Curriculum and Instruction
References
| General Curriculum & Instruction References | Content Area Curriculum & Instruction References |
General Curriculum & Instruction References:
Buysee, V. & Wesley, P. (2004). Consultation in early childhood settings. Baltimore, MD: Paul Brookes Publishing Company.
Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Establishing the evidence base for an emerging early childhood practice: Recognition and response. In V. Buysse & P. W. Wesley (Eds.), Evidence–based practice in the early childhood field (pp. 195–225). Washington D.C.: ZERO TO THREE Press.
Coleman, M. R., Buysse, V. & Neitzel, J. (2006). Recognition & Response: An early intervening system for young children at-risk for learning disabilities. Executive summary. Chapel Hill: The University of North Carolina at Chapel Hill, FPG Child Development Institute.
Grisham-Brown, J. L., Hemmeter, M. L. & Preti-Frontczak, K. L. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Paul Brookes Publishing Company.
Grisham-Brown, J., Hallam, R., & Pretti-Frontczak, K. (2008). Preparing Head Start to use a curriculum-based assessment: An innovative practice in the "Age of Accountability." Journal of Early Intervention, 30(4), 271–281.
Horn, E., Peterson, C., & Fox, L. (Eds.). (2007). Linking curriculum to child and family outcomes. Young Exceptional Children Monograph No. 9. Missoula, MT: Division for Early Childhood.
Increase access: Universal design and early care and education. (2007). Growing Ideas. University of Maine: Center for Community Inclusion and Disabilities Studies.
Lentini, R., Vaughn, B. J., & Fox, L. (2004). Routine based support guide for young children with challenging behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.
Lentini, R., Vaughn, B. J., & Fox, L. (2005). Creating teaching tools for young children with challenging behavior [CD-ROM].
Milbourne, S. A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC.
Neisworth, J. T. & Bangato, S. J. (2004). The mismeasure of young children: The authentic assessment alternative. Infants and Young Children, 17(3), 198–212.
Notari-Syverson, A., & Losardo, A. (2008). Assessment for learning: Teaching about alternative assessment approaches. In P. J. Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 161–186). Washington, DC: Zero to Three.
Pretti- Frontczak, K., Jackson, S., Goss, S., Grisham-Brown, J., Horn, E., Harjusola-Webb, S., Lieber, J., & Matthews, D. (2007). A curriculum framework that supports quality early childhood education for all young children [Monograph]. Young Exceptional Children, 9, 16–28.
Pretti- Frontczak, K., Jackson, S., McKeen, L., & Bricker, D. (2008). Supporting quality curriculum framework in early childhood programs. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology (pp. 1249–1259). Washington D.C.: National Association of School Psychologist. Texas: Psychological Corporation.
RTI goes to Pre-K: An early intervening system called recognition & response. (2007, Spring). Early Developments, II(1), 6–10.
Sabia, R. (2008). Universal design for learning and meaningful access to the curriculum. TASH Connections. 14–21.
Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (Eds.). (2005). DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education. Division for Early Childhood, Council for Exceptional Children. Longmont, CO: Sopris West.
Sandall, S. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore, MD: Paul Brookes Publishing Company.
Sutterby, J. A., & Frost, J. (2006). Creating play environments for early childhood: Indoors and out. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 305–321). Mahwah, NJ: Lawrence Erlbaum Associates
Webb, S., Lieber, J., & Matthews, D. (2007). A curriculum framework that supports quality early childhood education for all young children [Monograph]. Young Exceptional Children, 9, 16–28.
Widerstrom, A. H. (2005). Achieving learning goals through play: Teaching young children with special needs (2nd Ed). Baltimore, MD: Paul Brookes Publishing Company.
Content Area Curriculum & Instruction References:
Bingham, A., & Pennington, J. (2007). As easy as ABC: Facilitating early literacy enrichment experiences. Young Exceptional Children 10(2) 16–29.
Bruns, D. & Pierce, C. (2007). Let’s read together: Tools for early literacy Development for all young children. Young Exceptional Children 10(2) 2–10.
Hollingsworth, H. L. (2005). Social skills: Interventions to promote peer social interactions in preschool settings. Young Exceptional Children, 9(1), 2–11.
Horn, E., & Jones, H. (Eds.). (2005). Early literacy: Birth-5. Young Exceptional Children Monograph No. 7. Missoula, MT: Division for Early Childhood.
Horn, E., Ostrosky, M. M., & Jones, H. (Eds.). (2006). Social emotional development: Birth-8. Young Exceptional Children Monograph No. 8. Missoula, MT: Division for Early Childhood.
Linder, T. (2005). Read, play and learn! Storybook activities for young children: The transdisciplinary play-based curriculum. Baltimore, MD: Paul Brookes Publishing Company.
Missall, K. N., McConnell, S. R., Cadigan K. (2006). Early literacy development: Skill growth and relations between classroom variables for preschool children. Journal of Early Intervention, 29(1), 1–21.
Pierce, P., Abraham, L., Rosenkoetter, S., Knapp-Philo, J., & Summer, G. (2008). Literacy development. In Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp.187–206). Washington, DC: Zero to Three.
Raikes, H., Pan, B. A., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J., Tarullo, L. B., Raikes, H. A., Rodriguez, E. T. (2006). Mother–child bookreading in low- income families: Correlates and outcomes during the first three years of life. Child Development 77(4), 924–953.
Robyak, A., Masiello, T., Trivette, T., Roper, N., & Dunst, J. (2007). Mapping the contemporary landscape of early literacy learning. CELL Reviews, 1(1), 1–11.
Thompson, C. M. (2006). Repositioning the visual arts in early childhood education: A decade of reconsideration. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 223–242). Mahwah, NJ: Lawrence Erlbaum Associates.
Ziolkowski, R. A., & Goldstein, H. (2008). Effects of embedded phonological awareness intervention during repeated book reading on preschool children with language delays. Journal of Early Intervention, 31(1), 67–90.
