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4. Teaching Young Children about the Civil Rights Movement: Applying Effective & Developmentally Appropriate Strategies

Author

Foster, Janet E., Root, Tonja L., and Lee, Seungyoun

Abstract

Considering the importance of the Civil Rights Movement, children need to be introduced to the related concepts early in their school experiences, and teachers need to consider students' developmental needs and curriculum standards in order to provide appropriate content and methods of instruction. The purpose of this article is to introduce a variety of resources to support teaching and learning about the Civil Rights Movement based on the premise that concrete learning experiences permit children to build an understanding that will impact their learning, attitudes, and beliefs about diversity and multicultural education.

Published
2015

8. Establishing Derived Requesting Skills in Adults with Severe Developmental Disabilities

Author

Rehfeldt, Ruth Anne and Root, Shannon L.

Abstract

This project examined whether a history of reinforced relational responding would result in derived requesting skills in 3 adults with disabilities. Participants were first taught to request preferred items using pictures; they were then taught conditional discriminations between pictures and their dictated names and between dictated names and their corresponding text. Finally, requests for preferred items using corresponding text were evaluated. All 3 participants demonstrated derived requesting skills.

Published
2005

10. Civilisational Conflict.

Author

Root, Hilton L.

Subjects
*COLD War, 1945-1991, *LIBERALISM, *INTERNATIONAL cooperation, *LEGITIMACY of governments, CHINA-Russia relations
Published
2024
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19. Instructor Strategies for Responding to Disclosures of Gender-Based Violence on Campus

Author

Root, Jennifer L. and Godderis, Rebecca

Abstract

While increasing attention has been paid to the issue of sexual violence (SV) on university and college campuses, there is a paucity of research about how post-secondary instructors should respond to student disclosures of SV and other forms of gender-based violence (GBV). The limited amount of evidence suggests instructors who receive disclosures are often confused about their role in supporting students. We address this gap by providing a reflexive examination of autobiographical data, and mobilize this analysis to recommend a set of strategies for post-secondary instructors to use when responding to disclosures of SV and GBV in higher education.

Published
2016

26. The Invisible Hand? How Market Economies Have Emerged and Declined since A.D. 500

Author

Root, Hilton L.

Subjects
The Invisible Hand? How Market Economies Have Emerged and Declined Since A.D. 500 (Nonfiction work) -- Van Bavel, Bas -- Book reviews, Economics, Political science, Social sciences
Abstract

* The Invisible Hand? How Market Economies Have Emerged and Declined since A.D. 500By Bas Van BavelNew York: Oxford University Press, 2016.Pp. xi, 330. $60 cloth.Economic historian Bas Van Bavel [...]

Published
2019

40. Multidimensional Evaluation of Managed Relocation

Author

Richardson, David M., Hellmann, Jessica J., McLachlan, Jason S., Sax, Dov F., Schwartz, Mark W., Gonzalez, Patrick, Brennan, E. Jean, Camacho, Alejandro, Root, Terry L., Sala, Osvaldo E., Schneider, Stephen H., Ashe, Daniel M., Clark, Jamie Rappaport, Early, Regan, Etterson, Julie R., Fielder, E. Dwight, Gill, Jacquelyn L., Minteer, Ben A., Polasky, Stephen, Safford, Hugh D., Thompson, Andrew R., Vellend, Mark, and Ehrlich, Paul R.

Published
2009
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