Ackerman, D. B. (2003). Taproots for a new century: Tapping the best of traditional and progressive education. Phi Delta Kappan, 84(5), 344-349.

Apple, M. W., & Beane, J. A. (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Wellington: Huia Publishers.

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals (1st ed.). New York: Longmans, Green.

Boutelier, S., Eletreby, D., Fisher, M. E., Kitonga, N. , SooHoo, S., & Tanner, A. (2009, April 10-13, 2009). Freaky Freire: Applications of critical pedagogy in the classroom. Paper presented at the American Association for the Advancement of Curricular Studies Conference, San Diego, CA.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: The Macmillan Company.

Dorner, M. A., & Fisher, M. E. (2014, April 25, 2014). Engaged pedagogy: the classroom as an active learning environment. Paper presented at the Student Success Summit, Irvine, CA.

Eisner, E. W. (2002). The kind of schools we need. Phi Delta Kappan, 83(8), 576-584.

Fisher, M. E. (2007). Castle in the sky: Development of a collaborative, junior high mathematics department to enhance student learning. (MA in Educational Leadership and Administration Thesis), Chapman University.

Fisher, M. E. (2012). The art of teaching. Paper presented at the JCT Conference, Dayton, OH.

Fisher, M. E. (2013). Here there be dragons: The initial defining of prism theory and prismatic inquiry. (Dissertation), Chapman University, Orange, CA.

Fisher, M. E., & Dimick, J. (2014, April 25, 2014). Building community: Using democratic pedagogy to ensure student success and retention. Paper presented at the Student Success Summit, Irvine, CA.

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Guisbond, L., Dunphy, P., Johnson, J., Kaplan, K., Neill, M., Segal, M., . . . Valentine, L. . (2006). The campaign for the education of the whole child A Report from the Alliance for the Education of the Whole Child. Boston, MA: Alliance for the Education of the Whole Child.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Luschei, S., Luschei, A., Nowicki, K., & Fisher, M. E. (2013). Even when castles fall: Collaborative practitioner action research between students and teachers. Paper presented at the American Educational Research Association Conference, San Francisco, CA.

Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: L. Erlbaum.

Nieto, S. (2005). Why we teach. New York: Teachers College Press.

Sehr, D. T. (1997). Education for public democracy. New York: State University of New York.

Shaffer, G. (2001). Cookie cutter education. The Humanist, 6(3), 14-19.

Tomlinson, Carol Ann, Brighton, Catherine, Hertberg, Holly, Callahan, Carolyn M., Moon, Tonya R., Brimijoin, Kay, . . . Reynolds, Timothy. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119-145.

Vachon, A. (2010). The good, the bad, and the ugly: Community building in a sixth grade homeroom. (MA Practitioner Action Research Thesis), Chapman University, Orange, CA.

This class is designed with accessibility and universal design in mind.   

• If you have a verified learning disability, it is your responsibility to provide the instructor with a copy of your Saddleback College Special Services Educational Accommodations form and/or a Special Services Test Proctoring Guidelines form, either of which will indicate the accommodations you are given.  

• If you feel that you might have a disability-related educational limitation, contact the main Special Services office (DSPS) at SSC 113, Mondays—Thursdays 8:00 am – 4:30 pm; Fridays, 8:00 am – 12:00 pm.

• Phone: (949) 582-4885, TTD: (949) 582-4833, Fax: (949) 347-1526

• Disabled Students Programs and Services website

• If you require accommodations such as synchronous captions during live virtual office hours, please contact me by email at least 48 hours prior to the meeting time.

• I am happy to assist with any specific needs should they arise.  Please feel free to contact me with additional questions or concerns.

Recommended browsers to use with Canvas:

This page lists the browsers that Canvas supports.  You will have less technical difficulties if you use one of these browsers. Please see the Canvas Student Quickstart Guide or go to the comprehensive Canvas Student Guide.

Resources for technical questions:

• Saddleback technical support for students (Links to an external site.

• Canvas quick-start guide for students (Links to an external site.)

• Canvas video tutorials for students (Links to an external site.)

• Canvas full student guide (Links to an external site.)  (Links to an external site.)

• Additional links for student support for learning and technical questions Links to an external site).

• Walk-up student computing help desks are available on campus at Saddleback at: BGS 248 computer lab & the library computer lab

• A list of all computer labs at Saddleback

If Saddleback’s email system is down

You can contact me at marnifisher@cox.net.  Please use this address only in these circumstances.  My preferred contact is mfisher@saddleback.edu.

You should also develop your own disaster plan to allow you to work under these circumstances:

• If your home internet connection is down.

• If your computer stops working.

Here are a few recommendations:

• Utilize on campus computer lab.

• Take tests on a direct Ethernet connection as opposed to Wi-Fi. If your Wi-Fi connection is lost, even briefly, your test will be submitted and closed. 

• Email me if you have an emergency.

• Email me your work if turnitin.com is down, but also check back later and try to upload it again.

Tips to minimize lost work:

• Compose discussion posts in a word processor first. Then copy them into the discussion thread. Sometimes Canvas will fail to load an image and all of the text typed is lost.

• Save often.

WOW week workshops meet before the start of the semester.

Are you new to Canvas?

Canvas Tutorials

To help you learn about your virtual classroom we've provided you with this short set of tutorials to teach you about Canvas. It's important to start off on the right foot, and these short video tutorials will help you learn how to get the most from this online environment, from reading content to posting discussions and submitting assignments. The tutorial videos can be viewed in any order.

Canvas Student Tour Videos (These will open in a new window. Total viewing time for all videos is ~ 35 minutes)

For Technical Difficulties

If Canvas misbehaves, tell them about it. Click on the Help link in the Canvas navigation bar to contact the Canvas 24/7 Phone Support.

Also, check that you have the correct technical requirements to ensure you can access Canvas, successfully.

Still haven't found what you are looking for?

Post your question on the Raise your hand discussion board.  Feel free to help one another out by responding to questions posted there.  I will be monitoring communications there and will respond to unanswered questions within 48 hours on weekdays.  Weekends may take a little longer.

Additional Technology Tutorials

Please be reminded that you will encounter tech issues from time to time, especially when working in an online platform where one is completely dependent on technology to access information.  Below are tutorials and links to support for each additional technology used in this class.  If you encounter problems, feel free to post on the Raise your Hand discussion board.

General requirements for the class

• Turnitin information: Turnitin support and guides for students

• VoiceThread information: VoiceThread support and guides for students 

• Proctorio - Proctorio support and guides for students

• New to Canvas?  I highly recommend checking out these helpful video tutorials.

• Saddleback Student Technical Support
  Are you ready to be an online student?

Saddleback College students can access a variety of support services through the college website and/or through the following links:

• Academic Reading Center

• Campus Safety

• Counseling Services

• Financial Assistance and Scholarships

• Saddleback College Library  

• Student Health Center

• Tutoring Services / Learning Assistance Program 

• Veterans Education and Transition Services

• Saddleback Tutoring Center; register for TU 300 (free, zero-unit course) to utilize this resource

• The Reading Lab can help you improve your reading & academic skills: