The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Alexander, H. (2007). What is common about common schooling? Rational autonomy and moral agency in liberal democratic education. Journal of Philosophy of Education, 41(4), 609–624.
Douglas, O., Burton, K. S., & Reese-Durham, N. (2008). The effects of the multiple intelligence teaching strategy on the academic achievement of eighth grade math students. Journal of Instructional Psychology, 35(2), 182–188
Geelan, D. R., & Taylor, P. C. (2001). Writing our lived experience: Beyond the (pale) hermeneutic? Electronic Journal of Science Education. 5(4).
Lim, J., Reiser, R., & Olina, Z. (2008). The effect of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill. Educational Technology Research & Development. 57(1), 61–78.
McTighe, J., & Thomas, R. S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52–55
McTighe, J., & Brown, J. L. (2005). Differentiated instruction and educational standards: Is detente possible? Theory Into Practice, 44 (3), 234–244.
Mollenkopf, D. (2009). Creating highly qualified teachers: Maximizing university resources to provide professional development in rural areas. Rural Educator, 30(2), 5−11.
Regan, R. (2008). Direct instruction in skillful thinking in fifth-grade American history. Social Studies. 99(5), 217–223.
Stuckart, D., & Glanz, J. (2007). What Dewey can still teach us. Principal Leadership, 8(4), 16–21.
Wiggins, G., & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36–41.
Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.
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