Re-membering Culture is a deep exploration of the intricate dynamics of cultural memory and education, centering the experiences of Hmong American students and educators. Arguing that the school, as a product of coloniality, perpetuates the marginalization and erasure of non-Western epistemologies, author Bic Ngo sheds light on the subtle yet impactful process of structured forgetting within the American education system.

This volume does more than document an educational dynamic that impacts Latino populations across the United States; it also connects educational challenges to concrete plans for how those problems can be resolved. Both experienced and new scholars describe strategies and outline policies to support academic success, affirm identity and belonging, and show how educational institutions can be transformed to better serve Latino constituencies in a post-pandemic world, where insistent efforts at right of belonging and affirmation counter Trumpian xenophobia and hostility.

Social studies is a field in crisis. The crisis stems from failure to establish the very foundation of social studies' purpose in public education: civic education. Social studies advocates have never put forth a coherent method for teaching civic education because policymakers and the public have been unable to agree upon a general definition of civic education.

Essentials of Education Policy improves students' and educational leaders' understanding of the complex education policy system in the U.S. Through an applied pedagogical approach that connects analytical concepts from public policy and education research to professional practice, the book offers academic content and applications for elementary, secondary, and postsecondary education leaders.

In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K-12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce.

Is a renaissance of teaching and learning in higher education possible? One may already be underway. The COVID-19 pandemic fundamentally changed how colleges and universities manage teaching and learning. Recentering Learning unpacks the wide-reaching implications of disruptions such as the pandemic on higher education.

It's hard to learn when you're under stress, and a lot harder when your teacher is struggling with stress, too. In a world where stress is unavoidable--where political turmoil, pandemic fallout, and personal challenges touch everyone--this timely book offers much-needed guidance for cutting through the emotional static that can hold teachers back.

Well established as a teaching resource and course text, this guide to the "whats," "how-tos," and "whys" of reading assessment is now in a thoroughly revised fourth edition. Peter Afflerbach succinctly introduces major types of assessments, including formative and summative performance assessments, teacher questioning, and high-stakes testing. He provides an innovative framework (the CURRV model) for evaluating the suitability of assessments and combining them effectively to meet all students' needs.

"Responding to growing interest in the sustainable development goals (SDGs) and global concern over climate change, this volume provides an analysis of how our understanding of the relationship between environment and education has evolved during the past fifty years. Spanning from the 1972 United Nations Conference on the Human Environment through to the present day, chapters examine whether our approach to education about environmental sustainability is enacting effective change."

International organizations have consistently influenced education reforms in Latin America, but not all countries have adopted the same policy recommendations. This book offers a unique comparative analysis of secondary education reforms in Chile, Argentina, and Colombia, from the 1960s to the 2010s, with a focus on three key areas: manpower planning, state-retrenchment (market-based versus active-state), and ideas about having a right to a quality education in an era of government accountability.

In the landscape of higher education, a persistent gap exists, casting shadows on the full potential of Hispanic professionals to rise as leaders. The complexities of their journey, from faculty to administrative roles, remain enshrouded, impeding progress toward greater representation and impact. Hispanic Leadership in Higher Education is an illuminating book with research that is poised to shatter these barriers.

School safety has become a critical topic of concern in educational contexts. In this book, editors Christopher C. Morphew, Vanya C. Jones, and Ashley Cureton bring together a timely collection of essays to outline the obstacles to and most promising approaches for creating safe, healthy, and inclusive schools for all children.

The effects of colonialism in education and society have deep and difficult legacies. This book argues that it is necessary to better understand the deep roots of colonialism in order to realize justice and overturn forms of oppression in education policy, in classrooms, or in family and community-based education. Highlighting research from across Abya Yala with examples from various contexts throughout North, Central, and South America, chapter authors explore the ways that colonialism manifests in current educational policy and practice; how this happens through language use and communication; and, by starting locally, what comparisons can be gained from different cases across the continent.

Beginning in the late 1960s and throughout the 1970s, a new generation of LGBT students in California began to organize publicly on college and university campuses, inspired by contemporaneous social movements and informed by California's rich history of LGBT community formation and political engagement. Here Are My People documents how a trailblazing group of queer student activists in California made their mark on the history of the modern LGBTQ movement and paved the way for generations of organizers who followed.

In Forward without Fear Derek Taira reveals that many Native Hawaiians in the first forty years of the territorial period neither subscribed nor succumbed to public schools' aggressive efforts to assimilate and Americanize them but instead engaged with American education to envision and support an alternate future, one in which they could exclude themselves from settler society to maintain their cultural distinctiveness and protect their Indigenous identity.

Decolonizing Classroom Management: A Critical Examination of the Cultural Assumptions and Norms in Traditional Practices introduces a framework for decolonizing classroom management which entails critically examining the cultural assumptions and norms embedded in our traditional practices. This book helps educators and teacher educators orient toward liberation through questioning assumptive language, challenging popular classroom management models, and offering promising practices to create positive learning environments.

ChatGPT and other artificial intelligence programs are revolutionizing the way we learn, create, and think. In Learning with AI, Joan Monahan Watson offers an essential guide for harnessing AI as a powerful educational tool. Building on José Antonio Bowen and C. Edward Watson's groundbreaking guide Teaching with AI, this book shows teachers how to implement AI tools in the classroom.

This interactive guide is designed to help preservice early childhood educators use self-compassion to mitigate the stress of teaching. Barry argues that learning healthy stress-management strategies while enrolled in teacher education programs will equip students with the resilience needed to manage stress when they enter their own classrooms.

Communication and Education: Promoting Peace and Democracy in Times of Crisis and Conflict explores the complexities of addressing divisive societal challenges, reducing conflicts, and building and sustaining peace and democracy around the world. Contributions by an international panel of experts provide evidence-based practices, findings from ongoing research projects, policy analyses, and cutting-edge theories, frameworks, and models for confronting global challenges to peace and democracy.

Teaching Classroom Controversies is the essential guide for all teachers trying to navigate their way through issues of controversy in the age of 'fake news' and 'alternative facts'. Arguing that schools have a key role to help turn the tide and promote intellectual humility and openness, the book shows teachers how they can set the boundaries to ensure a purposeful learning environment that thinks about controversy in terms of evidence, reasoned argument, and critical reflection.

Offering readers an insightful exploration of the challenges faced by leaders in higher education as they navigate the complexities of promoting social justice and caring for minoritized populations, this book delves into their untold stories to reveal the triumphs and struggles of these influential individuals. By unveiling the undercurrents of higher education and the hidden dynamics at play, Race, Class, Gender, and the Struggle for Social Justice in Higher Education details the battle for social justice and the experiences of leadership elites, serving as an invaluable resource for anyone passionate about the intersection of leadership, social justice, and the imperative to create inclusive environments in higher education, shedding light on leaders' motivations, behaviors, and barriers in advancing social justice on college campuses.

This edited book serves the purpose of focusing the research agendas of K-12 educators, teacher educators, and policymakers on the lessons and insights the field can gain from this crisis as we adapt to the post-pandemic future of language education. As argued over the past three years, the pandemic has exposed multiple structural issues related to accessibility, inequity, and poverty—ubiquitous issues that have existed in our societies for decades. It has also drawn attention to the notion of 'competing priorities,' challenging our ability to determine what can and cannot be done in terms of human, financial, and logistical capacity around the globe.

Aspirations and Challenges for Undocumented Student Success offers a comprehensive review of rigorous, innovative, and critical scholarship profiling the scope and terrain on undocumented student success.

In The Enduring Promise of America's Great City Schools, Michael Casserly presents a forthright assessment of the past performance and future potential of large urban PreK-12 school districts in the United States. From a vantage of nearly five decades of work within the Council of the Great City Schools, which now represents seventy-eight of the nation's largest urban public school districts, Casserly expertly distills data on student performance, school enrollment, and the impact of strategic reforms to draw a balanced picture of progress and setbacks in urban schools.

This book shares the LEAD (Leadership Enrichment and Development) method, a framework for supporting and facilitating leadership identity development for women in higher education. Guided by feminist group processes and relational learning, the chapters in this volume illustrate the impacts of self-and peer mentorship on the authors.

The Laboratory School is presumably the most famous experimental school of the progressive education movement. Founded in 1894 by John Dewey and President William R. Harper, the Laboratory School existed at the University of Chicago for seven and a half years, and even after more than a century, remains a beacon of hope and inspiration for many educators. The present volume ventures to provide the first institutional history of the Laboratory School and to situate the school in its contemporary context.

Theory holds the capacity to help educators see the world differently, challenge problematic assumptions and practices that cultivate harm, and illuminate pathways toward access, equity, justice, joy, and love. While it is easy to underestimate the role of theory in such pursuits throughout social studies education, this book shows that theory is always-already present in all productions of teaching and learning.

In Learning Together, Elham Kazemi, Jessica Calabrese, Teresa Lind, Becca Lewis, Alison Fox Resnick, and Lynsey K. Gibbons share findings from their decade of experience in nurturing collaborative learning cultures in elementary schools. The work offers guidance for intentionally and explicitly organizing educational institutions to prioritize and support teacher learning, which can, as the authors show, create flourishing learning systems for teachers and students alike.

This fully updated and revised edition includes fourteen new chapters on contemporary topics such as critical race theory, decolonizing the curriculum, economics education, and children's rights. The Social Studies Curriculum, Fifth Edition updates the definitive overview of the issues teachers face when creating learning experiences for students in social studies. Renowned for connecting diverse elements of the social studies curriculum-from history to cultural studies to contemporary social issues-the book offers a unique and critical perspective that continues to separate it from other texts.

Writing instruction is a particular challenge because there is no singular, linear solution to teaching students to write well. This book approaches writing as a wicked problem that takes place in complicated contexts. Through both scholarly research and teacher reflection, it examines ELA classrooms and the experiences of writing teachers to identify approaches that have proven effective with adolescents.

Given the many pressures facing leaders across higher education, the work of crisis leadership remains an imperative for leaders at all levels. Attention tends to center on strategies for engaging in leadership both prior to and during crisis, often leaving the post-crisis period as an afterthought. This book introduces a research-informed framework for this critical, and often neglected, phase of crisis leadership.

In Streamlining the Curriculum, experts Heidi Hayes Jacobs and Allison Zmuda take a hard look at our overburdened, dated curricular practices and offer a better way-one built on the power of narrative. Their storyboard approach casts students as the heroes of the learning journey. Instead of passive recipients, they become protagonists, activity engaged in exploring new ideas, solving problems, finding connections, enlisting allies, and acquiring new skills and understandings to apply to both present and future challenges.

In the aftermath of Hurricane Katrina, the New Orleans public school board fired nearly 7,500 teachers and employees. In the decade that followed, the city created the first urban public school system in the United States to be entirely contracted out to private management. Veteran educators, collectively referred to as the "backbone" of the city's Black middle class, were replaced by younger, less experienced, white teachers who lacked historical ties to the city. In A Burdensome Experiment, Christien Philmarc Tompkins argues that the privatization of New Orleans schools has made educators into a new kind of racialized worker. As school districts across the nation backslide on school integration, Tompkins asks, who exactly deserves to teach our children?

In Organizational Betrayal, educational researcher Charol Shakeshaft advocates a system-wide approach for safeguarding K-12 students against educator sexual misconduct. She shows that practical interventions such as simply asking questions can advance the safety of children. Based on decades of inquiry into cases of student abuse in educational systems, the work reveals that sexual abuse of children in US K-12 schools is more prevalent than we'd like to believe. Examining the root causes and contexts, Shakeshaft concludes that school cultures and institutional structures are often complicit in cases of sexual misconduct.

Nearly every country today has universal primary education. But why did governments in the West decide to provide education to all children in the first place? In Raised to Obey, Agustina Paglayan offers an unsettling answer. The introduction of broadly accessible primary education was not mainly a response to industrialization, or fueled by democratic ideals, or even aimed at eradicating illiteracy or improving skills. It was motivated instead by elites' fear of the masses--and the desire to turn the "savage," "unruly," and "morally flawed" children of the lower classes into well-behaved future citizens who would obey the state and its laws.

In a world increasingly defined by crisis, public service institutions like colleges, universities, and nonprofit organizations require capable, dynamic, and trustworthy leadership--yet stories of leadership failures there abound. The problem, Kathleen Fitzpatrick argues in Leading Generously, is a fundamental mismatch between the communal purposes that leaders must serve and the individualistic structures under which they operate. Transforming institutions so they can be resilient in the face of uncertain futures will require a similar transformation in leadership practices, turning hierarchies into collective and collaborative spaces designed for the common good.

Increasingly, faculty with intersectional perspectives are challenging many aspects of higher education and urging a radical reimagination of the institution itself. This volume explores the successful strategies and contradictions of working within, against, and beyond a university with the goal of creating a humanizing educational experience for students and faculty alike. Providing a glimpse of what is possible, chapter authors describe their efforts to build alternative core curricula, research apprenticeships, community partnerships, ways of interacting with one another, and models of leadership.

What do we mean when we say that a text is relevant to a young person or to a group of young people? And how might a reimagining of relevance, shaped through the voices of young men of color, enhance literacy teaching and learning? Based on case studies of six young Black, Latino, and South Asian men and their reading experiences, this book reconceptualizes the term relevance as it applies to and is applied within literacy education (middle school through college). The author reveals how four dimensions of relevance--Identity, Spatiality, Temporality, and Ideology--can guide educators in supporting the reading and meaning-making experiences of students in ways that honor the complexities of their lives and enhance their criticality.

Librarians around the country are currently on a battleground, defending their right to purchase and circulate books dealing with issues of race and systemic racism. Despite this work, the library community has often overlooked-even ignored-its own history of white supremacy and deliberate inaction on the part of white librarians and library leadership. Author Wayne A. Wiegand takes a crucial step to amend this historical record. In Silence or Indifference: Racism and Jim Crow Segregated Public School Libraries analyzes and critiques the world of professional librarianship between 1954 and 1974.

Created by an interdisciplinary team of researchers in partnership with a large urban school district, this guidebook helps teachers and school leaders in Texas and beyond learn how to overlay Latina/o/x Studies content on top of existing state standards, providing a practical roadmap toward historically accurate, culturally relevant curricula and instruction that can be injected into all K-12 social studies classes.

Shaping the Future of Education presents a pioneering online learning system, which * engages both teachers and students through groundbreaking gaming technology, * addresses the need for the development of critical thinking and problem-solving skills, and * provides mesmerizing games that just happen to deliver education.

This book explores how minority-led skateboarding, punk rock, and unschooling communities engage in collective efforts to humanize education and construct kinder social frameworks. Noah Romero examines the roles of informal and community-embedded learning in actualizing transformative education and shows how decolonizing education can take place outside of school settings.

A Forgotten Migration tells the little-known story of ?segregation scholarships? awarded by states in the US South to Black students seeking graduate education in the pre?Brown v. Board of Education era. Under the Plessy v. Ferguson decision, decades earlier, southern states could provide graduate opportunities for African Americans by creating separate but equal graduate programs at tax-supported Black colleges or by admitting Black students to historically white institutions. Most did neither and instead paid to send Black students out of state for graduate education. Crystal R. Sanders examines Black graduate students who relocated to the North, Midwest, and West to continue their education with segregation scholarships, revealing the many challenges they faced along the way.

Countries in East Asia and the Pacific were already experiencing a learning crisis when the COVID-19 pandemic made things worse. This report examines key factors affecting learning outcomes in the region, including teaching, the use of educational technologies (EdTech), and public spending on education.

In Good Wife, Wise Mother, female education and citizenship serve as a lens through which to examine Taiwan's uniqueness as a colonial crossroads between Chinese and Japanese ideas and practices. A latecomer to the age of imperialism, Japan used modernization efforts in Taiwan to cast itself as a benevolent force among its colonial subjects and imperial competitors. In contrast to most European colonies, where only elites received an education, in Taiwan Japan built elementary schools intended for the entire population, including girls.

Critical race theory (CRT) in education centers, examines and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies in the form of qualitative interventions. Informed by this work, this book reconsiders the possibilities of CRT applications to quantitative methodologies through 'QuantCrit'.

This book chronicles the lives and experiences of 49 college students navigating the challenging terrain of the United States' foster care system. Through in-depth interviews, Johnson provides insight into the harsh realities of how our nation's educational and welfare systems often intertwine in ways that diminish the potential and opportunities for these young people. Yet amidst the adversities, these stories resonate with themes of hope, resistance, and possibility.

Designing and Implementing a Successful Undergraduate Research, Scholarship, and Creative Activity Program is designed as a resource for faculty, administrators and university leaders interested in developing new, or expanding existing, undergraduate research programs.

In The Privateers, Josh Cowen lays bare the surprising history of tax-funded school choice programs in the United States and warns of the dangers of education privatization. A former evaluator of state and local school voucher programs, Cowen demonstrates how, as such programs have expanded in the United States, so too has the evidence-informed case against them.

As fears about polarization--and its contribution to democratic crisis and corrosion--rise, many people have posited civic education as a possible remedy. In a time of increasing political polarization, what should the goals of civic education be, and how should they be implemented? In the latest installment of the NOMOS series, Eric Beerbohm and Elizabeth Beaumont bring together a distinguished group of interdisciplinary scholars across philosophy, politics, and law, inviting us to think deeply about the complex promises and pitfalls of civic education.

Researchers in special education have been developing a knowledge base of evidence-based practices that improve the outcomes of students with disabilities. Unfortunately, filtering that knowledge into classrooms implemented by special education teachers has been a challenge. In The Essentials of Special Education Research, Andrew M. Markelz and Benjamin S. Riden directly address the persistent research-to-practice gap by systematically presenting the essential components of research that every special education teacher must know.

America has relied on public schools for 150 years, but the system is increasingly under attack. With declining enrollment and diminished trust in public education, policies that steer tax dollars into private schools have grown rapidly. To understand how we got here, The Death of Public School argues, we must look back at the turbulent history of school choice.

"This volume focuses on research related to mathematics curriculum. But rather than focusing on results of research, it focuses on lessons learned about conducting research on curriculum, whether about design and development, analysis of curriculum in the form of official standards or textbook instantiations, teacher intentions related to curriculum implementation, or actual classroom enactment. For scholars interested in curriculum research, the volume offers lessons about conducting curriculum research that have been learned by others engaged in such work, including frameworks, tools, and techniques, as well as challenges and issues faced, with solutions to address them."

American public higher education systems include the largest and most impactful colleges and universities in the nation, including 75 percent of the nation's public sector students. While their impact is enormous, they are largely neglected as an area of study and underutilized as an instrument for the improvement of postsecondary outcomes. Meanwhile, most states continue to struggle to reach their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. Through a series of essays written by academic experts and senior practitioners, Public University Systems argues that higher education can act as a powerful tool for making progress on societal goals by leveraging their unique scale.

In this book, the authors' post-capitalist approach to change focuses less on what we need to dismantle and more on what educators and activists are building in its place. Studying schools and other social organizations in the Global North and South, the authors identify and examine some of the most interesting counterhegemonic spaces in both formal and informal education today.

Brown v. Board of Education of Topeka, Kansas (1954) is regarded as one of the most significant civil rights moments in American history. Historical observers have widely viewed this landmark Supreme Court decision as a significant sign of racial progress for African Americans. However, there is another historical perspective that tells a much more complex tale of Black resistance to the NAACP?s decision to pursue desegregating America's public schools. This multifaceted history documents the intra-racial conflict among Black Topekans over the city's segregated schools. Black resistance to school integration challenges conventional narratives about Brown by highlighting community concerns about economic and educational opportunities for Black educators and students and Black residents' pride in all-Black schools.

"Kinship Worldview: Indigenous Authors Going Deeper with Holistic Education is a collection of essays and poems offering testimony to the holism of original traditional indigenous ways of knowing, teaching and learning. Each chapter describes an Indigenous orientation to holistic education that explores deeply into the sacred interconnectedness of all life on Mother Earth. This collection from internationally recognized indigenous scholars and leaders reflects a 'coherent worldview encompassing the processes of the world and how we humans find meaning in those processes' "

"Revised thoroughly and updated, this second edition of Paradoxes of the Public School comprehensively explores public education in the United States. Researchers, faculty, and students will find this book accessible, insightful, and provocative. The book is packed with school history, theory, and data that are practically applied to a clear and fluid treatment of contemporary issues."

In "No Humans Involved: An Open Letter to My Colleagues," Jamaican writer and theorist Sylvia Wynter critiques the social and human sciences for perpetuating social hierarchies, particularly through the Western humanist framing of "Man" as the universal representation of humanity. Human development theories revolve around this concept, necessitating acquiescence to the category Man to claim humanity. But Blackness complicates and unsettles these terms in ways the fields of higher education and educational research are in many ways just beginning to confront. On Blackness, Liveliness, and What It Means to Be Human extends Wynter's critique to human development and academic knowledge production, arguing that Black specificity can create new possibilities for Black being.

"This volume explores the extent to which the Revolutionary period (1740-1815) impacted the faculty, students, and institutional life of Yale College, and how those changes shed insight into the nature of the American Revolution itself as a conservative or radical event. Throughout the 18th century, Yale continued a tradition of producing individuals who would perpetuate the economic and social status quo. At the same time, the institution was undergoing an evolution reflective of the broader movements in America that would persist into the era of the early republic."

As universities rethink their approaches to student and faculty mental health, this volume showcases academics who openly and proudly embrace the identity of "Mad scholar." In twenty-three essays--from contributors working in nearly a dozen disciplines and across three continents--Mad Scholars explores how neurodivergent scholars' work and lived experiences are richer because of their difference, not in spite of it. In doing so, these essays both expose the deep-rooted ableism that undergirds traditional mental health interventions and envision a more rigorous, more inclusive, and more outward-facing future for scholarly community and engagement, within and outside traditional academia.

Small Habits Create Big Change is a valuable collection of micro-habits--small, science-backed adjustments--that educators can use to reclaim their mental health and their love for their jobs. This book helps you identify your unique personality type, so you can find the hacks and tweaks that will actually work as you strive to manage stress and reignite your passion for working with students. Many educators feel overwhelmed, frustrated, and on the verge of burnout, but it's never too late to turn things around. Best of all, psychologist Rebecca Branstetter gives you solutions that you can use while you work, so you don't have to sacrifice your already-scarce downtime.

In Smart University, Lindsay Weinberg evaluates how this latest era of tech solutions and systems in our schools impacts students' abilities to access opportunities and exercise autonomy on their campuses. Using historical and textual analysis of administrative discourses, university policies, conference proceedings, grant solicitations, news reports, tech industry marketing materials, and product demonstrations, Weinberg argues that these more recent transformations are best understood as part of a longer history of universities supporting the development of technologies that reproduce racial and economic injustice on their campuses and in their communities.

In an age when play is often seen as frivolous or unproductive, this book explains the importance of play in early childhood education. Each chapter focuses on a specific type of play, includes suggestions for putting theory into practice, and offers recommendations for language and information educators can use to help parents understand that play is not separate from learning. Why Play? highlights some of the most popular types of play, such as dramatic, cooperative, construction, and loose-parts play. It also covers those considered controversial, such as rough-and-tumble, war, gun, and superhero play.

"All education and educational scholarship occurs on Indigenous Lands. Despite this reality, U.S. social studies education and scholarship has reinforced settler colonialism through curricula, teacher education, professional development, policy research, and more. To confront settler colonial social studies and transform the field, educators and scholars must engage relational approaches, prioritize community and student expertise, and commit to action that recognizes Indigenous Ways of Knowing."

Written for art educators, special educators, and those who value the arts for students with special needs, this second edition now combines over 700 years of the educational experience of arts and special educators who share their art lessons, behavior management strategies, and classroom stories.

This edited book showcases the lessons, successes and challenges of starting and growing a fully bilingual school. Reflecting on the first 10 years of Dos Puentes Elementary School in New York City, it explores the evolution of the school through its four founding pillars: (1) bilingüismo, biliteracidad y multiculturalismo, (2) las familias son partners, leaders and advocates, (3) investigaciones and hands-on learning, and (4) partnerships with universities, organizations y la comunidad. The chapter authors include families, teachers, school administrators and university partners, centering the voices of those directly involved in the school community and highlighting key moments in the life of the school.

This teaching guidebook will help educators navigate emerging best practices to center historically marginalized voices and perspectives in middle, high school, and postsecondary learning spaces. The author provides an accessible blueprint for utilizing histories, culturally responsive teaching, and community responsive pedagogy to build collaborative and equitable classrooms. Inspired by research steeped in oral histories, Bunch brings forth lessons from educators, merged with voices of students, to share impactful classroom practices.

The book interrogates how society contributes to educational inequality as seen in racialized patterns in income, wealth, housing, and health, and how public schools create significant obstacles for students of color as observed in reduced access to opportunities (e.g., little access to high-status curricula knowledge). Valencia offers suggestions for achieving equal education (e.g., implementing fairness of school funding, improving teacher quality, and providing students of color access to multicultural education) by disrupting structural racism.

Questioning Gender Politics: Contextualising Educational Disparities in Uncertain Times showcases contemporary thinking on pressing aspects of gender equalities, such as patriarchal culture, sexual harassment, trans rights, queer pedagogies, and sex education in various educational settings and international contexts. This book illustrates how education is an important physical, material and ideological site for understanding and challenging stubborn gender inequalities.

Exploring and Expanding Literacy Histories of the United States brings together new scholarship and critical perspectives hitherto missing from dominant narratives to offer a racially, ethnically, and linguistically diverse record of the history of American reading instruction. This book addresses the many important developments in the history of literacy in the United States that occurred outside of mainstream public education, in marginalized communities in and outside of traditional school contexts.

The Case for Critical Literacy explores the history of reading within writing studies and lays the foundation for understanding the impact of this critical, yet often untaught, skill. Every measure of students' reading comprehension, whether digital or analog, demonstrates that between 50 and 80 percent of students are unable to capture the substance of a full discussion or evaluate material for authority, accuracy, currency, relevancy, appropriateness, and bias. This book examines how college-level instruction reached this point and provides pedagogical strategies that writing instructors and teachers can use to address the problem.

This book addresses the post-pandemic crisis of early career teacher turnover that is harming students and entire school systems. The author provides teacher educators and mentors with strategies to help new teachers proactively navigate the early years and thrive in the K-12 classroom. Based on 10 years of research and practical application, this guide will support teacher professional identity formation, resilience, and agency.

While acknowledging the scale of loss and difficulty the COVID pandemic engendered within the field of education, this book focuses on how sudden and forced changes to teaching and learning created "Pandemic Positives," which can be captured and brought to scale. In particular: Part I addresses how Pandemic Positives came into being, with special attention to the presence of educator hope and creativity. Part II explores the Pandemic Positives that arose in three settings: when schools were closed, when learning turned online, and when schools re-opened. Part III provides strategies for replicating the Pandemic Positives so they become positive educational game changers.

In Discredited, education scholars Lauren Schudde and Huriya Jabbar illuminate the successes and failures of the systems that support student transfer among postsecondary institutions. Summarizing the key challenges of various transfer pathways, Schudde and Jabbar show how the current decentralized, bureaucracy-ridden, and often confusing process undermines equity and access in higher education. They illustrate how transfer success is closely tied to how educational institutions disseminate information about credit portability, especially for vertical transfer between community colleges and destination universities, in which prospective transfer students often confront hidden curricula and unfounded biases about their academic preparedness.

This book introduces the Cycle of Responsibility (COR) model--the next step in the evolution of the Gradual Release of Responsibility model, which has been a conceptual mainstay of literacy education for decades. This new model shifts the current linear model to a cyclical process of multifaceted interactions that better reflect the complexities of early literacy, with an emphasis on constructing knowledge together in the context of vibrant learning communities. Focused on reading, writing, and word study in the primary grades, the COR is put into motion through five key motivators: challenge, creativity, collaboration, choice, and independence.

For a century, America's early childhood policy has been premised on a myth. This falsehood--which dictates that child care and education are somehow separate and distinct--not only suboptimizes the most important window into all human development, but costs American taxpayers an untold fortune. It's time to think differently. Written in plain yet provocative language by one of the field's most respected bipartisan policy experts, The Daycare Myth makes the case for why the early years matter; why America's longstanding early childhood policy approach sacrifices the needs of young children in favor of promoting adult employment; and why fixing the problem makes good sense, regardless of your place on the political spectrum.

Differences in performance between students living in poverty and more advantaged students are reflective of an opportunity gap, as opposed to a gap in student ability. Walker-Dalhouse and Risko focus on disparities in literacy achievement that might be attributed to color-blind practices, deficit mindsets, low expectations, or context-neutral practices. Situating literacy learning within a comprehensive view of literacy development, they provide a set of instructional practices that will best support students living in poverty.

The Stories We Tell looks holistically at the uses of story in schools and sets out the ways it can be used to support teaching, including by: Organising the curriculum and helping to structure lessons Aiding students' memorisation Promoting inclusion Preparing students for future success In addition, it offers four ways of using story and storytelling in the school improvement process to: Consult, communicate, and collaborate with stakeholders during the school improvement journey Articulate a vision for the future and foster a set of shared values Build trust and adopt ethical leadership behaviours to create a no-blame culture that encourages risk-taking Resolve conflict and manage people, and lead change and manage PR

Howard, Overstreet, and Ticknor build on the framework they established in their first book It's Not "One More Thing". They extend their practical how-to strategies for enacting culturally responsive and affirming literacy instruction in K-12 classrooms specific to literacy assessment, engaging texts used for literacy instruction, and navigating and resisting barriers. They build on their experiences and research of CRP to offer vignettes of literacy instruction that may be common in K-12 classrooms.

The Big Lie About Race in America's Schools delivers a collective response to the challenge of racially charged misinformation, disinformation, and censorship that increasingly permeates and weakens not only US education but also our democracy. In this thought-provoking volume, Royel Johnson and Shaun Harper bring together leading education scholars and educators to confront the weaponized distortions that are currently undermining both public education and racial justice. The experts gathered in this work offer strategies to counter these dangerous trends and uphold truth in education.

This one-of-a-kind, "how-to" guide is designed to help Indigenous Students and Students of Color (ISOC) thrive in postsecondary education. It spotlights the personal and cultural capital ISOCs bring with them on their postsecondary educational journey. This book helps students identify, strengthen, and use these assets so that success in higher education is not only possible but inevitable. Written by faculty and administrators of color, from a wide range of backgrounds and experiences, this guide contains insider advice and strategies to help ISOCs successfully navigate the challenges they might face wherever their postsecondary journey takes them.

Wage stagnation, growing inequality, and even poverty itself have resulted from decades of neoliberal decision making, not the education system, writes Neil Kraus in his urgent call to action, The Fantasy Economy. Kraus claims the idea that both the education system and labor force are chronically deficient was aggressively and incorrectly promoted starting in the Reagan era, when corporate interests and education reformers emphasized education as the exclusive mechanism providing the citizenry with economic opportunity. However, as this critical book reveals, that is a misleading articulation of the economy and education system rooted in the economic self-interests of corporations and the wealthy.

Two centuries ago, London school reformer Joseph Lancaster swept into New York City to revolutionize its public schools. Pennsylvania and Massachusetts passed laws mandating Lancaster's methods, and cities such as Albany, Savannah, Detroit, and Baltimore soon followed. In Mr. Lancaster's System, Adam Laats tells the story of how this abusive, scheming reformer fooled the world into believing his system could provide free high-quality education for poor children. The system never worked as promised, but thanks to real work done by students, teachers, and families, Lancaster's failed reforms eventually led to the creation of the modern public school system.

From decreased funding to censorship controversies and rising student debt, the public perception of the value of higher education has become decidedly more negative. This crisis requires advocacy and action by policymakers, educators, and the public. Championing a Public Good presents a clear set of strategies and tools for advocates making the case for renewing our civic commitment to public higher education.

Every child has a right to make sense of math, and to use math to make sense of their worlds. Despite their gifts, students with disabilities are often viewed from a deficit standpoint in mathematics classrooms. These students are often conceptualized as needing to be fixed or remediated. Rethinking Disability and Mathematics argues that mathematics should be a transformative space for these students, a place where they can discover their power and potential and be appreciated for their many strengths.

Neurodivergent students of color are often overlooked, as research and teaching strategies predominantly focus on white males in the classroom. How can we help teachers reach all students to honor their full humanity, and to understand how ableism - neuronormativity in particular - and racism intersect on our bodies and brains? JPB Gerald's fascinating book offers a blend of narrative and interviews to show what would help neurodivergent students of color feel more supported and cared for in schools, and to demonstrate how much better their lives could be when they feel that love.

In 1859, a mob of sixty-five prominent armed men rode into Berea, Kentucky, and forced the closure of its integrated one-room schoolhouse. Founded by Kentucky-born abolitionist John Gregg Fee, the school was open to anyone, regardless of their race or gender--a notion that horrified white supremacists. The mob evicted thirty-six community members, including Fee's family, but Fee and the others returned to Berea in 1864 and reestablished the institution, still committed to educating Appalachia's most vulnerable populations. In Lessons from the Foothills, Gretchen Dykstra profiles modern Berea College with its rich and beloved history.

"This book addresses the growing demand for applied experiences that move students beyond learning into the realm of doing by supporting the development of skills and competencies that align with emerging areas of innovation and work. It considers the urgent need to promote and invest in skills aligned with sustainable development, such as those needed to analyse and mitigate climate change. The authors argue that this challenge provides an opportunity to reimagine the use of experiential learning, connecting students with community-based partners doing the work of sustainable development around the world.

This successful guide--now in a revised and expanded second edition--gives teachers effective strategies to support adolescents' development of relevant literacy skills in specific disciplines. Demonstrating why disciplinary literacies matter, the authors discuss ways to teach close reading of complex texts; discipline-specific argumentation, communication, and writing skills; academic vocabulary; and more.

Incorporating the principles of neuroscience not only transforms the practices that take place in the classroom, but also empowers teachers, equipping them with the tools they need to feel and be successful in their work. Written in a lighthearted, easy-to-read format, author C. Bobbi Hansen showcases the potential of brain-informed practices to empower teachers and learners alike.

In this groundbreaking book, Dr. Diane Staehr Fenner and Mindi Teich break down how each of the five competencies in the Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL framework can be implemented with ML success in mind. Staehr Fenner and Teich's practical and engaging guide provides SEL considerations that are unique to MLs, relevant research, easy-to-implement educator actions, and tools to seamlessly integrate SEL practices into content and language instruction.

This book explores early childhood teacher educators' lived experiences in designing and implementing intentional play-based approaches in teaching preservice teachers. The chapters cover action research, teaching stories about playful classroom practices, and diverse narratives about developing preservice teachers' positive views toward play.

Although the Supreme Court's landmark decision in Brown v. Board of Education recognized the detrimental effects of racist ideology in American education, disproportionality and inequality persist in our schools. Desegregating Ourselves offers educators a framework for examining and disrupting the deficit-based biases and belief systems that undergird our education system and continue to harm minoritized students. This groundbreaking book examines the root causes of persistent disproportionality, including systemic inequality, color blindness, deficit thinking, and poverty disciplining-all of which create barriers to success for marginalized students.

Since 2007, a Catholic LGBTQ+ organization called New Ways Ministry has documented over 60 cases of LGBTQ+ educators and allies who have been fired from Catholic schools throughout the US. The firings are met with significant local and national public outcry, resulting in fragmented, polarized, and wounded Catholic school communities throughout the nation. Who are these educators? Why are they fired? And is there a better way to respond to the presence of LGBTQ+ employees (as well as students and families) in Catholic education? Dr. Ish Ruiz responds to this controversy with a new theological framework, based on Pope Francis's vision for a synodal Church, that will aid Catholic schools in an effort to include LGBTQ+ educators while remaining faithful to the Catholic tradition.

This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions. With a focus on representations and classroom practices related especially to ancient and Indigenous wisdom traditions and cultures, it includes unique contributions from scholars studying these questions in various contexts.

Nurturing Math Curiosity With Learners in Grades K-2 offers educational tools and strategies teachers can use to integrate mathematical argumentation in early elementary classrooms, allowing space for students' natural wonder and curiosity to shine while, at the same time, providing opportunities for students to see mathematics content in a new light.

In Confronting Jim Crow, Robert Cohen explores the University of Georgia's long history of racism and the struggle to overcome it, shedding light on white Georgia's historical amnesia concerning the university's role in sustaining the Jim Crow system. By extending the historical analysis beyond the desegregation crisis of 1961, Cohen unveils UGA's deep-rooted anti-Black stance preceding formal desegregation efforts. Through the lens of Black and white student, faculty, and administration perspectives, this book exposes the enduring impact of Jim Crow and its lingering effects on campus integration.

Sparking Change to Promote Equity illuminates the skills and practices that campus and district-level leaders of gifted and advanced programs need to encourage and support minoritized and marginalized student success in today's classrooms. Designed to empower leaders and other educational stakeholders to build a more equitably represented student population within gifted and advanced programs, Sparking Change chapters offer a discourse on the benefit of incorporating culturally responsive gifted leadership practices to open the gateway toward recognizing, accepting and nurturing each gifted student according to their true needs, interests, challenges and abilities.

Culture Wars in American Education: Past and Present Struggles over the Symbolic Order radically questions norms and values held within US Education, and analyses why and how culture wars in American education are intense, consequential, and recurrent.

The contemporary rethinking and relearning of history and racism has sparked creative approaches for teaching the histories and representations of marginalized communities. Cristina Stanciu and Gary Totten edit a collection that illuminates these ideas for a variety of fields, areas of education, and institutional contexts. The authors draw on their own racial and ethnic backgrounds to examine race and racism in the context of addressing necessary and often difficult classroom conversations about race, histories of exclusion, and racism.

In Dividing the Public, Matthew Gardner Kelly takes aim at the racial and economic disparities that characterize public education funding in the United States. With California as his focus, Kelly illustrates that the use of local taxes to fund public education was never an inadvertent or de facto product of past practices, but an intentional decision adopted in place of well-known alternatives during the Progressive Era, against past precedent and principle in several states. From efforts to convert expropriated Indigenous and Mexican land into common school funding in the 1850s, to reforms that directed state aid to expanding white suburbs during the years surrounding World War II, Dividing the Public traces, in intricate detail, how a host of policies connected to school funding have divided California by race and class over time.

There has been an outpouring of research on populist conservatism since the advent of the Trump presidency and extreme right movements in Europe. Much less studied, however, is the growing political conservatism in the American academy and how it relates to populist sentiment. The Academic Trumpists addresses a gap in the research literature by looking at the impact of Trumpism on conservative faculty. It compares 109 professors who publicly support Trump to 89 conservative professors who oppose Trump. All 198 function as public intellectuals who advocated publicly their views.

In Diversity's Promise for Higher Education, author Daryl G. Smith proposes clear and realistic practices to help institutions identify diversity as a strategic imperative for excellence and pursue diversity efforts that are inclusive of the varied issues on campuses--without losing focus on the critical unfinished business of the past. To become more relevant while remaining true to their core missions, colleges and universities must continue to frame diversity as central to institutional excellence. Smith suggests that seeing diversity as an imperative for an institution's mission, and not just as a value, is the necessary lever for real institutional change.

Gregg L. Michel's Spying on Students focuses on the law enforcement campaign against New Left and progressive student activists in the South during the 1960s. Often overlooked by scholars, white southern students worked alongside their Black peers in the civil rights struggle, drove opposition to the Vietnam War, and embraced the counterculture?s rejection of conventions and norms. While African Americans bore the brunt of police surveillance and harassment, federal agencies such as the FBI and local police intelligence units known as Red Squads subjected white student activists to wide-ranging, intrusive, and illegal monitoring.

As long as there have been formal curricula, there have been disappointing curricula. In an increasingly authoritarian world, problematic curricula are on the rise, leaving teachers in a bind. When faced with these problematic curricula, some teachers will submit and do as they are told, while other teachers will oppose the problematic curricula, and, in some cases, face the consequences. Instead, Seth McCall argues for reworking problematic curricula.

Students as Historians: Using Technology to Examine Local History Beyond the Classroom makes a case for using technology to further the research of local history. Part 1 of the book explores the history of Black people in communities across the nation while Part 2 uses census reports, Google Earth, and other materials to investigate.

This accessible, practitioner-focused textbook details a comprehensive classroom behavior management framework that is easy to understand and implement within a K-12 classroom. Influenced by decades of classroom teaching and special education teacher candidate preparation experiences, the book features effective evidence-based strategies designed to both prevent problem behaviors from occurring in classrooms and address challenging behaviors that presently exist or may arise.

Dyslexia in Many Languages thoroughly investigates the fascinating relationship between dyslexia and language systems by highlighting research and practice initiatives around the world. Focusing on how dyslexia manifests itself in non-English languages, readers of this text will enhance their understanding and appreciation for the role of language systems and the interplay they have with dyslexia, assessment and intervention. Experienced and expert contributors around the world consider how dyslexia is defined, assessed, and supported in their native country, drawing on the linguistic features of that language and how this affects monolingual, bilingual and multilingual speakers.

Teaching Beyond the Timeline is a practical guide for teachers looking to transform history in their classroom. China Harvey and Lisa Herzig share the rationale and research behind shifting to a thematic approach and the essential ingredients for a thematic course, including: Demonstrating historical relevance and engaging through current events, Centering identity and inclusion, Using an inquiry-based approach.

Edtech's benefits are not only trumpeted by industry promoters and evangelists but also vigorously pursued by experts, educators, students, and teachers. Why, then, has edtech yet to make good on its promises? In Access Is Capture, Roderic N. Crooks investigates how edtech functions in Los Angeles public schools that exclusively serve Latinx and Black communities. These so-called urban schools are sites of intense, ongoing technological transformation, where the tantalizing possibilities of access to computing meet the realities of structural inequality. Crooks shows how data-intensive edtech delivers value to privileged individuals and commercial organizations but never to the communities that hope to share in the benefits.

Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. Drawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture and language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom.

Complementing diversity, equity, and inclusion initiatives at higher education institutions across the country, this edited volume encourages and informs the transformational steps needed for a better, more equitable future for all that are part of the W.K. Kellogg Foundation's national Truth, Racial Healing and Transformation effort.

One of the most urgent and long-standing issues in the US education system is its obsession with grades. In Failing Our Future, Joshua R. Eyler shines a spotlight on how grades inhibit learning, cause problems between parents and children, amplify inequities, and contribute to the youth mental health crisis. Eyler, who runs the Center for Excellence in Teaching and Learning at the University of Mississippi, illustrates how grades interfere with students' intrinsic motivation and perpetuate the idea that school is a place for competition rather than discovery.

In this book, award-winning researcher Dr. Nicole Fonger addresses the issue of how to support all learners to experience algebra as meaningful. In a highly visual approach, the book details four research-based lenses with examples from 9th-grade algebra classrooms: (1) students' algebraic reasoning and representing; (2) goal-directed classroom practices with technology; (3) culturally and historically responsive algebra literacy; and (4) teachers' journeys toward antiracism.

What Brain Research Says about Student Learning provides parents and teachers the most recent findings in brain research and learning theory in a very approachable way. The reader will see how the child's brain develops, learns, remembers, and creates new meaning and understanding. User-friendly discussions of learning and teaching theories will show strategies both parents and teachers can use to capitalize on this new understanding about the child's developing brain.

Within this handbook, mentoring partnerships will be guided through the first year of a new special education teacher from start to finish. A month-to-month resource for both mentors and mentees, this resource focuses on self-reflection cycles of growth and goal-setting, including self-care strategies. Additionally, the handbook focuses on evidence-based practices in special education tying resources to the High Leverage Teaching Practices (Council for Exceptional Children) providing templates to be adapted to local school districts for K-12 special education program use. The framework of this handbook is to provide evidence-based practices to promote inclusive special education programs where all K-12 students have equity, access, and achievement.

Educational research has long documented the politics of punishment for boys and young men of color in schools--but what about the politics of empowerment and inclusion? In Good Boys, Bad Hombres, Michael V. Singh focuses on this aspect of youth control in schools, asking on whose terms a positive Latino manhood gets to be envisioned. Based on two years of ethnographic research in an urban school district in California, Good Boys, Bad Hombres examines Latino Male Success, a school-based mentorship program for Latino boys.

"Belonging in Higher Education: Perspectives and Lessons from Diverse Faculty illuminates autoethnographic stories of belonging in higher education in the United States. Chapter counter/stories are contributed by African American, Asian American, Latinx American, Indigenous American, and BIPOC individuals who work in diversity-related positions in the Academy."

This comprehensive, research-based resource illuminates the challenges and benefits of integrating community-based transformational learning (CBTL) experiences of teachers, students, and the community in early childhood settings.

The latest edition of Mindsets in the Classroom provides educators with ideas and strategies to build a growth mindset school culture, wherein students are challenged to change their thinking about their abilities and potential through resilience, perseverance and a variety of strategies.

Fostering Parent Engagement for Equitable and Successful Schools acknowledges and unpacks what educators have known for a long time: parents are the primary teachers of their children. This engaging book explores how schools can improve their relationship with parents and caregivers to develop a more equitable educational environment for all students.

How are histories of racial oppression dealt with in contexts of diversity? Chana Teeger tackles this question by examining how young South Africans, born into democracy, confront their country's racist apartheid past in high school history lessons. Drawing on extensive observational, interview, and textual data, Distancing the Past vividly chronicles how students learn that racism is a thing of the past, even as they experience it in their everyday lives. Teeger shows how teachers' desire to avoid conflict between students mirrors a national focus on racial reconciliation, leading to the historical distancing of the recent apartheid past.

This resource is for any busy teacher looking to enrich their lesson planning and support the development of critical thinking, problem-solving, and metacognition skills. Designed for use in Grades 5-10, each of these 21 tools is paired with a real-world issue or ethical dilemma to guide students through complex social, emotional, and intellectual topics and can even be used within your existing lessons. Every chapter introduces a different visual thinking tool and a step-by-step approach for a range of topics from challenging bias and promoting self-awareness to reflecting on social interactions.

This book challenges and guides K-12 history teachers to incorporate comprehensive and diverse women's history into their history curriculum. Providing a wealth of practical examples, ideas, and lesson plans for secondary and middle school classes, it demonstrates how teachers can weave women's history into their curriculum today.

This much-needed guide provides the specific skills and materials necessary to facilitate effective dialogues across identity differences. This book responds to the urgent need to address complicated, intense, and oftentimes personal differences in a productive way. Written for both novice and experienced facilitators, it offers concrete materials to use in classrooms and other settings, along with anecdotes, vignettes, and hard-earned lessons based on the authors' own experiences.

Dealing with the Urgent Educational Challenge: Promoting Social-Emotional Well-Being among Teachers, Students, and Families provides readers with key research-based and pragmatically tested approaches and processes to deal with the unprecedented mental health issues prevalent in today's schools, families, and communities.

Cultivating Diversity and Inclusion: Using Global and Multicultural Children's Literature in Grades K-5, Second Edition shows educators how to assist students in cultivating and appreciating diversity and inclusion in K-5 classrooms. This text offers new children's book titles from across the world in each chapter, advances to grades four and five, engages students with rich cultural language experiences, and provides ways to incorporate apps and social media activities in the classroom.

A Sentence a Day is not your average grammar workbook. Focusing on short, playful, interesting sentences with a sense of humor, these proofreading exercises help students learn without feeling overwhelmed. This new edition features 50 new exercises and interactive elements in its ebook+ version!

Transformative Science Teaching reveals Daniel Morales-Doyle's vision for science education that supports meaningful learning in the sciences. In this sensible and sensitive assessment of science instruction in the United States, Morales-Doyle outlines both what science education is and what it could be. He suggests that a judicious shift in the field's goals and methods--for example, incorporating practice-based teacher education, justice-centered science pedagogy, and youth participatory science--could give all students, not just those preparing for STEM careers, opportunities to be engaged with the sciences, with their communities, and in the world.

As the United States continues to grapple with policies that promote culturally dominant ideologies, the opportunity gaps continue to widen for minoritized, marginalized, and otherized PK-12 students. This timely book provides a comprehensive developmental framework for implementing Culturally Responsive Instructional Supervision that fosters an educational environment that disrupts the culture of white supremacy, promotes a sense of belonging, and achieves culturally appropriate instructional outcomes for all learners.

In The New College President, Terrence J. MacTaggart and Eileen B. Wilson-Oyelaran share the stories of seven exceptional presidents from diverse backgrounds. Drawing on hundreds of interviews, these vivid, deeply researched narratives depict the life stories and academic careers of university presidents whose unconventional backgrounds helped them grow into uniquely qualified leaders. The university presidents whom MacTaggart and Wilson-Oyelaran profile exhibit strengths of character and perspective developed through a range of challenging life experiences.

A teacher's well-being has a powerful impact on their work with children, families, and colleagues, and can influence the overall quality of the program in which they are employed. With a specific focus on the unique factors related to the field of early childhood care and education, this book discusses the concept of well-being and how it applies specifically to teachers of young children. The authors provide a rationale and guidance for integrating teacher well-being content into both preservice and inservice professional learning environments.

This book takes an historical look at the pivotal role affirmative action has played in higher education. It examines the admissions process through the eyes of a beneficiary of affirmative action and is the first text to share insights on the role eligibility plays in allowing universities to consider race in admitting applicants. Detailed are the different types of affirmative action and how some colleges and universities use the policy as a tool to consider race and ethnicity as part of a holistic evaluation of applicants. This work makes the case that race-conscious admissions practices remain necessary in the fight for racial equity in higher education.

"This book turns to political theory as a framework for understanding the rise of political and religious extremism, and in particular the Christian Nationalist position, identifying solutions to civic challenges, and arguing for the vital role that public schools play in providing the civic education that prepares young people for participation in democratic self-government. Drawing on scholarly debates between liberal and republican political theorists, the author maintains that if we want to preserve our republic, then policymakers and educators must unapologetically promote a normative "vision of good citizenship" that cultivates in students the requisite civic virtue and rational autonomy needed to defend democracy from the rise of illiberal extremism."

This volume collects Christine Sleeter's core work focusing on critical multicultural education, situating culture and identity within an analysis of power and racism. Multicultural education arose in the context of the Civil Rights Movement and, in its inception, shared with that movement a focus on eradicating both interpersonal and systemic racism. The problem this book takes up is that, over time, many people have come to understand and enact multicultural education in ways that evade grappling directly with racism.

This edited book shows how Critical Race Theory (CRT) can shape teacher practices in ways that improve educational outcomes for all children, especially those most marginalized in PreK-20 classrooms.

Based on extensive oral history interviews, Dreaming the New Woman uncovers the experiences of girls who attended missionary middle schools in Republican China in the first half of the twentieth century. Chinese missionary schoolgirls were often labelled "foreign puppets" or seen as passive recipients of a western-style education. By focusing on the pupils' own perspectives and drawing on seventy-five oral history interviews conducted with missionary school alumnae, alongside student writings, missionary reports, and newspaper sources, this fascinating book provides fresh insights into what it meant to be Chinese, female, and Christian during the first half of China's turbulent twentieth century.

This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students.

Conchas utilizes a critical lens to examine the intersectional identities of racially minoritized students, the role of existing power hierarchies within schools, and offers specific structural approaches that create educational opportunity. This book amplifies student voice; explores school, family, and community partnerships; promotes culturally relevant pedagogy and teacher preparation; includes a new chapter on Black male optimism after the historic election of President Barack Obama; and offers a thought-provoking additional chapter on the role of educational leaders in promoting successful school pathways; plus it contains a thoroughly revised quantitative chapter on social capital. With a sense of urgency, readers will gain vital insights for understanding what is needed to create, promote, and expand equitable school environments and transformative pathways for racially minoritized urban youth.

A guide to disrupting harmful mindsets and practices in our schools so that students can thrive where they are. In many schools and districts, students of color living in low-income communities are told in simple and covert ways every day that they must leave their communities if they want to be successful. The message may be well-intentioned, but the leave to succeed (L2S) mindset is a dangerous narrative that affects students' sense of self. Instead, Nancy Gutiérrez and Roberto Padilla turn the L2S mindset on its head to interrogate how school and district leaders can nurture and support students to find success in their own communities.

There is a persistent assumption in the field of education that children are largely unaware of their immigration status and its implications. In Knowing Silence, Ariana Mangual Figueroa challenges this "myth of ignorance." By listening carefully to both the speech and significant silences of six Latina students from mixed-immigration-status families, from elementary school into middle school and beyond, she reveals the complex ways young people understand and negotiate immigration status and its impact on their lives.

Distilling decades of research, this practical manual presents an innovative intervention for families of 6- to 10-year-olds (grades 1-5) with attention-deficit/hyperactivity disorder (ADHD). Family-School Success (FSS) focuses on improving children's behavior and academic performance by strengthening parent-child, teacher-student, and family-school relationships.

On May 4, 1970, at Kent State University in Ohio, political fires that had been burning across America during the 1960s exploded. Antiwar protesters wearing bell-bottom jeans and long hair hurled taunts and rocks at another group of young Americans--National Guardsmen sporting gas masks and rifles. At half past noon, violence unfolded with chaotic speed, as guardsmen--many of whom had joined the Guard to escape the draft--opened fire on the students. Kent State meticulously re-creates the divided cultural landscape of America during the Vietnam War and heightened popular anxieties around the country.

In this second edition of Disciplinary Literacy Inquiry and Instruction, Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird update their framework for guiding discipline-specific teaching and learning in K-12 classrooms. With new and revised chapters, the book outlines disciplinary literacy professional learning that not only supports the development of new instructional skills but also inspires hope, authentic engagement, and collaboration among teachers and educational teams.

This practical guide models a research-based, linguistically inclusive approach to grading writing so that you can incorporate inclusive assessment and feedback into your everyday practice. A linguistically inclusive grading approach honours Black linguistic justice, facilitates students' use of feedback, and guides students to make rhetorical linguistic choices.

All of the humans in schools--kids and adults--deserve joy. Yet, our experiences in schools, and the experiences of our students, are often far from joyful. Humans Who Teach invites readers to explore the complicated humanity of those who teach, with a focus on how we have been socialized to accept the status quo, our very real fears in disrupting the status quo, and how we can rely on our human capacity to love to engage in teaching for social justice even in the presence of fear.

In Teaching from an Ethical Center, Cara E. Furman proposes a process for bringing philosophical inquiry into teacher education and adopting it as a centering tool to enrich teaching practice and help teachers act justly. Under Furman's thoughtful guidance, both experienced and preservice teachers will find that engagement with philosophy can be a useful means of clarifying for themselves the educational ethics, values, and pedagogy that guide their work. Using firsthand accounts, recommended resources, and thought exercises, Furman prompts readers to explore the many benefits for both educators and their students of the act of reading and making sense of philosophical texts and thinking philosophically through daily dilemmas.

What can 100-word stories help your students understand about writing? The short answer is, everything! This flash-fiction form has become a popular structure for efficiently teaching a wide variety of literary devices, terms, and processes in a targeted way. Part teaching guide, part anthology, 100-Word Stories is a dynamic guide complete with lessons and prompts to help young writers learn and practice literary elements, narrative skill, and personal voice.

Pose, Wobble, Flow presents an exciting, liberatory framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral best practices. In this new edition, the authors update and expand their pedagogical model to support lifelong success for teachers of all subject areas and grade levels. Providing six different teaching stances or "poses" that teachers can use to meet the needs of all students, this popular resource offers guidance for teaching and learning in today's challenging sociopolitical climate.

This book explores how teachers can re-examine their emotional investments in enacting dominant settler values through changing their text selection and teaching practices. Based on a longitudinal qualitative research study conducted by a national team of literacy scholars in collaboration with practicing literacy teachers at eight sites across Canada, the book investigates how groups of teachers, working collaboratively in inquiry groups, develop and implement curriculum to promote their own and their students' understandings of social justice in postcolonial and settler spaces. In particular, the book highlights the rich and dynamic landscape of postcolonial authors, illustrators and texts, the development of culturally- sensitive curricula, and critical pedagogies possible in addressing contemporary and historical issues, both local and global.

"Strong school leadership is critical for shaping engaging learning environments, supporting high-quality teachers and teaching, and influencing student outcomes. Developing Expert Principals offers a comprehensive research synthesis to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals preparedness and practices, to staff retention, to student achievement. This book also offers vivid examples of high-quality programs and examines the extent to which principals have opportunities to participate in effective learning experiences."

The Political Economy of Education provides academically rigorous yet clear explanations of the economics and politics driving today's educational systems and how economists analyze them. The book covers a host of topics central to teaching about education and crucial to educational policy. These include how to use the tools of economic and political theory to take critical measure of education's role in social mobility and economic growth, whether good teachers can overcome social class and race achievement gaps, the effectiveness of early childhood and vocational education, and debates on school accountability and whether increasing spending on schooling improves quality. The book also explores worldwide changes in higher education, especially massification and increased stratification and privatization.

In Routes to Reform, Ben Ross Schneider examines education policy throughout Latin America to show that reforms to improve learning--especially making teacher careers more meritocratic and less political--are possible. Several Andean countries and state governments in Brazil achieved notable reform since 2000, though on markedly different trajectories. Although rare, the first bottom-up route to reform was electoral. The second route was more top-down and technocratic, with little support from voters or civil society. Ultimately, by framing education policy in a much broader comparative perspective, Schneider demonstrates that contrary to much established theory, reform outcomes in Latin America depended less on institutions and broad coalitions, but rather--due to the emptiness of the education policy space--on more micro factors like civil society organizations, teacher unions, policy networks, and technocrats.

Supporting Transgender Students is a roadmap to what gender is and why gender inclusivity matters in education, a resource for teachers, administrators, and families alike. Drawing on the author's nearly three decades of working with schools to create more gender-expansive environments for students, this book considers how to equitably handle gender in the classroom, on the playing field, and more.

Over 5 million college students in the United States - nearly one-in-three students currently enrolled - are of immigrant origin, meaning they are either the children of immigrant parents or guardians and/or immigrants themselves. These students accounted for almost 60% of the growth in higher education enrolment in the 21st century. Nevertheless, there is very little research dedicated to this student population's specific experiences of postsecondary education, with similar absences discernible within the realms of higher education policy and practice. Although college campuses are making important progress in building more inclusive spaces, conversations about climate and student care rarely account for the journeys of students of immigrant origin.

"This text is a response to a call for existential exploration as an attempt to critically revivify our understanding of the sorority/fraternity experience as it contributes specifically to students' identity development and learning. The underpinning of the text centers the experiences of the student to amplify the student voice."

A Teacher's Guide to Math Workshop shares a step-by-step process for implementing a math workshop in any classroom and with any math curriculum. Grounded in research-based best practices in math education.

This completely revised and updated third edition of Classroom Assessment Techniques provides a research-based, engaging guide to assessing student learning where it matters most--at course and classroom levels. Informed by the latest international educational research and 30 years of classroom assessment practice, this practical handbook is designed for postsecondary teachers from all disciplines, faculty and academic developers, and assessment professionals. It offers field-tested guidance, tools, and advice for planning, designing, and implementing formative assessment in face-to-face, hybrid, and fully online classrooms, analyzing resulting data, and using that data to improve student learning.

This book honors the impactful contributions of Guadalupe Valdés toward equity in multilingual schools and communities. As one of the first language education scholars to examine the vibrant language practices of bilingual users in the US Southwest, her work marked a departure from traditional foreign language approaches and sparked a movement focused on valuing heritage languages and creating more equitable educational systems for young people from linguistically minoritized backgrounds.

Indoctrinating the Youth examines how the Guomindang (GMD or Nationalists) sought to maintain control of middle-school students and cultivate their political loyalty over the trajectory of the Second Sino-Japanese War, Chinese Civil War, and postwar Taiwan.

An exciting introduction to the scientific interface between biological studies of the brain and behavioural studies of human development. The authors trace the field from its roots in developmental psychology and neuroscience, and highlight some of the most persuasive research findings before anticipating future directions the field may take.

With the latest research on what works best in teaching and learning, The Mathematics Playbook is your comprehensive guide to enhancing mathematics teaching and learning. With a focus on fostering equity and maximizing student learning, the authors provide practical modules that integrate the latest research on effective teaching practices...

Award-winning historian David W. Blight, with the Yale and Slavery Research Project, answers the call to investigate Yale University's historical involvement with slavery, the slave trade, and abolition. This narrative history demonstrates the importance of slavery in the making of this renowned American institution of higher learning.

"Frameworks for Integrated Project-Based Instruction in STEM Disciplines presents an original approach to Science, Technology, Engineering, and Mathematics (STEM) centric project based instruction. We approach project based instruction from an engineering design philosophy and the accountability highlighted in a standards-based environment."

The Advocate Educator's Handbook offers a tested framework for educators to use in their journeys to create inclusive classrooms for transgender and non-binary students. Centered on a framework of four principles - educate, affirm, include, and disrupt - this book provides a new way of thinking about inclusivity in the classroom, as well as practical ways to foster students' sense of belonging.

"This book offers a novel and up-to-date exploration of the common belief that increasing conventional school resources will increase academic achievement and help close gaps between various advantaged and disadvantaged students. Taking the scholarship around this question, such as James S. Colemans 1965 report on the Equality of Educational Opportunity, as a starting point, it brings in an extensive range of contemporary data sources and statistical analysis to offer an updated, robust and considered review of the issue. Moving beyond these empirical questions, it also explores how these empirical findings have been utilized in "education adequacy" litigation, discussing the evolving law of adequacy cases, while explaining the challenges of introducing complex data and analyses within a litigation framework."

Everyone knows the yellow school bus. It's been invisible and also omnipresent for a century. Antero Garcia shows how the U.S. school bus, its form unaltered for decades, is the most substantial piece of educational technology to ever shape how schools operate. As it noisily moves young people across the country every day, the bus offers the opportunity for a necessary reexamination of what "counts" as educational technology.

Inspired by generations of her family's unwavering belief in the power of education, Pashtana Durrani recognized her calling early in life: to educate Afghanistan's girls and young women, raised in a society where learning is forbidden. In a country devastated by war and violence, where girls are often married off before reaching their teenage years and prohibited from leaving their homes, heeding that call seemed both impossible and dangerous. Pashtana was raised in an Afghan refugee camp in Pakistan where her father, a tribal leader, founded a community school for girls within their home. Fueled by his insistence that despite being a girl, she mattered and deserved an education, Pashtana was sixteen when, against impossible odds, she was granted a path out of the refugee camp: admittance to a preparatory program at Oxford.

This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy.

Artificial Intelligence (AI) is revolutionizing the way we learn, work, and think. Its integration into classrooms and workplaces is already underway, impacting and challenging ideas about creativity, authorship, and education. In this groundbreaking and practical guide, teachers will discover how to harness and manage AI as a powerful teaching tool.

Between 1970 and 1985, lesbian, gay, and bisexual (LGB) educators publicly left their classroom closets, formed communities, and began advocating for a place of openness and safety for LGB people in America's schools. They fought for protection and representation in the National Education Association and American Federation of Teachers, as well as building community and advocacy in major gay and lesbian teacher organizations in New York, Los Angeles, and Northern California. In so doing, LGB teachers went from being a profoundly demonized and silenced population that suffered as symbolically emblematic of the harmful "bad teacher" to being an organized community of professionals deserving of rights, capable of speaking for themselves, and often able to reframe themselves as "good teachers."

For more than two hundred years, Jesuit colleges and seminaries in the United States supported themselves on the labor of the enslaved. "Let Us Go Free" tells the complex stories of the free and enslaved people associated with these Catholic institutions. Walker Gollar shows that, in spite of their Catholic faith, Jesuits were in most respects very typical slaveholders.

The purpose of Pedagogy of Humanization: Preparing Teachers for Culturally Sustaining Classrooms is to build a critical mass of educators who know how to employ the principles of critical pedagogy in elementary classrooms. This includes attention to the various knowledge, skills, and dispositions required of critical pedagogues in their curricula, instruction, assessment, classroom environment, and relationships. From Critical Race Theory (CRT) to restorative justice-oriented classroom management, the theoretical is made practical.

Teaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the 'future of teaching' represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in both China and the West.

In an attempt to foster effective learning for the students, educators and researchers have been examining the complex relations between psychological, biological, sociological, and cultural aspects of the educative process. The common goal is to promote deep learning and maximize the potential of next-generation students in constructing knowledge, understanding, supporting, and advancing skills in their chosen fields. In the past decades, scientists and educational researchers are developing a new understanding of how the brain works and gaining knowledge of brain research that can transform how they teach in class.

How does English language arts (ELA) education relate to power and privilege in education and in schools? How is ELA education situated historically and culturally, in terms of power and privilege? In what ways are learners, categorically and as individuals, situated as decision-makers in ELA education? Over 50 contributors from different perspectives answer these questions by focussing on a variety of topics and terminology broadly related to the teaching of English language arts and the socio-political-cultural context in which this teaching occurs. This encyclopedia has particular relevance for preservice and practicing ELA teachers, teacher educators, and scholars.

This book offers a perspective from the Global South to analysing the Asian higher education ranking system. The narratives and major debates on world university rankings is examined and discussed to provide critical perspectives on the social implications of rankings for Asia. Specifically, the implications of the Quacquarelli Symonds (QS) world university rankings are analysed to gain insights into the usefulness of reputation rankings in addressing social inequality.

School Councils across Europe explores how uneven access to the democratic learning opportunity of being a representative on a school council may be both reflecting and perpetuating political inequalities found in societies across Europe. Kempner and Janmaat present a new analysis of data from a major international survey on citizenship education to reveal the country, school and personal characteristics that determine access to school councils.

How we think about civic participation has changed dramatically and informs our understanding of how civic education is being transformed. Nations, globally, are redefining what is needed to be a 'good citizen' and how they should create them. 'Civic' participation increasingly extends beyond voting in elections, to informal and unconventional action. Making one's voice heard involves diverse communication media and wide-ranging skills.

Departing from Orientalist and largely textual studies, the chapters collected herein revolve around three main themes: gender, the political, and what has come to be known as "lived Islam." The first involves ascertaining how to read gender and gender issues into traditional sources. The second encourages an attunement to the often delicate intersection between the spheres of religion and politics. The final provides a corrective to our traditional over-emphasis on the interpretation of texts and a preoccupation with studying (mainly male) elites.

Civics for the World to Come offers educators a framework for designing the critical civic education that our students deserve. Synthesizing perspectives on democratic life from critical race theory, ethnic studies, Afrofuturism, and critical literacy, the book presents key practices for cultivating youth civic agency grounded in equity and justice. The authors explore five world-building civic skills (Inquiry, Storytelling, Imagination, Networking, and Advocacy) and introduce readers to real learning communities where students and educators are transforming themselves and society.

Desert Dreams chronicles seventy-five years of Mexican American efforts to attain educational equality in Arizona, from its territorial period in the nineteenth century to the post-World War II era. Laura K. Muñoz reveals how Arizona Mexicans, or Arizonenses, embraced the United States expecting that they would be treated as American citizens. Instead, Anglo Arizonans wrote laws and designed schools to transform Mexicans from "unassimilable immigrants" into "American workers" by restricting their education to the acquisition of fluency in English and mastery of basic domestic and industrial skills.

In "We Want Better Education!", James B. Barrera offers a detailed and comprehensive analysis of the educational, cultural, and political issues of the Chicano Movement in Texas, which remains one of the lesser-known social and political efforts of the Civil Rights Movement of the 1960s. This movement became the political training ground for greater Chicano empowerment for students. By the 1970s, it was these students who helped to organize La Raza Unida Party in Texas.