APA IMP Slide Show for Faculty
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The document is an independent study project on developing a curriculum centered around the theme of families for an elementary classroom. It includes an introduction, abstract, and references section. The abstract provides an overview of the curriculum, which uses the family theme to integrate different subject areas and was implemented in a nursery-kindergarten class consisting of 3, 4, and 5 year olds.
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This document outlines the course introduction and syllabus for a class about the United States in 2014-2015. The course aims to help students practice their English skills while learning about the history, geography, education, and people of the US. The schedule lists 4 weeks of content covering the map and names of the US, the geography of the eastern, central, and western regions, the colonial era through the war on terror, and the US education system, achievements, challenges, and beliefs. Contact information is provided for the course creator.
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Virgilio Baisa attended John F. Kennedy High School where he was taught history by Ms. Sawada and graduated from the University of Guam. He observed a newly renovated school with a diverse and ethnically mixed classroom where students were trying to find their identity. His lesson plan culminated in a final book portfolio. Baisa previously attended Daniel L. Perez Elementary School where he was in 3rd grade under Mrs. S. Cruz and graduated from school in Hawaii. At the elementary school, he observed early and bright classrooms with direct instruction and classroom management, noting student behavior and Ms. Platon's use of a reward system.
Vygotsky
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This document outlines the course introduction and syllabus for a class about the United States in 2014-2015. The course aims to help students practice their English skills while learning about the history, geography, education, and people of the US. The schedule lists 4 weeks of content covering the map and names of the US, the geography of the eastern, central, and western regions, the colonial era through the war on terror, and the US education system, achievements, challenges, and beliefs. Contact information is provided for the course creator.
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1) Mrs. Jenkins and Mrs. Bacon both teach 5th grade reading/language arts, science, and social studies. They integrate the content areas into their reading classes through team teaching, planning lessons together, and incorporating social studies texts into reading instruction.
2) Today, the teachers are focusing on writing from sources, a Common Core standard shift. Students are learning about the decision to drop the atomic bomb by reading an article from their social studies class. They will then use evidence from the article to take a position on whether using the bomb was good or bad.
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Tyler DeWitt gave a speech called "Hey science teachers – make it fun!" about making science more engaging and understandable for high school students. He discussed his experience as a new teacher finding that even good students disliked their textbook because it was full of complex terms. Tyler kept his audience interested by varying his tone and showing passion for helping students truly understand science rather than just memorizing it. He advocated making science fun and interactive to better prepare students for after high school.
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Virgilio Baisa attended John F. Kennedy High School where he was taught history by Ms. Sawada and graduated from the University of Guam. He observed a newly renovated school with a diverse and ethnically mixed classroom where students were trying to find their identity. His lesson plan culminated in a final book portfolio. Baisa previously attended Daniel L. Perez Elementary School where he was in 3rd grade under Mrs. S. Cruz and graduated from school in Hawaii. At the elementary school, he observed early and bright classrooms with direct instruction and classroom management, noting student behavior and Ms. Platon's use of a reward system.
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3. The framework has three dimensions - the learner, the learning processes, and a focus on talk, text and task. Talk involves discussion before, during and after reading. Choosing appropriate texts and assigning purposeful reading tasks are also emphasized. A variety of instructional programs and approaches are recommended.
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This document provides information about narrative essays. It defines a narrative essay as telling a series of events in words. Narrative essays assess a learner's cognitive skills by having them organize and develop a story based on prior knowledge and understanding. The components of an essay are then outlined, including an introductory paragraph, three supporting paragraphs that each discuss a subtopic, and a conclusion paragraph that restates the topic and synthesizes the evidence. An example narrative essay is also provided.
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This class aims to help college students at beginning and pre-intermediate English proficiency levels write personal memoirs. Students will read excerpts from Malala Yousafzai's memoir to analyze the elements of the genre. Over four weeks, students will learn to identify memoir characteristics, use vivid sensory details, write a brief memoir with a main idea and details, and present their work using effective language. The final project invites students to reflect on defining life moments and share a creative memoir through various presentation formats.
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This document outlines a 30-minute lesson plan for primary school students aged 6-7 to teach weather vocabulary in English. The lesson introduces vocabulary like sunny, rainy, windy through a song called "The Weather Song". Students will listen to the song, complete a matching exercise to practice vocabulary, and make their own flashcards. They will ask questions like "How's the weather?" and sing the song together. As homework, students are asked to find pictures of different weather and write the corresponding vocabulary words.
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This document lists 57 references used in a research paper. It includes books, journal articles, websites, and other sources published between 1980 and 2009. The references are listed alphabetically by author's last name. The document also includes a curriculum vitae providing biographical information about the writer such as their name, date of birth, educational background, student number, address, and contact information.
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This lesson plan aims to teach students about Carl Sandburg's poem "I am the People, the Mob" through various classroom activities. The teacher will first engage students in informal discussion and have them analyze pictures to construct stories. Students will then be introduced to the poet and read the poem individually. They will discuss its interpretation in groups and learn unfamiliar words from the context. Finally, the teacher will check students' understanding of the key concepts and have them differentiate between common terms like "the mob" through a group activity and writing assignment.
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The document outlines objectives for teaching Russian students about the American holiday of the Fourth of July. The students range in age from 10 to 19 and have varying levels of visual impairment. The objectives are to develop the students' understanding of Fourth of July traditions through activities like listening to patriotic songs, tasting typical American foods, and hearing recordings of fireworks. The methods will incorporate hands-on learning using food and audio to engage multiple senses. Materials needed include items for the food tasting as well as internet access to play songs and recordings. The students will participate in group work and assessments to evaluate their understanding.
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The child-study movement of the late 19th to early 20th century sought to reform public schools based on scientific findings about child development. Inspired by Jean-Jacques Rousseau's ideas, researchers like G. Stanley Hall collected data on children to establish norms and advocate for a more child-centered approach. While music educators did not directly participate, the movement influenced textbooks and appreciation of developmental stages. It highlighted the need for developmentally appropriate practices and viewing children as individuals.
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This document provides a lesson plan for teaching weather vocabulary to primary school students aged 6-7 years old. The 30-minute lesson uses a song called "The Weather Song" to introduce vocabulary words like sunny, rainy, windy, and more. Students will listen to the song, complete a matching activity, make their own flashcards, practice asking questions about the weather, and sing the song. As homework, students are asked to find pictures of different weather conditions and write the matching vocabulary words.
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This unit plan aims to teach 11th grade English students about John Winthrop's sermon "A Model of Christian Charity." Over the course of 8 days, students will read and annotate the text, learn about its three main points of charity, unity, and communalism. They will research one of these ideas and write a 3-5 page analysis. Lessons incorporate smart boards, videos, iPad research, and computer writing. The goal is for students to understand and describe the sermon's key ideas with 100% accuracy.
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ASSURE Method for a specific scenario. Created for Harold Blanco's CI 350 class at Marshall university.
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This document outlines a 30-minute lesson plan for primary school students aged 6-7 to teach weather vocabulary in English. The lesson introduces vocabulary like sunny, rainy, windy through a song called "The Weather Song". Students will listen to the song, complete a matching exercise to practice vocabulary, and make their own flashcards. They will ask questions like "How's the weather?" and sing the song together. As homework, students are asked to find pictures of different weather and write the corresponding vocabulary words.
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This document provides strategies for improving reading literacy among young learners. It discusses challenges to reading engagement due to technology use and short attention spans. It emphasizes making reading material relevant to learners' lives and interests. Group work is recommended to help struggling readers by allowing idea sharing. Specific strategies described include having students in Slovenia aged 13 learn about European Union countries' diversity and cultures by reading about landmarks and linking authors to their works. The strategies aim to make reading more enjoyable and boost reading skills through cross-curricular activities in the school library.
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This document lists 57 references used in a research paper. It includes books, journal articles, websites, and other sources published between 1980 and 2009. The references are listed alphabetically by author's last name. The document also includes a curriculum vitae providing biographical information about the writer such as their name, date of birth, educational background, student number, address, and contact information.
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CHAPTER 14
Psychology of Literacy and Literacy Instruction
MICHAEL PRESSLEY
333
EMERGENT LITERACY DURING
THE PRESCHOOL YEARS 334
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FIRST GRADE AND THE PRIMARY YEARS 337
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When first asked whether I could prepare a chapter summa-
rizing literacy research, my initial response was that the
request was impossible. What came to mind immediately
were the three volumes of the Handbook of Reading Re-
search (Barr, Kamil, Mosenthal, & Pearson, 1991; Kamil,
Mosenthal, Pearson, & Barr, 2000; Pearson, Barr, Kamil, &
Mosenthal, 1984), the most prominent compendiums of read-
ing research, which collectively include 3,000 pages to sum-
marize just reading research (although some writing research
found its way into those volumes).
Even more daunting than just the volume of research, how-
ever, is its diversity. From a methodological perspective, there
are experimental and correlational traditions in literacy studies.
In recent years, however, such traditional and quantitative ap-
proaches have been supplanted largely by more qualitative
methods, including ethnographies (Florio-Ruane & McVee,
2000), verbal protocol analyses (Afflerbach, 2000; Pressley &
Afflerbach, 1995), narrative approaches (Alvermann, 2000),
and single-subject designs (Neuman & McCormick, 2000).
Conceptually, literacy at one time was primarily seen from
a behavioral perspective, with such behaviorism yielding to
cognitivism in the 1970s and 1980s. Although there is still
much cognitive study of reading, sociocultural emphasis in
the field has been increasing, beginning in the 1990s and mov-
ing into the twenty-first century (Gaffney & Anderson, 2000).
Literacy is also a decidedly international field of study;
exciting ideas have come from Australia and New Zealand
(Wilkinson, Freebody, & Elkins, 2000), the United Kingdom
(Harrison, 2000), Latin America (Santana, 2000), and in-
creasingly from former Iron Curtain countries (Meredith &
Steele, 2000). Although much of literacy instruction has
been and remains focused on kindergarten through Grade 12
instruction, in recent decades a great deal of work has been
done on literacy development during the preschool years
(Yaden, Rowe, & McGillivray, 2000) as well as research ex-
tending into the college years (Flippo & Caverly, 2000) and
beyond (Kirsch, Jungeblut, Jenkins, & Kolstad, 1993). Also,
there has been a clear shift away from thinking about literacy
as a development that occurs purely in the schools; it is now
conceived as more an acquisition that o ...
Book review filsafat
This document provides a book review of "Philosophy of Education - by Arnstine" by Elsina Sihombing. It begins with an introduction to the book and author. The review provides a summary of several chapters, including Chapter 1 which discusses methods of education, and Chapter 2 which focuses on learning and disposition. The reviewer analyzes key points around aims of education and differences between teacher-centered and student-centered philosophies. The review examines how Arnstine's work relates to ideas from philosophers like Socrates, Plato, and Aristotle.
Practice ii practical 3
This document summarizes the critical analysis of three English language textbooks conducted by students. It finds that the first textbook focuses solely on British culture and does not incorporate students' Argentinian culture. The second textbook includes consolidation activities that could be adapted to students' level and age. The third textbook "Made in Corrientes" presents a multicultural and plurilingual perspective by incorporating Spanish, English, and references to Argentinian places and culture. It depicts culture as enriching understanding rather than one culture being superior.
Textbook Analysis of Class VI
This document provides an analysis of a textbook for Class 6. It outlines several basic premises on which the textbook is developed, including treating pictures as texts, including authentic children's literature, providing interaction questions, including theatre games, providing language activities and projects, developing vocabulary in a need-based manner, integrating ICT, and providing continuous assessment. It also summarizes the content of several units in the textbook, including stories, poems, and passages about life with grandparents, childhood and old age, siblings' bond, courage and kindness, and the importance of nature.
Literate environment analysis2
This document discusses creating a literacy environment for beginning readers using research-based practices. It describes assessing students' cognitive and non-cognitive literacy skills through interviews, observations, and surveys. The teacher assessed three students and found their interests and literacy levels. Texts about baseball were selected that connected to the students' interest in sports. A shared reading lesson and word study on the high-frequency word "the" were conducted. KWL charts and questions were used to promote critical thinking about starting kindergarten.
Barb's Powerpoint
This document summarizes and reflects on three articles about incorporating multicultural perspectives and literature into education. The first article discusses a teacher who used different versions of the Three Little Pigs story to help students understand different cultural perspectives. The second article argues teachers need flexibility to tailor curriculum to their classroom. The third article describes a study where using children's literature helped make pre-service teachers more culturally sensitive and aware of multiple perspectives.
Historical development of education and historical development of pedagogy
Name: Juan Pablo Morocho Ordóñez
Date: May 26th, 2020
Cycle: III
Topic: “HISTORICAL DEVELOPMENT OF EDUCATION AND HISTORICAL DEVELOPMENT OF PEDAGOGY”
A Capstone Project Submitted In Partial Fulfillment Of The Requirements For T...
This document provides an overview of a capstone project focused on integrating social studies, science, and language arts standards to improve reading comprehension for upper elementary students. It begins with an introduction that outlines the author's rationale and experience that led to the research question. This is followed by a literature review on different methods of integration, including Science IDEAS, CORI, project-based learning, and the impact of background knowledge and vocabulary. The author aims to determine how integrating content area standards with language arts standards impacts reading comprehension.
The final speech
This document discusses a project called PEM that aimed to promote literacy among Muslim minority children in Thrace, Greece. The project used holistic and interdisciplinary approaches over 17 years, including developing new educational materials, teacher training, and community activities. A key focus was using literature classes to engage students in reading, despite struggles with the Greek language and low expectations. New teaching methods and unit-based lessons using diverse texts aimed to make reading meaningful and develop students' cultural understanding and identities. The document describes the progress of two students who benefited from these inclusive literacy practices.
Ex Ed English- research paper
This document summarizes a literature review on experiential teaching methodologies in secondary English education. It finds that experiential methods like project-based learning, place-based learning, and service learning can increase student motivation and engagement compared to traditional teaching focused on standardized tests. The review examines programs that used experiential methods and identifies crucial components of effective experiential curriculum design, such as incorporating student autonomy, competence, and relationships. The purpose is to provide a foundation for teaching English experientially and addressing the needs of 21st century students.
Final Paper
This document provides an overview of a research project examining the acquisition of English as a second language and its interaction with the formation of cultural identity among Greek students in grades 4-6. The research was conducted through bi-weekly classroom observations and participation at the 4th Junior School of Vyronas in Greece. The research aims to understand how the English language classroom influences the cultivation of Greek culture and examines how learning English interacts with students' exploration and development of their cultural identity. Key findings include an analysis of how national culture is presented in the classroom, how cultural identity and English language acquisition influence each other, and how students present their own cultural identity. The research seeks to provide insights into education's role in cultural transmission and identity formation among
Educational Realism (Verbal Realism,Social Realism,Sense Realism)
This document discusses the history and philosophies of educational realism. It describes three camps of realism: verbal/literary realism, social realism, and sense/scientific realism. Verbal realism focused on studying classical literature for its own sake. Social realism aimed to equip students for successful life in society. Sense realism believed that true reality lies in scientific concepts and laws of nature. Key figures like Montaigne, Bacon, and Comenius advocated for practical, scientific education that prepared students for life through experience and the senses.
Esl Class Observation
This document summarizes an observation of an ESL class at a high school known for problems with drugs and alcohol. The teacher used various techniques including checking for understanding of previous lessons, reviewing vocabulary, having students work individually and in groups, translating questions into students' native language, and correcting off-task behavior. Students worked from a workbook on topics like recycling and pollution. The teacher monitored students and provided assistance.
Learning in the Preschool YearsTraditional education typically d.docx
Learning in the Preschool Years
Traditional education typically divides content into specific segments, or subjects, such as reading, language, and mathematics. In fact, when children enter preschool, they may encounter this single-subject approach to learning for the first time, as teachers talk about getting ready for science, music, and art. For the most part, however, experiences in these subjects are not constrained by strict time schedules. Instead, in a preschool classroom with a developmentally appropriate program, in-depth explorations are valued in an environment that has been carefully prepared. For example, it is better to have children explore just a few topics "repeatedly in many different ways" rather than just touching on a wide variety. In this way, "they are able to organize what they know into deeper and more powerful theories or ideas" (Tomlinson & Hyson, 2009, p. 141).
Learning in the Primary Grades
By the time children enter kindergarten or primary grade classrooms, adult-defined academic subjects may take on an even greater role, as periods of time are devoted to reading or literacy, language arts, writing, math, science, social studies, music, art, and physical education (kindergartens may refer to movement). While each of these subjects is important in its own right, young children—even in the primary grades—do not think about their learning in such structured ways. Rather, left to their own devices, they engage in learning experiences that "follow data trails that crisscross disciplines naturally and take the problem solver along paths that meander into unexpected, unanticipated, thought-provoking, and often uncharted domains of learning" (Audet, 2005, p. 138). In fact, curriculum integration is an approach to learning based on a child's natural impulses; it disregards subject boundaries in favor of a more holistic view of learning, allowing children to follow their natural lines of inquiry.
Curriculum Creation as a Balancing Act
Recognizing that curriculum integration may be one ideal but that traditional subjects must also be adhered to, Sue Bredekamp (1997) suggests, "The best strategy . . . is to begin with the discipline frameworks and identify the connections, the ways that curriculum can be integrated and made more meaningful for learners" (p. xvi). Furthermore, curriculum designers must always keep in mind the importance and integrity of the individual subjects.
As they create curricula at each developmental level, curriculum planners should keep the following points in mind:
Infants and toddlers are provided their own natural curriculum by their physical environment, family, and society. The role of the curriculum planner is to make the environment and experiences welcoming and positive.
Preschoolers continue to learn much from all aspects of their environments. They are also ready for expanding their learning in ways that will lead them to more formal learning later on. Curriculum planners can identify c ...
B0322013020
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Intercultural Awareness
This document discusses a teaching sequence that aims to develop cultural understanding and foster dialogue with otherness. The sequence does this through activities that engage students in discussing the clothing and appearances of children from different countries in an image, finding different words for "peace" in other languages, and locating countries on a globe. It relates diversity to world peace by exposing students to different cultures in a way that promotes mutual respect and understanding across cultures. The teaching sequence has social relevance for children as it encourages discussion of different topics, reflection on the meaning of peace, and interactive storytelling and projects that teach tolerance, hope and respect between cultures.
Multiliteracies in the secondary english classroom
This document summarizes a research article about two secondary English teachers, Helen and Scott, who worked to incorporate multiliteracies into their classrooms. The teachers aimed to expand students' understanding of literacy beyond just reading comprehension and writing. Through case studies of the teachers' classrooms, the researchers examined how each teacher conceptualized literacy, incorporated multiliteracies into their teaching, and engaged students. The researchers found that while conceptions of literacy have expanded, traditional print literacy remains dominant in many classrooms. They argue secondary English teachers must help students develop competencies across diverse literacies to prepare them for the 21st century.
Comparative Education
1. Comparative education involves comparing educational systems, theories, and practices across countries. It emerged in the 19th century to understand relationships between education and society. Marc-Antoine Jullien de Paris is considered the father of comparative education.
2. Key figures who advanced comparative education include Jullien, Kandel, Sadler, and Noah. Their work established historical and contextual approaches to understanding how factors like culture and tradition influence different education systems.
3. Comparative education is used to describe systems, develop new practices, understand links between education and society, and highlight success and limitations of different approaches to help policymaking. It provides a framework to analyze and potentially improve education.
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- 2. RUNNING HEAD: An independent study: making… An independent study on making books in the elementary school classroom. Helping children to become twenty-first century readers and writers! Prepared by John Student Professor: Jane Teacher
- 3. 1 Making Books in the Elementary Classroom By John Student Childhood General Education Mentor: Jane Teacher Submitted in partial fulfillment of the requirements of the degree of Master of Science in Education Bank Street College of Education 2014
- 5. ABSTRACT The curriculum described uses the central theme of “the family” as a core idea to connect and organize different areas of knowledge such as language arts, science, music, etc. The curriculum was implemented in a nursery–kindergarten class in a small, private elementary school in Manhattan. The class was a mixed age grouping of three, four, and five year olds. The first chapter describes a philosophy of education based on the philosophy and writing of John Dewey. The second chapter looks at the developmental level of the age group, based on the theories of Erik Erikson and Jean Piaget. The third chapter describes the particular class involved in the study. The fourth chapter gives a rationale for choosing of the family theme. A full description of the curriculum including all activities and children’s responses to the activities is given in the fifth chapter. The final chapter is a description of how the “family” curriculum met its goals. My hope is that teachers who are interested in developing an integrated curriculum based on a social studies theme such as “the family” may find this a valuable resource in their work.
- 6. 2 Abstract Joanne Student The Family as a Core Curriculum Idea The curriculum described uses the central theme of “the family” as a core idea to connect and organize different areas of knowledge such as language arts, science, music, etc. The curriculum was implemented in a nursery–kindergarten class in a small, private elementary school in Manhattan. The class was a mixed age grouping of three, four, and five year olds. The first chapter describes a philosophy of education based on the philosophy and writing of John Dewey. The second chapter looks at the developmental level of the age group, based on the theories of Erik Erikson and Jean Piaget. The third chapter describes the particular class involved in the study. The fourth chapter gives a rationale for choosing of the family theme. A full description of the curriculum including all activities and children’s responses…
- 8. Morgan, H. (2009). Picture Book Biographies for Young Children: A Way to Teach Multiple Perspectives. Early Childhood Education Journal, 37(3), 219-227. Hani Morgan writes about children’s picture book biographies from the perspective of teaching children about global connections and cultural diversity.
- 9. Morgan, H. (2009). Picture book biographies for young children: A way to teach multiple perspectives. Early Childhood Education Journal, 37(3), 219-227. http://dx.doi.org/10.1007/s10643-009-0339-7
- 10. Delaney, B. (2011). The Cloth Paper Scissors Book: Techniques and Inspiration for Creating Mixed-media Art. Loveland, Colo.: Interweave Press, Inc.
- 11. Delaney, B. (2011). The cloth paper scissors book: Techniques and inspiration for creating mixed-media art. Loveland, CO: Interweave Press.
- 12. Help! 1. Email librarian@bankstreet.edu 2. ☎ 4564 Peter Hare or 4456 Maureen Garvey. 3. Look under Research Tools for APA webpages on the library homepage. 4. Also check the Library Resources box on the library homepage for: a. A Writer’s Handbook b. A Guide to the Integrative Master’s Project c. APA eBook 5. APA Style Guide to Electronic References, Sixth Edition (coming soon).