Textbook: The Art of Reading
Leung and Thompson
Reviewer: Vikki Terrile
– Asst. Professor of Public Service and Assessment Librarian, Queensborough Community College and City University of New York
Reviewer’s Summary A set of very brief and practical tips for helping college students manage their academic reading. Although the tutorials emphasize performance goals (reading to pass the test) rather than learning and understanding goals, many of the tips will be helpful for students beginning their college careers and looking for ways to manage and streamline their academic reading.
Reviewer’s Summary A brief introduction to arts integration in elementary schools, this work collections five articles of varying quality to cover the topic. While some of the articles/chapters feature useful and practical tips, poor writing and lack of citations weakens the work’s usefulness for research use. Each chapter features extensive lists of readings, websites, and videos, including hyperlinks (most of which remain live) that may be of more use than the chapters themselves. A decent starting point for education students interested in included arts across the elementary school curriculum.
Reviewer’s Summary Very easy to read and interactive module. Allows readers to connect to the materials and provides real examples and strategies for engaging students in the classroom. Most importantly it provides the reader as to why educators do what they do as it relates to classroom management and supervision.
Reviewer’s Summary I recommend this book for all community college levels. It can be adapted for any major as a supplementary text or a reference book. The reading level is appropriate for college level students. I found this textbook to be interesting and informative. An updated section on newer web information could be included since information on the WWW has increased since this text was published.
Reviewer’s Summary This text is intended for academically strong students in a first-year experience course. Each topic unit includes ideas for performing related undergraduate research projects, and the book includes resources such as self-assessments, planners, and visual organizers to assist students in adjusting to college work and life. Editorial mistakes and some out-dated references are especially glaring given the author’s purpose in encouraging student distinction. Instructors may find specific units or topics worth using in a first-year experience course, but the textbook as a whole is not of high enough quality to recommend its use as a primary text.
Reviewer’s Summary Educational Psychology is a very practical, down-to-earth textbook and I highly recommend it for courses for first year community college students, and elementary and high school teachers. The book is has down-to-earth explanations and examples from everyday situations that a teacher is likely to face. It reads very easily, and is well paced. At the same time, the authors use updated references and sources, and their examples resonate with current issues in US education. The language is clear and friendly, and the authors have included examples that expand one’s understanding of key concepts in each chapter.
Reviewer’s Summary The document was readable for college students; it was well organized and flowed smoothly from one concept to the next. The curriculum builds upon itself in an appropriate sequence. In fact, the author compares research to building a house, a process that requires a blueprint first. I found this to be a useful analogy to share with students. The links to articles and resources did not work, this was true throughout the initial list of assigned readings as well as within the individual modules. I wondered if the author might consider updating the links. It was interesting to notice that Osman included links from around the world. The dates each article/resource was last accessed was 2007, the date listed for the document at College Open Textbooks is 2010.
Reviewer’s Summary This textbook is recommended for four-year college upper division Educational Technology courses, and also for computer classes for educators. A number of educational approaches to teaching are included, each helping to bridge the connection to technology. The authors are clear with their intent, which is to demonstrate the importance of learning objectives to the field of technology.
Reviewer’s Summary I highly recommend this textbook for graduate and doctoral level courses. This reading might be a challenge for an undergraduate class. This book is truly an educator’s textbook, carefully crafted to include all the major educational theory, methodology, delivery, and assessment considerations for online learning. The greatness of this book is placing online learning firmly into the field of education. This begins with the very thorough review of educational theory. This book is not “light” reading, but an absorbing textbook giving online learning its place in the entire field of education.
Reviewer’s Summary I highly recommend this textbook to anyone interested in education in general and distance learning in particular. This is a great addition to the body of knowledge on the theory and practice of online learning. Terry Anderson and his contributors are to be commended for their continuing effort to make online learning better and to allow the rest of us to benefit from their work. In addition to the practices of teaching and learning, there are chapters that address administration and student support services – areas that are critical to student success that are beyond the authority of the instructional staff. It would also be a good text for a graduate course in Online Education.