included. The chapters, in varying degrees, address the five pillars of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, \u0026 comprehension. In my assessment, the text is organized in such a way that makes it possible to update the contents and add information as needed.  For instance, additional studies and strategies that address fluency can easily be included.","clarity_rating":5,"clarity_review":"The concepts are readily accessible to undergraduate students, with key terms and concepts clearly explained. I appreciated the thorough yet accessible manner in which chapter 2 on scientifically-based approaches to literacy instruction was written with examples that students can relate to. The point of this chapter was to help pre-service teachers understand the importance of making well-informed decisions about teaching practices by helping them understand how to identify reputable sources.","consistency_rating":5,"consistency_review":"As I mentioned earlier, key terms are addressed within each chapter, including an explanation of key terms that are used across the chapters being defined in chapter one. The framework of the chapters is also consistent. Each chapter has a title, an abstract, learning objectives, an introduction to the chapter, headings and subheadings, a summary of key ideas, questions and activities, followed by references and where appropriate, endnotes. Within the chapters where links are included, they are still active.","modularity_rating":5,"modularity_review":"The chapters are clearly titled and subtitled. There are some pages where the text is continuous, perhaps requiring a graphic to break up these longer sections (i.e., p 35-36, p 45-47, p 115 \u0026 117, p128-9, p136-137, p148-151, etc.)\r\n\r\nThe headings and subheadings to lend themselves to being parsed out over several days with smaller sections being assigned in readable chunks. \r\n\r\nIn addition, the learning modules are appropriately titled so if needed, a course instructor could easily assign sections on certain topics in whatever fashion makes sense for his/her course.","organization_rating":4,"organization_review":"The text is structured and follows a typical progression of major topics that include early literacy concepts such as phonemic awareness and phonics to the logical and subsequent topics of comprehension and writing. Fluency was paired with the chapter on literacy learning challenges, which made sense, but it could be its own chapter and come before the chapter on comprehension. The way the book was organized made sense yet, I do think that all young readers could benefit from fluency instruction, especially reading with expression, since it effects reading comprehension as well as is a motivating factor for continued reading success.","interface_rating":5,"interface_review":"Links all work and will allow students to further investigate main topics easily, using the sources listed and supporting materials (i.e. p 17 Reviews of Collections of Programs, Curricula, Practices, p. 46 Willingham (2006) article, 102 story map, Colorin Colorado website, etc.) I was able to follow particular links and accessed them easily. I also printed the text in its entirety and all headings, subheadings, tables, graphics, images, etc. printed in a format which was visually appealing. For instance, on page 101, a student writing sample was included. The colors one student used in his/her drawing were vivid and the text was easily readable. There were no distortions of images that I could detect.","grammatical_rating":4,"grammatical_review":"There are a few places where further editing would be beneficial, but overall minimal grammar issues. (e.g.  over use of 'that':  One principal told me that she believed that many ineffective practices were connected to the \"love curriculum.\" When I asked her what she meant, she told me that some educators ...\r\n\r\nNo major grammatical errors noted.","cultural_rating":3,"cultural_review":"The text contained references to technology, digital \u0026 postmodern influences, and multi-modal literature responses in the chapter dedicated to children's literature and the role it plays in literacy instruction. While expression of ideas and the recognition of historical, societal, and political influences on the production and use of children's literature was acknowledged in chapter 7, there was less of a focus on the selection of multicultural literature that reflects the changes in school demographics and the need to have role models for a more diversified population of students. There was acknowledgement on p 93 to \" show a different perspective or viewpoint ... telling the story through multiple narrators and perspectives,\" but this was in reference to an author's stylist choices, not necessarily aimed at the use of multicultural literature. This was a missed opportunity to acknowledge that the texts we select should also reflect children's backgrounds and experiences. \r\n\r\nIncluded was a chapter on English Language Learners (chapter 8) with theories of language acquisition and theoretical language learning theories. There are many scientifically based strategies for ELLs that could have been cited and briefly explained just like was done in the word recognition skills Chapter 3. This was another missed opportunity.\r\n\r\nAnd finally, the chapter on literacy instruction for students with intellectual and developmental disabilities made references back to challenges these students have with phonemic awareness and phonics that hampers their advancement in literacy skills and the impact this has on their fluency, comprehension and vocabulary development. This chapter could also have included some scientifically validated approaches to fluency instruction such as ...\r\nFluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading (Kuhn, M.R.; Stahl, S.A.  (2003). Fluency: A review of developmental and remedial practices. J. Educ. Psychology, 95, 3–21.    \r\nMiller, J.; Schwanenflugel, P.J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. J. Educ. Psychol, 98, 839–843.    \r\nEunice Kennedy Shriver National Institute of Child Health and Human Development NIH, DHHS. Report of the National Reading Panel: Teaching Children to Read: Reports of the Subgroups (00-4754); (2000). U.S. Government Printing Office: Washington, DC, USA.   \r\nStahl, S.A.; Heubach, K.M. (2005). Fluency-Oriented Reading Instruction. J. Lit. Res. \r\nSindelar, (1983). The Effects of Segmenting Written Discourse on the Reading Comprehension of Low- and High-Performance Readers. Reading Research Quarterly(18)37, 25–60, L Journal of Teaching.","overall_rating":9,"overall_review":"Overall, I think this book contains some important literacy content. I can see myself using certain chapters of this book with my undergraduate students. I appreciate the effort the authors and editor/author made to make this text a free resource for students to use.","created_at":"2021-12-25T00:59:19.000-06:00","updated_at":"2021-12-25T00:59:19.000-06:00"},{"id":33739,"first_name":"Amy","last_name":"Bowden","position":"Instructor","institution_name":"Western Oregon University","comprehensiveness_rating":4,"comprehensiveness_review":"Overall, I found this book to be fairly comprehensive, although there were a few key components that would have improved the readability and organization of this book. The beginning pages are quite helpful. A foreword by Kathleen Hinchman, a professor at Syracuse University, helpfully situates the book within a colleague's academic context. Following the foreword is an \"about the book\" section, which I found helpful as a preview of the in-depth chapters to come. The chapters themselves are very comprehensive. They provide a nice balance of overview and in-depth information. I particularly enjoyed the fact that this book covered literacy for all ages.  There is a chapter devoted to \"approaches to writing in the elementary school classroom,\" and there is a later chapter about \"twenty-first century perspectives on adolescent literacy and instruction.\" Similarly, the book traces literacy through various theories and perspectives, which would be useful to students trying to understand literacy as a field in terms of \"where it's been and where it's going.\" Key terms are delineated where appropriate. The book is missing end matter, such as an index, which would make it more accessible to the average reader.","accuracy_rating":5,"accuracy_review":"This book was well-researched, and citations were included where appropriate. A extensive references section is included following each chapter in the book, which would allow students to engage more deeply with research should they so wish to do so. That said, as other reviewers have indicated, there is often only one citation included where multiple citations would strengthen the validity of the argument that is being made. Additionally, the last update to this text was in 2019, which means that it is three years out of date. That is not necessarily problematic, though interested instructors may want to use the text as a foundation and supplement with more recent research.","relevance_rating":5,"relevance_review":"As noted earlier, as a foundational text, this book works quite well. It relies on time-tested research that isn't controversial. The research included in this text will likely remain valuable to the field over the next many years. It will remain a useful research for students enrolled in practical literacy course in which students are seeking an overview of relevant information. It is, of course, difficult for a textbook to remain relevant in this era of information in which new research is constantly being released. The textbook format is not nearly as agile as information published digitally. Instructors using this text must be prepared to supplement this text with newer information, but it is still a great resource filled with useful information.","clarity_rating":5,"clarity_review":"This book is written by multiple authors, which is sometimes problematic in terms of clarity; this book suffers from no problems of clarity whatsoever. The chapters flow nicely from one into the next (this is largely due to a standardized organizational system) so that following the main themes of the text is abundantly easy. This book would be a great choice for both student teachers and pre-service teachers who are beginning their journey into understanding literacy. The clarity of the text will benefit students, who will find it straightforward.","consistency_rating":5,"consistency_review":"I did not discern any inconsistencies in terms of either terminology or framework. The text is very clear in defining its key vocabulary terms, and these are used consistently throughout the chapters - this in spite of the fact that multiple authors wrote this text. This holds true for literacy and pedagogy frameworks introduced by the authors. The text is consistent throughout.","modularity_rating":5,"modularity_review":"The organization of this text is one of its best qualities. Chapters are organized with a brief abstract which gives a solid overview of information to be covered in the chapter. Following the abstract are a number of learning objectives that are measurable and concise. For example, one such learning objective is: \"After reading this chapter, readers will be able to discuss how educators and researchers have critiqued different ways of teaching writing.\" Various sub-heads break up the different chapters, so that text can be easily chunked. Readers can read one section and then return to read another later without losing the flow of the text. The end of each chapter is bookended with a summary that is a nice accompaniment to the abstract. Finally, questions, suggested activities, and web resources are included at the end of chapters.","organization_rating":5,"organization_review":"This literacy textbook was well-organized, with a clear, coherent structure. In chapter 1, the text starts with a brief introduction to the topic of literacy and includes a \"how to use this book\" section. This is followed by a chapter devoted to key ideas in literacy instruction. From here, the next several chapters are devoted to a deeper dive into literacy abilities such as word recognition and language comprehension. Then, some guidelines are given with which a practitioner could evaluate a literacy program in their own school. Finally, literacy issues in elementary, high school, and special populations is addressed.","interface_rating":5,"interface_review":"I explored both the PDF and online versions of this text before finally reading the online version. Both are intuitive and easy to navigate. The text blocks are well-designed and easy to engage with. No interface issues were discovered at all.","grammatical_rating":5,"grammatical_review":"I did not detect any grammatical errors. The text is readable and professionally edited.","cultural_rating":5,"cultural_review":"A number of different perspectives are included in this text, representing a variety of races, ethnicities, and backgrounds. I particularly liked that several chapters were dedicated to discussing literacy in terms of special sub-populations of students. Chapter 7 was about the influence of the digital age on children's literature; chapter 8 helping English language learners develop literacy skills, and chapter 9 is about literacy instruction for students with developmental and intellectual disabilities.  Finally, an entire chapter is devoted to culturally responsive literacy practices.","overall_rating":10,"overall_review":"This text makes a strong choice for an instructor looking for a foundational, introductory text to literacy research. Its greatest strength is that it is a comprehensive overview of the field. It would be useful in any literacy course. Readers leave with a great overview of literacy and are given numerous activities and resources which they can engage with to further explore this topic.","created_at":"2022-03-11T13:45:10.000-06:00","updated_at":"2022-03-11T13:45:10.000-06:00"},{"id":34226,"first_name":"Micah","last_name":"Walker","position":"NTT","institution_name":"Western Oregon University","comprehensiveness_rating":4,"comprehensiveness_review":"Provides a real nice overview of the various concepts from foundational skills to content literacy strategies.","accuracy_rating":4,"accuracy_review":"The information is relevant and utilizes current research and theories.","relevance_rating":5,"relevance_review":"The  book's summary of the Science of Reading is helpful for pre-service teachers who are aiming to understand the history of literacy instruction. The methods discussed are up to date and relevant to students' lives. The culturally responsive teaching section, though brief provides a nice intro into definitions and instructional practices.","clarity_rating":4,"clarity_review":"Written very clearly and easy to understand, a good resource for undergraduate students.","consistency_rating":4,"consistency_review":"Text was consistent throughout each chapter with the introduction, abstract, section materials, summary and references.","modularity_rating":5,"modularity_review":"Each section is clearly labeled in the Table of Context along with within each chapter. The sections are very clearly identified with-the introduction, abstract, section materials, summary and references. As an instructor you could easily pull out specific chapters related to your course content i.e. chapters 2-4 chapters if you are teaching about emergent/beginning readers, chapter 5 for assessment and chapter 12 for literacy strategies.","organization_rating":5,"organization_review":"The organization is consistent and user-friendly.","interface_rating":5,"interface_review":"The content is very clear and organized. There are tables that are clearly seen.","grammatical_rating":5,"grammatical_review":"I did not see evidence of grammatical errors.","cultural_rating":3,"cultural_review":"As mentioned about the text provides a brief intro into culturally responsive teaching. I would say for someone that has never heard of culturally responsive teaching, this would be a good resource to start with. Some feedback for the Emergent Bilingual section would be to include more positive and asset based language.","overall_rating":9,"overall_review":"I think for an UG literacy course this has some informational sections to pull from that are student friendly and relevant!","created_at":"2022-12-03T22:06:09.000-06:00","updated_at":"2022-12-03T22:06:09.000-06:00"},{"id":34846,"first_name":"Michaela","last_name":"Koch","position":"Instructor of Education","institution_name":"Clarke University","comprehensiveness_rating":4,"comprehensiveness_review":"The text covers appropriate areas related to literacy, and the table of contents makes it easy to jump between content areas. The reference lists throughout the text are detailed and complete, but the lack of index/glossary is why I rated this 4/5.","accuracy_rating":5,"accuracy_review":"From my knowledge and experience this text is accurate and error-free.","relevance_rating":5,"relevance_review":"I appreciate how several sections of this text address what \"we used to think\" about literacy instruction, and then goes on to update what the research has shown and where we are today. Given that this structure already exists, I see it as easily to update in the future as well.","clarity_rating":4,"clarity_review":"There is some technical jargon, as is necessary, but in almost all cases the terminology is explained or defined.","consistency_rating":5,"consistency_review":"The text is consistent in terms of framework, which makes it easy to follow.","modularity_rating":5,"modularity_review":"I see myself using portions of this text with my students. I believe that smaller sections can easily be used and referenced as is necessary.","organization_rating":5,"organization_review":"I appreciate the organization and flow of this text.","interface_rating":5,"interface_review":"The PDF version of the text has hyperlinks in the table of contents were are appreciated. I saw no visual errors.","grammatical_rating":5,"grammatical_review":"I saw no grammatical errors in this text.","cultural_rating":4,"cultural_review":"I believe the research discussed is culturally relevant, however the text does not make a point to discuss this in all sections. However, where significant, such as when discussing English Language Learners, it is intertwined.","overall_rating":9,"overall_review":"I look forward to using portions of this text with my students to help provide them with a contextual framework for literacy research and practice.","created_at":"2024-01-04T10:38:47.000-06:00","updated_at":"2024-01-04T10:38:47.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/steps-to-success-crossing-the-bridge-between-literacy-research-and-practice","updated_at":"2025-12-15T02:01:48.000-06:00"},{"id":201,"title":"Instruction in Functional Assessment","edition_statement":null,"volume":null,"copyright_year":2014,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual's challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals. The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students' acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students' role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.","contributors":[{"id":2907,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Marcie","middle_name":null,"last_name":"Desrochers","location":"State University of New York","background_text":"Marcie Desrochers earned her Ph.D. in experimental psychology from the University of Manitoba with specialization in developmental disabilities, applied behavior analysis, and computer applications in psychology. She is a board certified behavior analysis at the doctoral level (BCBA-D). Dr. Desrochers is an Associate Professor of Psychology at The College at Brockport, State University of New York. Marcie Desrochers has conducted research on teaching functional assessment and evaluating the effectiveness of a computer simulation program called Simulations in Developmental Disabilities. Marcie has extensive experience teaching undergraduate and graduate students, and supervising students and practitioners in the field."},{"id":2908,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Moira","middle_name":null,"last_name":"Fallon","location":"State University of New York","background_text":"Dr. Moira Fallon earned her Ph.D. in Educational Foundations from the University of New Mexico with specialties in cognitive development and special education. She has over thirty years of experience in the field of special education in public schools. She holds certifications from several states in learning disabilities, behavior disabilities, early intervention, and assistive technology. Dr. Fallon has published widely in issues of inclusion and advocacy for individuals with disabilities. Dr. Moira Fallon has been a leader in developing learning communities, promoting school leaders for continuous improvement, and identifying research based, supportive resources for improving professional skills. She is a Professor in the Department of Education and Human Development at The College at Brockport, State University of New York."}],"subjects":[{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":28,"name":"Secondary Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/secondary-education"},{"id":42,"name":"Psychology","parent_subject_id":9,"call_number":"BF121","visible_textbooks_count":51,"url":"https://staging.open.umn.edu/opentextbooks/subjects/psychology"},{"id":9,"name":"Social Sciences","parent_subject_id":null,"call_number":"H1","visible_textbooks_count":285,"url":"https://staging.open.umn.edu/opentextbooks/subjects/social-sciences"},{"id":43,"name":"Sociology","parent_subject_id":9,"call_number":"HM586","visible_textbooks_count":35,"url":"https://staging.open.umn.edu/opentextbooks/subjects/sociology"}],"publishers":[{"id":126,"url":"https://milneopentextbooks.org/","year":null,"created_at":"2018-09-07T12:22:37.000-05:00","updated_at":"2024-04-15T13:36:47.000-05:00","name":"Open SUNY"}],"formats":[{"id":181,"type":"PDF","url":"https://milneopentextbooks.org/download/instruction-in-functional-assessment-pdf-pdf/?tmstv=1672320892","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":182,"type":"eBook","url":"https://milneopentextbooks.org/download/instruction_in_functional_assessment-epub-epub/?tmstv=1672320892","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":3275,"type":"Online","url":"https://milnepublishing.geneseo.edu/instruction-in-functional-assessment/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":12,"reviews":[{"id":1522,"first_name":"Ben","last_name":"Bryan","position":"Adjunct Faculty","institution_name":"Rogue Community College","comprehensiveness_rating":5,"comprehensiveness_review":"This book is terrific. It covers not only the specific details of conducting a functional assessment with a variety of populations and contexts but also an explanation of the various theories that are important to understandint the functional analysis itself. This means the reader doesn't have to have extensive prior knowledge.","accuracy_rating":5,"accuracy_review":"As a psychology instructor, the psychological concepts are very accurate. There are no concerns about the accuracy and I would feel comfortable using this text. For example, noncontingent reinforcement is explained without any bias (which can be challening).","relevance_rating":4,"relevance_review":"Since many of the theories are classical psychological concepts, those will never 'get old' or outdated. This may be the point and I missed it, but... the ideal user of this text seems to be someone entering the field of using FA's in their line of work. It seems there could be an 'application' section to using it in non-work enviroments. i.e. benefits and challenges when using this at home.","clarity_rating":5,"clarity_review":"This book is very clear. Despite covering a relatively technical topic and 'soft science' it is clear and I don't think any college student would have trouble understanding the material and learning objectives.","consistency_rating":5,"consistency_review":"No concerns about the consistency of this book. There are many technical components to FA's, and this book seems to cover them without bias.","modularity_rating":4,"modularity_review":"The book could be used in modules, however there wouldn't be much application beyond a full class on FA. I suppose if you were talkinga about some of the background theories and wanted an application to FA that would be effectie (behaviorism for example). The introduction would also be relevant in any hands on human servies program. I also don't know if modularity should be a goal for this text.","organization_rating":5,"organization_review":"No concerns, seems great.","interface_rating":3,"interface_review":"I got lost a little bit here. This feature may exist and I don't know how to use it, but I didn't understand the role of the fillable discussion forums or quizzes. Is there an easy way to share this with other students or for instructors to get the responses? I suppose someone could print pages or screen shot them, but this wasn't clear to me. \nThe embedded hyper links to both the assignments and then the content area's were slick though. So the lower score may be my fault for not understand the instructor interface that well.","grammatical_rating":5,"grammatical_review":"No errors noticed.","cultural_rating":3,"cultural_review":"Cultural was addressed as something to be aware of, however there were minimal applications to how cultural differences may actually affect the FA results themselves. A concrete example of \"In hispanic culture, this behavior would imply a deficit in a certain area, whereas in African-American culture it would not\".","overall_rating":9,"overall_review":"Overall seemed great! I would use it in my class for sure. I may actually request to teach a FA class just so I can  use it","created_at":"2017-08-15T19:00:00.000-05:00","updated_at":"2017-08-15T19:00:00.000-05:00"},{"id":1847,"first_name":"Jeannie","last_name":"Golden","position":"Associate Professor","institution_name":"East Carolina University","comprehensiveness_rating":5,"comprehensiveness_review":"Very comprehensive review of functional assessment. Includes information about developmental and intellectual disabilities and challenging behaviors which is very helpful as well. I love the case examples, exercises, practice activities, templates, focus and discussion questions, graphs and tables.The literature review is also very thorough. I recommend including the concept of replacement behavior in the glossary.","accuracy_rating":4,"accuracy_review":"The book is very accurate in describing the most important concepts related to applied behavior analysis and functional behavioral assessment. One thing I might make more clear is the concept of a replacement behavior serving the same function as the problem behavior. The authors use an example of on task behavior as a replacement behavior for off-task behavior that serves the dual functions of peer attention and escaping demands. Technically, on-task behavior is not a replacement behavior that serves the same function. Requesting peer-attention or a break by asking for it would be more accurately considered a replacement behavior. This does not mean that the intervention that is suggested in the book is not appropriate. I am just concerned about the accuracy of the description of replacement behavior.","relevance_rating":5,"relevance_review":"I believe that many of the examples, case studies, activities, and cited literature make this book extremely relevant and that it will remain up-to-date or could be updated fairly easily.","clarity_rating":5,"clarity_review":"The book is very well written and easy to understand. It presents many difficult concepts in very clear, tangible ways so that the reader can grasp the concepts. Also, all the case studies, focus and discussion questions, and activities will help the reader to apply these concepts in real-life settings.","consistency_rating":5,"consistency_review":"The book is highly internally consistent in terminology and framework. I believe the authors provide equal attention to all the aspects of functional assessment that are important for the learner to understand and apply.","modularity_rating":5,"modularity_review":"The modularity of the book is excellent. Each of the chapters can stand alone and have sections that are clearly delineated. Also, each chapter has its own activities, questions, sample forms that can supplement the learning of the content.","organization_rating":5,"organization_review":"The book is well organized and flows in a logical sequence. The authors began with the types of disabilities and challenging behaviors that would warrant the use of functional assessment, provide an overview of applied behavior analysis and functional assessment, and then more in-depth instruction of the types of functional assessment as well as the methods of implementation leading to interventions.","interface_rating":5,"interface_review":"The book is free of interface issues. The highlighted terms and activities are very helpful and overall the book is very easy to navigate.","grammatical_rating":5,"grammatical_review":"The focus question at the beginning of chapter 3 \"What treatment approaches challenging behaviors and increase appropriate\nbehaviors?\" does not seem to be grammatically correct. Other than that, I did not notice any grammatical errors in the book.","cultural_rating":4,"cultural_review":"Under ethical considerations, the authors reference the importance of being non-discriminatory in terms of race, culture and language. However, they did not elaborate on this point or give any examples. They also mentioned the difficulties for teachers when English is a secondary language or behavior is influence by trauma experiences, but they did not explicitly provide ideas for assisting teachers in these areas.\n","overall_rating":10,"overall_review":"I am excited that I have found this open textbook. I thought that the authors wrote an excellent, useful and thorough text on the subject of functional assessment. I teach a graduate class titled \"Behavior Assessment and Intervention\" and I plan to use this open textbook in that class.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":2025,"first_name":"Crystal","last_name":"De Kam","position":"Human Service Faculty / Counselor","institution_name":"Century College","comprehensiveness_rating":5,"comprehensiveness_review":"The text cover more in depth than I had anticipated with regards to Functional Assessment.  The breakdown of Functional assessment is easy for individuals to understand and the later chapters are helpful for individuals who will teach the topic in the future.  I appreciated case examples, exercises, practice activities, templates, focus and discussion questions. The Glossary has a nice “return” feature which will bring the reader back to the point in the text where the word was.  I liked the additional materials in “Resources for Team Members of Interdisciplinary Professionals” which included syllabi ideas, and DVDs related to the topic. ","accuracy_rating":5,"accuracy_review":"I would feel comfortable using this text and have used several chapters.  The material appears accurate from a counseling and psychological perspective with no noticeable bias. ","relevance_rating":5,"relevance_review":"The research and content is up-to-date and the material covered is relevant to students entering the workforce.  The material appears to have longevity but as research continues could benefit from a renewal in 4-5 years.  These updates should be easy and straight forward to implement.  The examples given were accurate and meaningful and should have longevity to them. ","clarity_rating":5,"clarity_review":"No concerns for clarity were noted. It appears easy to read for individuals new to the topic by describing new words and terms as the text progresses.  Students in an entry level course expressed no difficulties with the clarity. ","consistency_rating":5,"consistency_review":"No concerns for consistency were noted.  It appears easy to read for individuals new to the topic by describing new words and terms as the text progresses.  ","modularity_rating":5,"modularity_review":"I have used smaller reading sections with no issues in the past for human service courses.  The first few chapters can make great standalone readings especially with the study material and questions at the end of the reading. ","organization_rating":5,"organization_review":"The books organization is logical, and it flows well.  No concerns were noted. ","interface_rating":4,"interface_review":"The book’s interface appears professional with no noticeable concerns and no distracting problems. ","grammatical_rating":5,"grammatical_review":"No grammatical errors noted.","cultural_rating":3,"cultural_review":"Cultural concerns are addressed but mildly.  Examples from instructors outside of the text would most likely be beneficial. ","overall_rating":9,"overall_review":"I particularly appreciate the first several chapters \" Challenging Behaviors of Individuals with Developmental Disabilities\" \"The Methodology of Functional Assessment: Process and Products\" and \"Treatment Implications Based on the Functional Assessment\" as modules in the human service courses to develop foundational knowledge about Functional Assessment. ","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2231,"first_name":"Jennifer","last_name":"McKenzie","position":"Assistant Professor of Special Education","institution_name":"Southern Utah University","comprehensiveness_rating":4,"comprehensiveness_review":"The clickable glossary is very useful, especially the function of the reader being able to return directly from the glossary entry to the place it is used in the text. The literature base is solid and the reference list give good resources for further inquiry.","accuracy_rating":4,"accuracy_review":"The authors’ choice of extant literature used in the text is very thorough and accurate. One inaccuracy noted is the authors’ assertion that functional assessment (FA) is a requirement of the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. IDEIA includes provisions for the use of functional behavior assessment (FBA) for students with disabilities whose behaviors impede their learning or the learning of others. Assessment is used more in educational settings, as it is not as intrusive as the more experimental “analysis”, in which conditions are manipulated to produce changes in behavior in order to determine the behavior’s function. The authors describe functional analysis, but readers may confuse the different topics when reading research outside of the text.","relevance_rating":5,"relevance_review":"Functional analysis and assessment have been used and researched for several decades without significant modifications to the methods. This text will be applicable for several years without the need for significant updates, except to add new literature with additional populations of students.","clarity_rating":3,"clarity_review":"The clarity of the text is excellent for educational practitioners. Chapter one has a significant amount of content that would need supplementary instruction for students who are new to Behaviorism and behavior change principles. The exercises at the end of each chapter help with this, though, by focusing the reader’s attention to important concepts and giving an opportunity to practice new knowledge and skills. The case study activities and blank forms at the end of the book are excellent and could be used as a resource for teacher trainers. \n\nAs a reader, I am a bit confused by the intended audience of chapters 5 and 6. The book’s initial chapters are written, it seems, for an audience of students who are new to the field of Behaviorism and functional assessment. Chapters 5 and 6, however, are clearly written for teacher educators in an attempt to help them teach college students about functional assessment. While this might be of great benefit to teacher educators, these chapters seem out of place.","consistency_rating":4,"consistency_review":"The text holds firm to the principles of Behaviorism and to the consistent use of correct functional assessment methods. As a scholar of the field, I found that some inconsistencies with the terms used may lead to confusion. For example, functional analysis is the long accepted term associated with the abbreviation “FA”, but the authors use functional assessment and use the abbreviation “FAn\" for functional analysis. These two terms are not the same and should not be used interchangeably, as analysis is an experimental approach and assessment is not. \n\nAlso see the comments above regarding chapters 5 and 6.","modularity_rating":5,"modularity_review":"This text is actually broken into much smaller segments of text than most textbooks, making it easier to digest the information in smaller units. Most of the chapters and activities could be arranged to fit a course in functional behavior assessment without undue disruption to the reader.","organization_rating":3,"organization_review":"The topics in the text are presented logically, beginning with an overview of the behavioral principles and building toward the complete understanding of using those principles to determine the function of behavior. \n\nAlso see the comments above regarding chapters 5 and 6.","interface_rating":5,"interface_review":"The interface is one of the strengths of this text. There are many good examples of behavioral principles and the tables add to the reader’s understanding of the concepts and are well placed in the text. It is visually appealing and easy to follow.","grammatical_rating":5,"grammatical_review":"The text is professionally written and there were no noticeable grammatical errors in the text.","cultural_rating":5,"cultural_review":"The authors incorporate relevant citations for literature that has included racial diversity in the studied samples. It has been well documented in the literature that principles of behaviorism apply across race, ethnic origin, and gender.","overall_rating":9,"overall_review":"This text as a whole would be an appropriate text for students studying low-incidence disabilities, such as the specific developmental disabilities mentioned in the text. Part of the book, such as chapters 1 - 4 would be applicable to a more general population studying behavior change principles.","created_at":"2018-06-19T19:00:00.000-05:00","updated_at":"2018-06-19T19:00:00.000-05:00"},{"id":2361,"first_name":"Shannon","last_name":"Hall-Mills","position":"Assistant In","institution_name":"Florida State University","comprehensiveness_rating":5,"comprehensiveness_review":"This text covers the basic tenets of functional behavior assessment with children, including a review of challenging behaviors that children with developmental disabilities may exhibit, methods for assessment and assessment driven treatment, pedagogical approaches to teach knowledge of functional assessment and clinical-decision making, training based on real cases, and resources for interdisciplinary teams. The text is written broadly enough for direct application in a variety of professional training programs, including programs in Communication Science and Disorders (CSD) preparing future speech-language pathologists (SLPs). For students pursuing a career in speech-language pathology, functional behavior assessment is an important component of a comprehensive evaluation model to address communication difficulties of children with a range of disabilities. Instructors can take the format of the case studies presented in this text to develop and embed additional case examples based on CSD clinical cases. The text provides an adequate base text to which instructors may provide supplemental material specific to the communication underpinnings of behavior to augment the main text. ","accuracy_rating":5,"accuracy_review":"The functional assessment strategies presented in the text are empirically-based and rooted in theories of applied behavior analysis.  ","relevance_rating":5,"relevance_review":"This text addresses a gap in the literature for school-based CSD students. Behavior challenges of children is the #1 challenge reported by graduate students and their supervisors. The content is relevant to current and future practices. When additional or emerging evidence arises for specific functional behavior strategies or techniques, the structure of the text lends well to incorporating updates as needed.  ","clarity_rating":4,"clarity_review":"The text is written in a clear, concise, and well-organized manner. The level of the language is appropriate for advanced undergraduate, graduate, doctoral, and professional level students or trainees. Given the specialization of the topic, there are many technical terms and concepts throughout the text. However, the authors provide a comprehensive glossary of terms to aid the reader. My only suggestion for further enhancing the clarity of the text would be to incorporate a list of the necessary prerequisite knowledge and skills recommended for readers to have prior to reading this text. ","consistency_rating":4,"consistency_review":"The framework and terminology are consistent throughout the text. The types of behaviors and the need for functional  behavior assessment extends beyond the developmental disability categories listed in chapter 1. For example, in addition to children with intellectual disability, autism, cerebral palsy, and medical conditions such as epilepsy, children may present with different diagnostic labels but with similar challenging behaviors, such as children with speech and/or language impairment. Speech-Language impairment can be a primary disability, but it may also manifest as a disability secondary to other disabilities, and is the most common disability among young children and school-age children. It would suffice to add more developmental disability categories to Table 1, and then refer  broadly to \"developmental disabilities\" except for case-based examples. ","modularity_rating":5,"modularity_review":"It is feasible to incorporate individual sections of the text as separate modules, either within a single course or across courses. The chapters can stand alone in this way, and be organized for different courses based on the student/trainee level and scope of the course. The text can be flexibly packaged for different courses. I also foresee the text lending well to professional development courses for experienced educators and clinicians. The interdisciplinary focus of the text supports interdisciplinary or interprofessional education. ","organization_rating":5,"organization_review":"Each chapter begins with reflection questions that can be used as a pre-reading strategy but also setting the climate in the classroom for discussion. Each chapter ends with a series of discussion questions. These can be used as a post-reading comprehension strategy for students in their independent reading, but also for highlighting key ideas during class meetings. Some of the discussion items can be prompts for written projects. Some of the reflection questions can be used for reflection journal stems. \r\n•\tCase studies provide many opportunities for contextual illustration and in-class practice of FA strategies\r\n","interface_rating":5,"interface_review":"The text is easy to navigate, images are clear, and visual features are used to aid the reader. ","grammatical_rating":5,"grammatical_review":"The text contains no grammatical errors. ","cultural_rating":3,"cultural_review":"The cultural context of functional assessment is addressed briefly in chapter 2. Instructors and students of multiple disciplines, including CSD, which focus on culturally relevant and culturally responsive practices, will need to augment this text with additional content for this purpose. ","overall_rating":9,"overall_review":null,"created_at":"2018-11-05T16:51:38.000-06:00","updated_at":"2018-11-05T16:51:38.000-06:00"},{"id":2895,"first_name":"Rodger","last_name":"Bufford","position":"Professor, Graduate School of Clinical Psychology","institution_name":"George Fox University","comprehensiveness_rating":5,"comprehensiveness_review":"Focused on individuals with developmental disabilities and disruptive behaviors, Instruction in Functional Assessment provides an overview of applied functional analysis. It begins with a clear review of behavior theory and a description of common forms of developmental and behavioral difficulties that may be encountered.  Functional analysis/assessment is then introduced as the tool for identifying the characteristics of the problem behaviors and their controlling conditions. Treatment planning and implementation come next, along with assessing outcomes. Next, practical materials and case studies for training in functional analysis skills are provided. The book ends with a list of resources for and several blank templates that can be used to support practical implementation of functional analytics skills. Training materials, references, and an extensive glossary complete the volume. ","accuracy_rating":5,"accuracy_review":"Concepts and processes related to functional analysis are accurately and concisely presented. ","relevance_rating":5,"relevance_review":"The review of literature related to functional assessment is current and extensive. Functional assessment is an established field that began with work in the 1960s, so it is anticipated that looking forward the pace of change will be slow and revisions can be incorporated as needed. Public school classrooms are a focus of the material, but suggestions for adaptation to other settings are provided. ","clarity_rating":4,"clarity_review":"In general concepts and processes were carefully and clearly explained; a glossary was also provided. However, a couple exceptions to such clarity were encountered. Also, coding symbols used in Table 20 were not explained and may pose a challenge for readers; this occurred in a couple of other places as well. ","consistency_rating":4,"consistency_review":"Contents were generally consistent. An exception is that on page 51 a question is posed about “five ways to determine if treatment is effective.” It appears to refer to a list of five aspects of treatment effectiveness listed on page 45. The lack of conceptual/linguistic consistency seemed confusing.  ","modularity_rating":3,"modularity_review":"Because the goal of this volume is to facilitate development of the knowledge and skills of functional analysis, most readers will likely wish to use all of this short text. However, those who possess either pertinent knowledge or skills may find the counterpart materials helpful by themselves. The resources may also be of use on their own. ","organization_rating":5,"organization_review":"Progression of the material from knowledge to skills and application is clear, as noted above.\r\n\r\n","interface_rating":5,"interface_review":"No difficulties were encountered. ","grammatical_rating":5,"grammatical_review":"Grammar and English usage were excellent. ","cultural_rating":4,"cultural_review":"The primary domains of diversity addressed here is those of developmental disability and disruptive behavior. Disruptive behavior involves patterns of behavior or psychological distress commonly found among the mentally ill, persons diagnosed as mental disorders. Because children who manifest developmental disability and disruptive behavior are often placed in public school classrooms, school applications of functional analysis are emphasized. Cultural differences are addressed briefly on p. 28 as well. ","overall_rating":9,"overall_review":"Focus questions precede and discussion questions and practice exercises follow most chapters. Numerous charts, diagrams, figures, and recording sheets are provided. \r\nEthical considerations are also addressed. \r\n","created_at":"2019-05-09T11:59:22.000-05:00","updated_at":"2019-05-09T11:59:22.000-05:00"},{"id":2992,"first_name":"angela","last_name":"whalen","position":"Clinical Associate Professor, School Psychology","institution_name":"University of Oregon","comprehensiveness_rating":4,"comprehensiveness_review":"This text provides an overview or introduction to (1) functional assessment and (2) teaching functional assessment to others. It provides a good amount of detail to provide working knowledge for teachers and other school staff who may participate on school teams that are conducting FBAs and/or using FBA results to develop behavior intervention plans. It probably does not have the depth needed as a text for training individuals (e.g., school psychologists, behavior specialists) to conduct FBAs or lead school teams in this process. This text could provide a foundation for knowledge-building, which could easily be supplemented with additional resources for further skill development.","accuracy_rating":5,"accuracy_review":"There is good coverage of the technical aspects of functional assessment. I found Chapter 3: Treatment Implications Based on the Functional Assessment to be one of the greatest strengths of this text - full of great information and resources for intervention planning.","relevance_rating":5,"relevance_review":"The content of this text is highly relevant to anyone working with children who demonstrate challenging behaviors. Chapters 1-3 are appropriate for individuals involved with assessment and intervention for challenging behaviors in schools or other settings. Chapters 4-6 are relevant for individuals who teach functional assessment to others, or supervise novice practitioners.","clarity_rating":4,"clarity_review":"The authors use language that is accessible to the lay person or education professional, while also presenting the technical terms commonly used in ABA and other fields of psychology. Some sections, especially related to single-case design, may be a bit technical for readers who do not have a background in that area. There are links to a glossary of terms throughout, so readers can quickly obtain more detailed definitions of terms used in the text. The inclusion of many examples and case studies to illustrate concepts, along with opportunities for the reader to practice, make this useful for teaching graduate students.","consistency_rating":4,"consistency_review":"Overall, there was good consistency with the writing and terminology used. A few times, I would have liked the authors to be more precise with their use of ‘functional assessment’ and ‘functional analysis,’ but this was a minor issue.","modularity_rating":5,"modularity_review":"This almost seems like two texts in one. Chapters 1-3 could stand alone as an introduction to functional assessment. Each chapter could provide a nice \"unit\" of learning. Chapters 4-6 could stand alone as a resource for teaching functional assessment or supervising novice practitioners. Chapter 7 includes a variety of useful resources such as forms that can be used for observations/data collection or for teaching basic functional assessment skills. These resources would be helpful as stand alone materials, as well.","organization_rating":5,"organization_review":"Well organized.","interface_rating":5,"interface_review":"The online text is easy to use and navigate. Chapters can be viewed individually, which helps reduce the amount of scrolling. ","grammatical_rating":5,"grammatical_review":"No grammatical errors noticed in the text.","cultural_rating":4,"cultural_review":"Although not a primary focus of the text, cultural considerations for using functional assessment with individuals with disabilities are present throughout.","overall_rating":9,"overall_review":null,"created_at":"2019-06-15T14:28:38.000-05:00","updated_at":"2019-06-15T14:28:38.000-05:00"},{"id":4910,"first_name":"Jody","last_name":"Siker","position":"Assistant Professor","institution_name":"Northeastern Illinois University","comprehensiveness_rating":4,"comprehensiveness_review":"This book focuses on defining functional assessment and functional analysis and covers this topic well. There are resources and case studies throughout. I also appreciate the guiding questions at the beginning of chapters and the questions at the end of chapters. The organization of the text could be improved as could the targeting of information to the intended audience. Although the authors target practitioners in their introduction, the text seems to be targeted to university instructors who prepare those practitioners. The quality of case studies and resources is high as is the glossary, which is easily navigated by clicking on a red word and being able to return to the same spot in the text after reading the definition. The intended aim at practitioners is also missing a real explanation of working with families, especially those from non-dominant communities. In addition, the description of disabilities in chapter one is cursory and not comprehensive.","accuracy_rating":4,"accuracy_review":"The text is clearly research-based and has a deep coverage of functional assessment and functional analysis. There is also a very clear description of behavior analysis and definitions therein. The flow chart in chapter 2 is very helpful in understanding the functional assessment process and there are many opportunities to practice skills using detailed cases. This approach of behavior analysis is aligned with practices of BCBAs and so it has the biases of focusing on those practices as the only way to approach behavior analysis. The dominant culture is strongly represented in the description of these practices and the language used in the book. There is one paragraph about collaborating with diverse families, but the rest of the book is about using these specific practices or teaching others how to use them. These family considerations pop up in chapter 2 (which is otherwise about different approaches to assessing behavior) for one small paragraph and the idea of “culture” is there, but it’s a very dominant approach to the idea of families and focuses on a disconnect, a deficit view of families who have different beliefs. The authors mention that practitioners must understand families, but the section is short and doesn’t have practical strategies or mention systemic inequities that leave families out by design.","relevance_rating":4,"relevance_review":"The book is relevant to current times and practices because these concepts of behavior analysis are currently the gold standard in place across settings. Collecting and using data to understand behaviors and then being proactive and/or teaching replacement behaviors is the current process (and best process) in place. If the audience is university faculty or professionals who train practitioners, the later chapters (3-6) are relevant. Chapter 3 covers treatment for behaviors, which is helpful because after you have assessed behavior, it’s time to teach replacement behaviors and/or be proactive in preventing target behaviors to occur at all. Chapter 4 talks about how to teach FA (e.g., BCBA programs, online programs, simulation) which isn’t contextualized and basically switches the intended audience of the book from students learning to work with students with challenging behaviors to their university instructors. I do like the examples and cases at the end. Chapter 5 is about teaching Functional Analysis in different ways. The role-play method draws on Gardener, which is a pretty dated reference. In chapter 6, the author’s present a new way of teaching FA, the FACT approach. This uses case studies to teach about FA. All of this is good information, but it is unclear who the audience is.","clarity_rating":3,"clarity_review":"There are a lot of clear and detailed case studies and materials in the book. The examples and activities are wonderful, but the text is mostly written for advanced audiences, perhaps professionals who are already BCBA certified. For the intended audience, the writing is too advanced and full of jargon. There is a lot of technical language required when trying to understand behaviors, but this text is not approachable overall. The cases and examples are highly approachable, though. It's the chapter content that skews too technical.","consistency_rating":5,"consistency_review":"This book is consistent in the language and approach to FA and FAn. The structure of the book is clear and predictable. I appreciated the glossary where you can click on words, read the definition and jump back to that point in the book. I like the additional links included and peer review is evident.","modularity_rating":4,"modularity_review":"This text is organized in a logical way to be able to assign one chapter at a time. The materials to assess if students did the reading and understand the concepts are all present in the book. There are fillable forms for answering questions about content and also engaging more fully with the case studies. I can envision activities in class that would use the materials provided within the chapters and at the end of the book in the \"resources\" section. The first chapter is less effective in terms of modularity and needs more visuals. Each chapter improves on availability of visuals and examples. If I were using this text in a class, I would probably skip chapter 1 because I don't like how it covered disability. I would start with chapter 2 and supplement that chapter with articles about working with diverse families. The rest of the chapters are fine on their own.","organization_rating":3,"organization_review":"The organization within chapters and between chapters needs work. I can see the intent to start big-picture and move to a more detailed approach of the FACT model, using case studies to teach functional assessment. The organization of the first chapter starts with disability definitions and then moves directly into defining and measurability of behavior and methods. Then it jumps back out to prevalence and risk factors. Chapter 4 talks about how to teach FA (e.g., BCBA programs, online programs, simulation) which isn’t contextualized and basically switches the intended audience of the book from students learning to work with students with challenging behaviors to their university instructors. The overall organization needs work because it is unclear.","interface_rating":5,"interface_review":"The interface is a strength of this text. I like the fillable forms used for questions and assessment protocols. I also like the glossary and how you can jump back to where you were reading because every word as a \"return\" button. Images and charts are clear and not distorted or distracting. I prefer chapters (e.g., 3-6) with more visuals and examples. It might have helped to use appendices more so that case studies and examples don't interrupt the text, but I like taking breaks from large blocks of text to consider and application of what I just learned.","grammatical_rating":5,"grammatical_review":"The book is clear and technical, but grammar is intact.","cultural_rating":3,"cultural_review":"Family considerations pop up in chapter 2 (which is otherwise about different approaches to assessing behavior) for one small paragraph and the idea of “culture” is there, but it’s a very dominant approach to the idea of families and focuses on a disconnect, a deficit view of families who have different beliefs or who are from non-dominant communities. The authors mention that practitioners must understand families, but the section is short and doesn’t have practical strategies or mention systemic inequities that leave families out by design. The book is not inherently offensive, but it whitewashes diverse voices and opts out of a real consideration of cultural diversity.","overall_rating":8,"overall_review":"Although I'm not sure who the intended audience is and I didn't like chapters 1-2, I did appreciate the rest of the book. The case studies and examples are wonderful and there is a real overview of the terms and concepts needed to assess and understand behavior.","created_at":"2021-05-11T16:49:08.000-05:00","updated_at":"2021-05-11T16:49:08.000-05:00"},{"id":33348,"first_name":"Jennifer","last_name":"Walker","position":"Associate Professor","institution_name":"University of Mary Washington","comprehensiveness_rating":4,"comprehensiveness_review":"The table of contents is presented with a helpful, clickable option to find information in the text. In addition, the table of contents has a drop down option where an overview of the contents is provided. The book covers a great deal of information about functional analysis and includes several other resources. Each chapter starts with focus questions, contains additional resources, and ends with discussion questions and exercises for the reader. While templates are provided as a resource, these are downloadable, creating some challenges with internet security. The references are extensive and up to date and the glossary provides a lengthy list of terminology. These terms are easily accessed by clicking on red words that take the reader directly to the definition. Overall, it is difficult to discern if the targeted audience are practitioners or those who prepare these practitioners.","accuracy_rating":4,"accuracy_review":"The authors used up to date and relevant literature to support this text. In chapter two, the authors note that one reason to use a functional analysis (FA) is because it is required by federal law. This is not an accurate statement and may confuse readers since the law specifies the use of functional behavior assessments (FBAs), not FAs, which are different processes. While the content appears correct from a behavior analyst perspective, it is not completely accurate from an educational standpoint. It may be helpful for the authors to shift the references from the Council for Exceptional Children to High Leverage Practices.","relevance_rating":5,"relevance_review":"The content of this text would be relevant and helpful to anyone working with students or children with behavioral needs. There is a foundational component to the text that describes terminology and basic principles as well as more in depth \"how to\" chapters. While the intended audience is somewhat unclear, this text can benefit both practitioners and those who teach these practitioners. While the text may require small updates as it relates to research based practices and law, little will likely change in the next several years.","clarity_rating":5,"clarity_review":"The information presented in this text is straightforward and clear for readers. Terms are defined in an easy to understand format that doesn't require extensive background knowledge in behaviorism. The discussion questions and case studies require the readers to home in on the key components from each chapter, which is helpful. In some sections, it would be beneficial to have more concrete examples to ensure understanding. Much like the case studies are written, having a scenario to ground the terms and processes would be a welcome addition.","consistency_rating":5,"consistency_review":"The framework of this book is extremely consistent, using the same format throughout. There are some inconsistencies with terminology, specifically FAs, FBAs, and FAn, leading to confusion. Overwhelmingly though, the book flows logically and builds upon knowledge from previous chapters.","modularity_rating":5,"modularity_review":"The text is easy to read and contains a sufficient amount of charts, tables, graphs, and subheadings. The sections are clearly delineated with headings, creating bite-sized readings. Chapter 1 has less of these visual breaks, but it is still divided into sections. If this text were used in a course, it could be easily parsed out by chapter or section as a stand alone instructional unit. In particular, chapters 4-6 would be an excellent way to teach functional assessment. In addition, the resources provided in chapter 7 could also be used independently of the book, or in conjunction with case studies and discussion questions.","organization_rating":5,"organization_review":"The text is well organized and is written in a progressive format (overview of principles to determining functions of behavior). The chapter order is logical and clear. No concerns noted.","interface_rating":4,"interface_review":"The text is presented in a professional manner and uses consistent text font, size, and headings. Each chapter can be viewed in its entirety individually. There are several graphs embedded in the text and each of these are easy to read and understand. Terms are highlighted and these are easy to click on and review. The only challenge with this text is the resources, which are downloads. It would be my preference to be able to view these documents first, and then download them if I was interested.","grammatical_rating":5,"grammatical_review":"No grammatical errors were noted in this text.  The text is professionally written.","cultural_rating":4,"cultural_review":"The text includes a section on the family's contribution to the assessment of the individual's challenging behavior, which includes a section on understanding culture. The example provided is helpful for the reader and inclusive of cultural differences. It would be nice to see this woven throughout all of the chapters, with reminders or examples about how culture may impact or influence behavior. The authors do include literature as references, but these instances are concentrated and minimal. Given that cultural differences may influence the results of the FA, additional examples would be beneficial.","overall_rating":9,"overall_review":"Overall, this text is a great resource when teaching about functional analysis. The format is straightforward and easy to read by novice practitioners, which is so important! I will definitely return to utilize portions of the book as well as the discussion questions and case studies.","created_at":"2021-07-13T19:06:19.000-05:00","updated_at":"2021-07-13T19:06:19.000-05:00"},{"id":33719,"first_name":"Ben","last_name":"Bryan","position":"Adjunct Faculty, Social Science Department","institution_name":"Rogue Community College","comprehensiveness_rating":5,"comprehensiveness_review":"This book seems totally comprehensive. It does a good job of bouncing between clinical definitions, assessment tools and explanations which creates academic credibility from page one. For example, it highlights the differences, strengths and weaknesses of the indirect, observational, and experimental format of assessment. May academic tests focus only on observational and experimental structures as they are the most academic.","accuracy_rating":5,"accuracy_review":"My familiarity with Functional Assessment comes from a master’s level social work perspective primarily with chronic and persistent mental illness. From this perspective, the content in this textbook is completely accurate, unbiased and error free.  The theory, rationale and effectiveness is explained an thorough manner and addresses any counter-intuitive points well.","relevance_rating":5,"relevance_review":"The content is up to date and as its assessment based, the content is timeless and could easily be adapted to remain contemporary. It would be fascinating to keep older examples in as behavioral norms change. It uses examples from current situations to illustrate the points and learning objectives.","clarity_rating":5,"clarity_review":"This text is appropriately clear, it is helpful that there are embedded definitions, assessment tools and links to the glossary. This makes it easy to find more information about a topic without being distracted or easily losing your place. In addition, it is clearly written such that both students new to the idea of functional assessment can follow the material while more experienced readers can incorporate what they already know to deepen their understanding.","consistency_rating":5,"consistency_review":"The text is internally consistent in terms of terminology and framework.\tThis book is 100% consistent. As it is academic and addresses the same tools throughout each chapter there is a risk it could contradict itself as some other books do. However, the theory beyond the interventions remain consistent throughout the application to each special-needs application.","modularity_rating":5,"modularity_review":"This text does rely on itself as the cases build in complexity towards the end of the book. However, it does not seem possible given the content to drastically change that. With that being said, it is organized into coherent, reasonably paced chunks. In addition, as it is organized by population, some content could be left out if this text was being used in a specific program (teachers vs therapists for example).","organization_rating":5,"organization_review":"The topics are presented in a clear and concise manner. Theories are introduced alongside their intended applications which makes their use grounded and easy to understand. Each chapter is divided into intuitive sub-chapters or modules that progress in a logical manner.","interface_rating":4,"interface_review":"This text is in a relatively standard e-book online format. The interface isn’t complex, but it is effective and there are no errors or barriers to use present in what I reviewed. \r\nI didn't give full points because it would have been nice to have the Chapters divided into smaller modules with clickable links through the table of contents","grammatical_rating":5,"grammatical_review":"No errors. Sentence structure, grammar punctuation and cadence are all professional and college level.","cultural_rating":3,"cultural_review":"This book is not culturally incompetent, however, examples of how cultural diversity could affect functional assessment were noticeably absent. The word ‘culture’ was only used three times in the entire book. The passage below discussed differences exist in culture, but does not provide insight into what those may be or how the assessor should approach people different than themselves. \r\n\t\t\t\t\t\t\t\t\r\nUnderstanding the family and their culture is necessary when assessing an individual’s challenging behavior. Cultural differences may involve any combination of age, race/ethnicity, social class, sex, language, religion, sexual orientation, ableness (special needs), regionality, and nationality. For instance, a family may come from cultural contexts with very different viewpoints about education and appropriate child behaviors and this may be involved with the occurrence of the individual’s challenging behaviors. The more different the cultural background of the family, the more likely that the individuals involved will face cultural conflicts resulting from those differences (Brown, 2010). This is especially true when sensitive topics or cultural incidents occur. Understanding the family and the cultural context of the family is critical to a comprehensive assessment and treatment. Professionals must ensure that families are part of the process and strive to build a positive, strong partnership with the family.","overall_rating":9,"overall_review":null,"created_at":"2022-03-07T13:50:18.000-06:00","updated_at":"2022-03-07T13:50:18.000-06:00"},{"id":34373,"first_name":"Kristen","last_name":"Humphrey","position":"Professor","institution_name":"Pittsburg State University","comprehensiveness_rating":5,"comprehensiveness_review":"The text starts with foundational information about challenging behavior.  It then explains what a functional behavioral assessment is and various methods of collecting information for the assessment. Then, development of a behavioral plan is addressed.  These were the topics I was most interested in utilizing, but the text also addresses how to teach this content to others.","accuracy_rating":5,"accuracy_review":"I found the content to be accurate and consistent with what I know about functional behavioral assessments.","relevance_rating":5,"relevance_review":"The content is up to date and it is appropriate for those wanting to conduct FBA and develop behavior intervention plans for children served in special education. Further, it has relevance to other settings where individuals may present with challenging behavior.","clarity_rating":5,"clarity_review":"The content is presented in an easy-to-understand manner. I plan to use it with undergraduate students and feel confident that the content will be accessible to them.","consistency_rating":5,"consistency_review":"The text was consistent in regard to terminology and style of presentation throughout the chapters.","modularity_rating":5,"modularity_review":"The content will be easy to assign to students in manageable sections.","organization_rating":5,"organization_review":"The topics are presented in a logical order with foundational information first and higher concepts as one moves through the text.","interface_rating":5,"interface_review":"The text displayed appropriately in the online link, in the downloaded pdf, and in the Kindle app for iPad.","grammatical_rating":5,"grammatical_review":"I found no grammatical errors.","cultural_rating":5,"cultural_review":"I appreciated the respectful language regarding people with disabilities and the ethical considerations that were addressed.","overall_rating":10,"overall_review":"I appreciated the discussion questions, worksheets, and assignment ideas included.","created_at":"2023-01-16T23:20:02.000-06:00","updated_at":"2023-01-16T23:20:02.000-06:00"},{"id":34972,"first_name":"John","last_name":"Romig","position":"Assistant Professor","institution_name":"University of Texas at Arlington","comprehensiveness_rating":5,"comprehensiveness_review":"This book provides a thorough explanation of Functional Assessment and its applications in a wide variety of settings addressing diverse behaviors.","accuracy_rating":5,"accuracy_review":"I found no errors in the book.","relevance_rating":5,"relevance_review":"The citations are current to when the book was published (2014). Supplementing with more current citations may be useful, but the content of the book does not feel dated.","clarity_rating":5,"clarity_review":"The glossary is very helpful for explaining technical language used in the book. The book is written at an introductory level for beginners in functional analysis and the writing reflects this intent.","consistency_rating":5,"consistency_review":"The book used technical language consistently throughout and consistently applied the functional analysis framework.","modularity_rating":5,"modularity_review":"This book is quite short overall. It could easily be included as a module within a larger behavior modification course or assessment course. Within the book, it is also easily divided into smaller modules. It is not overly self-referential (although the material logically builds on previous sections). \r\nThere is a chapter on teaching functional analysis, which might be especially useful to break out into a separate module for behavior analysis supervisors, doctoral candidates, or other advanced users of functional analysis.","organization_rating":5,"organization_review":"The content of the book logically builds on each previous section.","interface_rating":3,"interface_review":"I found no navigation problems. All links worked. \r\n\r\nA couple things could be improved related to interface: 1. when clicking on links to the glossary, it would be nice if the hyperlink opened a textbox with the definition on screen where I am reading the text, not going to a separate glossary page. 2. some of the tables were difficult to read. It wasn't always clear what information went with which row.","grammatical_rating":5,"grammatical_review":"I found no grammatical errors.","cultural_rating":5,"cultural_review":"I did not find any material in the book that was culturally insensitive or offensive. However, given that the focus of the book is functional analysis and reducing some behaviors, I know some people find this concept offensive. I think this is an idea that needs to be roundly rejected in our field, but nevertheless, it persists. The book does not deal with these ethical objections some have to the idea of reducing or eliminating some behaviors.","overall_rating":10,"overall_review":null,"created_at":"2024-04-01T09:26:49.000-05:00","updated_at":"2024-04-01T09:26:49.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/instruction-in-functional-assessment","updated_at":"2025-12-15T02:36:02.000-06:00"},{"id":718,"title":"Trauma-Informed School Practices: Building Expertise To Transform Schools","edition_statement":null,"volume":null,"copyright_year":2019,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"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. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our student's ability to learn and thrive throughout the lifespan.","contributors":[{"id":4866,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Anna A.","middle_name":null,"last_name":"Berardi","location":null,"background_text":"Anna Berardi, Ph.D., is the founder and director of the Trauma Response Institute, and a tenured professor of marriage and family therapy in the Graduate School of Counseling at George Fox University—Portland, Oregon. Anna began her work as a social worker, and is a licensed and practicing psychotherapist, utilizing best-practice trauma-informed approaches such as Eye Movement Desensitization and Reprocessing (EMDR), Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), and Emotion-Focused Therapy (EFT) to facilitate healing processes for individuals and couples impacted by the lingering effects of trauma. For the past 25 years she has advocated for the needs of marginalized and under-served populations through the training of mental health professionals, including school counselors and school psychologists, serving various communities in the Pacific Northwest. Anna’s scholarly publications and conference presentations primarily focus on clinical supervision and training, social justice advocacy, and trauma-informed care."},{"id":4867,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Brenda M.","middle_name":null,"last_name":"Morton","location":null,"background_text":"Brenda Morton, EdD., is a tenured Associate Professor in the School of Education at George Fox University. She taught middle and high school at both public and private schools in Oregon and is a licensed administrator. In 2009, Brenda joined the faculty at George Fox University School of Education, where she works in teacher preparation with undergraduate and graduate students. Early on in her career, Brenda recognized the needs of at-risk youth and began to focus on this specific group of vulnerable learners. In 2010, Brenda and her family became a foster family to a sibling group of four. The challenges and joys of foster parenting led her to focus her dissertation on academic outcomes of foster youth. Her dissertation was an extension of her love for at-risk youth and deep desire to understand, connect, and create a path forward. To that end, she earned certification as a National Dropout Prevention Specialist and a post-doctoral certification in Trauma Response."}],"subjects":[{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":28,"name":"Secondary Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/secondary-education"},{"id":42,"name":"Psychology","parent_subject_id":9,"call_number":"BF121","visible_textbooks_count":51,"url":"https://staging.open.umn.edu/opentextbooks/subjects/psychology"},{"id":9,"name":"Social Sciences","parent_subject_id":null,"call_number":"H1","visible_textbooks_count":285,"url":"https://staging.open.umn.edu/opentextbooks/subjects/social-sciences"}],"publishers":[{"id":696,"url":"https://digitalcommons.georgefox.edu/pennington_epress/4/","year":2019,"created_at":"2019-05-28T14:52:34.000-05:00","updated_at":"2019-11-04T22:00:59.000-06:00","name":"George Fox University Library"}],"formats":[{"id":1359,"type":"PDF","url":"https://digitalcommons.georgefox.edu/pennington_epress/4/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1360,"type":"Online","url":"https://traumainformedschoolpractices.pressbooks.com/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1361,"type":"Hardcopy","url":"http://www.lulu.com/shop/anna-berardi-and-brenda-morton/trauma-informed-school-practices-building-expertise-to-transform-schools/paperback/product-24267655.html","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1748,"type":"eBook","url":"https://digitalcommons.georgefox.edu/pennington_epress/4/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":15,"reviews":[{"id":3304,"first_name":"Sheila K.","last_name":"Marquardt","position":"Coordinator of Global Initiatives (Former Professor in Teacher Education)","institution_name":"Michigan State University","comprehensiveness_rating":5,"comprehensiveness_review":"This textbook is much more than a textbook.  It is, in a sense, an entire course. While there is not an index/glossary, the text clearly defines terms, and builds in reminders of relevant terminology. Not only is this text helpful when thinking about trauma for personal knowledge, it is a handbook for re-designing educational spaces, including classrooms and schools, to better meet the needs of children who experience trauma. The text includes handouts, assessment tools and connections to relevant resources.\r\n","accuracy_rating":5,"accuracy_review":"As a certified Trauma Sensitive School Facilitator, I have been involved in multi-year projects that have utilized processes and procedures as described in this text. I find the information is current, accurate, and written in an accessibly way.  It is introducing best practices in the field of Trauma Informed Practice.\r\n","relevance_rating":5,"relevance_review":"This text is relevant across multiple positions within educational settings, and includes information specific to teachers, social workers, therapists, administrators, and community members.  Often, parents and community members are left out of this conversation, and I appreciate the authors’ addition of this population.  One weakness in most Trauma resources is the absence or limited reference to trauma as it relates to issues of social identity, particularly in terms of racialized violence and sustained poverty.  Overall, this text leaves space for those conversations, though the field needs to improve this overall. As we continue to learn about how the brain and body respond to adverse childhood experiences, the text can be easily updated. \r\n","clarity_rating":5,"clarity_review":"The text is clear and accessible.  In particular, I appreciate the organization that provides foundational information, plans for implementing the practice and ways to sustain trauma informed practices.  The text provides clear examples and vocabulary support. The resources are clearly marked, and the links to outside sources work.  \r\n","consistency_rating":5,"consistency_review":"The text is consistent in its presentation and structure.  The chapters are consistent in structure, the pop-outs with additional information, case studies, vocabulary support and resources follow a pattern.  I know where to look in each chapter for specific information.  \r\n","modularity_rating":5,"modularity_review":"The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course.  In fact, in the work I have done as a trauma informed practice facilitator in schools, we often use a very similar breakdown of the modules presented here—it is presented in a way that is seen as best practice in the field.  Ideally, each section will allow for presentation, application and reflection as it is written—the foundations will need to be learned before moving to the implementation phase.  However, these are easy to break down by chapter.  \r\n","organization_rating":5,"organization_review":"The text is developmentally appropriate in its organization.  The foundational pieces are important in painting the overall picture of why we need trauma informed practices in schools, and gives a strong overview of how the body is affected by trauma, especially in childhood.  The foundations will be useful for most helping professionals, and the implantation and sustaining sections of the text are useful and practical. \r\n","interface_rating":5,"interface_review":"The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader.  It is organized well, and the links all work.  While the text is not particularly colorful or full of pictures, it does provide various pop-out boxes, charts with links, resource lists with live links, etc.  All of the links I interacted with worked well. \r\n","grammatical_rating":5,"grammatical_review":"I have no concerns about the grammatical aspects of the text.  All of the citations seemed correct. \r\n","cultural_rating":4,"cultural_review":"I did not see any red-flags regarding the cultural sensitivity of this text.  The field still has a way to go in terms of including the intersections of trauma and racialized violence and sustained extreme poverty in creating trauma informed schools.  This text does leave space for those conversations at various points in the text, thought it does provide extended information about the social factors related to trauma, which is consistent with the field overall.","overall_rating":10,"overall_review":"I was pleasantly surprised to come across this text.  I’ve been working with a group of people for many years on trauma informed practices in schools, and it was so nice to see all of this information in one place.  I strongly recommend this text for educators as they consider how they might build more compassionate schools by using trauma informed practices that lead to student success. \r\n","created_at":"2019-11-21T12:49:22.000-06:00","updated_at":"2019-11-21T12:49:22.000-06:00"},{"id":3458,"first_name":"Naomi","last_name":"Tuinstra","position":"Senior Instructor","institution_name":"Eastern Oregon University College of Education ","comprehensiveness_rating":5,"comprehensiveness_review":"At a time when everyone is being asked to implement \"Trauma-Informed Practices\" in educational communities, this text stands out as one of the most thorough and comprehensive resources for anyone looking to do this work well. Many resources gloss over or omit important aspects of this work such as the contextual factors and systemic pressures that influence the prevalence of trauma, as well as the role of identity of the educator in this work - two topics that are included in this text in some detail.  ","accuracy_rating":5,"accuracy_review":"This text provides accurate information with reference to various theories and contexts. It includes a broader perspective from which to view the work of creating trauma-informed educational communities, which allow for a more accurate discussion and application of strategies to be applied. ","relevance_rating":5,"relevance_review":"Content is up to date and includes relevant and current examples and trends as contexts for learning. In this field, much of what is being sold to schools and to teachers is the 'golden ticket' program that will 'solve all of your problems'. Not only does this text acknowledge that this is happening, but situated itself within this context as a useful tool for any educator to use as these programs are rolled out, with which to evaluate effectiveness and thoroughness of any such program. ","clarity_rating":5,"clarity_review":"The authors come from different fields (one from education and one from mental health) which provides a well-explained deeper look at the mental health aspects of this work, as well as the practical application side of implementing this work in school settings. The text is clear and provides adequate context and explanation of all technical terminology. ","consistency_rating":5,"consistency_review":"Text is consistent and draws from a variety of fields and perspectives. ","modularity_rating":5,"modularity_review":"The design of this text is very easy to use as modules. Within each section, each chapter focuses on one aspect of the work and several useful color coded boxes with text that preface each chapter and can be referenced for modules (i.e. Desired Outcomes, Key Concepts, Overview, etc). ","organization_rating":5,"organization_review":"Organization of content is logical and easy to follow. ","interface_rating":5,"interface_review":"Easy to read, no issues observed. ","grammatical_rating":5,"grammatical_review":"Text is well written and contains no errors that I noticed. ","cultural_rating":4,"cultural_review":"While the authors go to great lengths to include information about various populations of students and parents, and the ways in which systemic factors might influence their experiences of trauma and access to support after an event, many of the frameworks used to discuss the concept of trauma are from a similar perspective. If using this text for a course, it would be recommended to look into supplemental resources to provide more ways of viewing the prevalence of trauma. For example, an exploration of the ways in which white supremacy and colonization have and still contribute to the way trauma occurs, is acknowledged, and is exacerbated in educational communities.  ","overall_rating":10,"overall_review":null,"created_at":"2020-01-03T15:59:59.000-06:00","updated_at":"2020-01-03T15:59:59.000-06:00"},{"id":3876,"first_name":"Victoria","last_name":"Bacon","position":"Professor","institution_name":"Bridgewater State University","comprehensiveness_rating":5,"comprehensiveness_review":"The impact of traumatic stress on individuals is significant and has a a lot of variability. This text provides a comprehensive understanding of traumatic stress and adverse childhood experiences during childhood and adolescent development as well as how this impacts learning. Teachers and administrators are challenged daily with knowing how best to educate students. This is a comprehensive, up-to-date, and well written text. The authors provide guidance with how to best prepare teachers and administrators with implementing trauma informed practices. After reading the text, I wondered if our educational systems are prepared to make a forward shift advocated by the authors.","accuracy_rating":5,"accuracy_review":"The text reflects current thinking in the field of trauma based on a sound theoretical foundation and best practices.","relevance_rating":5,"relevance_review":"This text is timely as traumatic stress and adverse childhood experiences are significant barriers to the learning process. School systems are constantly searching for effective models to support students and promote learning. The Trauma-Informed School Practices Tri-Phasic Model involves teachers, administrators, parents and the community consistent with the American School Counselor Association recommendations to use interventions at multiple levels to enhance outcomes. The text can easily be updated as new data becomes available.","clarity_rating":5,"clarity_review":"The text is clear, concise and well written. It is well organized and nicely structured for readers from different disciplines and preparation levels. The authors use real life examples, figures, and cite resources for further reading. I appreciate how the authors called out \"examples\" so that a reader can elect to look at the example or move forward in the text.","consistency_rating":5,"consistency_review":"Very consistent layout and presentation. It is easy to move from section to section to find specific information.","modularity_rating":5,"modularity_review":"The text has well defined sections which makes it easy to assign readings to students as an adjunct to classroom lectures. In addition, the design of the book into sections can be easily integrated into an online virtual teaching platform.","organization_rating":5,"organization_review":"The delivery of information is logical and clear. The authors cited contemporary theoretical constructs succinctly and at level consistent with their intended audience. The text can also be used in parts as supplemental reading.","interface_rating":5,"interface_review":"The text is easy to navigate. Figures can be enlarged and copied. One concern is the ability to move to the next chapter with one click.","grammatical_rating":5,"grammatical_review":"No grammatical concerns noted.","cultural_rating":5,"cultural_review":"The text did not use insensitive cultural language. This reviewer would like to see a section devoted to cultural differences within various communities and practical adaptations to the model for teachers.","overall_rating":10,"overall_review":"I really enjoyed reading this book. I appreciated having so much information in one book: the problem, solid theory, concern for our youths and effective and practical applications.","created_at":"2020-05-31T11:21:37.000-05:00","updated_at":"2020-05-31T11:21:37.000-05:00"},{"id":3956,"first_name":"Jocelyn","last_name":"Armes","position":"Graduate Instructor","institution_name":"University of Colorado Boulder","comprehensiveness_rating":5,"comprehensiveness_review":"Education is almost defined by the use of \"trending\" concepts like restorative justice, rigor, and trauma-informed practices. This text -- which is designed to exist as a stand-alone course on the subject -- is the exception to many resources. It is thoroughly grounded in the research and applications of the topic, and demonstrates how educators can do the work by virtue of its presentation. The exemplars in the Appendix provide useful and transferable","accuracy_rating":4,"accuracy_review":"Content\r\nThe diagrams, appendices, and visuals are well constructed and clear of apparent errors. The prose can be somewhat dense, but is aided by use of visuals/diagrams, and color-coded sections.\r\n \r\nIndex\r\nThere is not a formal index. However, the section summary for each grouping of chapters does thorough define and operationalize the concepts.\r\n \r\nGlossary\r\nThe authors have made an effort to highlight important terminology throughout the text by using boldface. However, there is not a formal glossary at the end of each chapter, section, or the work as a whole. However, because the text is in PDF/HTML format, the reader could perform a CTRL-F function to locate the desired term.\r\n \r\nThere is not a clear bias in the text. That is, the authors have a clear desire to define and demonstrate how trauma-informed practices could be used to foster resilience and ameliorate the issues modern educators and students face. This is accomplished without apparent endorsement of a specific ideology, political position, or corporate model.","relevance_rating":5,"relevance_review":"This text provides accurate information with reference to a mixture of theoretical frameworks and grounded contexts. The author's include a variety of perspectives in their illuminating cases and examples through which to view the work of creating trauma-informed educational communities. The rich, thick description of these cases allow for the reader to vividly envision how strategies could be applied. The content is timely (both in terms of the utility pf the topic, and in the examples used to illustrate the concepts). Given the alarming portrait of the needs students in PK12 schools are facing, this text will not be obsolete for some time.\r\n \r\nThe sections -- discussed in greater detail below -- are bound in a way that will be conducive to future edits.","clarity_rating":4,"clarity_review":"While the text is written in an academically accessible manner (i.e., an appropriate balance of formal and colloquial tone), some of the technical terminology can feel clinical. The authors do, however, make a concerted effort to explain perceptions about what the concepts are and can mean to educational stakeholders across contexts. This aids in softening some of the more difficult jargon.","consistency_rating":5,"consistency_review":"The text is internally consistent. Terms are operationalized and used with consistent intention and meaning throughout the text. Theoretical frameworks are defined and applied consistently.","modularity_rating":4,"modularity_review":"The overall organization of the text/book is strong (as described above, under Content). Sometimes, there are large blocks of text that are not broken up by visuals or subheadings. Additionally, the text is in a serif font, which can be visually draining to read. The text is not overly self-referential, however, because of the organization of the sections and chapters.","organization_rating":5,"organization_review":"The overall structure of the text is in three parts: Foundational Concepts, Creating TI Practices, Sustaining TI practices. This provides a logical modularity to the overall text. Each section is comprised of 3-6 chapters that cover specific aspects, whether definitional or applied in nature.\r\n \r\nFor example, Section I includes chapters related to describing/defining what trauma is, how it manifests in schools, and how the model described in the text is intended to ameliorate trauma in schools. \r\n \r\nThe appendices are exemplars of the worksheets and topics discussed throughout the text.\r\n \r\nThere are excellent visuals thoughout the text, and they often helpfully break up larger chunks of prose.","interface_rating":5,"interface_review":"The HTML version of the text can be visually draining to read because it continually flows and there isn't a reference of how far into the chapter the reader has progressed. This issue, however, doesn't occur in the PDF version. Both versions are in color, and avoid distortion of visuals/images/charts. The use of colored blocks for different components of each chapter (i.e., Desired Outcomes, Key Concepts, Overview, etc.) is also helpful.","grammatical_rating":5,"grammatical_review":"The text does not appear to contain grammatical errors, and has been carefully edited.","cultural_rating":5,"cultural_review":"The text is not culturally insensitive or offensive. The authors have made a concerted effort to provide examples inclusive of a variety of races, ethnicity, and backgrounds. Given the topic matter and context (i.e., students with ACES, needing to cultivate resiliency in K12 contexts), the authors have demonstrated careful attention to providing examples that illustrate the benefits trauma-informed practices can bring to school communities.","overall_rating":9,"overall_review":null,"created_at":"2020-06-11T16:05:42.000-05:00","updated_at":"2020-06-11T16:05:42.000-05:00"},{"id":4068,"first_name":"Tanya","last_name":"Mead","position":"Education Faculty","institution_name":"Portland Community College","comprehensiveness_rating":4,"comprehensiveness_review":"This text is quite thorough, providing a detailed description of trauma for today's children and youth, with interesting vignettes about particular students to demonstrate concepts. The text unpacks the very structures that impact students: classroom, community, educators, schools, and districts with detailed action plans to move forward. Despite the fairly clinical tone of voice, the authors make a concerted effort to introduce terms throughout the text in a way that is very accessible. What is missing is a racial equity lens. Race has significant historical and contemporary impact on the classroom, especially in Oregon and this ought to be featured more prominently.  Race is only briefly mentioned and somewhat buried with a term such as \"multicultural inclusion\".","accuracy_rating":5,"accuracy_review":"The text appears to be accurate with no errors that I could observe.  Data and various studies are referenced in order to present an accurate picture.","relevance_rating":4,"relevance_review":"This text addresses a very relevant concept for educators today. As the text points out, educators are exhausted from the challenges they face in today's classroom and lack the necessary tools to effectively succeed with their students. This model offers more than a set of strategies, it describes a cultural shift in how educators meet the problems they face, and even how the conceptualize \"the problems\".  Self-awareness is a critical first step for educators. The text cites recent data and studies. What makes it less relevant a lack of a racial equity frame which would make this excellent text more relevant. Also, the term \"Healing Centered Engagement\" is a term to consider or at the very least address perhaps in the conclusion. Language is extremely important and centering the 'trauma' rather than the 'healing' is problematic and potentially triggering depending on the audience. One student, in critiquing the term, stated \" I am more than what happened to me, I am more than my trauma\" (https://medium.com/@ginwright/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c). Even discussing these distinctions would make the text more relevant.","clarity_rating":5,"clarity_review":"The text is quite lucid using accessible prose and examples from the classroom to demonstrate concepts. The text provides clear visuals such as the Tri-phasic Model. Any technical terminology or jargon was explained.","consistency_rating":5,"consistency_review":"The books is internally consistent with each chapter starting with an introductory context and concluding with a review of the concepts. The terminology is consistent throughout the text.","modularity_rating":5,"modularity_review":"The text has excellent modularity and can be easily divided up into sections. The text is broken up nicely by headings and subheadings making it easier to read. The text is not at all self-referential.","organization_rating":5,"organization_review":"The text is organized in a clear and logical fashion. The text initially describes the state of schools and nature of the challenges faced by educators, students, communities, schools and districts. The text moves the reader through a foundational understanding to implementing and finally sustaining.","interface_rating":5,"interface_review":"I did not observe any interface issues.","grammatical_rating":5,"grammatical_review":"The text contained no grammatical errors to my knowledge.","cultural_rating":3,"cultural_review":"Several examples were provided to demonstrate the diversity of experiences for students. The text is not offensive but could be more inclusive. There are a multitude of equity issues that should be highlighted  to make this text more culturally relevant, especially in terms of race, class and gender. Today's diverse audience (working and future educators) will respond better to a text that features these issues more prominently. What does it mean for white teachers to be educating black and brown children who are experiencing trauma? The impact of race in particular can not be underestimated, especially in today's world.  How do middle class backgrounds of teachers impact their ability to work with students and their families in poverty? Gender has evolved somewhat recently and most definitely has created trauma for students as they navigate their identities. While the text addressed the sexist language used in the ACE test, is there an updated ACE survey that is not sexist or heterosexist? I think this would be less triggering for a diverse audience.","overall_rating":9,"overall_review":"This is a wonderful resource on Trauma- informed practices, beyond a set of strategies- to transform the culture of schools and the current structures that maintain status quo practices. The text offers educators inward and outward facing reflection on the nature of trauma and their roles in rethinking discipline, classroom and behavior management. The text is thorough and grounded in theory and praxis. What is critically lacking is more of a racial equity lens, as well as a lens on class and gender, beyond blurry terms such as multicultural inclusion. No current education text will be fully accepted or appreciated without sufficient attention to equity, especially racial equity in today's world. Finally, language is always critical and the term “Healing Centered Engagement\" should be addressed in this text, as well as the way in which we talk about trauma to those who are experiencing it.","created_at":"2020-06-24T13:12:25.000-05:00","updated_at":"2020-06-24T13:12:25.000-05:00"},{"id":4096,"first_name":"Karen","last_name":"Nardone-Lemons","position":"Adjunct Instructor, Academic Advisor","institution_name":"Massachusetts Bay Community College","comprehensiveness_rating":5,"comprehensiveness_review":"A very detailed and thorough “soup to nuts” manual from understanding the neurobiology of trauma, and behavioral manifestations, to establishing a culture of safety, to the steps necessary to develop, implement and evaluate Trauma Informed Schools.","accuracy_rating":5,"accuracy_review":"This text is well written, culturally sensitive, comprehensive, clear and easy to follow. I did not see any evidence of bias. I did not see any grammar or spelling errors.","relevance_rating":5,"relevance_review":"Up to date, and completely relevant material. Not that I think they will be necessary, but it would be quite easy to provide updates. For example, context and activities regarding how the recent pandemic and social injustices might exacerbate trauma and behavioral issues for students and classrooms.","clarity_rating":5,"clarity_review":"Easy to read and follow, clear examples provided. Nomenclature was identified and explained well. Examples and connections to theory and practical applications and activities were very helpful.","consistency_rating":5,"consistency_review":"The format was consistent throughout. I appreciated the summary of previous chapters at the beginning of each new section and the connection between them. It was very easy to click back and for the between chapters to revisit some of the material. Terms were consistently defined and explained throughout.","modularity_rating":5,"modularity_review":"The authors did a great job organizing the material into sections that could be easily read in small or large chunks of time. The material was easy to follow. The first section really provided the foundation for the remainder of the text, and the later chapters could be realigned if needed without disruption to the reader.","organization_rating":5,"organization_review":"This was well written in a logical fashion. The first section provided foundational information. Later chapters provided additional context and activities to reinforce concepts and knowledge. Though written primarily for PreK-12, I found myself taking notes about how the TISP could be adapted to the college setting, and will be bringing it to our Trauma Informed committee.","interface_rating":5,"interface_review":"It was very easy to navigate through this text. The links all worked well, it was easy to maneuver between sections, chapters and appendices. Graphic were easy to read and displayed well.","grammatical_rating":5,"grammatical_review":"I did not see any grammatical errors.","cultural_rating":5,"cultural_review":"The authors did a great job discussing diversity in schools in a very sensitive way. Some examples that come to mind would include schools in urban areas vs other areas without focus on a specific race or ethnicity. Additionally, some of the case examples included students who were raised by grandparents, loss of parents, witnesses to addiction or violence and the impact that these events have had on behavior and learning.","overall_rating":10,"overall_review":"It is not often that I can sit down and enjoy reading a text from cover to cover and get as much out of it as I did this one.  I have taken many pages of notes! I am thinking about ways that I can make my students feel that our classes are a safe learning community where we can all share freely and learn from each other! Since we will be remote again for the fall 2020 semester due to COVID 19, student engagement and retention will be even more challenging. This has given much food for thought. My college has established a trauma institute and has offered professional development trainings and trauma informed teaching initiatives. I will be recommending this book to our committee as we move forward in our work. Thank you for this opportunity.","created_at":"2020-06-26T13:38:25.000-05:00","updated_at":"2020-06-26T13:38:25.000-05:00"},{"id":4106,"first_name":"Anne","last_name":"Greenhoe","position":"Adjunct Instructor","institution_name":"Portland Community College","comprehensiveness_rating":5,"comprehensiveness_review":"The text is detailed in its overall approach to defining trauma in students PK12. It aligns a bedrock of what is seen in the modern classroom with current research in TI educational settings. Part 1 of the textbook is specifically relevant to educators in Adult Basic Education as our students have exited the PK12 systems unsuccessfully, dominantly due to trauma in the middle school and/or high school years. There is no index at the end of the book. The glossary of words is within the text when used.","accuracy_rating":5,"accuracy_review":"This text is on target. It is intended for incoming educators that are preparing to teach content and strive to meet the often-overwhelming affective needs in the PK12 classroom. The instructor’s affective needs are also often returned to so these new teachers will recognize that their needs may deter or support their work with students. \r\n\r\nSections 2 and 3 outline the Tri-Phasic model of TISP are realistic, achievable, and sustainable practices to support the student, parent, teacher, and school.  It is mentioned that TISP can also be applied to higher education. In ABE, unmitigated stress and trauma is the one underlying issue that students share. The approach in higher ed around TI classrooms and departments seems uneven and unsustainable, and it would be insightful to have this issue addressed. An outlined approach to how the Tri-Phasic model would be applied in higher ed would be needed as we don’t work with students’ outside support system (i.e., parents) and departments are largely staffed with adjunct faculty who are often unable to be consistent with a department's structure.","relevance_rating":5,"relevance_review":"Text is relevant and up-to-date. The text is concurrently usable as a textbook and ongoing reference as educators explore and build TISP. Additions and modifications would be easily placed as needed without changing the content in place. There also is a TISP Survey in the Preface that introduces to the reader the potential personal relevancy of the content to come.","clarity_rating":5,"clarity_review":"The text is accessible for intended audience. The beginning of the book has a section for labels and baseline terminology. The clinical terminology within the text is necessary as it is the metalanguage of the discipline, so readers will need the terminology for ongoing research. Case studies and popular movies are used to demonstrate how different terms and themes are applied in different settings. This is helpful for a new teacher who doesn’t have the classroom experience and may see only the use of case studies as technical and expectant, while the movie examples may be more readily understood as they are already familiar. The end of chapter has resources for further learning for use for further clarification or research.","consistency_rating":5,"consistency_review":"The terminology and framework are consistent and thorough. When helpful, certain terms are given a historical context. The exercises for the reader reinforce the terminology and TISP framework that are central to the textbook. The reader can begin internalizing the practices before applying them to their own classrooms or departments.","modularity_rating":5,"modularity_review":"The modularity is usable for an education class online or f2f. It’s also adaptable for a teacher or department to use as a tool as they create TISP at work.  For example, Section 1 (parts of Ch. 3-4), Section 2 (parts on Educator, Ch 7-9), and Section 3 (Ch. 11) could be used as a subunit in a university class or as a workshop on Educator as Person in a Teaching and Learning workshop at your school.","organization_rating":5,"organization_review":"The structure and layout of the text are easy to skim and read. The beginning of the textbook is helpful as it explains the purpose of its organization. The progression of content is logical as it first focuses on the student in the classroom, then moves out to the parent, then educator and school reinforcing the Tri-Phasic Model of cycling back around to ensure support of all stakeholders in the process.","interface_rating":5,"interface_review":"The textbook is easy to navigate. Links were connected to intended content and used appropriately. The headings, pop out blocks, color usage and graphics are used in a logical format. There are not a lot of open stock pictures that are usually used to break-up text blocks. This approach simplifies the pages and focuses on the content.","grammatical_rating":5,"grammatical_review":"No apparent errors in grammar.","cultural_rating":5,"cultural_review":"The text does seem culturally inclusive. The text begins with the idea that TISP is to support all stakeholders, not just the students with “unmitigated stress and trauma”. For these approaches to work, the community driven inclusion starts with the attachment focused approach. Examples include different social identities in case studies, but there isn’t a section of the textbook that explicitly focuses on the stress or trauma that social identities may aggregate for students or staff.","overall_rating":10,"overall_review":"My department has done formal TI training with Trauma Informed Oregon, and a collaborative effort and application of TISP within our department would be a logical move. I found this book very applicable to my adult ed classroom and to the issues that arise at the faculty line and administrative levels. I hope to use it as a book club offering this year.","created_at":"2020-06-27T14:06:13.000-05:00","updated_at":"2020-06-27T14:06:13.000-05:00"},{"id":4202,"first_name":"Karen","last_name":"McCune-Barca","position":"Liberal Arts Faculty","institution_name":"North Shore Community College","comprehensiveness_rating":5,"comprehensiveness_review":"This comprehensive text offers a strong foundation in trauma-informed practices for educators, school administrators, school-based counselors and those willing to participate in the improvement of our school systems. The text guides us in applying attachment theories and neuroscience, with the help of clarifying case examples and action plans. The interactive worksheets with that ask for personal reflection, aid in the process of developing trauma-informed competence","accuracy_rating":5,"accuracy_review":"The research, description of current school environment and challenges, are all accurate and clearly presented. The detailed appendices offer accurate and valuable resources.","relevance_rating":5,"relevance_review":"The text is relevant and desperately needed! The model they use emphasizes 4 guiding principles – attachment focused, neurobiology-informed, strength-based, and community-driven. Ethics and multicultural inclusion are highlighted throughout.","clarity_rating":5,"clarity_review":"The text is clear and accessible for an audience with a background in education or mental health. The descriptions and case studies give the reader a clear picture. The chapters are introduced in an accessible way with desired outcomes, key concepts, and the chapter overview presented in blocks. There are engaging chapter exercises.","consistency_rating":5,"consistency_review":"The format is consistent throughout. Because of the many worksheets in the appendix, the textbook is best in a printed format.","modularity_rating":5,"modularity_review":"The text is well organized with 3 sections, divided into a total of 12 chapters. The information is presented in a manageable way that works well for a semester course.","organization_rating":5,"organization_review":"The content flows smoothly from foundational principles to implementation to sustaining practices. Images, descriptions, case studies and exercises support the flow.","interface_rating":5,"interface_review":"I reviewed a print copy of the book and the sections along with appendix worked together well. The blocks of highlighted information and the various images help the reader to clarify and process the information.","grammatical_rating":5,"grammatical_review":"I saw no grammatical errors.","cultural_rating":5,"cultural_review":"The authors thoroughly incorporated multicultural awareness into their guide for trauma-informed competence.","overall_rating":10,"overall_review":"I desperately needed this textbook 30 years ago when I was teaching elementary school in New Haven, CT. My 8 and 9-year-old ESL students came to me having witnessed domestic violence (there was a DV shelter in our neighborhood), a student whose father was just killed in a drive-by shooting, a student who just found out his father had AIDS, a student whose home was just raided by police, students had family members struggling with addiction, and so much more. I was passionate about teaching, cared deeply for the students, and was very aware that I did not have the knowledge and skills needed to address the educational impact of trauma. I ended up returning to school for a Master’s in Social Work with a focus on school-based counseling. \r\nI am hopeful that administrators and other leaders will develop trauma-informed competence, and then set the tone for the school and community.","created_at":"2020-06-30T19:00:23.000-05:00","updated_at":"2020-06-30T19:00:23.000-05:00"},{"id":4211,"first_name":"Amy","last_name":"Hopkinson","position":"Part-Time Instructor","institution_name":"Bridgewater State University","comprehensiveness_rating":5,"comprehensiveness_review":"I am impressed with the details and organization of this textbook. Coming from an adjustment counselor perspective this is a great resource to use for educating school personnel and formatting presentations and self reflection activities using their modules and activities.","accuracy_rating":4,"accuracy_review":"The examples are well met with research and recent case studies and events, which is helpful to tie concepts to","relevance_rating":4,"relevance_review":"It is easily understood from a mental health perspective and can be adapted to those who may not have such background through tho get out lesson plans and guidance","clarity_rating":4,"clarity_review":"I was surprised how easily readable this text is. From what I did read the writing and languages used was appealing to the topic and to the reader. Engagement through was also a plus and highly recommended for those wanting to incorporate engagement into class and or presentation discussion. This isn’t a topic that can be lightly talked about and it’s often a hard conversation to discuss so having the resource and text to back up possible change is powerful","consistency_rating":5,"consistency_review":"It feels consistent from the areas I read. It would be beneficial to have a print copy but for those computer savvy and depending the format you’re teaching, material in this could easily be changed into a PPT and using the worksheets to engage","modularity_rating":5,"modularity_review":"The content flows smoothly from foundational principles to implementation to sustaining practices. Interactive areas presented throughout to support knowledge and learning checkmarks","organization_rating":5,"organization_review":"Everything seemed to flow","interface_rating":5,"interface_review":"I saw no concern here from what I reviewed","grammatical_rating":5,"grammatical_review":"I noticed no grammar errors","cultural_rating":4,"cultural_review":"The book adapts a trauma informed care approach tat incorporates cultural sensitivity and awareness","overall_rating":9,"overall_review":"As a professional who is trained and certified in trauma informed care and carries a heavy case load of clients with past and or current trauma this is a great resource. I would have loved this book when working in the schools as a school adjustment counselor to help guide the school and coworkers/teachers/administrators to understand learn and practice from this mind frame","created_at":"2020-06-30T22:52:28.000-05:00","updated_at":"2020-06-30T22:52:28.000-05:00"},{"id":4297,"first_name":"Philip","last_name":"Bernhardt","position":"Professor of Education","institution_name":"Metropolitan State University of Denver","comprehensiveness_rating":5,"comprehensiveness_review":"Very clear and provides useful guide to how book is set-up and background terminology","accuracy_rating":5,"accuracy_review":"From my perspective, the book is provides a foundation insights about trauma informed practices. Authors are experts in the field and draw on existing literature to frame their work. The content is relevant, practical, and useful for schools looking to implement practices to support students experiencing trauma.","relevance_rating":5,"relevance_review":"This book is relevant as can be and comes at a time when trauma informed practices are becoming a focus of K-12 schools. Also highly relevant with the current time frame of American and global societies dealing with a pandemic.","clarity_rating":5,"clarity_review":"The book is written in a very approachable way. The introduction sections include a focus on terminology to assist the reader as they move through the text.","consistency_rating":5,"consistency_review":"The book is consistent in terminology and structure chapter to chapter. Love that each chapter starts out with key outcomes and concepts.","modularity_rating":5,"modularity_review":"Yes. Easy to break up and each chapter includes section that can easily become a focus in class or outside of class.\r\nEach chapter or section will include many of the following elements:Desired Outcomes; Key Concepts; Chapter Overview; Case Examples; Exercises; Worksheets; Call-Out Boxes:; Resources for Further Reading:","organization_rating":5,"organization_review":"The chapters flow well together and are oriented in a logical sequence that build one another.","interface_rating":5,"interface_review":"Each chapter is extremely easy to navigate as they are each structure and outlined in a similar fashion.","grammatical_rating":5,"grammatical_review":"No issues here that I could identify.","cultural_rating":5,"cultural_review":"No issues here that I could identify.","overall_rating":10,"overall_review":"This is a great resource that could be very useful to a number of different audiences within the school of education,","created_at":"2020-08-10T12:02:50.000-05:00","updated_at":"2020-08-10T12:02:50.000-05:00"},{"id":4821,"first_name":"Rebecca","last_name":"Buchanan","position":"Associate Professor","institution_name":"Emory and Henry College","comprehensiveness_rating":5,"comprehensiveness_review":"This text provides a thorough background in trauma-informed practices as well as providing concrete strategies for implementation.","accuracy_rating":5,"accuracy_review":"The content provided on trauma-informed practices provides accurate and current best practices not only for supporting students but also self-care for educators who may be experiencing secondary trauma and burnout.","relevance_rating":5,"relevance_review":"The text is incredibly relevant to current educational perspectives designed to support student learning. There is a great deal of interest in this topic as educators continue to learn about how dysregulated behavior due to trauma and chronic stress can impact the learning process.","clarity_rating":5,"clarity_review":"The text is well written and provides a coherent path to understanding trauma and trauma-informed school practices.","consistency_rating":5,"consistency_review":"There is consistent terminology used throughout the text. The terminology is also consistent with the broader terminology used to describe various aspects and competencies of trauma-informed school practices.","modularity_rating":5,"modularity_review":"The text is divided into three sections with relevant chapters and titles for each section. It could easily be divided for instructional purposes and has a plethora of references to support the content.","organization_rating":5,"organization_review":"The topics and chapter headings are provided in a logical progression throughout the book. It begins with a foundational overview and principles of trauma-informed practices. Subsequent sections include implementation strategies along with ways to sustain trauma-informed school environments long term.","interface_rating":5,"interface_review":"The text is very easy to navigate, including links which provide additional resources.","grammatical_rating":5,"grammatical_review":"No grammatical errors were noted.","cultural_rating":5,"cultural_review":"The text is written in a manner which is culturally sensitive and includes a variety of examples from cross cultural perspectives.","overall_rating":10,"overall_review":"This is an excellent resource for public schools as well as teacher preparation programs in higher education. It is extremely relevant and includes an excellent roadmap for creating trauma-informed educational environments. I would highly encourage this text as a meaningful and significant resources for all educators.","created_at":"2021-04-22T20:36:55.000-05:00","updated_at":"2021-04-22T20:36:55.000-05:00"},{"id":33466,"first_name":"Jeanne","last_name":"Connelly","position":"Assistant Professor","institution_name":"Metropolitan State University of Denver","comprehensiveness_rating":5,"comprehensiveness_review":"This text is appropriate for school leaders as well as classroom teachers. The authors provide a wonderful blend of theory, policy, current school issues,  and practice ideas to transform schools. Furthermore, they address multiple essential elements of educational system transformation towards trauma informed practices: parents and families, teacher preparation, and program evaluation. The work is well-cited and provides opportunities for self-reflection. Additionally, the case studies are helpful in adding to the understanding of these complex topics. Especially helpful is their attention to each type of competency within trauma-informed care: perceptual, conceptual, executive, and professional.","accuracy_rating":5,"accuracy_review":"This work aligns with other Trauma-Informed texts, and provides a scaffolded process of changing learning environments to be more caring and supportive of academic and social growth.  The authors provide their background and state the grounding assumptions of their work.","relevance_rating":5,"relevance_review":"Trauma-informed practices are exceedingly relevant, following the past few years of social unrest and responses to the COVID pandemic.  Furthermore, the lack of resources within schools and high-poverty neighborhoods that add to toxic stress and trauma are longstanding issues that will not be resolved quickly.  This book will remain relevant into the future, as the field expands and interdisciplinary scholarship and practice expand.  Updating the book will not be cumbersome, given the book's framework and organization. My hope is that more discussion of cultural relevance is added in the future.","clarity_rating":5,"clarity_review":"I intend to use this book with pre-service undergraduate teachers because the clarity of the writing is one of this books' strengths. Students will benefit from the Terminology and Book Overview sections at the front of the book.  Within each chapter, the authors identify desired outcomes and use call-out boxes to expand on important concepts and ideas. These are reader-friendly means for organizing and clarifying ideas. The authors clarify the Trauma-Informed Tri-Phasic Model by outlining foundational principles, dispositions, stages of developing the model at the school level, and describing describing school practices to sustain trauma-informed practices.","consistency_rating":5,"consistency_review":"Yes, this text's consistency of language and formatting across the chapters is high.","modularity_rating":5,"modularity_review":"As I read, I was able to identify how I would align sections of this book with my course outcomes. The 12 chapters each have a manageable amount of information that could be discussed in a weekly module, with clear objectives stated.  I appreciated the chapters providing theoretical frameworks and realities of schooling so I can center the whole child/system. I do not want trauma-informed practices to be approached as a set of technical skills that can checked off as mastered.  This work requires critical thinking, and the chapters provide opportunities to scaffold complex practices.","organization_rating":5,"organization_review":"See above,","interface_rating":5,"interface_review":"I didn't have problems as I went from chapter to chapter, or within chapters.","grammatical_rating":5,"grammatical_review":"I saw no grammatical issues.","cultural_rating":2,"cultural_review":"This book misses opportunities for infusing explicit discussion of culturally relevant practices.  This is not surprising, however, given the marginalization of culturally relevant teaching and behavior management within the InTASC standards. While self-awareness and expanding a trauma-informed practice require understanding of pre-conceived notions behavior and openness to disrupting the binaries such as good/bad, us/them, the text could explicitly discuss race as one of those binaries that is constructed within schools. Furthermore, issues of historical trauma and institutional trauma perpetrated by schools would fit into several sections of this book.  I will engage my students in those discussions to supplement this text.","overall_rating":9,"overall_review":"I am excited to use this informative and helpful book next semester.","created_at":"2021-11-17T12:12:41.000-06:00","updated_at":"2021-11-17T12:12:41.000-06:00"},{"id":33804,"first_name":"Pam","last_name":"Parent","position":"Associate Professor (Adjunct)","institution_name":"J. Sargeant Reynolds Community College","comprehensiveness_rating":5,"comprehensiveness_review":"The textbook is clear and provides an excellent foundation for developing/increasing knowledge necessary to address the education base needed to understand and implement trauma-informed practices. Excellent use of citations.","accuracy_rating":5,"accuracy_review":"The text is comprehensive, with detailed examples and references to recent research and case studies. Links to resources and excellent appendices are quite helpful for those who wish to delve further into a topic.","relevance_rating":5,"relevance_review":"Highly relevant to all partners in the educational system, with excellent treatment of important theoretical bases. The format would be easily adaptable to updates/additions as needed.","clarity_rating":5,"clarity_review":"The text is well-written, with excellent use of clear examples of concepts/theories/methods being addressed.","consistency_rating":5,"consistency_review":"Each chapter follows an understandable, consistent format that includes an introductory section as well as an end-of-chapter summary.","modularity_rating":5,"modularity_review":"The effort put into this area was time well-spent. Sections are all well-organized and linked well although they also are strong standing alone.","organization_rating":5,"organization_review":"Well-paced with smooth flow into each section.","interface_rating":5,"interface_review":"I normally prefer a print copy however I read this in the PDF format and was pleased with the structure as well as use of color throughout. Very user-friendly.","grammatical_rating":5,"grammatical_review":"No errors noted.","cultural_rating":3,"cultural_review":"Overall, culturally sensitive however I feel it would profit from a wider scope that includes viewing the unique trauma associated with individuals with disabilities, etc. The focus seems to be mostly on individuals dealing with family-based trauma to the exclusion of those dealing with trauma associated with other factors.","overall_rating":10,"overall_review":"Overall, I found it to be an informative and excellent resource and well worth including in a trauma-informed teaching curriculum.","created_at":"2022-04-22T19:30:36.000-05:00","updated_at":"2022-04-22T19:30:36.000-05:00"},{"id":34108,"first_name":"Jerica","last_name":"Wesley","position":"Assistant Professor","institution_name":"Marshall University","comprehensiveness_rating":5,"comprehensiveness_review":"I appreciate how the text provides a comprehensive overview of trauma-informed practices and ways to strategically build and\r\nadvocate for a trauma-informed school and district.","accuracy_rating":5,"accuracy_review":"Content reads as unbiased. Several supplemental resources are shared to build knowledge and understanding of topics.","relevance_rating":5,"relevance_review":"Content is relevant and serves an interdisciplinary text. I am considering sharing in a school counseling course.","clarity_rating":5,"clarity_review":"Material is presented in a clear manner.","consistency_rating":5,"consistency_review":"The text is consistent and easy to navigate.","modularity_rating":5,"modularity_review":"The text flows well and provides charts, images, quotes, and formatting which enhance the overall flow of reading.","organization_rating":5,"organization_review":"The structure of the text allows the reader to have a better understanding of the current issues impacting schools and how to\r\nnavigate using a trauma informed lens.","interface_rating":5,"interface_review":"No interface issues were observed.","grammatical_rating":5,"grammatical_review":"The text is well edited, no grammatical errors were observed.","cultural_rating":4,"cultural_review":"The text is not culturally insensitive or offensive. More examples, case studies, and supplemental content on racial trauma and\r\nintersectionality could provide another layer of understanding to better support students.","overall_rating":10,"overall_review":"Excellent resource!","created_at":"2022-11-04T21:41:51.000-05:00","updated_at":"2022-12-06T13:32:27.000-06:00"},{"id":34716,"first_name":"Nadine","last_name":"Hartig","position":"Professor, Counselor Education","institution_name":"Radford University","comprehensiveness_rating":5,"comprehensiveness_review":"I found the book to be comprehensive. It provided a thorough review of developmental models and trauma-informed models. The authors provided a complete explanation of their Triphasic model while incorporating a large body of foundational knowledge on trauma-informed practices. Specifically, the authors do a great job aligning the developmental models with trauma, reviewing ACES, and reviewing the simple (yet very nuanced) concept of attunement.","accuracy_rating":5,"accuracy_review":"I appreciated the accuracy of this book. The authors provided accurate, yet clear and simple descriptions of very complex topics.","relevance_rating":5,"relevance_review":"I honestly couldn't put this book down! I am adopting this for a counseling course, and I anticipated using it \"despite\" the educational focus. After review, I appreciate this book, \"because of\" the educational focus. Many of my students will seek employment in schools as either school counselors or school-based clinicians. The perspective of educators and their lived experiences in schools is valuable for my students when thinking about trauma-informed services. \nIn addition, the authors do a fantastic job of providing clear and understandable cases, exercises, and metaphors that can be used in a variety of settings.","clarity_rating":5,"clarity_review":"This book outlines all technical jargon and uses clear and understandable metaphors when describing complex topics, such as neurobiology.","consistency_rating":5,"consistency_review":"The book was consistent in both writing and terminology. The reader is left with clear understanding of trauma and trauma-informed work.","modularity_rating":5,"modularity_review":"One of the major strengths of this book is its modularity. The beginning chapters offer an excellent review of developmental theory, attachment theory, and neurobiology. The next sections provide a comprehensive review of the authors' model, and the last chapters discuss strategies to implement the model. All of them could be divided and used separately.","organization_rating":5,"organization_review":"I found the book to be organized and flowed well between complex concepts.","interface_rating":5,"interface_review":"I did not have any issues with the interface.","grammatical_rating":5,"grammatical_review":"I did not find any issues with the book's grammar or writing.","cultural_rating":5,"cultural_review":"I appreciated the cases that focused on diverse students. One suggestion for future writing would be to create a section on racial trauma and other forms of institutionalized trauma.","overall_rating":10,"overall_review":"I highly recommend this book for courses reviewing trauma-informed practices and/or courses preparing students to enter educational fields.","created_at":"2023-11-03T08:16:41.000-05:00","updated_at":"2023-11-03T08:16:41.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/trauma-informed-school-practices-building-expertise-to-transform-schools","updated_at":"2025-12-15T02:27:01.000-06:00"},{"id":914,"title":"Parenting and Family Diversity Issues","edition_statement":null,"volume":null,"copyright_year":2020,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This book has been created for students and all individuals who work with children and families (e.g., educators, parents, caregivers, direct support workers, etc.) in diverse contexts. It is imperative to understand how and what factors may influence child outcomes across the lifespan. Therefore, key concepts related to parenting, child-rearing, care-giving, and parenting education are outlined in this textbook to provide historical, theoretical, and practical perspectives across vast settings and developmental domains.","contributors":[{"id":5284,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Diana","middle_name":null,"last_name":"Lang","location":"Iowa State University","background_text":"Dr. Lang is an Associate Teaching Professor at Iowa State University who teaches a variety of courses within the Department of Human Development and Family Studies. She is also a Certified Family Life Educator (CFLE) which is recognized in the U.S. and Canada for Family Life Education professions. Her areas of interest include adoption, parenting, parent-child communications, topic avoidance, individual and family development across the life span, policy, professional orientation and service learning, and human sexuality education. She is the proud parent of two adult children and is the volunteer executive director and founder of a non-profit organization that promotes adoption as a positive parenting option."}],"subjects":[{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":57,"name":"Early Childhood","parent_subject_id":5,"call_number":"LB1139.2","visible_textbooks_count":16,"url":"https://staging.open.umn.edu/opentextbooks/subjects/early-childhood"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":43,"name":"Sociology","parent_subject_id":9,"call_number":"HM586","visible_textbooks_count":35,"url":"https://staging.open.umn.edu/opentextbooks/subjects/sociology"}],"publishers":[{"id":893,"url":"https://press.lib.iastate.edu/","year":null,"created_at":"2020-09-26T20:44:42.000-05:00","updated_at":"2020-09-26T20:44:42.000-05:00","name":"Iowa State University"}],"formats":[{"id":1802,"type":"PDF","url":"https://iastate.pressbooks.pub/parentingfamilydiversity/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1803,"type":"eBook","url":"https://iastate.pressbooks.pub/parentingfamilydiversity/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1804,"type":"Online","url":"https://iastate.pressbooks.pub/parentingfamilydiversity/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4","textbook_reviews_count":7,"reviews":[{"id":4404,"first_name":"Hilary","last_name":"Seitz","position":"Professor of Early Childhood Education","institution_name":"University of Alaska Anchorage","comprehensiveness_rating":4,"comprehensiveness_review":"The content described in the textbook is very comprehensive.  Topics include Key concepts of parenting, parenting theory, family theories, parenting styles, child-rearing strategies (guidance and discipline), child-rearing in a variety of contexts, and developmental milestones of children.  The content in each of these sections is very thoroughly explained and provides a good foundation for understanding families of today while seeing the historical perspective of where family theory has been.\r\n\r\nI can see this textbook being used in two different content courses.  The first, for an introduction to family theory courses in either psychology or family studies. And, the second, in an early childhood course such as Family and Community Engagement.  I would use it in the latter.  This textbook covers half of the content for that type of course.","accuracy_rating":5,"accuracy_review":"The content is accurate, error-free and unbiased.  The authors cite a variety of research theories, theorists, and child development milestones and principles.","relevance_rating":3,"relevance_review":"All of the content is relevant.  I rated it a four as there are other issues that should be addressed if this were to be considered a complete textbook for an early childhood education course on family and community engagement.  Other items include ways to engage families and communities, connections between home and school, communication strategies.","clarity_rating":5,"clarity_review":"The text is written in a clear manner, using current terminology that is pertinent and essential to those in the early childhood field. The parenting theory (historical and theoretical overview) was well written.","consistency_rating":4,"consistency_review":"The terminology is used consistently throughout the text, and the presentation of the material is structured similarly in all chapters, making it easy to navigate.  Some of the sections have bold subheadings or figures/charts.  These are helpful to the reader.","modularity_rating":4,"modularity_review":"The text is easily managed by topic.  Each section is distinct.  I liked the \"Key Takeaway\" color-coded box at the bottom of the section. The sections that could be divided if relevant for the course or instructor. The subheadings and overviews at the beginning of each section were also helpful.  These were not consistent across every section.","organization_rating":5,"organization_review":"The text was presented in a clear logical fashion.  The flow was easy to follow and similar to how the first half of my course is outlined.","interface_rating":5,"interface_review":"The text is easy to read on a screen/computer, and the photos, tables, etc. are clearly displayed. The hyperlinks from the table of contents was very helpful.","grammatical_rating":5,"grammatical_review":"The textbook is well-written, with no noticeable grammatical errors.","cultural_rating":3,"cultural_review":"The text is carefully written almost to the point of being bland.  There isn't much (any???) reference to cultural variations and differences in approaches.\r\n\r\nThe first thing that jumped out to me when reading the book is the term \"parent\" instead of \"family\" member.  Children today are raised in very diverse settings with a variety of caregivers.  We tend to use the word family member instead of \"parent\".  \r\n\r\nMany of the photos in the book are of diverse children/families.  \r\n\r\nThe course I teach used to be called \"Family and Community partnerships\". It was recently changed to be more inclusive and provide a more diverse framework - now titled \"Culturally Responsive Family and Community Engagement\".  This book does not provide the cultural responsiveness component.","overall_rating":9,"overall_review":"Overall, the content of this book will be very useful for instructors teaching about family systems.  I find that as a text for Early Childhood education classes (the category I found this book under) it will only be useful as a partial text as this is the content for only half of the class.  I will need to supplement with other materials to cover other topics (what family engagement looks like, communication strategies, connecting to home and community, culturally responsive approaches, and building on families' \"funds of knowledge\".","created_at":"2020-11-24T20:32:22.000-06:00","updated_at":"2021-01-10T16:00:21.000-06:00"},{"id":4931,"first_name":"Rochelle","last_name":"Rowley","position":"Associate Professor","institution_name":"Emporia State University","comprehensiveness_rating":4,"comprehensiveness_review":"The content of the text is fairly comprehensive. Overall topics include theory, parenting styles and strategies for discipline, and developmental milestones. The text provides historical references to understand how and why parenting is conducted the way it is now. This is a good foundational, introductory text that includes a salient focus on a caregiver/family member's own self-awareness. Areas where I would need to supplement would be in the area of cultural differences. The title made me think this would be represented more than it is. I could use this in a sociology of childhood course as one of a few texts.","accuracy_rating":5,"accuracy_review":"The content is accurate, error-free, and unbiased. Information is backed by cited research and theory.","relevance_rating":4,"relevance_review":"Content is up-to-date and relevant with broad concepts that will not become obsolete. What isn't addressed are the connections between parenting and cultural differences. Sociocultural differences are mentioned without going into any details. Additionally, connections to other caregivers is alluded to in the beginning without much discussion later as to how these connections impact parenting practices.","clarity_rating":5,"clarity_review":"The text is written in a clear and efficient manner. Current terminology and jargon are explained well to aid the reader.","consistency_rating":5,"consistency_review":"The terminology and framework are consistent throughout the text. Information is presented structurally similar in all chapters. The Key Takeaway allows for the chunking of information within the chapter.","modularity_rating":5,"modularity_review":"The text can easily be assigned in smaller reading sections and used as a supplementary text for specific sections without requiring the reading of previous chapters and sections.","organization_rating":5,"organization_review":"The organization of the text is logical and provides a nice flow of information from section to section and chapter to chapter. The headings and subheadings are helpful.","interface_rating":5,"interface_review":"Navigation throughout the text on a laptop and tablet was easy to manage and hyperlinks worked well. Figures, charts, and pictures were displayed well.","grammatical_rating":5,"grammatical_review":"The text did not have any grammatical errors that were noticeable.","cultural_rating":3,"cultural_review":"This is the area where I expected more from the text based on the title. There wasn't much diversity discussed other than the diverse types of people caring for children. The text has more of a how-to approach to parenting once strategies are discussed rather than discussing the historical background of different groups of people and how that has impacted caregiving. I may have gone into the text with expectations not meant to be met, however. I did appreciate that the key concepts section provided an understanding of how the term \"parent\" was being used to represent a diverse group of individuals caring for children; however, it would have been nice to agree on one term that was inclusive.","overall_rating":9,"overall_review":"I liked the content of the book. I could use it in a few of my courses as a supplemental text to further explain caregiver styles and strategies.","created_at":"2021-05-17T12:50:11.000-05:00","updated_at":"2021-05-17T12:50:11.000-05:00"},{"id":5062,"first_name":"Sarah","last_name":"DiMeo","position":"Assistant Professor of Occupational Therapy","institution_name":"Worcester State University","comprehensiveness_rating":5,"comprehensiveness_review":"The content of the text is comprehensive. The content areas include parenting theory, family theories, parenting styles, child-rearing strategies, child-rearing in a variety of contexts, and developmental milestones. Each of the topic areas is clearly explained. The text provides an effective table of contents that is easy to navigate.","accuracy_rating":5,"accuracy_review":"The content of this book is accurate, error-free, and unbiased. Each content area included multiple references and connections to theory. References to legislation were included where applicable.","relevance_rating":5,"relevance_review":"The text is up to date and relevant.","clarity_rating":5,"clarity_review":"The text is written clearly and concisely. Terminology is clearly defined. There were multiple visual aids that clarified concepts. The embedded videos were helpful to enhance and clarify the topics. The “Key Takeaway” sections in each content area provided a summary of important points to consider.","consistency_rating":5,"consistency_review":"The terminology was consistent throughout the text.","modularity_rating":5,"modularity_review":"The text could easily be assigned in small reading sections. Sections could be read separately and understood without reading previous sections.","organization_rating":5,"organization_review":"The text was presented in a clear and logical order. The “Key Takeaway” sections were helpful in the flow of the text. They encouraged readers to reflect and revisit the text if needed.","interface_rating":5,"interface_review":"The text was easy to read on the computer. The photos, tables, and charts were clear and easy to view. The hyperlinks and the embedded videos were functional and helpful.","grammatical_rating":5,"grammatical_review":"No grammatical errors were noted.","cultural_rating":3,"cultural_review":"Based on the title of this book, I was expecting more information about cultural diversity with parenting and families. While the text includes information about the history of parenting styles and includes common parenting strategies, there is no information about the intersection of cultural diversity and parenting styles. Pediatric occupational therapy courses emphasize understanding various parenting styles, including the effect of a client’s culture and background. This book did not provide information that would be helpful for this element of study.","overall_rating":10,"overall_review":"Overall, I liked the clear and concise writing of this book. This book is useful resource for understanding the basics of developmental milestones, family theory, child-rearing strategies, and the other key topics. I could use this book to help students understand current parenting strategies that could be used for children who might require a different approach to parenting.","created_at":"2021-06-09T07:42:23.000-05:00","updated_at":"2021-06-09T07:42:23.000-05:00"},{"id":33387,"first_name":"Anne","last_name":"Robertson","position":"Senior Lecture-Early Childhood Education","institution_name":"University of Wisconsin - Superior","comprehensiveness_rating":4,"comprehensiveness_review":"The context of this text is fairly comprehensive. It includes the areas of parenting and family theories, parenting styles, child-rearing strategies and contexts and developmental milestones. It is missing a connection to the community as well as a diverse and multicultural perspective. It contains the majority of information needed for an early childhood course surrounding parenting and family.","accuracy_rating":5,"accuracy_review":"The content in this text is unbiased. In addition, the author connects to current research and theory as well as research and theory from a historical perspective. The information is accurate and error-free.","relevance_rating":4,"relevance_review":"The content is fairly relevant. It would be more relevant if the content had a diverse and multicultural perspective. It would also be more relevant if there was stronger connection to the community, as the community plays a major role in early childhood education.","clarity_rating":5,"clarity_review":"The text is clearly written. Terminology is defined often and when new contexts are introduced. The chapters are well organized with headers and sub headers. The “Key Takeaway” boxes at the end of sections help a reader stay focused and review and reflect often. The embedded videos help to bring clarity to the information in which they are connected.","consistency_rating":5,"consistency_review":"The structure of the text is consistent throughout the whole text. The terminology is also consistent for how and when it is introduced.","modularity_rating":5,"modularity_review":"The text is easily broken up into manageable chunks for reading. One section or chapter could be used independently.","organization_rating":5,"organization_review":"This text flows easily. While the chapters do not need to be read in order, when they do, they do build in content. Each section and chapter wrapped up nicely where it promotes review and reflection.","interface_rating":5,"interface_review":"The text was easy to read digitally as the font size was above normal increasing the readability. All of the pictures, charts and tables were easy to view. The embedded videos were a pleasant surprise and all that were interacted with, worked. The text was easy to navigate as the table of content allowed you to click on the desired chapter.","grammatical_rating":5,"grammatical_review":"The text did not have any noticeable grammatical errors.","cultural_rating":2,"cultural_review":"This text is missing a connection to a diverse and multicultural perspective. Without this perspective much of society and family types are not being reflected. In addition, in the early childhood world we have been working to eradicate the use of the term parent and transform this terminology into the use of family to be more inclusive. The term parent is used when family should be throughout this text.","overall_rating":9,"overall_review":"Overall, I like how this text is straightforward and organized into standalone sections and chapters. I could easily see using this text to supplement in my Family and Culture course. The chapter on caregiving styles and developmental milestones is the content that I would mostly pull to be supplemental in my course.","created_at":"2021-09-19T23:07:44.000-05:00","updated_at":"2021-09-19T23:07:44.000-05:00"},{"id":34027,"first_name":"Adria","last_name":"Hoffman","position":"Affiliate Graduate Faculty","institution_name":"Virginia Commonwealth University","comprehensiveness_rating":3,"comprehensiveness_review":"This text introduces a breadth of topics related to parenting and family diversity. It reads as an introductory survey text. However, I found it lacking the critical approach needed when discussing diversity. Instead of directly mentioning critique of certain literature or assumptions within certain fields, the information is presented simplistically at times. The linked footnotes are very useful for viewing the source of information, but a broader lens would help those new to the helping professions. As a text that aims to address diversity, there exists a lack of material focused on equity and inclusion.","accuracy_rating":2,"accuracy_review":"Most information seemed accurate, but incomplete, given the title and lack of materials to help the reader learn to work with families from an assets-based framework. The Exceptionalities section contained a great deal of inaccurate and/ or contested and outdated material.","relevance_rating":4,"relevance_review":"It is a very relevant topic, but perhaps less useful for all groups mentioned as the primary audience. For example, educators may find this to be less relevant than the resources available from fields beyond psychology.","clarity_rating":3,"clarity_review":"The book is clearly written as a very traditional type of textbook. There are many opportunities to write in first person or to guide the reader by providing introductions, summaries, and guiding questions to consider as they move through each section.","consistency_rating":4,"consistency_review":"The author situates the majority of material within the field of psychology, using consistent terms and frameworks throughout.","modularity_rating":5,"modularity_review":"The brevity of each section is useful. There isn't an overwhelming amount of text to read/ scroll through.","organization_rating":4,"organization_review":"This text is clearly organized, but could be strengthened by transitional material. For example, the end of each section could benefit from a summary and an introduction to the next section, helping the reader understand where we've been, where we're going, and how the sections might build on one another.","interface_rating":4,"interface_review":"This interface is easy to navigate, overall. Some of the visuals were a bit blurry and I found myself lost a couple of times after clicking on links.","grammatical_rating":5,"grammatical_review":"I did not find errors.","cultural_rating":1,"cultural_review":"This was an area of concern. There is a great deal of literature within the field of family engagement and partnership focused on culturally relevant practice. However, early in the text, G. Stanley Hall is introduced without any mention of his work as a eugenicist (as one example). Other historical figures were also introduced without any mention of critiques or considerations, while Piaget (for example, received both a summary and current critiques. Psychologists whose work directly led to discrimination and trauma should receive at least as much discussion.\r\n\r\nAt other times, links to family engagement work appeared, but the book itself didn't discuss much of the underpinnings of this work in relation to equity and inclusion. Discussion of funds of knowledge, for example, would balance the discussion on trauma, financial challenges, and other deficits.","overall_rating":7,"overall_review":"I can see this text serving a purpose within educational psychology or child development courses, particularly those in which learners must become familiar with historical trends.","created_at":"2022-09-05T13:25:14.000-05:00","updated_at":"2022-09-05T13:25:14.000-05:00"},{"id":34497,"first_name":"Martha","last_name":"Cipullo","position":"Adjunct Professor","institution_name":"Bunker Hill Community College","comprehensiveness_rating":4,"comprehensiveness_review":"The text begins with a comprehensive review of the literature of the key concepts on the influences on parenting, parenting tasks and the role of families and the community.  Other topics discussed separately include parenting theories from the 1600” s to the 1980” s, family's theories, parenting styles, child rearing strategies, child rearing in a variety of contexts and a review of child growth and development from prenatal to young adulthood. The photos of the children and families showed diversity but the information about diversity and parenting was limited in the text narrative.  The text includes a Table of Contents but not an Index. Instead of a glossary, the author integrated the key terms into the narrative of the course text.","accuracy_rating":4,"accuracy_review":"The topics contents presented were accurate, error free and unbiased. More information about parenting in different cultures would be an addition to help families or teachers who may be using the text for family training workshops. Definitions of key terms are defined in the text narrative. The links to further readings provided an opportunity for the reader to continue exploring the topics of interest. The Key Takeaways also was an effective way to give a closure to the discussion as well as verify the most important components for the reader.","relevance_rating":4,"relevance_review":"The topic of parenting and family diversity issues is very relevant to families, teachers as well as students training to work with children and families. The text introduced the relevant components of parenting as well as roles, the tasks and child rearing behavior strategies. The addition of the historical perspectives would be an interesting discussion for teachers and parents. Students in training as well as parents would find the review of child growth and development helpful. This section could be expanded as more research has been done in this area. More information could be included later as more research is developed. The diversity and cultural parenting topics could be expanded to give the different kinds of child rearing aspects for parents from different cultural or diversity perspectives.","clarity_rating":4,"clarity_review":"The text is written in a way that both teachers, students training to be teachers or parents would find informative in terms of content as well as being easy to read. Topics were presented in a concise manner under separate headings. An introduction to the topic was not always present and would be helpful for the reader to know more about the topic prior to reading about the contents being presented. Key terms were defined in the beginning of the text to clarify for the reader. Additional resources were also posted for the reader interested in a more extensive review of the literature.","consistency_rating":5,"consistency_review":"The text was consistent in terms of terminology and framework. The text material was presented in a similar manner in sections labeled under a topic heading. Links were provided for additional information or resources throughout the topic sections. The video links gave the reader the opportunity to learn more about the topic or the parenting techniques being discussed. Key Takeaways were included for sections to highlight the most important topic facts.","modularity_rating":4,"modularity_review":"The text was divided into specific parts with topics that could be used for a parenting course or workshop but also for other early childhood education courses i.e., child behavior guidance or courses with a limited child growth and development text. Though some topic introductions were in the section texts it would be helpful for all the sections to identify for the reader the overview of the topic and how the topic contents are addressed. Video links to further explain the topic content were included as examples. More resource links were provided for the reader interested in more detailed information about the topics being discussed.","organization_rating":5,"organization_review":"The text topics were overviewed in the introduction of the text with specific key terms being defined. Each topic had part with a separate section that presented an overview of the topic i.e., Influences on Parenting, Parenting Tasks, Parenting Theories, Parenting Styles, Child Rearing in a Variety of Contexts, and Developmental Milestones with a Review of child growth and development (prenatal through young adulthood). In the child rearing sections examples for how to use the guidance techniques could be used in a class or workshop.   Links to video resources helped the reader to further extend the learning about the topic beyond the text contents. The parts and sections could be used independently using the topic information for a specific workshop or class discussion in a parenting or other early childhood education course.","interface_rating":5,"interface_review":"The text was set up in a way to navigate in an easy manner. I did not observe any distortions of the course text or charts. The charts could be used in a course lecture. The text information could be adjusted to a power point presentation or a workshop using the topic heading contents. The Key Takeaways were helpful a review of the important points for the text section.","grammatical_rating":5,"grammatical_review":"The text contains no grammatical errors.","cultural_rating":3,"cultural_review":"The text is titled PARENTING AND FAMILY DIVERSITY ISSUES but there was limited information about diversity and the multicultural aspects of parenting. More information would need to be added by the professor for teacher training course in parenting and family diversity issues or a teacher using this text to design a parenting workshop. Also, more information about working with families from a diverse community perspective could be included.","overall_rating":9,"overall_review":"The PARENTING AND FAMILY DIVERSITY ISSUES (Lang) text was a comprehensive review of parenting historically as well as the different aspects of parenting and family systems. More information should be included in terms of diversity and the cultural impact on parenting roles and tasks. The historical information on parenting was a new addition to a text that I have reviewed and could be an interesting parent workshop discussion. The different section topics. i.e., guidance techniques and the history of parenting could be used in different settings or courses. The child growth and development section could be used in the same manner, but more extensive information should be included if it is being used for a course in child growth and development.  Part of the Parenting Theories could supplement the child growth and development overviews in terms of information about developmental theories. The child developmental milestones links could be used to help families learn more about child growth and development as well as how to help the child develop with suggested activities and child parenting techniques. The text has value to be adopted for a course on parenting as well as a resource for other early childhood courses.","created_at":"2023-04-05T14:33:02.000-05:00","updated_at":"2023-04-05T14:33:02.000-05:00"},{"id":35389,"first_name":"Debra","last_name":"Young","position":"Associate Professor","institution_name":"Marshall University","comprehensiveness_rating":4,"comprehensiveness_review":"This text does a good job of covering the aspects of parenting and family relationships. Although each chapter hits the highlights of the parenting style, theory, or strategy discussed, the chapters are very short and, in some ways, can serve as a springboard for further readings or research. For example, each chapter typically includes highlighted key terms, at least one external link to media, and a summarization titled \"key takeaways.\" \n\nIn terms of comprehensive content, this text is not one I would use as they only text for the class for which I am considering using this resource; there just isn't enough information and research. However, it is well done enough that I could easily use it as a supplement to an online module to help students begin learning about a particular topic like introducing parenting theories and styles as a way to have students determine an area of interest for further research on the theory and/or differing styles. \n\nOther content/sections just don't include enough information to use in my class outside of a way to introduce a concept and move on (if at all). For example, the chapter/section on Active Listening is roughly 3 paragraphs, which is not enough information for a practitioner to really grasp the technique. I could use this as a way to introduce the concept but would need much more comprehensive examples and exercises to ensure my students could comfortably practice the concept. Nevertheless, if a social worker was teaching a parent or parenting group about this concept, the information in this text is a perfect amount to spark conversation and keep the parent(s) engaged and learning.","accuracy_rating":4,"accuracy_review":"The majority of the information provided is accurate, especially in the chapters/sections about parenting theory. However, the families theories section is a bit too thin and does not adequately explain relevant points regarding the theories covered. Family Systems Theory is complex and has several significant points that readers would benefit from gaining some understanding of such as: triangulation, enmeshment, and emotional differentiation. There is also a genogram included, but no breakdown of how to really interpret the different symbols and their significance. \nAgain, this text works well as a springboard for further reading but is not comprehensive enough in some areas to be considered \"accurate.\"","relevance_rating":5,"relevance_review":"Although the versioning of the text hasn't been updated since 2021, the information provided is very relevant and the topics covered will never be obsolete due to the majority of the material covered being historically covered parenting and family theories. Moreover, the parenting styles and developmental milestones of children have been proved for many years with no significant changes or discoveries documented. \n\nInformation that can be updated such as the differing landscapes of family makeup/breakup and the changing styles of child-rearing can be done so easily, as each has their own section that can be updated or deleted. \n\nMedia links provided are working at the time of this review and can easily be replaced if they become deadlinks or updated information is needed.","clarity_rating":4,"clarity_review":"The prose in this text is clear and free of jargon or any deeply technical language. Operational definitions are covered at the beginning and terms relevant to the sections covered are highlighted and defined. Very transparent vocabulary and sentence structure that is clear, succinct, and easy to interpret.","consistency_rating":5,"consistency_review":"The text is consistent in flow and framework and breaks down the information in ways that the reader can understand easily. There are also several sections that refer to earlier sections and links are provided so that the reader can revisit them if needed.","modularity_rating":5,"modularity_review":"The text is broken down into very easy and quick digestible sections. Each section is accessible through a linked table of contents that also has sub-links for each section. The text has short paragraphs, bulleted lists, figures, photos, embedded links that open to a new page, and highlighted text and boxes that help the reader navigate the material easily. \n\nThe text also includes breadcrumbs at the bottom of the webpage to direct the reader backwards or forwards to previous or upcoming sections, respectively.","organization_rating":5,"organization_review":"This text is organized very well and is easy to navigate. It is very clear in presentation of concepts.","interface_rating":5,"interface_review":"No interface issues. This text is offered in a variety of both static webpage and downloadable options. The images are clear, the color variants are dark and bright, which is good for possible visual impairment (red, black, and purple). Figures are clearly imported but blend well with the text and are not distracting. No flashing images or other display features that would irritate or confuse someone with vision issues.","grammatical_rating":5,"grammatical_review":"No grammatical errors.","cultural_rating":4,"cultural_review":"The images provided are of people of all ages and races. The text title uses the word \"diversity\" in the sense of diverse family make-up rather than cultural differences, which might be confusing if one is looking for an intercultural/multicultural text. The authors include LGBTQ+ families in the operational definitions and has a blanket statement about sociocultural and contextual characteristics of parent-child relationships.  There could be more included throughout the text, but due to the succinct nature of the information provided, it wouldn't fit with the flow and detract from the overall \"just the facts\" tone of the text.","overall_rating":9,"overall_review":null,"created_at":"2025-01-19T16:13:43.000-06:00","updated_at":"2025-01-19T16:13:43.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/parenting-and-family-diversity-issues","updated_at":"2025-12-15T02:29:23.000-06:00"},{"id":936,"title":"Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners","edition_statement":null,"volume":null,"copyright_year":2020,"isbn10":null,"isbn13":null,"license":"Attribution-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"If we want to impact the world of children who have experienced trauma then we must change not only ourselves and our classroom, but we must change our schools, our organisations, and our systems of care for children. We must all speak out for these children who have no voice to bring awareness of new educational and mental health approaches to children who will become tomorrow’s failed adults unless they receive our understanding and our help. For whatever reason you have been attracted to this book, you have come to the right place. You may at times put it down and wonder if the challenge is too great, but trust me it is not. If you stay engaged with this book and with a child who has experienced trauma then you will learn new understandings, new ideas and new ways to reach the mind, the heart and the soul of young people who need our support and our love.","contributors":[{"id":5314,"contribution":"Author","primary":false,"corporate":false,"title":"Dr.","first_name":"Kay","middle_name":null,"last_name":"Ayre","location":"Edith Cowan University","background_text":"Dr. Kay Ayre is a lecturer in Early Childhood Studies in the School of Education at Edith Cowan University, Western Australia. She has a background in early years teaching and behaviour support. She has worked extensively with disengaged and disruptive children, their teachers and schools. Kay has a passion for helping build the capacity of teachers to develop and maintain positive, inclusive classrooms with a focus on supporting children affected by trauma who demonstrate serious, disruptive behaviour. Her research interests are in challenging behaviour of children, positive behaviour support, trauma informed practice and parent-school engagement."},{"id":5315,"contribution":"Author","primary":false,"corporate":false,"title":"Dr.","first_name":"Govind","middle_name":null,"last_name":"Krishnamoorthy","location":"University of Southern Queensland","background_text":"Dr. Govind Krishnamoorthy is a clinical psychologist and lecturer in the School of Psychology and Counselling at the University of Southern Queensland, Australia. Govind’s clinical practice and research focuses on improving mental health and educational outcomes for children and adolescents from marginalised backgrounds. He has worked extensively with children and families exposed to abuse and neglect in both public and private sector. Govind has collaborated extensively with schools and a number of child welfare services in implementing systems approaches for trauma informed and attachment sensitive practices."}],"subjects":[{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":57,"name":"Early Childhood","parent_subject_id":5,"call_number":"LB1139.2","visible_textbooks_count":16,"url":"https://staging.open.umn.edu/opentextbooks/subjects/early-childhood"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"}],"publishers":[{"id":915,"url":"https://usq.pressbooks.pub/","year":null,"created_at":"2020-11-30T17:15:40.000-06:00","updated_at":"2020-11-30T17:15:40.000-06:00","name":"University of Southern Queensland"}],"formats":[{"id":1906,"type":"PDF","url":"https://usq.pressbooks.pub/traumainformedpractice/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1907,"type":"eBook","url":"https://usq.pressbooks.pub/traumainformedpractice/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1908,"type":"Online","url":"https://usq.pressbooks.pub/traumainformedpractice/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":8,"reviews":[{"id":4820,"first_name":"Gloria","last_name":"Crowell","position":"Adjunct Professor","institution_name":"Franklin College","comprehensiveness_rating":5,"comprehensiveness_review":"Book covers all aspects of this topic.  Includes easy to use index of information.","accuracy_rating":4,"accuracy_review":"Book appears unbiased, uses facts and references to support the text.","relevance_rating":5,"relevance_review":"Content is organized in chunks/sections which could easily be updated as new research on this topic becomes available.","clarity_rating":5,"clarity_review":"Text is easy to read and uses vocabulary relevant to trauma informed care.","consistency_rating":5,"consistency_review":"Text uses consistent terms and division of sections.","modularity_rating":5,"modularity_review":"The sections are nicely divided for student use.  Some sections could be used as stand alone readings and assignments.","organization_rating":5,"organization_review":"Great organization.","interface_rating":5,"interface_review":"Links to outside sources all worked without issue.  Videos were nicely integrated into the text.","grammatical_rating":5,"grammatical_review":"No grammar errors were noted.","cultural_rating":5,"cultural_review":"Text appears to be culturally sensitive.","overall_rating":10,"overall_review":"The division of the sections make this text easy to use in its entirety or specific topics.","created_at":"2021-04-22T20:22:31.000-05:00","updated_at":"2021-04-22T20:22:31.000-05:00"},{"id":33349,"first_name":"Adrainne","last_name":"Thomas","position":"Assistant Professor","institution_name":"Virginia State University","comprehensiveness_rating":4,"comprehensiveness_review":"Trauma-Informed Behaviour Support: A Practical Guide to Developing Resilient Learners by Kay Ayre and Govind Krishnamoorthy is a comprehensive text designed to educate practitioners on the severity and causes of trauma, its effect on development and behavior, and provides strategies for working with children who experience trauma.  The text contains a clickable Table of Contents linked to each section but does not contain an index, nor a glossary.","accuracy_rating":5,"accuracy_review":"The authors write from their personal experiences in working with this population and also cite recent evidence-based sources.  The content is accurate, error-free, and unbiased.","relevance_rating":5,"relevance_review":"Each part stands alone but builds progressively upon the other, and includes links to videos and outside sources and references. Each part and corresponding sections are written and laid out in such a way that will allow for ease in updating the information as needed.","clarity_rating":5,"clarity_review":"Topics in the text are presented in a clear and logical fashion.  The text is written in clear and concise language and is free of technical jargon and technical terminology.","consistency_rating":5,"consistency_review":"The text is written in six parts, is well designed in the consistency of the content and layout across each part.","modularity_rating":5,"modularity_review":"The text is readily divisible into smaller reading sections that can be assigned as needed within a course.  Each part stands alone and can be read in any order depending on the content required.","organization_rating":5,"organization_review":"The text is well organized and logical in its presentation.  Each of the six parts is consistent in its structure and easy to follow.","interface_rating":5,"interface_review":"Images and charts are clear, easy to read, and relevant to the text.  Links to outside sources, i.e. websites and videos are all functional.","grammatical_rating":5,"grammatical_review":"The text is free of grammatical errors.","cultural_rating":5,"cultural_review":"The text is written in bias-free, culturally responsive language, and is inclusive of a variety of races, ethnicities, and backgrounds.","overall_rating":10,"overall_review":"Trauma-Informed Behaviour Support: A Practical Guide to Developing Resilient Learners is a well written and informative text that would be a valuable addition to any course in any field that serves children who experience trauma.","created_at":"2021-07-13T22:32:07.000-05:00","updated_at":"2021-07-13T22:32:07.000-05:00"},{"id":33728,"first_name":"Mandy","last_name":"Olsen","position":"Instructor","institution_name":"Western Oregon University","comprehensiveness_rating":5,"comprehensiveness_review":"A comprehensive guide to trauma informed practices for any practitioner that works directly with children affected by adverse childhood experiences. ","accuracy_rating":4,"accuracy_review":"Includes practical applications and links practices to developmental and social theories that provide detailed explanation through best research and best practice.  ","relevance_rating":4,"relevance_review":"Helps promote understanding particularly for children with challenging behaviors.  Particularly for teachers- this text provides an explanation of how trauma impacts brain development and how atypical behaviors are often a result of lagging skills and development. The text could do a lot more to address racialized or systemic trauma- research suggests a serious need to classify systemic racism as its own enduring trauma faced by students of color.  A large portion of the text is dedicated to behaviorism, I would have liked to see the author discuss research against the use of behaviorist techniques as some research suggests it causes retraumatization.","clarity_rating":5,"clarity_review":"Easy to read, interesting, provides applicable examples and facts that show clarity.  Organization of the chapters is easy to follow and makes sense within the context of the topic.","consistency_rating":5,"consistency_review":"Terminology is consistent throughout the text.","modularity_rating":5,"modularity_review":"Some large blocks of text but those are often broken up by visuals or subheadings to promote understanding.","organization_rating":5,"organization_review":"Chapters are broken up into manageable chunks, visual aids and bulleted lists provide clarity and improve the visuality of the text.","interface_rating":5,"interface_review":"Images and charts add to understanding of the topic, links directed me to applicable videos.  The only thing to point out, and I'm not sure you can do anything about this, most of the videos linked to youtube had an add attached.","grammatical_rating":5,"grammatical_review":"I noticed no grammatical errors in this text.","cultural_rating":3,"cultural_review":"Although there is nothing outwardly offensive, nearly every image shows white children and adults which could potentially show a bias of the authors and is less inclusive of other races and cultures.  As stated above, the authors do not specifically address racialized trauma or other trauma caused by systemic injustice.","overall_rating":9,"overall_review":"I do think many components of this text provide a clear, easy-to-read, understandable synopsis of trauma and the how it impacts brain development.  It is a useful guide for practitioners, and especially for educators working with children.","created_at":"2022-02-23T09:00:00.000-06:00","updated_at":"2022-02-23T09:00:00.000-06:00"},{"id":33991,"first_name":"Staci","last_name":"Gilpin","position":"Senior Lecturer","institution_name":"University of Wisconsin - Superior","comprehensiveness_rating":4,"comprehensiveness_review":"Comprehensive and practitioner-friendly text that connects trauma-informed practices with strategies for supporting students and the secondary trauma educators sometimes experience.","accuracy_rating":4,"accuracy_review":"It is grounded in research-based practices and theories that provide a rationale/background for practitioners working with students who have experienced trauma. However, I wish there was a discussion of the emerging research which indicates behaviorist techniques can cause retraumatization, along with the presentation of alternatives to these techniques. The Creative Commons Licenses on this book do allow for remixing. For example, those using this text for college-level courses could add information (e.g., links to articles) that presents these perspectives. I could quickly download one of the four formats provided, drag it into my Google Drive, and remix it within minutes.","relevance_rating":4,"relevance_review":"The text brings together the latest research regarding trauma, its impact on development, and its implications for practitioners. Yet, another omission is a lack of addressing diversity in images and content. For example, this text would be strengthened by including information about the systemic trauma experienced by BIPOC students and LGBTQ experiences connected to trauma. It would also be a more inclusive text if there were images of BIPLOC students along with those with disabilities. Once again, those using this text could remix it to address these issues. And this might be a great collaborative activity for students (e.g., an open pedagogy assignment ). \r\n\r\nAlso, the information about secondary trauma, the impact on practitioners, and steps to address it are essential due to the ongoing COVID Pandemic and a rise in teacher burnout. That is compounded for those working with students with challenging behavior.","clarity_rating":5,"clarity_review":"Easy to read. Clear and concise writing. Terms defined as needed.","consistency_rating":5,"consistency_review":"Terminology is consistent throughout the text.","modularity_rating":5,"modularity_review":"Visuals or subheadings often break up some large blocks of text to promote understanding. As a result, instructors could easily remix this text.","organization_rating":5,"organization_review":"The information builds from beginning to end logically.","interface_rating":5,"interface_review":"Images and charts added to my understanding, and links directed me to applicable videos—with engaging and interactive layouts.","grammatical_rating":5,"grammatical_review":"I noticed no grammatical errors in this text.","cultural_rating":3,"cultural_review":"See earlier comments.","overall_rating":9,"overall_review":"I would recommend this text as long as users remedy the diversity concerns shared and address the downsides of ABA while suggesting other approaches/ways to address the downsides.","created_at":"2022-08-20T11:31:27.000-05:00","updated_at":"2022-08-20T11:31:27.000-05:00"},{"id":34092,"first_name":"Chris","last_name":"Hass","position":"Assistant Professor","institution_name":"James Madison University","comprehensiveness_rating":4,"comprehensiveness_review":"This text provides a good amount of background information to help readers better understand and empathize with students who suffer from trauma as well as offering structures that can be used to observe, reflect, prevent, teach, and more. The information provided is deeply rooted in a behaviorist perspective. For a more comprehensive understanding of this topic, I wish this perspective would have been situated within other perspectives on human behavior.","accuracy_rating":4,"accuracy_review":"The book is grounded in theory, offering many references in each section and subsection so readers can see what texts/theorists inform this work. However, I wish the author would have addressed the many critiques educators, researchers, and theorists have waged in response to Positive Behavior Strategy-approach.","relevance_rating":3,"relevance_review":"The text does a nice job of bringing together current works on behavior, trauma, and classroom practices to ensure it is relevant. Additionally, the universal nature of this topic helps to support longevity – though the lack of representation in regard to the traumas suffered by school-aged children does not support the relevance or longevity of this text. While this text draws from many other texts and studies, it does not adequately relate the lived experiences of teachers and students in schools. In large part, outside of a few times when the author shares a brief anecdote from their own experience, it feels academically removed from classroom experiences.","clarity_rating":5,"clarity_review":"The text is very well written and clear. Any jargon used is explained in full.","consistency_rating":5,"consistency_review":"All terminology and elements of framework are consistent throughout the text.","modularity_rating":5,"modularity_review":"A particular strength of this text is its modularity. It is broken into six parts with each consisting of subsections that are both well-defined and well-developed. This text could easily be used in whole or in parts as a supplement to other texts. The inclusion of shorter texts and video links break each section up, providing additional opportunities for engagement and understanding. This format supports efforts/needs to remix.","organization_rating":5,"organization_review":"The text is very well organized. As mentioned above, a mix of shorter readings and videos are offered throughout that not only aid the structure but provide a multimodal approach to the content while also supporting the flow of the text. Furthermore, the progression of the text is logical and effective.","interface_rating":5,"interface_review":"The links to videos were easy to navigate and readers will be appreciative of the additional resources.","grammatical_rating":5,"grammatical_review":"No grammatical errors.","cultural_rating":3,"cultural_review":"The book would greatly benefit from the inclusion of broader communities of people in the images, videos, text, and references. While it was very helpful to hear about the challenges faced by the Aboriginal and Torres Strait Islanders (though their story was largely told through a deficit-lens perspective), readers need to learn more about the many other communities who may be in particular jeopardy of trauma due to the societal conditions that surround them.","overall_rating":9,"overall_review":"This is a great source for use as a supplement to other course texts on trauma-informed practices. If used as a primary text, instructors would need to be very careful to address issues with cultural relevance as well as provide contrasting perspectives on PBS so students can contextualize this work and make informed decisions in regard to their future practice.","created_at":"2022-11-01T09:11:27.000-05:00","updated_at":"2022-11-01T09:11:27.000-05:00"},{"id":34729,"first_name":"Sharon","last_name":"Gilbert","position":"Professor","institution_name":"Radford University","comprehensiveness_rating":5,"comprehensiveness_review":"There is no index or glossary but being searchable online is functional.  The videos are interesting and helpful to see what it might be like from a child's standpoint. The explanation of the “window of tolerance” is helpful. \nThe “Plan, Prompt, Pause, Push Off” model provides a visual to help readers remember an approach. \nThere are very short case studies that are used more than once. This lets the reader deal with issues from the text.\nHaving information for the caregivers and teachers and the impact of dealing with traumatized children and students is very important.","accuracy_rating":5,"accuracy_review":"The information appeared to be accurate though it is written with the Australian educational system in mind. That wouldn't keep it from being useful to readers elsewhere, though.","relevance_rating":5,"relevance_review":"I believe the most recent citation is from 2018. However, the information can be updated fairly easily. \nThe content seems very thorough. For example, discussing why some students might be so disruptive. I think the whole idea of tying abuse and neglect and its impact on a child’s behavior is critical. \nI’m glad the background for behaviorism was kept brief. I suspect readers want to know more about how to apply the technique than to read about its development. \nHaving the exercise where you pick observable behaviors and fill in an ABC chart are helpful experiences. This chapter provides some useful groundwork for understanding and trying the ABC process. \nThe book goes into some anatomy and brain development. Some teachers might skip this piece if application is their goal.","clarity_rating":5,"clarity_review":"I didn't read any jargon. Illustrations, tables, and figures were helpful. However, Figures 3.5 – 3.7, Table 5.1 and Figure 6.1 are blurry and unreadable. \nThe figures are helpful in understanding the content. Seems odd to have the Understand the Function listed 5 times in the book.","consistency_rating":5,"consistency_review":"The text is internally consistent.","modularity_rating":5,"modularity_review":"With the chapter chunks, it makes it very easy to choose topics of interest to assign for reading. One could easily choose to use just portions of the text to cover these topics.\nChapters are short and to the point. Short chapters mean students are more likely to read them.","organization_rating":5,"organization_review":"Having the chapters divided into specific topic areas is helpful. The objectives at the beginning of each chapter help layout what will be covered in each chapter. \nHaving additional information to access is nice but I wouldn't recommend having users leave the text to read more information too often.","interface_rating":5,"interface_review":"Having external links can be risky if those links are not maintained. For example, the still-face experiment link is broken. \nIt would be helpful if the videos opened in a new window because, when I hit the back button, I was back at the beginning of the book instead of where the video was in the book. \nI'd recommend making more in the videos and readings hot linked. For example, I naturally wanted to click on the word \"read\" or the title of the article but had to notice the underlined words to find the hot link. Having closed captioning in the videos and transcripts is helpful.","grammatical_rating":5,"grammatical_review":"Each of the objectives for Part I don't all start with verbs. There is not consistent pronoun/referent agreement. Ex. \"Every child has their own\".\n“holding the class to ransom” – odd wording. Expected to read “holding the class for ransom”.","cultural_rating":5,"cultural_review":"There's the chapter specific to ABORIGINAL AND TORRES STRAIT ISLANDER CHILDREN. This wouldn't be relevant to those outside of this geographic area but it's a small chapter.","overall_rating":10,"overall_review":"Having review questions are great but they didn’t show up until the end of Part I and there were only 3. They weren’t necessarily reflective. Some were just “name …”. No reflection is required. \nSome of the pictures reminded me of PowerPoints. For example, “How do you view disruptive behavior?” and then there are cartoonish glasses with eyes in them. I’m not sure that’s necessary. Same thing with the magic wand.","created_at":"2023-11-12T19:24:02.000-06:00","updated_at":"2023-11-12T19:24:02.000-06:00"},{"id":34867,"first_name":"Tina","last_name":"Herring","position":"Professor Specail Education","institution_name":"Metropolitan State University of Denver","comprehensiveness_rating":5,"comprehensiveness_review":"This well-organized text excels in presenting complex ideas around Trauma Informed Practice (TIP) in a clear and engaging way. I particularly appreciate the chapter structure, moving from empathy and understanding (\"Understand and empathize\") to practical strategies for managing challenging behaviors (\"Prevent and contain\" through \"Teach and reinforce\"). The focus on \"What happened to you?\" rather than \"What's wrong with you?\" resonates strongly with the core principles of TIP.\n\nThe authors effectively blend theoretical foundations with real-life examples through case studies, suggestions, and strategies for classroom implementation. I found the \"Plan, Prompt, Pause, Push Off\" model particularly helpful for its practical application.\n\nChapters 2 and 3 seamlessly integrate Applied Behavior Analysis (ABA) and Positive Behavior Supports (PBIS) within the TIP framework, demonstrating their compatibility and potential for synergistic implementation. While some may raise concerns about their incompatibility, the authors effectively highlight how ABA and TIP could be more complementary.\n\nI also appreciate the use of audio and video clips to solidify concepts and the incorporation of visuals throughout the text. Though some reviews criticize the simplicity of certain \"clipart,\" I believe they enhance accessibility and maintain reader interest.","accuracy_rating":4,"accuracy_review":"While the content appears accurate, its 2020 publication date means it's susceptible to becoming outdated. The lack of recent citations (most post-2018) further necessitates an update to include the latest research advancements in TIP.","relevance_rating":4,"relevance_review":"This text's core concepts like ABA and ABC charts remain relevant despite time limitations. However, information pertaining to Australian organizations, agencies, and school systems may not resonate with audiences outside of that specific context. Nevertheless, the majority of the content, focusing on universal TIP principles, behavior support strategies, and social-emotional learning, maintains its value across diverse cultural contexts.","clarity_rating":4,"clarity_review":"The text is well-written and organized, with clear explanations and logical flow. However, I noticed several areas for improvement:\n•\tBlurry/unreadable figures and tables: Ensure all visuals are high-resolution and legible.\n•\tRedundant \"Understanding the Function\" table: Adapt the table to display function-specific information relevant to each context instead of repetitive presentations.\n•\tGlossary inconsistency: Include and link to the actual glossary if referenced.\n•\tTitle/subtitle capitalization inconsistency: Maintain consistent capitalization for all section headings.\n•\tReflection question inconsistency: Ensure all chapters have relevant reflection questions, avoiding repetitive identification/definition prompts.","consistency_rating":4,"consistency_review":"The content flows logically and consistently. My only suggestion is to prioritize practical information on observing and recording behavior for function analysis over a detailed history of behaviorism.","modularity_rating":5,"modularity_review":"The text's modular structure allows for easy division into smaller units for student assignments without disrupting the overall flow.","organization_rating":5,"organization_review":"The excellent chapter and subchapter layout facilitates navigation and comprehension. I appreciate the supplementary materials like images, videos, and audio clips.\n•\tMisleading button appearance: Consider revising the \"read/watch\" icons to differentiate them from clickable buttons.","interface_rating":5,"interface_review":"The abundant website and video links enrich the learning experience. However, ensure regular updates to prevent outdated or broken links.","grammatical_rating":5,"grammatical_review":"The text appears well-written and mostly free of grammatical errors.","cultural_rating":5,"cultural_review":"The text's principles are generally culturally adaptable, although specific examples and references may need tailoring for different contexts.  Information is inclusive of races, ethnicities, and backgrounds.  Authors even warn readers of videos that could be uncomfortable to watch.","overall_rating":9,"overall_review":"I would suggest the authors update this text with current research in TIP and focus more on practical methods of assessment and intervention rather than a historical review of certain philosophies.  Overall excellent text.  I can see using portions of this textbook for my class.","created_at":"2024-01-18T16:41:54.000-06:00","updated_at":"2024-01-18T16:41:54.000-06:00"},{"id":34935,"first_name":"Sonja","last_name":"Ezell","position":"Clinical Assistant Professor","institution_name":"University of Texas at Arlington","comprehensiveness_rating":5,"comprehensiveness_review":"The text provides details and thoughtful - research driven practices related to trauma and resilient support for school age learners.","accuracy_rating":5,"accuracy_review":"The content is well-researched and referenced. It contains hyperlinks and offers additional information for future readings and development of the topic.","relevance_rating":5,"relevance_review":"The content is well organized and provides an overview of the content that supports the reader's understanding of the topics and what is ahead in the text.","clarity_rating":5,"clarity_review":"The text is well-written and uses information and reflection points within the text to allow the reader to pause and ponder. The information is easy to read and understand.","consistency_rating":5,"consistency_review":"The framework of the text is consistent, and the terms utilized are appropriate for the content. The text is easy to understand, use and engage with.","modularity_rating":5,"modularity_review":"The subdivision of the text is laid out in an easy-to-use format. The information is easy to interact with and could be assigned or accessed in different ways.","organization_rating":5,"organization_review":"The topics in this text is presented in a very logical and engaging way. The layout shows the journey of the student and with tackling trauma.","interface_rating":5,"interface_review":"Nice - captivating images. The images are appropriate and informative. The charts display well and they are easy to understand.","grammatical_rating":5,"grammatical_review":"The text is well written and free of grammatical errors.","cultural_rating":5,"cultural_review":"The images utilized in the text are culturally sensitive and appropriate for the content and subject matter.","overall_rating":10,"overall_review":"I really liked the book (the content and the images were powerful) and while I was reading it - I immediately knew this would be a text that my students would enjoy reading and find very informative.","created_at":"2024-03-14T11:59:49.000-05:00","updated_at":"2024-03-14T11:59:49.000-05:00"},{"id":35305,"first_name":"Dr. Kelly","last_name":"Eckel","position":"Assistant Professor, Director of Field Experiences","institution_name":"University of Saint Francis","comprehensiveness_rating":5,"comprehensiveness_review":"A key strength of this book is its emphasis on the \"why\" behind student behaviors. Rather than focusing solely on managing or correcting negative behaviors, the text encourages educators to explore the root causes of those behaviors—often linked to unresolved trauma. This trauma-sensitive approach shifts the perspective from \"What’s wrong with this child?\" to \"What has happened to this child?\" This reframing is a critical part of the book’s effectiveness and makes it a powerful tool for fostering empathy and understanding in the classroom.","accuracy_rating":5,"accuracy_review":"The text explains the foundational concepts of trauma, emphasizing its pervasive effects on students’ emotional and cognitive development. By incorporating trauma-informed practices, it helps readers understand how adverse experiences can manifest in students' behavior. The book underscores the importance of building trust, creating safe environments, and maintaining high expectations, all while being empathetic to the challenges these students face.","relevance_rating":5,"relevance_review":"The text is a must-read for teachers, school administrators, and other educational professionals committed to creating inclusive, supportive learning environments. Practical guidance, combined with their compassionate approach, makes this book a valuable resource for anyone seeking to better understand and respond to the needs of students impacted by trauma. It provides not only the tools for addressing challenging behaviors but also the insight needed to help all students become resilient, confident learners.","clarity_rating":5,"clarity_review":"The authors attempt to ensure that the text is not just a resource for trauma-informed educators with specialized knowledge but a useful tool for anyone who works with students and wants to understand how trauma might be affecting their behavior and learning.","consistency_rating":4,"consistency_review":"While the book’s strength lies in its accessible, straightforward approach, some readers may find the content a bit repetitive at times. The core principles of trauma-informed support are reiterated in multiple chapters, which, although helpful for reinforcement, may seem redundant for more experienced readers.","modularity_rating":5,"modularity_review":"The book is organized into clear, digestible sections, making it accessible for busy educators. It offers practical strategies for developing student resilience, including specific tips for fostering emotional regulation, supporting positive relationships, and encouraging pro-social behaviors.","organization_rating":5,"organization_review":"The book is structured in a way that gradually introduces the concepts of trauma, its impact on student behavior, and practical strategies for implementing trauma-informed practices in the classroom.","interface_rating":5,"interface_review":"The videos were excellent, particularly the ReMOVED piece which was extremely powerful and relevant to the subject matter.","grammatical_rating":5,"grammatical_review":"No grammatical issues.","cultural_rating":5,"cultural_review":"One of the most significant ways the text addresses cultural relevance is through its emphasis on building strong, trusting relationships between educators and students. They stress that creating a safe and supportive environment is the cornerstone of trauma-informed education. For students from diverse cultural backgrounds, this relational component is especially critical.","overall_rating":10,"overall_review":null,"created_at":"2024-11-06T14:47:34.000-06:00","updated_at":"2024-11-06T14:47:34.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/trauma-informed-behaviour-support-a-practical-guide-to-developing-resilient-learners","updated_at":"2025-12-15T02:30:43.000-06:00"},{"id":955,"title":"Exploring Physical Phenomena","edition_statement":null,"volume":null,"copyright_year":2019,"isbn10":null,"isbn13":null,"license":"Attribution-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"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 or in informal settings such as afterschool programs, youth group meetings, and museum workshops. This course also is appropriate for general science students and others interested in exploring some of the physical phenomena underlying global climate change. The theme for the course is: What happens when light from the Sun shines on the Earth? The emphasis is on questioning, predicting, exploring, observing, discussing, reading, and writing about what one thinks and why. This first unit focuses on exploring the nature of light phenomena. Among the unit’s many goals are two primary ones: to learn about light phenomena and to learn about ways to foster science learning for yourself and others such as your family, friends, and students.","contributors":[{"id":5344,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Emily","middle_name":null,"last_name":"van Zee","location":"Oregon State University","background_text":"Emily van Zee is a retired associate professor of science education at Oregon State University. She designed and taught this physics course for prospective elementary and middle school teachers. She also taught graduate courses in science education. Her research has included documenting and interpreting ways to engage students in “thinking like a physicist.” She also has explored student and teacher questioning during conversations about science in pre-college classrooms. In addition, she has collaborated with K-12 teachers interested in inquiring into their own teaching practices and students’ learning. She can be reached at vanzeee at oregonstate.edu."},{"id":5345,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Elizabeth","middle_name":null,"last_name":"Gire","location":"Oregon State University","background_text":"Elizabeth Gire is an associate professor of physics at Oregon State University. She is the current instructor of this physics course for prospective elementary and middle school teachers. She also teaches physics courses for majors. Her research focuses upon ways in which to engage students in seeking coherence among different representations of physics knowledge. She also has designed and taught a course that explicitly engages students in developing knowledge of sense-making strategies, metacognitive skills, and productive beliefs about the nature of doing physics as well as in increasing their awareness and appreciation of physics sense-making processes. She can be reached at giree at oregonstate.edu."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":39,"name":"Physics","parent_subject_id":8,"call_number":"QC21.3","visible_textbooks_count":47,"url":"https://staging.open.umn.edu/opentextbooks/subjects/physics"},{"id":28,"name":"Secondary Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/secondary-education"},{"id":8,"name":"Natural Sciences","parent_subject_id":null,"call_number":"QH301","visible_textbooks_count":252,"url":"https://staging.open.umn.edu/opentextbooks/subjects/natural-sciences"}],"publishers":[{"id":934,"url":"https://open.oregonstate.education/","year":null,"created_at":"2021-01-30T18:50:52.000-06:00","updated_at":"2021-01-30T18:50:52.000-06:00","name":"Oregon State University"}],"formats":[{"id":2328,"type":"eBook","url":"https://open.oregonstate.education/physicsforteachers/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2329,"type":"PDF","url":"https://open.oregonstate.education/physicsforteachers/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2330,"type":"Online","url":"https://open.oregonstate.education/physicsforteachers/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"5","textbook_reviews_count":4,"reviews":[{"id":34176,"first_name":"Michelle","last_name":"Leverette","position":"Visiting Assistant Professor Educational Leadership and Policy Studies","institution_name":"University of Texas at Arlington","comprehensiveness_rating":5,"comprehensiveness_review":"The authors provide multiple relevant connections (aligned with NGSS) about various aspects of the Sun and Earth's interactions.","accuracy_rating":5,"accuracy_review":"As a middle school practitioner actively teaching 7th and 8th grade science for approximately 20 years, the content was accurate and logical.","relevance_rating":5,"relevance_review":"The content provided is relevant. The inquiry-based approach creates a timeless framework for educators.","clarity_rating":5,"clarity_review":"The structure of each section was clearly explained and logically organized. Examples are provided throughout.","consistency_rating":5,"consistency_review":"Clearly defined terminology and framework throughout.","modularity_rating":5,"modularity_review":"Each section is approachable and useful for addressing specific aspects of thinking and of new content relationships.","organization_rating":5,"organization_review":"The book is clearly organized throughout. Explanations of each section were clarified during the preface.","interface_rating":5,"interface_review":"No known issues occurred.","grammatical_rating":5,"grammatical_review":"I am not aware of any grammatical errors.","cultural_rating":5,"cultural_review":"The equipment mentioned on p. 20-21 may or may not be accessible to all classrooms. However, most supplies are household items that are inexpensive and/or can be repurposed. Content and frameworks transcend student subpopulations.","overall_rating":10,"overall_review":"This content is organized and rigorous. This book provides structures and frameworks to guide teachers toward thinking and implementing inquiry-based learning. It provides science teachers guidance to help students to own their learning. If I were a newer teacher, I would jump to the examples, handouts, and other visuals of student work to help guide me. As a veteran teacher, I would use this text as guidance to design opportunities to challenge my students to dig deeper into the relationship between their predictions, their evidence they discover along the way, (and intentionally reflected upon), as well as their reasoning to explain \"why\" something may have occurred. The mathematical aspects of the learning may be more applicable to secondary students but could be scaffolded as needed for a younger classroom. \r\n\r\nThe content is rich and comprehensive. Due to these characteristics, it would be useful in a group Professional Learning Community (PLC) as a book study to glean frameworks and structures. Collaboratively, teachers could discern appropriate applications of this content framework for the developmental age of their students as it aligns with their state requirements.","created_at":"2022-11-22T00:25:40.000-06:00","updated_at":"2022-11-22T00:25:40.000-06:00"},{"id":34355,"first_name":"Cathy","last_name":"Stierman","position":"Assistant Professor","institution_name":"Clarke University","comprehensiveness_rating":5,"comprehensiveness_review":"This text thoroughly covers the mechanics of how to teach science in a clear, thorough, and straightforward manner. Using the most common physical science topics, the authors demonstrate how to lead new science teachers through phenomenon-based teaching and learning. Not only is the teacher directed to do each phenomenon-related activity as a student would, they are then provided student samples to compare their work to, along with an explanation of both the phenomenon and for the chosen teaching strategy.\r\n\r\nThe text also models the layered nature of science though its units. The first two units are on light and heat, respectively, and the third and fourth unit are the influence of light and heat on weather then climate. The final unit on space phenomena, does not build on the topics of light and heat. Rather, it covers some of the more common phenomena encountered in the study of space.\r\nThis text does not have a glossary, but it is not needed, as the authors explain any academic language as it is encountered. The Table of Contents is divided into units, with additional materials linked below. Each unit is divided into ten sections, and each section is individually linked to the Table of Contents, as are the handouts for each unit and some supplemental materials. \r\n\r\nThe supplemental materials include example homework and lesson plans. The lesson plan for teaching Units 1-4 is very thorough, but might be difficult for some to locate, as it is found in the homework link. The lessons are designed for an instructor meeting with future science teachers for 2.5 hours twice a week for 10 weeks. In addition to a teaching guide, alternative activities for distance learning and inclement weather along with a complete list of materials for each activity are included. All linked materials are accessed through Oregon State’s Box platform. I did not need to subscribe to Box in order to use the materials. There is a pdf “original” version and an editable docx version of each student handout. All items must be downloaded individually.","accuracy_rating":5,"accuracy_review":"No errors or bias in science content or pedagogy were found during this review. The authors did provide a link on p.2 of the text through which errors can be reported.","relevance_rating":5,"relevance_review":"The text provides excellent instruction in the use of the Next Generation Science Standards (NGSS) and its focus on phenomenon-based learning and teaching, which is considered current best practice in science instruction. As a part of each unit, the authors explain how they themselves used the NGSS format in the creation of the unit activities, which in turn makes it easy for the user to teach using this method. For example, in the nature of light section, after presenting an everyday phenomena on light, the authors directed the user to provide an initial explanation of the phenomena based upon current knowledge, explore and reflect on the phenomena, and then update the explanation. This is the same sequence of events teachers are expected to use with students. While a student sample is provided, the authors encourage the user to create their own explanations and do their own exploration before looking at the sample. Common misconceptions and suggestions on the nuances of teaching each of the central concepts are insightful and necessary additions. \r\n\r\nThe sections titled Connections to Educational Policies about NGSS and how to “do” science are especially well done. After having completed the activity, the authors provide a table for the teacher in training to use to check for, and identify, where the disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs) were being utilized. The tables are easily transferable to other science content.","clarity_rating":5,"clarity_review":"The writing throughout this text is clear and easy to understand. Important concepts or actions are underlined. All academic language, such as the concept of central ideas, is explained immediately and in simple terms.","consistency_rating":5,"consistency_review":"This text consists of five units. Each unit is broken down into 8 - 13 sections, each of which is two to twenty pages in length. The sections are generally the same, consisting of an introduction, student resources, development the central idea, the use of evidence, creating an initial explanation of the phenomenon, designing mathematical representation, identifying the connection to educational policy (NGSS), and a supplies list. \r\n\r\nQuestions are used throughout the text to model how to engage students in the phenomena. The text itself as an over-arching question and each unit a series of related sub-questions. The use of NGSS terminology is also consistent throughout each unit and the text, as is the continuing narrative how why the use of questions, phenomena, and NGSS is considered best practice.","modularity_rating":5,"modularity_review":"The text consists of five units, and each unit is broken down into 8 - 13 sections. Every section is designated by a Roman numeral that is linked in the Table of Contents. Every section is organized by lettered sub-sections. Most of the science content is found in the development of the central idea sub-section in each unit. This sub-section  begins with a reflection question, and each question is given a number that represents the unit in which it resides and the order in which it occurs. Diagrams, tables, and images are spaced relatively evenly throughout the reading. Student sample work is distinguished from other content by the use of italicized font. \r\nAny self-references that were encountered included enough information that consultation of the original reference was not necessary. As the content is sequential, one wouldn’t expect extensive reorganization of the text, but each unit and most sections could be used in isolation.","organization_rating":5,"organization_review":"This is a very interesting book on how to teach science using the most common topics in physical science: energy (light and heat), weather, climate, space. The text models the layered nature of science though its units. The first two units are on light and heat, respectively, and the third and fourth unit are the influence of light and heat on weather then climate. While the final unit, space phenomena, does not build on the topics of light and heat, it covers some of the more common phenomena encountered in the study of space.\r\n\r\nEach of the five units is broken down into 8 - 13 sections. The sections are generally the same and presented in a logical order. These include an introduction, student resources, development the central idea, the use of evidence, creating an initial explanation of the phenomenon, designing mathematical representation, identifying the connection to educational policy (NGSS), and a supplies list. Most of the science content is found in the development of the central idea sub-section of each unit. This sub-section begins with a reflection question, and includes diagrams, tables, and images in addition to the reading. Student sample work is always included and is distinguished from other content by the use of italicized font. Each development of the central idea sections concludes with common misconceptions and suggestions on the nuances of teaching the central concept.","interface_rating":5,"interface_review":"Both the online and pdf versions of the text are easy to navigate. The Table of Contents for the text is in a left margin drop-down menu when online and on pp.5-8 of the pdf. Both versions have hyperlinked Table of Contents for each unit as well. While reviewing the text, no issues with navigation, distortion of images, or display irregularities were encountered.","grammatical_rating":5,"grammatical_review":"No grammatical errors were found during the review of this text.","cultural_rating":5,"cultural_review":"No culturally insensitive or offensive materials were found during this review. There are no references to race or ethnicity. Users of the text are directed to help students uncover prior knowledge and accept this for what it is. Each unit includes some common misconceptions and suggestions for teaching the topic, but these are not race or ethnicity-specific.","overall_rating":10,"overall_review":"I really appreciated the thorough nature of this text on the teaching of science. Not only did the authors explain best practice, but they modeled it within the instructions themselves. Users of the text will learn how to teach phenomenology by doing phenomenology, but to include handouts, lesson plans, misconceptions, and even alternate plans for outside activities in case of bad weather took this book to the next level!","created_at":"2023-01-09T15:00:24.000-06:00","updated_at":"2023-01-09T15:00:24.000-06:00"},{"id":35061,"first_name":"Steve","last_name":"Sandeen","position":"Instructor","institution_name":"Northwest Technical College","comprehensiveness_rating":5,"comprehensiveness_review":"This book appropriately covers \"Exploring Physical Phenomena\" in 5 units. It is meant to be used in an exploratory class offered outside of school hours (science club, youth group, 4H, etc.). The book uses language that will be easy for students to understand. Students will be able to jump right in and learn the content without having to look up complex vocabulary. This is very encouraging as today's youth wants to get going with activities and might get frustrated with difficult words.","accuracy_rating":5,"accuracy_review":"The book is very accurate. It is also organized very well as each unit has the same structure so students can locate information quickly and not get bogged down in translation.","relevance_rating":5,"relevance_review":"The book is relevant today but will also be able to be updated in the future! It gives current day examples while allowing for future additions to expand on the newest technology.","clarity_rating":5,"clarity_review":"This book is very clearly written with each unit having the same structure. I looked at the online text which featured a \"search in book\" function that was really useful!","consistency_rating":5,"consistency_review":"The book is consistent with each bit of content linked to an example or activity. This helps reinforce the content while being consistent from chapter to chapter.","modularity_rating":5,"modularity_review":"This book could be used in several learning situations from in person instruction to exclusively online. Students also record progress during exploration which helps keep the classroom on track.","organization_rating":5,"organization_review":"The topics in the text are clear and concise and are presented in a logical order.","interface_rating":5,"interface_review":"I was able to navigate the pages of the book with ease. I didn't have any interface problems. Like I mentioned earlier, the online version even has a \"search in book\" feature that allows you to easily jump to a topic area you are interested in.","grammatical_rating":5,"grammatical_review":"The book is well written with no observed grammatical errors.","cultural_rating":5,"cultural_review":"The text is not culturally insensitive or offensive in any way.","overall_rating":10,"overall_review":"What a great idea for a book! This text introduces an idea and then immediately gives examples and jumps into activities!","created_at":"2024-05-21T16:53:01.000-05:00","updated_at":"2024-05-21T16:53:01.000-05:00"},{"id":35169,"first_name":"Tarin","last_name":"weiss","position":"Professor","institution_name":"Westfield State University","comprehensiveness_rating":5,"comprehensiveness_review":"The book is highly comprehensive and based on the central scientifically-driven question, \"What happens when light from the Sun shines on the Earth?\" Anyone who draws a conceptual image of this question will likely lead themselves into wondering about light and thermal phenomena, energy transfer, climate change, and key Sun-Earth-Moon relationships, which make up the effectively-designed units of the book. \n\nAnd, while the book adheres to the important disciplinary core ideas and cross-cutting concepts of the Next Generation Science Standards (NGSS), it is not simply a regurgitation of content. The book relies heavily on experiential learning opportunities that engage students in science and engineering practices. It  includes student resources, handouts, needed supplies,  science AND math connections/activities, samples of student work, topical misconceptions, and teaching strategies for its  hands on activities. In this way, the book embodies the central arguments of Schwab and Dewey, who envisioned education as deliberate and active.\nIn this way, the book embodies the central arguments of Schwab and Dewey, who envisioned education as deliberate and active.","accuracy_rating":5,"accuracy_review":"Based on this review, the content is accurate and provides scientific evidence for its statements and assertions.","relevance_rating":5,"relevance_review":"The book is relevant as an introductory text that effectively provides (through multiple means) basic knowledge and experiences aimed at teaching physics concepts focused on light, thermal energy, climate change, and Sun-Earth-Moon relationships.\nUpdates, when made, are available in the online version on the  website (https://open.oregonstate.education/physicsforteachers/).","clarity_rating":5,"clarity_review":"The text is clearly written and accessible for its intended audience. \nJargon and technical terminology are expressed fully yet simply in one voice. \nStudents' written and drawn prompt responses are included, which greatly support text accessibility.","consistency_rating":5,"consistency_review":"The text is written in one voice that supports an ease of comprehension by the reader. Consistency is achieved in its unit structure and consistent use NGSS terminology (presented and effectively explained across its 5 units).","modularity_rating":5,"modularity_review":"Across the book's 5 units there is a consistent structure and within-unit comprehensiveness that supports an instructor's sole use of a single unit or sub-unit. In that way, the book is designed to be used by not only college students, but those participating in other educational settings (such as museums, youth and senior learning centers, etc.). The book can be used in print version or online.","organization_rating":5,"organization_review":"Each of the book's 5 units is designed using the same structure that, though at times a bit lengthy, is understandable and easily perused on a first pass to determine pedagogical usefulness. The Universal Design for Learning  (UDL) is a  framework that consistently underlies the book's organization and effectively engages participants, providing them with multiple means of representation and action/expression.","interface_rating":5,"interface_review":"Based on this review, there are no navigational issues/problems related to reading text or the display of images/diagrams. The consistency and organization of the text supports the reader's ability to focus on key ideas and successfully act on instructions. \nSub-unit sections that an instructor wishes a reader to bypass may require specific instruction (page numbers, etc.) as the units are a bit lengthy.","grammatical_rating":5,"grammatical_review":"Based on this review, there are no grammatical errors in the text.","cultural_rating":4,"cultural_review":"The text is not culturally insensitive or offensive to this reviewer. However, it should be acknowledged that a reader/reviewer from a different race, ethnicity, or background may respond differently to this review area.\n\nA culturally supportive practice embedded in the text is to provide multiple means for engaging in a concept (reflection, discussion, writing, drawing). And, to make the activities accessible to all, high level scientific equipment is not needed, with many at home materials and/or the use of phone apps or provided graphs appropriate for data collection.","overall_rating":10,"overall_review":"This is an exceptional text for all learners and in particular future teachers because it positions participants to learn science as promoted by the NGSS. In this way, it models for teachers not just how to learn but also how to teach. As the preface highlights, the emphasis of the book is on \"questioning, predicting, exploring, observing, discussing, reading, and writing about what one thinks and why.\"","created_at":"2024-07-08T07:18:11.000-05:00","updated_at":"2024-07-08T07:18:11.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/exploring-physical-phenomena","updated_at":"2025-12-15T02:31:46.000-06:00"},{"id":1039,"title":"Building Democracy for All: Interactive Explorations of Government and Civic Life","edition_statement":null,"volume":null,"copyright_year":2020,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Designed as a core or supplementary text for upper elementary, middle and high school teachers and students, Building Democracy for All offers instructional ideas, interactive resources, multicultural content, and multimodal learning materials for interest-building explorations of United States government as well as students’ roles as citizens in a democratic society. It focuses on the importance of community engagement and social responsibility as understood and acted upon by middle and high school students—core themes in the 2018 Massachusetts 8th Grade Curriculum Framework, and which are found in many state history and social studies curriculum frameworks around the country. Building Democracy for All has been developed by a collaborative writing team of higher education faculty, public school teachers, educational librarians, and college students who are preparing to become history and social studies teachers. The primary editors and curators are from the University of Massachusetts Amherst College of Education. Contributing teachers come from school districts in the Connecticut River valley region of western Massachusetts (Amherst, Gateway, Westfield, Hampshire Regional, and Springfield). As an open resource, the book is being revised constantly by the members of the writing team to ensure timely inclusion of online resources and information.","contributors":[{"id":5473,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Robert","middle_name":"W.","last_name":"Maloy","location":"University of Massachusetts Amherst","background_text":"Robert W. Maloy is a senior lecturer in the College of Education at the University of Massachusetts Amherst where he coordinates the history teacher education program and co-directs the TEAMS Tutoring Project, a community engagement/service learning initiative through which university students provide academic tutoring to culturally and linguistically diverse students in public schools throughout the Connecticut River Valley region of western Massachusetts. His research focuses on technology and educational change, teacher education, democratic teaching, and student learning. He is coauthor of Transforming Learning with New Technologies (4th edition); Kids Have All the Write Stuff: Revised and Updated for a Digital Age; Wiki Works: Teaching Web Research and Digital Literacy in History and Humanities Classrooms; We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classroom; Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally; Kids Have All the Write Stuff: Inspiring Your Child to Put Pencil to Paper; The Essential Career Guide to Becoming a Middle and High School Teacher; Schools for an Information Age; and Partnerships for Improving Schools. Robert has received a University of Massachusetts Amherst Distinguished Teaching Award (2010), the University of Massachusetts President's Award for Public Service (2010), a School of Education Outstanding Teacher Award (2004), a University Distinguished Academic Outreach Award (2004), and the Chancellor's Certificate of Appreciation for Outstanding Community Service (1998 and 1993)."},{"id":5474,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Torrey","middle_name":null,"last_name":"Trust","location":"University of Massachusetts Amherst","background_text":"Torrey Trust, Ph.D. is an Associate Professor of Learning Technology in the Department of Teacher Education and Curriculum Studies in the College of Education at the University of Massachusetts Amherst. Her scholarship and teaching focus on how technology shapes educator and student learning. Specifically, Dr. Trust studies how educators engage with digitally enhanced professional learning networks (PLNs), how emerging pedagogical tools (e.g., HyperDocs), practices (e.g., Making) and technologies (e.g., 3D printers, augmented reality) facilitate new learning experiences, and how to design and use open educational resources (OERs). Dr. Trust served as a professional learning network leader for the International Society for Technology in Education (ISTE) for five years, including a two-year term as the President of the Teacher Education Network from 2016 to 2018. Dr. Trust's research, teaching, and service in the field of educational technology has received noticeable recognition, including the 2016 ISTE Online Learning Network Award, 2017 Outstanding Research Paper Award for the Journal of Digital Learning in Teacher Education, 2017 American Educational Research Association (AERA) Instructional Technology SIG Best Paper Award, 2017 ISTE Emerging Leader Award, 2017 Association for Educational Communication \u0026 Technology (AECT) Division of Distance Learning Crystal Award (2nd Place), 2019 AERA Technology as an Agent of Change for Teaching \u0026 Learning SIG Early Career Scholar Award, and 2020 AECT Annual Achievement Award. In 2018, Dr. Trust was selected as one of the six recipients worldwide for the ISTE Making IT Happen Award, which honors outstanding educators and leaders who demonstrate extraordinary commitment, leadership, courage and persistence in improving digital learning opportunities for students."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":28,"name":"Secondary Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/secondary-education"}],"publishers":[{"id":1017,"url":"https://edtechbooks.org/","year":null,"created_at":"2021-08-16T12:08:56.000-05:00","updated_at":"2021-08-16T12:08:56.000-05:00","name":"EdTech Books"}],"formats":[{"id":2543,"type":"Online","url":"https://edtechbooks.org/democracy","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2544,"type":"PDF","url":"https://edtechbooks.org/democracy","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"5","textbook_reviews_count":1,"reviews":[{"id":33380,"first_name":"Heather Ann","last_name":"Novak","position":"Adjunct Associate Professor, Polticial Science","institution_name":"Pace University","comprehensiveness_rating":5,"comprehensiveness_review":"It is a political science text, but it seamlessly incorporates history, STEM, communication and media and many components are interdisciplinary.","accuracy_rating":4,"accuracy_review":"There is one point in which the text uses Trump as an example of an authoritarian leader.   This could be seen as controversial, but I don't disagree.   This was the only potential issue I found.","relevance_rating":5,"relevance_review":"It’s examples include recent events engaging the reader and making concepts accessible.   In addition, their approaches are current.  The text includes unheard perspectives, examples and stories when examining our past and present.  They even use Minecraft to explore the reality of Japanese Internment.","clarity_rating":5,"clarity_review":"The text is clear, current and easy to follow.","consistency_rating":5,"consistency_review":"The text is consistent and varied in its' approaches to interact with the terminology and framework","modularity_rating":5,"modularity_review":"The text includes different ways to interact with the topics both as a teacher and a student.  There are videos, links to additional reading, engaging and creative assignments.  In addition there is a whole other offering on Media Literacy and Civic Learning that can be incorporated into lessons.","organization_rating":5,"organization_review":"Although the intended audience for this text is middle and or high school, the material is applicable to both higher ed, and education programs within community organizations.","interface_rating":5,"interface_review":"I found no interface issues at all with this text.","grammatical_rating":5,"grammatical_review":"I found no grammatical errors within this text.","cultural_rating":5,"cultural_review":"How refreshing to have a book where the majority of voice, examples and perspectives isn’t just white, patriarchal and nationalistic.  I would like more perspectives including, bias within the areas of disability, but it is exceptionally well done.","overall_rating":10,"overall_review":"This text has multiple uses, and although it was made for use in the Massachusetts school system, the majority of it is applicable to all.","created_at":"2021-08-31T14:38:08.000-05:00","updated_at":"2021-08-31T14:38:08.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/building-democracy-for-all-interactive-explorations-of-government-and-civic-life","updated_at":"2025-12-15T02:33:28.000-06:00"}],"links":{"self":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education.json?page=1","total_pages":2,"total_count":15,"next":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education.json?page=2"}}