Teaching without Textbooks: A Collaborative Partnership between Teachers and Librarians
‘Teaching without Textbooks’ through integrated curricular planning is a multifaceted process involving teachers, librarians and administrators. This position paper presents a case study of how one progressive elementary school district implemented this innovative curricular approach to the teaching of science. The resulting coherent curriculum is characterized by meaningful connections among topics, a flow from one theme to another and the achievement of relevant learning outcomes, as well as by flexibility and responsiveness to students’ needs and interests.
||Librarians, Trade Books, Textbooks, Collaborative Partnership
International Journal of the Book, Volume 7, Issue 1, pp.31-38.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.497MB).
Associate Professor, Department of Organizational Studies, School of Communications and Information Systems, Robert Morris University, Pittsburgh, PA, USA
Dr. Gibbons is an Associate Professor of Organizational Studies at Robert Morris University in Pittsburgh, Pennsylvania, U.S.A. She teaches undergraduate and graduate courses in organizational diversity, behavior, ethics, communication and leadership. Dr. Gibbons’ professional experience also involved preparing preservice and inservice elementary teachers for the teaching of culturally and linguistically diverse students. She received her Doctor of Education degree in Educational Administration and Foundations from the University of the Pacific, Stockton, California, U.S.A. Her past research agenda focused on the teaching of science to elementary English Learners. Her current research agenda involves the study of workplace diversity initiatives and promoting cultural diversity in organizations.
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