{"id":22083,"date":"2019-11-07T07:58:37","date_gmt":"2019-11-07T11:58:37","guid":{"rendered":"https:\/\/tiie.w3.uvm.edu\/blog\/?page_id=22083"},"modified":"2022-04-13T12:19:33","modified_gmt":"2022-04-13T16:19:33","slug":"chapter-references","status":"publish","type":"page","link":"https:\/\/tiie.w3.uvm.edu\/blog\/chapter-references\/","title":{"rendered":"Chapter References"},"content":{"rendered":"<p>&nbsp;<\/p>\n<h4>Chapter 1: Personalized Learning for Young Adolescents<\/h4>\n<p><strong>Foundations and Connections<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.edglossary.org\/personalized-learning\">Personalized Learning<\/a> and\u00a0<a href=\"https:\/\/www.edglossary.org\/personal-learning-plan\">Personal Learning Plan,<\/a>The Glossary of Education Reform, New England Secondary Schools Consortium<\/li>\n<li><a href=\"http:\/\/www.ascd.org\/publications\/educational-leadership\/mar17\/vol74\/num06\/How-Personal-Learning-Is-Working-in-Vermont.aspx\">How Personal Learning is Working in Vermont<\/a>, Penny Bishop, John Downes, and James Nagle, Educational Leadership, 2017<\/li>\n<li><a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2016\/05\/iNACOL-Promising-State-Policies-for-Personalized-Learning.pdf\">Promising State Policies for Personalized Learning<\/a>, Susan Patrick et al., iNACOL, 2016<\/li>\n<\/ul>\n<h4>Chapter 2: Personalized Learning Plans (PLPs)<\/h4>\n<p><strong>Foundations and Connections<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.un.org\/sustainabledevelopment\/development-agenda\/\">Sustainable Development Goals<\/a>, United Nations<\/li>\n<li><a href=\"https:\/\/studentsatthecenterhub.org\/resource\/motivation-engagement-and-student-voice\/\">Motivation, Engagement, and Student Voice<\/a>, Eric Toshalis and Michael J. Nakkula, Jobs for the Future, 2012<\/li>\n<li><a href=\"http:\/\/www3.weforum.org\/docs\/WEF_Future_of_Jobs.pdf\">The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution<\/a>, World Economic Forum, 2016<\/li>\n<li><a href=\"https:\/\/cvulearnsblog.blogspot.com\/search?q=Proficiency%2C+Personalization%2C+and+a+Cocktail+Napkin%3A+Or%2C+How+PBL+Became+PPBL\">Proficiency, Personalization, and a Cocktail Napkin: Or, How PBL Became PPBL<\/a>, Emily Rinkema, Champlain Valley Union High School, 2018<\/li>\n<li><a href=\"https:\/\/education.vermont.gov\/sites\/aoe\/files\/documents\/edu-plp-critical-elements.pdf\">Personalized Learning Plan Critical Elements<\/a>, Vermont Agency of Education, 2017<\/li>\n<\/ul>\n<p><strong>Examples and Tools<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/lumsvt.wixsite.com\/self\">Geography of Self<\/a>, Lori Lisai and Joseph Murphy, Lamoille Union Middle School<\/li>\n<\/ul>\n<h4>Chapter 3: Laying the Groundwork for Personalized Learning<\/h4>\n<p><strong>Foundations and Connections<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/the-learning-edge.pdf\">The Learning Edge: Supporting Student Success in a Competency-Based Learning Environment<\/a>, Laura Shubilla and Chris Sturgis, iNACOL, 2012<\/li>\n<li><a href=\"https:\/\/casel.org\/what-is-sel\">What is SEL?<\/a> The Collaborative for Academic, Social, and Emotional Learning<\/li>\n<li><a href=\"https:\/\/www.pblworks.org\/what-is-pbl\/gold-standard-project-design\">Gold Standard Project Based Learning<\/a>, Buck Institute for Education<\/li>\n<li><a href=\"https:\/\/education.vermont.gov\/student-learning\/proficiency-based-learning\/transferable-skills\">Transferable Skills: Sample Graduation Proficiencies and Performance Indicators<\/a>, Vermont Agency of Education<\/li>\n<\/ul>\n<p><strong>Examples and Tools<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1X2hQvNJ3Rljt9GjHlmbA_PHlkfCd3VN8vHUE_MRd9i0\/edit\">A K-8 PLP Continuum<\/a>, Bennington Rutland Supervisory Union, Vermont<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/ilead-a-model-for-yearlong-service-learning-and-leadership\/#.WuHPFSPMzOT\">iLead: A Model for Service Learning and Leadership<\/a>, Katy Farber, Tarrant Institute, 2017<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/designing-plps-with-students\">What Vermont Students Really Think about Personal Learning Plans<\/a>, Susan Hennessey, Tarrant Institute, 2016<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/use-a-student-leadership-team-for-feedback-on-plps\/#.W1OD1S2ZPOR\">Use a Student Leadership Team for Feedback on PLPs<\/a>, Life LeGeros, Tarrant Institute, 2017<\/li>\n<\/ul>\n<h4>Chapter 4: Launching PLPs with &#8220;The Learner Profile&#8221;<\/h4>\n<p><strong>Foundations and Connections<\/strong><\/p>\n<ul>\n<li><a href=\"http:\/\/institute4pl.org\/index.php\/our-model\/core-components\/learner-profiles\/\">Learner Profiles<\/a>, The Institute for Personalized Learning<\/li>\n<li><a href=\"http:\/\/education.vermont.gov\/sites\/aoe\/files\/documents\/edu-personalized-learning-conceptual-framework-students.pdf\">Vermont Personalized Learning Plan: Conceptual Framework Narrative for Students<\/a>, Vermont Agency of Education<\/li>\n<\/ul>\n<p><strong>Examples and Tools<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/15YJ8bmyX5isofjASX75VlfEw0Fh03RHxH7pEhEzrsCw\/edit\">Identity Project: Who am I now? <\/a>Lindsey Halman, Essex Middle School<\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1jeqM1dVVSzjCov3FLIhHGysLpmIzp_aph8ICUXaNQUk\/edit\">Personal Learning Plan Community Page<\/a>, Team Summit, Montpelier Main Street Middle School, Vermont<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/how-can-students-teach-educators-about-social-identity\/#more-14988\">How Can Students Teach Educators about Social Identity?<\/a>\u00a0Audrey Homan, Tarrant Institute, 2018<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/who-are-we-as-west-rutland\/#.Ww4UdVMvzOQ\">Who Are We as West Rutland?<\/a>\u00a0Emily Hoyler, Tarrant Institute, 2018<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/tech-rich-ways-students-can-explore-identity\/#.W1OSeS2ZPOR\">I Is for Identity<\/a>, Rachel Mark, Tarrant Institute, 2015<\/li>\n<\/ul>\n<h4>Chapter 5: Designing Flexible Learning Pathways for Young Adolescents<\/h4>\n<p><strong>Foundations and Connections<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.rcsdk12.org\/cms\/lib\/NY01001156\/Centricity\/Domain\/1053\/sc_pdf_engagement.pdf\">Types of Student Involvement<\/a>, Schlechty Center on Engagement,<\/li>\n<li><a href=\"https:\/\/education.vermont.gov\/sites\/aoe\/files\/documents\/edu-plp-what-are-flexible-pathways_0.pdf\">What Are Flexible Pathways?<\/a> Vermont Agency of Education, April 19, 2017<\/li>\n<\/ul>\n<p><strong>Examples and Tools<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1DqiBve3hclcEkRWl913K-Bt_0W7Hba7t8B36RJCYp7w\/edit\">PBL Planning Template<\/a>, Katy Farber, Rachel Mark and Jeanie Phillips, Tarrant Institute<\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1UFRsRybpSPrchMrriaJKx-U_RlZnBsO2WblWDXQNLW8\/edit\">Service Learning Planning Template<\/a>, Katy Farber, Tarrant Institute<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/how-to-plan-a-service-learning-project\/#.W1SBpy2ZPOQ\">How to Plan a Service Learning Project in 5 Stages<\/a>, Jeanie Phillips, Tarrant Institute,2018<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/all-about-service-learning\/#.XJeQUy2ZPOR\">All About Service Learning<\/a>, podcast episode, &#8220;The 21st Century Classroom&#8221;, with Katy Farber and Jeanie Phillips<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/how-to-tell-your-pbl-story\/#.W1IWui2ZPOS\">How to Tell your PBL Story<\/a>, Emily Hoyler, Tarrant Institute, 2017<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/measuring-success-project-based-learning\/#.XJogyS2ZPOQ\">How do you Measure Success with PBL?<\/a> Scott Thompson, Tarrant Institute, 2019<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/4-times-to-connect-students-with-an-authentic-audience\/#.W1VMBC2ZPO\">4 Times to Connect Students with an Authentic Audience<\/a>, Emily Hoyler, Tarrant Institute, 2018<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/student-made-chicken-coops\/#.W1VLNS2ZPOR\">How to Build a Better (Student-Made) Chicken Coop<\/a>, Jeanie Phillips, Tarrant Institute, 2018<\/li>\n<\/ul>\n<h4>Chapter 6: Scaffolding for Equitable, Deeper Learning<\/h4>\n<p><strong>Foundations and Connections<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/jfforg-prod-new.s3.amazonaws.com\/media\/documents\/Equal-Opportunity-for-Deeper-Learning-Executive-Summary-092315.pdf\">Equal Opportunity for Deeper Learning<\/a>, Pedro Noguera, Linda Darling-Hammond and Diane Friedlaender, Jobs for the Future, 2015<\/li>\n<li><a href=\"https:\/\/edpolicy.stanford.edu\/sites\/default\/files\/scope-pub-student-centered-research-brief.pdf\">Student-Centered Schools: Closing the Opportunity Gap<\/a>, Diane Friedlaender et al., Stanford Center for Opportunity Policy in Education, 2014<\/li>\n<li><a href=\"https:\/\/www.christenseninstitute.org\/blended-learning\/\">What is Blended Learning?<\/a> Clayton Christensen Institute<\/li>\n<li><a href=\"http:\/\/udlguidelines.cast.org\/?utm_medium=web&amp;utm_campaign=none&amp;utm_source=udlcenter&amp;utm_content=site-banner\">Universal Design for Learning Guidelines<\/a>, Center for Applied Special Technology<\/li>\n<\/ul>\n<h4><strong>Examples and Tools<\/strong><\/h4>\n<ul>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/shifting-assessment-in-proficiency-based-classrooms\/#.W1TPBC2ZPOS\">Assessment in Proficiency-Based Classrooms<\/a>, Susan Hennessey, 2016<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/open-educational-resources\/#.W1SnNi2ZPOQ\">Personalize Learning with Open Educational Resources<\/a>, Susan Hennessey, Tarrant Institute, 2015<\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/11y_3_APLMtHjydL_W2DtfZ94MyTOGUgGg2v4cHXXMho\/edit\">Creating Independent Student Playlists &#8211; Remixed<\/a>, Noah Hulbert<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/managing-time-in-blended-classrooms\/#.W1SHDi2ZPOR\">Managing Time in Blended Classrooms<\/a>, Susan Hennessey, Tarrant Institute, 2016,<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/ways-teachers-are-using-padlet\/#.W1SM7y2ZPOR\">6 Ways Teachers Are Using Padlet<\/a>, Katy Farber, Tarrant Institute, 2018<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/student-research-with-padlet\/#.W1U_7C2ZPOR\">Revolutionize Student Research with Padlet<\/a>, Life LeGeros, Tarrant Institute, 2016<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/learninglab\/2018\/03\/20\/lets-play-education\/\">Let\u2019s Play Education: Telling the Story of My Learning Lab<\/a>, Chris Bologna, Tarrant Institute Learning Lab, 2018<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/taking-genius-hour-school-wide\/#.W4AdiRpKg_U\">What Are the Benefits of Taking Genius Hour School-Wide?<\/a> Life LeGeros, Tarrant Institute, 2017<\/li>\n<li><a href=\"https:\/\/padlet.com\/lifelegeros\/7e3i7rf381n8\">Brainado: The Padlet<\/a>, Life LeGeros, Tarrant Institute<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/passion-projects\/#.W1SBJS2ZPOQ\">Sharing Your School\u2019s Passion Projects<\/a>, Jeanie Phillips and Rachel Mark, Tarrant Institute, 2018<\/li>\n<li><a href=\"http:\/\/createmakelearn.org\/about\/\">EMMA: A Mobile Studio for Creating and Making<\/a>, Lucie deLaBruere<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/making-as-evidence-of-transferable-skills\/#.W4WVlC2ZPOR\">The Maker Movement and Transferab<\/a><b><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/making-as-evidence-of-transferable-skills\/#.W4WVlC2ZPOR\">le <\/a><\/b><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/making-as-evidence-of-transferable-skills\/#.W4WVlC2ZPOR\">Skills<\/a>, Lucie deLaBruere and Life LeGeros, Tarrant Institute, 2017<\/li>\n<\/ul>\n<h4>Chapter 7: PLPs and Proficiency-Based Assessment<\/h4>\n<p><strong>Foundations and Connections<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/education.vermont.gov\/documents\/what-proficiency-based-learning\">What is Proficiency-Based Learning? <\/a>Vermont Agency of Education<\/li>\n<li><a href=\"https:\/\/studentsatthecenterhub.org\/resource\/a-new-era-for-educational-assessment-executive-summary\/\">A New Era for Educational Assessment<\/a>, David T. Conley, Jobs for the Future, 2014<\/li>\n<li><a href=\"https:\/\/www.edglossary.org\/standards-based\/\">Standards-Based<\/a>, The Glossary of Education Reform, Great Schools Partnership<\/li>\n<li><a href=\"https:\/\/www.newenglandssc.org\/wp-content\/uploads\/2015\/12\/NESSC_I_Want_to_Know_More_No12.pdf\">What is Proficiency-Based Grading? <\/a>New England Secondary Schools Consortium,<\/li>\n<li><a href=\"https:\/\/www.competencyworks.org\/analysis\/what-is-the-difference-between-standards-based-grading\">What is the Difference between Standards-Based Grading (or Reporting) and Competency-Based Education?<\/a> Matt Townsley, CompetencyWorks, 2014<\/li>\n<li><a href=\"https:\/\/www.competencyworks.org\/k-12-higher-education\/harvard-and-wellesley-and-tufts-oh-my-and-did-i-mention-mit-and-babson\/\">Harvard and Wellesley and Tufts, Oh My!<\/a><a href=\"https:\/\/www.competencyworks.org\/k-12-higher-education\/harvard-and-wellesley-and-tufts-oh-my-and-did-i-mention-mit-and-babson\/\">C<\/a><a href=\"https:\/\/www.competencyworks.org\/k-12-higher-education\/harvard-and-wellesley-and-tufts-oh-my-and-did-i-mention-mit-and-babson\/\">ompetency <\/a><a href=\"https:\/\/www.competencyworks.org\/k-12-higher-education\/harvard-and-wellesley-and-tufts-oh-my-and-did-i-mention-mit-and-babson\/\">W<\/a><a href=\"https:\/\/www.competencyworks.org\/k-12-higher-education\/harvard-and-wellesley-and-tufts-oh-my-and-did-i-mention-mit-and-babson\/\">orks<\/a>, Chris Sturgis, 2016<\/li>\n<li><a href=\"http:\/\/www.nebhe.org\/info\/pdf\/policy\/Policy_Spotlight_How_Colleges_Evaluate_PB_HS_Transcripts_April_2016.pdf\">How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts: Insights for Students and Schools<\/a><em>,<\/em>Erika Blauth and Sarah Hadjian, New England Board of Higher Education, 2016<\/li>\n<\/ul>\n<p><strong>Examples and Tools<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/scales-for-assessment\/#.W4KXGRpKg_U\">4 Ways to Begin Using Scales for Assessment<\/a>, Life LeGeros, Tarrant Institute, 2016<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/practice-for-proficiency\/#.W4BLLhpKg_U\">The Crucial Role of Practice in a Proficiency-Based Environment,<\/a> Life LeGeros, 2017<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/4-key-concepts-families-proficiency-based-reporting\/#.W4BNzxpKg_U\">4 Key Concepts for Families about Proficiency-Based Reporting<\/a>, <sup>\u00a0<\/sup>Neal McIntyre and Rachel Mark, Tarrant Institute, 2018<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/why-host-a-whole-school-exhibition-of-work\/#.W4AfyRpKg_U\">Why Host a Whole-School Exhibition?<\/a> Rachel Mark, Tarrant Institute, 2018<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/culminating-events-for-project-based-learning\/#.W1PFUi2ZPOQ\">Culminating Events for Project-Based Learning<\/a>, Katy Farber, 2017<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/deeper-learning-exhibition\/#.W1S2ZC2ZPOR\">When Students Share Their Work, It Deepens the Learning<\/a>, Rachel Mark, Tarrant Institute, 2018<\/li>\n<\/ul>\n<h4>Chapter 8: PLPs, Goal-setting and Student-Led Conferences<\/h4>\n<p><strong>Examples and Tools<\/strong><\/p>\n<ul>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/student-led-conferences-and-engagement-in-plps\/#.Wud89CPMzOR\">Student-Led Conferences and Engagement in PLPs<\/a>, Audrey Homan, Tarrant Institute, 2016<\/li>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/the-rise-of-the-project-based-plp\/#.W4LpVJNKjq0\">The Rise of the Project-Based PLP<\/a>, Life LeGeros, Tarrant Institute, 2018<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/what-makes-for-good-goal-setting-in-a-plp\/#.W1e_QC2ZPOS\">What Makes for Good Goal-Setting in a PLP?<\/a>Life LeGeros, Tarrant Institute, 2015<\/li>\n<li><a href=\"https:\/\/sites.google.com\/view\/newplppathways\/framework\/growth-and-reflection?authuser=0\">Growth and Reflection<\/a>, PLP Pathways<\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1auS6RJttDuwF2JMkZbt06kbxhHfYiNdB5Or_dBGorz4\/edit\">One-Year Plan for PLPs and SLCs<\/a>, Swift House, Williston Central School<\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1yp2Sm9Z5gVQh4j9nO_ydRm2IoQ_Vw61gzYl5EUfjIV0\/edit\">One-Year Plan for PLPs and SLCs<\/a>, Tuttle Middle School<\/li>\n<li><a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/162rfHZJ-BlvPk0a3sk7do1DIMxhhzWHRmzKUXFLaUAA\/edit#gid=7972718\">PLP and SLC Implementation Checklists<\/a><\/li>\n<\/ul>\n<h4>Chapter 9: Sustaining Innovation in Your Classroom, Team or School<\/h4>\n<p><strong>Foundations and Connections<\/strong><\/p>\n<ul>\n<li><a href=\"http:\/\/plppathways.blogspot.com\/2018\/02\/our-work-is-worth-it.html\">Our Work is Worth It!\u00a0<\/a>Kevin Hunt, PLP Pathways, 2018<\/li>\n<li><a href=\"http:\/\/collaborativeteam.blogspot.com\/2018\/04\/oh-challenges-oh-possibilities.html\">Oh, the Challenges! Oh, the Possibilities! <\/a>Jana Fabri-Sbardellati, VT Flexible Pathways Collaborative, 2018<\/li>\n<\/ul>\n<p><strong>Examples and Tools<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/personalizing-p-e\/#.W4BmlxpKg_U\">Phys Ed 2.0: More Learning, Less Suffering<\/a>, Life LeGeros, Tarrant Institute, 2018<\/li>\n<li><a href=\"http:\/\/tiie.w3.uvm.edu\/blog\/designing-plps-with-students\/#.XJaUry2ZPOS\">(Re)Designing PLPs with Students<\/a>, Susan Hennessey, Tarrant Institute, 2016<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; Chapter 1: Personalized Learning for Young Adolescents Foundations and Connections Personalized Learning and\u00a0Personal Learning Plan,The Glossary of Education Reform, New England Secondary Schools Consortium How Personal Learning is Working in Vermont, Penny Bishop, John Downes, and James Nagle, Educational Leadership, 2017 Promising State Policies for Personalized Learning, Susan Patrick et al., iNACOL, 2016 Chapter &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/tiie.w3.uvm.edu\/blog\/chapter-references\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Chapter References&#8221;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-22083","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/pages\/22083","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/comments?post=22083"}],"version-history":[{"count":8,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/pages\/22083\/revisions"}],"predecessor-version":[{"id":31214,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/pages\/22083\/revisions\/31214"}],"wp:attachment":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/media?parent=22083"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}