Education: relations with parents Books

Book SynopsisMaybe you have heard the terms ''trauma-informed'' and ''restorative'' - but how do you go about becoming a trauma-informed, restorative educator? This practical book outlines the values, ideas and neuroscience behind trauma-informed restorative practice and its proven effectiveness. It clearly explains key theories relating to shame, trauma and your autonomic nervous system, and explains how to apply this knowledge in practice. Examples and stories of restorative practice feature throughout to inspire and emulate, as do practical protocols, tools and systems to develop your skills as a trauma-informed educator. Critically, it also explains the personal and professional qualities you need to nurture to truly engage in trauma-informed, restorative practice, with reflection points to aid learning and self-development. Read this book and take your first steps to creating a trauma-informed, restorative classroom - even if your school isn''t doing it!

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.-------------Based on extensive research and personal experience, 100 Ideas for Secondary Teachers: Supporting Students with ADHD presents tried and tested strategies to implement in the classroom.Now estimated to affect 5% of all children, knowing how to support children with ADHD is a must for every teacher. This book, written by experienced teacher Jannine Perryman, the founder of ADHD Wise and diagnosed with ADHD herself, is the must-have guide to effective strategies for improving outcomes for teachers and

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Book Synopsis''Gifted and talented'' is a zombie. It is dead, but still walking around. There are new labels to stratify students - ''more able'', ''significantly able'', ''high-aptitude learners''. New labels do not equal new thinking. The concept of ''gifted'' is still stubbornly embedded in our educational structures, with its legacy of social immobility, racism and sexism. Students can be ''more able'' when they have more financial resources, more access, more visibility, or more cultural acceptance. There are pervasive narratives that educators should prioritise extension for some students and not others. We can dispel the myth that pitching lessons judiciously to ''middle ability'', and then differentiating up and down, is effective.This book explores how we can provide every student with rigorous challenge. Challenge for all is an inclusive approach to teaching, whereby every student is invited, and given the tools, to reach a place of mastery. This can be through project-based le

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Book SynopsisCollins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy.Each Progress Book page offers photocopiable assessment questions which allow learners to apply what they have learned and demonstrate mastery and understanding of mathematical concepts. Questions throughout the course develop learners' Thinking and Working Mathematically skills and each unit offers an opportunity for personal reflection on progress.

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Book SynopsisA surprising and deeply researched look at how everyone can develop tech fluency by focusing on five easily developed learning habits. Picture a typical computer geek. Likely white, male, and someone you'd say has a natural instinct for technology. Yet, after six years teaching technology classes to first-generation, low-income middle school students in Oakland, California, Cassidy Puckett has seen firsthand that being good with technology is not something people are born with-it's something they learn. In Redefining Geek, she overturns the stereotypes around the digitally savvy and identifies the habits that can help everyone cultivate their inner geek. Drawing on observations and interviews with a diverse group of students around the country, Puckett zeroes in on five technology learning habits that enable tech-savvy teens to learn new technologies: a willingness to try and fail, management of frustration and boredom, use of models, and the abilities to use design logic and identTrade Review"Through extensive interviews, fieldwork, and surveys, [Puckett] uncovers what it takes for teenagers to learn new technologies . . . Overall, this is a thoroughly researched book that nonetheless presents a set of easy-to-understand and actionable conclusions. It should have broad appeal both among sociologists interested in inequality as well as among educators, policy makers, and parents." * Social Forces *"Redefining Geek will serve as an essential guide for a generation of educators who are grappling with how best to teach and lead in this technological age. Puckett draws on a deep data set to redefine what it means to be competent with technology, bust a pile of myths much in need of busting, and offer clear steps for helping students develop the habits they need to succeed in life, work, and play. This book will guide how we tackle digital inequality and support the learning process of young people of all races, ethnicities, and genders for years to come." -- John Palfrey, president, John D. and Catherine T. MacArthur Foundation"Puckett is a terrific writer with a broad, precise, empathetic, and thoroughly researched account of technology education and where it falls short. In Redefining Geek, Puckett carefully dispels myths about natural technological ability and grit that perpetuate existing inequalities. She offers practical and innovative ideas to make STEM more inclusive. Providing fresh analysis with new stories and actionable examples, Redefining Geek is a smart, engaging look at what needs to change about education in order to bring about technology that benefits us all." -- Joanne McNeil, author of Lurking: How a Person Became a User "Redefining Geek is essential reading for educators. Using evidence from extensive fieldwork with students and teachers in STEM programs across the US, Puckett deftly dismantles popular assumptions about the origins of technological ability. Through poignant quotes and engaging stories, Puckett reveals that neither 'natural' talent nor 'grit' can explain why some students are able to navigate the changing technological landscape and learn new technology tools and platforms. Instead, and building on prior research in the science of teaching and learning, Puckett shows that technological competence is the product of five key habits. These include: 1) being willing to try and fail, 2) knowing how to manage frustration and boredom, 3) using models to think through difficult problems, 4) asking why things work the way they do (design-based thinking), and 5) asking how things can be done more quickly or more easily (efficiency-based thinking). By uncovering the habit-based origins of technological competence, and by revealing how successful programs cultivate these habits in students (including in low-income students, Black, Latinx, and Native American students, and girls of all backgrounds), Redefining Geek offers a new way forward for those interested in tackling longstanding inequalities in STEM." -- Jessica McCrory Calarco, author of Negotiating Opportunities"Through her solid research and her experiences with working with diverse student learners, Puckett does an exemplary job in helping readers understand and rethink what it means to be technologically competent. This is especially important considering our world is more reliant on technology due to the COVID-19 pandemic and having tech skills is essential. This knowledge and her guidance—coupled with a thorough examination of how our biases can further exacerbate the digital divide—is beneficial in designing tech educational curriculums and programs that are more inclusive and supportive to the diverse communities that they are serving. A must-read for any professional seeking to improve and advance technology education." -- Susanne Tedrick, author of Women of Color in Tech"Cassidy Puckett understands that the learning disposition--how students feel about learning—as well as their perceptions of their ability to learn--a sense of efficacy—are critical to learning outcomes. In Redefining Geek, Puckett introduces a set of learning habits to help students develop a growth mindset in STEM learning. Through sound research and sharp insights, Puckett makes a convincing case that it’s not only important that students learn how to use the technology available to them today but that they develop the habits and mindset that will support their ability to use and design with the technologies of the future." -- S. Craig Watkins, author of the Digital Edge: How Black and Latino Youth Navigate Digital InequalityTable of ContentsIntroduction: Why Are Some People So Good with Technology? Chapter 1. Why Does Digital Inequality Persist? Chapter 2. What Helps People Learn: Three General Technology Learning Habits Chapter 3. Techie Tricks: The Two Technology-Specific Habits Chapter 4. Recognizing the Five Habits: The Digital Adaptability Scale Chapter 5. The Five Habits, Teens' Futures, and Digital Inequality Chapter 6. Tackling Digital Inequality: Gatekeepers Conclusion: Envisioning an Equitable Future Acknowledgments Appendix: A Reflection on Mixed-Methods Research Notes Index

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Book SynopsisWhile many teachers articulate a strong commitment to the values of equity and excellence underpinning inclusive education, they are often anxious about teaching increasingly diverse classes of children. This book, co-authored by researchers and practitioners, offers a strong foundation in the key principles, theories and debates that underpin current understandings of inclusive education and their implications for the development of inclusive learning for all members of a school's community. Drawing on a wide range of recent research and practice, Expanding Possibilities for Inclusive Learning offers perspectives on inclusion from teachers, school leaders, other practitioners, children and parents. Readers are encouraged to reflect on their own beliefs, knowledge and practices as they plan to expand possibilities for inclusive learning in their own context. Each chapter provides reflective and practical activities to support practitioners to try out ideas in clTable of Contents1. Expanding inclusive learning in primary classrooms and schools 2. Language matters 3. Developing inclusive practices: the role of student-teacher dialogues 4. Taking account of neurodiverse learners in the classroom: supporting inclusive classroom practices 5. Exploring LGBT+ identities and their relationship to inclusive practice in the primary school 6. Developing inclusive school communities through parental engagement in their children’s learning 7. Doing art, (un)colonised bodies: Immersing curricula in our acts of living 8. Inclusive approaches for children at risk of exclusion: supporting mental health needs in primary schools 9. Maximising the work of teaching assistants: Building an inclusive community of research-led practice 10. Leading inclusive practice 11. Promoting inclusion and equity in schools through practitioner-researcher partnerships 12. Afterword - Why inclusion matters beyond primary school: university… a space for all?

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Book SynopsisAdopting a UDL Attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning). It guides the reader through the origins of the development of UDL as an innovative way of thinking about inclusion and the evolution of this theory into practice, as it explores UDL and its relevance beyond the classroom. Including reader-friendly descriptions and case studies supplemented with international research, this book allows the reader to think and see through a UDL lens, ultimately emphasising their part in the inclusion agenda. From the outset this book shares the attitude necessary to promote UDL and inclusion across higher education and addresses some of the most common questions: Is this a scientific theory or just a new practice, and why is it important? How can I be more inclusive in my current practice? Is it sustainable and how do I ensure I'm implementing it correTrade Review"This is a must read for anyone interested in equality, diversity and inclusion in education and wider society. This is a modern classic – pioneering and refreshing" Professor Michael Shevlin, Professor in Inclusive Education at School of Education, Trinity College Dublin, Ireland "This book shows how to move beyond our individual efforts to create systemic, at-scale methods for making inclusion "everyone’s business" in higher education: in community colleges, trade schools, technical schools, further education, four-year colleges, and universities. I strongly recommend Adopting a UDL Attitude to campus and program leaders and practitioners everywhere."Thomas J. Tobin, PhD, MSLS, PMP, MOT, CPACC, University of Wisconsin-Madison, USA "This important volume raises important questions and highlights a gap in the current literature on Universal Design for Learning […] There is no doubt that this volume, will be of benefit at many levels." Fred Fovet, Assistant Professor at the Thompson Rivers University, Kamloops, British Columbia, Canada "In its support for inclusive practice for all it should be recommended reading for those involved in teaching and learning at all levels in higher education." Professor Noirin Hayes, Visiting Professor at the School of Education, Trinity College Dublin, Ireland and Professor Emeritus, Technological University Dublin (TUD), Ireland "Whilst the title indicates it is a book for academia it’s more so a book to inform practice for all educators in whatever guise level, or place of learning to reference when embedding UDL as core practice across the wider education sector. The authors challenge the reader to pursue a contemporary exploration, application, and adoption of UDL in HE but it becomes very clear that this is also the challenge for the whole of our education system, because “inclusion is everyone business”. This book, promotes and encourages reflexive practice, not only of our practice as educators, researchers, strategists, policy implementers but also triggers reflection on our lived experience, our experience of equity, inclusion, diversity. This book says- Be Brave – Challenge- Bravely Challenge - rewire and reframe our thinking about our learning environments, challenge habits and beliefs, evolve teaching and learning practice." Dr Fiona Maloney, Director, National Tertiary Office, Ireland Table of ContentsPreamble 1. The World before Universal Design (UD) and Universal Design for Learning (UDL) 2. Universal Design 3. Universal Design FOR Learning 4. The CAST Model of UDL 5. Universal Design in Higher Education: The Experience to Date 6. A Campus where UDL Thinking is Everyone’s Business 7. Redesigning our Approaches: "Giving it a Go From the Get-Go" 8. From Theory to Practice . . .and to YOU! 9. Adopting the Right Attitude on the New Universally Designed Campus

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Book SynopsisThis book provides deep insight into the social situation of students with different kinds of special needs in various European countries. Research findings concerning students' attitudes towards peers with disabilities, and teachers' feedback on students' social behaviour, are also presented.Full inclusion of students with special educational needs in mainstream education requires equity in each student's chances for academic and social-emotional development, and their participation in society. In the context of inclusive education, it is important to take students' social participation into consideration. Are students with special educational needs (SEN) accepted by their peers? Do they interact with their peers during breaks and classes? Do they have friends, or do they feel lonely in their class? This book seeks to answer such questions, seeing social participation as a crucial ingredient, as well as an outcome, of inclusive education. This topic is critical becTable of ContentsIntroduction – Social participation of students with special educational needs 1. Student voices on social exclusion in general primary schools 2. School segregation and social participation: the case of Norwegian children with physical disabilities 3. The quality of experience of students with and without special educational needs in everyday life and when relating to peers 4. Social participation and friendship quality of students with special educational needs in regular Greek primary schools 5. Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis 6. The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools 7. The impact of social referencing on social acceptance of children with disabilities and migrant background: an experimental study in primary school settings

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Book SynopsisThe A - Z of Addressing Disadvantage - organised around the 26 letters of the English alphabet - is a practical, optimistic handbook for teachers and support staff who are focused on ''closing the gap'' with clarity, sensitivity and impact.

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Book SynopsisRadically reimagine our ways of being, learning, and doing Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on fixing and filling academic gaps, we must envision and rebuild the system from thestudentupwith classrooms, schools and systems built around students' brilliance, cultural wealth, and intellectual potential.Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district's equity journey,Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book Offers fresh ideas and innovative tools to apply immediately Trade Review"Street Data calls upon readers to ′flip the dashboard′ from a focus on big data to a focus on the voices at the margins – those learners and their families who have been most affected by deep-rooted systemic inequities. When we listen closely to these voices with curiosity, courage, and humility, we gain a greater understanding of the meaning and root causes of these inequities, as well as how they can be addressed in ways that transform and heal. Policymakers and educators at every level of the system need this book to forge a path to genuine equity." -- Linda Darling-Hammond"For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted – the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this ′new normal′ of street-level data to unlock racial justice in our schools." -- Taryn Ishida, Youth Organizer and Executive Director"With Street Data, Shane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work’s human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary." -- Napoleon Wells , Ph.D."Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children′s learning and development: ′What if policy decisions were anchored in the lived experiences of students, their families, and their educators?′ Their call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception." -- Sophie Fanelli, President"Street Data issues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives. "Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, justice, deep culture, personal mastery, and agency into our school transformation efforts. This book is an important contribution to all of us who are working to create a world that works for all of us." -- LaShawn Routé Chatmon, Executive Director"In this absolutely path-breaking book, Shane Safir uses the concept of ′street data′ as an entry point to a fundamentally different paradigm for schooling. Foregrounding listening, understanding, and loving over counting, measuring, and classifying, Street Data illustrates what it would truly mean to develop a humanizing and liberating approach to school transformation. Startlingly fresh in its prose, clear in its convictions, and moving effortlessly between theory and practice, we can only hope Street Data will mark the beginning of a new and different era for American education. A spectacular book!" -- Jal Mehta, Professor of Education"Old systems are crumbling before our eyes as new ones are being built. Street Data offers key insights about how to transform data and explore indigenous knowledge creation for a new world. Shane Safir and Jamila Dugan give us new ways to analyze, diagnosis, and assess everything from student learning to district improvement to policy. This book is a must read for researchers and practitioners searching for a fresh and deeply authentic model for school transformation." -- Shawn Ginwright"Street Data gives us a vibrant picture of what it means to do school when we authentically center our students. Shane and Jamila provide inspiration and clear examples of how we can humanize our classrooms and create a more just education system. Critically for change agents, we also find practical advice for supporting adults across the system as they begin to shift their approach to a new normal that builds with and for students. There is no doubt that we need a new way forward and Street Data is a trusted map for charting a course for maximum impact." -- Shanna PeeplesTable of ContentsForeword Acknowledgments About the Authors Prologue: Data in a Time of Pandemic PART I: WHY STREET DATA, WHY NOW? Chapter 1: Leading for Equity: Another World Is Possible Guiding Principle: Reimagine our ways of knowing and learning. Core Stance: Holism Chapter 2: No Shortcut: Avoiding Equity Traps and Tropes, by Dr. Jamila Dugan Guiding Principle: See the barriers; imagine what is possible. Core Stance: Awareness PART II: CHOOSE THE MARGINS Chapter 3: Flip the Dashboard: Street Data Drives Equity Guiding Principle: Center voices from the margins. Core Stance: Antiracism Chapter 4: Pound the Pavement: Digging Into the Levels of Data Guiding Principle: Seek root causes over quick fixes. Core Stance: Deep Listening PART III: DEEPEN THE LEARNING Chapter 5: Redefine “Success”: Street Data and the Pedagogy of Voice Guiding Principle: Equity work is first and foremost pedagogical. Core Stance: Agency Chapter 6: Build Coherence: Focus, Holism, and Well-Being Guiding Principle: Less is more; focus is everything. Core Stance: Coherence Chapter 7: Make Learning Public: Valuing Teacher Voices, by Carrie Wilson Guiding Principle: Mobilize a pedagogy of voice for educators. Core Stance: Symmetry PART IV: TRANSFORM THE CULTURE Chapter 8: Embrace Vulnerability: Moving Through Street Data Cycles Guiding Principle: Break the cycle of shame. Core Stance: Vulnerability Chapter 9: Calling Folks In and Up to Equity: Street-Level Conversations Guiding Principle: Every moment is an equity moment. Core Stance: Warm Demander Epilogue: The Journey Toward Liberation Appendices Glossary Bibliography Index

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Book SynopsisBecoming a Multicultural Educator, Fourth Edition focuses on the development and application of research-based curriculum, instruction, and assessment strategies for multicultural education in PK12 classrooms. This practical book prepares readers to teach in culturally responsive ways, develop a critical understanding of culture and its powerful influence on teaching and learning, and feel empowered to confront and address timely issues.Trade Review"This is the best book I have found that addresses the major areas (history and pedagogy) that includes learning exercises, student resources, and best of all--Instructor resources--such as a test bank, powerpoints, lectures!!" -- Dr. Yolanda Arauza"The book gives practical advice, examples, case studies, rubrics, and ideas for implementation in regard to improving multi-cultural education instruction in schools." -- Jessica Burchett"The book hits three fundamental functions essential to critical-consciousness course instructors: inform, engage, apply." -- Benjamin Arnberg"Relevant and timely" -- Marilyn Cuch"The content is thorough" -- Miranda LinTable of ContentsSECTION I: Background 1. Multicultural Education: History, Theory, and Evolution 2. Becoming a Multicultural Educator: A Four-Step Model SECTION II: Knowledge 3. Historical Perspectives on a Multicultural America 4. Foundational Knowledge for Culturally Responsive Teaching SECTION III. Awareness 5. Understanding Cultural Identities and Their Influence on Teaching and Learning 6. Learning to Understand and Respect Differences SECTION IV. Skills 7. Curriculum Development and Lesson Planning 8. Instructional Approaches Needed by Multicultural Educators 9. Developing Skills in Teaching Language and Understanding 10. Assessment That Is Culturally Responsive SECTION V: Action 11. Creating the Multicultural Classroom 12. Creating the Multicultural School

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Book SynopsisAn equitable, inclusive and practical application of culturally responsive teaching that transcends learning environments Educators in the 21stcentury are teaching diverse learners across a range of learning environments, while attending to critical issues related to equity, inclusion, and social justice. Now there's a resource to help you merge the essential skills of embedding culturally responsive teaching practices into online and in person learning settings. Using the Dynamic Equitable Learning Environments (DELE) framework, you can build the knowledge, awareness, skills, and dispositions topivot instruction to facilitate equitable, inclusive, and anti-racist learning experiences that transcend cultural, social, and linguistic backgroundsno matter where, when, or how your students do their learning. Combining aninteractive workspace with teacher preparation and professional development, this book provides an action planner anTrade ReviewAs needs, demands, interests, and opportunities for online instruction increases, Culturally Responsive Teaching Online and In Person is a book that will assist educators in the complex task of designing essential learning opportunities with student for academic and social success. This book reminds us that culturally responsive teaching practices are potentially transformative in person and online. Indeed, this book helps educators think about the tools, technology and teaching necessary to build more liberating, humanizing and just spaces of education. -- H. Richard Milner IV * Distinguished Professor, Vanderbilt University, coauthor, These Kids are Out of Control *Our students and their communities need educators who are courageous enough to acknowledge the role race plays as a barrier to learning. Our work is not universally designed if we lack the willingness to address race and racism and the need for culturally responsive teaching, regardless as to whether or not we are engaging students virtually or in-person. Budhai & Grant, through this text, are pushing us to do better for our young scholars by calling out the fact that our systems, structures and practices need to be culturally relevant, if they are to authentically include and center around our learners who have been historically marginalized. This is a wonderful resource that guides educators step by step through the process of developing and implementing culturally responsive practices, virtually and in-person. -- Mirko Chardin * Chief Equity and Inclusion Officer at Novak Education and Co-Author of Equity by Design *This workbook is a much-needed resource that attracts, engages, and supports teacher candidates, as cultural beings, in their transformation to becoming culturally aware, responsive, and humble educators. The authors position future educators to identify, acknowledge, and reflect on the critical role of their evolving racial and cultural identities and the implications thereof when practicing in the classroom. The book is a resource that transcends theory into practice and will serve teacher candidates in their journey as equity-minded practitioners to effectively implement culturally responsive, relevant, and sustaining pedagogies. -- Omobolade Delano-Oriara * Dean of the Division of Social Sciences, Professor of Teacher Education, St. Norbert College *This guidebook addresses many questions and needs for educators to operationalize culturally responsive teaching across learning environments, in-person and online. I appreciate that the guidebook unpacks the work of Ladson-Billing, Gay, and Paris by connecting the theory to practice. I recommend this book for educators who actively engage in anti-bias, equitable, inclusive, and just teaching. The reflection questions, checklist, resources, and exercise are tangible actions for educators to engage moving towards actions in their environments. -- Robert Q. Berry, III, Ph.D * Samuel Braley Gray Professor of Mathematics Education, Associate Dean of Diversity, Equity, & Inclusion, University of Virginia, School of Education & Human Development *As teaching and learning environments continue to evolve at breakneck pace, this wonderfully accessible guide is chock full of practical, useful, and actionable advice to help educators successfully navigate their culturally diverse classrooms, schools, and education communities. With self-guided exercises and reflections, educators will be able to address their unconscious biases, make meaningful connections with families and students, and ultimately, effectively incorporate culturally responsive teaching as they build the dynamic and equitable learning environments necessary for all students to thrive. Required reading for every educator! -- Ray Benedici * Managing Editor, Tech & Learning *For over 30 years, scholars and educators have advocated for the importance of centering student’s cultural frames, into the co-learning exchange of all learners, but in pariticuiliar, Black and Brown students, who have been historically marginalized in educational settings. The Distinction of Drs. Budhai and Lewis Grant’s critical important book: Culturally Responsive Teaching Online and In Person, is the argument that Culturally Responsive teaching (CRT) is not just for in-person instruction, but moreover, CRT can also be facilitated within an online modality. Thus, this book is a seminal resource for PK-12 educators who are passionate about reimagining the possibilities of CRT in any learning environment! -- Dr. Ronald W. Whitaker, II * Culturally Responsive Assistant Professor of Education, Assistant Dean for the School of Education, Cabrini University *Budhai and Grant have created a treasure trove of resources for K-12 teachers and teacher educators who are committed to transforming a rapidly-changing world for the better. Finally, we have a book that concretizes how to maximize culturally relevant pedagogy in contemporary, HyFlex learning environments in real time. This text helps the reader translate the philosophical into the practical via inquiry-based, reflective exercises. This book will empower educators, leading them to create equitably-rich opportunities for deep and dynamic learning across modalities. The cornerstone of this text, the "Dynamic Equitable Learning Environments (DELE)" Model, inspires a new way teaching and learning in the 21st century, providing new pathways to transform our schools by challenging and changing ourselves. As we shift our mindset to realize that we can change systems by recognizing the barriers to equity and inclusion, we reimagine an education that realizes justice in our classrooms, anti-racism in society, and healing in our homes. You will read and re-read the gems of culturally responsive teaching and build your capacity to sustain equitable and thriving learning environments for our students to thrive in a world where their lives truly matter. -- Angela N. Campbell, Ph.D * Vice President of Cabrini University *I joyfully offer my endorsement of Culturally Responsive Teaching Online and In Person. At this critical moment in human history, scholars need a resource like this to be equipped with the tools that will empower teaching and learning at its fullness. Dr. Stephanie Smith-Budhai and Dr. Kristine Lewis-Grant prove their scholarship in this work, especially by posing questions that lead to critical thinking. As an educator and a life-long learner, I plan to use this work and invite others to join me. -- Stephen D. Thorne * Stephen D. Thorne Doctoral Fellow, Center for Research and Mentoring of Black Male Students and Teachers, Bowie State University *Table of ContentsForeword by Matthew Kay Introduction: Why Culturally Responsive Teaching Matters in Dynamic Equitable Learning Environments Part One: Focusing on You: Unmasking Bias and Microaggressions Opening Vignette: Mr. Malcolm Williams Ch 1: Acknowledging Unconscious Bias Ch 2: Reducing Implicit and Explicit Bias Ch 3: Eliminating Microaggressions Part Two: Focusing on Your Relationships: Co-Constructing Meaningful Connections with Students and Families Opening Vignette: Ms. Asia Henderson Ch 4: Activating Students’ Assets and Cultural Capital Ch 5: Caring for Students Within their Sociopolitical Context Ch 6: Forging Reciprocal Relationships with Families and Communities Part Three: Focusing on Your Pedagogical Practices: Incorporating Culturally Relevant Teaching Opening Vignette: Mr. Khemar Journey Ch 7. Developing Equity-Mindedness Ch 8: Planning Anti-bias Instruction Ch 9: Preparing Culturally Responsive Authentic Assessments Epilogue: A Call to Action: Leveraging One′s Own Power and Privilege to Dismantle Systematic Barriers for Sustainable and Equitable Learning References

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Book SynopsisTurn the promise of equitable education into reality. This is your guidebook for building an antiracist school. Written by two education leaders with very different life experiences, Getting into Good Trouble At School provides the context, empowerment, and concrete actions needed to dismantle racist policies and practices that for decades have kept students of color from experiencing the same success as their white counterparts. The journeys of Gregory Hutchings and Douglas Reed which include systemic racism and white privilege - provide a unique model superintendents, principals, school board members and other educators can use to reimagine educational equity, actively dismantle institutional racism, and implement strategic, methodical policies that benefit the entire school community. In this book you'll find A detailed case study of antiracist educational transformation What it really means to commit to racial equity Guidance for dismantling tracking and in-school segregation Positive, equitable alternatives to typical disciplinary practices Six steps to building an antiracist school system Racism isn't always intentional. Antiracism, on the other hand, must be. Now antiracist education leaders can put their intentions into actionand grant the promise of an equitable and culturally rich education to all students.Trade ReviewGregory C. Hutchings, Jr. and Douglas S. Reed have produced a thoughtful, important, and timely book. It is essential reading for school leaders who value racial equity enough to put it into practice and for policymakers and advocates as well. -- Jonah Edelman * Portland, OR *Getting Into Good Trouble at School is a must-read for anyone interested in the future of American education. Drs. Hutchings and Reed identify six essential steps. If absorbed and applied, these steps will serve as waypoints in the pursuit of critical change supporting all students in constructing an antiracist school system. -- Robert E. Baker * Fairfax, VA *This book is a powerful and thoughtful analysis of the enduring impact of institutional racism upon American education. Hutchings and Reed combine deeply personal reflections and anecdotal narratives about how racism has impacted minority students. The book is a strong endorsement for using strategic planning and the continuous improvement process to build a transformed system that is aligned, mission- and vision-driven, culturally responsive, and personalized. -- John L. Brown * Alexandria, VA *This is a book that every educator and every parent should read. It is clear, comprehensive, and tells the unsettling truth about racism in public schools in America. It lays out specific steps to once and for all dismantle the racism that continues to plague our society and deny BIPOC children their right to an equitable education. -- Mary-Frances WintersHutchings and Reed offer a direct approach to confronting systems of racism. Through sharing personal experiences, a deep knowledge of the existing literature, and data informed practices, the authors offer a call to action that requires assessing current practices, establishing an intentional strategic plan, and being courageous enough to implement the plan. -- Tammi Dice * Norfolk, VA *Here, finally, are authors with the courage to lay out concrete steps school leaders can take to encourage antiracist schools to grow and thrive. Gregory C. Hutchings, Jr. and Douglas S. Reed offer six steps to dismantle systemic racism in American schools while getting into "good trouble" to help Americans live out the full meaning of "all men (and women) are created equal. -- James Harvey * Seattle, WA *This courageous text provides testimonies of lived experiences interwoven against a historical backdrop of the impact of racism on our educational system. It takes the reader on a journey to understand how to advance an equity lens and become an antiracist educator. The authors artfully challenge the status quo while the guided questions force you to reflect and act. -- Dawn Williams * Washington, DC *As educators are doubling down on efforts to reimagine student- centered, forward-leaning public education, Getting Into Good Trouble at School points out why it’s essential to boldly advocate for the vast number of U.S. children who should be receiving the services that they are entitled to. I congratulate the authors for casting a shining light on the principles of educational equity and social justice. -- Daniel A. Domenech * Alexandria, VA *Table of ContentsForeword by Pedro A. Noguera Preface Acknowledgments About the Authors Introduction Chapter 1. ReImagining the Titans Chapter 2. Know Your History to Rewrite Your Future Chapter 3. Commit to Racial Equity Chapter 4. Dismantling Tracking and Within-School Segregation Chapter 5. Making School Discipline Different From Policing Chapter 6. Implement Strategic Thinking and Strategic Planning Chapter 7. Choose Good Trouble: Be a Bold and Courageous Antiracist School Leader Chapter 8. Conclusion Appendix References

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Book SynopsisEducators, you are the hope you've been looking for. Have you ever wondered what it would look like for you and your colleagues to really change how things are done in your school? For over twenty-five years, Partners in School Innovation has empowered educators in doing just that, across twenty-two school districts and eight states, dramatically improving underperforming schools in the process. Their secrets? Specialized adult learning tools, a results-oriented cycle of inquiry, professional development systems focused on coaching and collaboration, implementing improvement science, understanding the roles of race, class, culture, and power in schools, and more. This book presents those time-tested, research-based practices through narratives chronicling the efforts of real-life educators. It presents thoughtful checklists and discussion questions to help educators strengthen the skill sets and mindsets needed to implement sustainable Trade Review"We are reminded that making incremental improvements at the margins of a system originally designed to sort children by race, class, and language will only make inequitable sorting more efficient. This book shows us how to disrupt that cycle through the art and science of a school improvement methodology that is people-centered, asset-based, and equity-focused." -- Zaretta Hammond, author of Culturally Responsive Teaching and the Brain"In this important new book, Justin Cohen describes how educators can guide their schools on a path of continuous improvement drawing on core ideas from the learning sciences. Written in a clear, straightforward manner, educators will appreciate how guidance is provided and the ability of the author to anticipate where problems are likely to occur. For those who are tired of pursuing reforms that are little more than fads, this book will be a resource you can turn to when the work is hard and the problems you encounter seem daunting. For those who have not given up on the possibility that creating equitable schools is attainable, this book will be an invaluable resource." -- Pedro Noguera, Dean"This fabulous book comes as an inspiration at a time when our schools are in need of honesty, healing, and hope. By telling the stories of real teachers and leaders struggling to teach and lead across differences, Cohen brilliantly fuses modern reform efforts and local context with the civil rights struggles to unearth the very real and still present truth of our shared history: teachers in the US are part of a proud tradition of liberators, and this book challenges them to own that mantle and face the challenge of making our country better as only teachers can." -- Ellen Moir, Founder"We are in a season where the most essential work for us all is to present the truth about the flaws in our education system and offer solutions to transforming it. This book does exactly that. A solid contribution to the literature and a powerful take on school improvement." -- Christopher Emdin"There is only one way to generate change... together. This volume helps us do just that." -- Gloria Ladson Billings, Professor Emerita"Many people can point to what′s wrong with public education, but few can identify both the problems and concrete solutions to address them. Cohen has done that and more in Change Agents. He presents an incisive indictment on how institutionalized racism has produced pervasive inequality in our public schools. He explores the history of social movements to change public education to help us better understand the obstacles change agents face today. Transforming public education is complicated, but Cohen delivers a clear vision for how to begin. An education activist, non-profit leader, and community organizer, Cohen brings those experiences to bear in this text. Teachers, parents, policymakers–really anyone concerned with the future of public schools–this is the book for you." -- Alexis Hoag, Law Professor and Former Civil Rights Lawyer"Change Agents: Transforming Schools from the Ground Up is written by and for educators about the gritty work of learning to improve. It offers powerful stories about educators making the principles, tools and methods of improvement science come alive in their classrooms and schools, the human challenges that can arise along the way, and also the sense of exhilaration that accompanies this work as educators experience transformation — how through their efforts they are making a real difference in their students’ lives. It is supportive and encouraging while also ′in your face′ about what genuine improvements entail. In making this visible, practical and accessible to educators out in schools, it is a real contribution to the field and should be on every teacher′s ′must read′ list." -- Anthony Bryk, author of Learning to Improve and President Emeritus"Educators are the beating heart of our communities, striving to make a difference in their schools, and in their country. In this book, Justin Cohen has woven together stories, tools, and actionable advice to help teachers and leaders do just that. It is a must-read for any school or district that wants to become an even more vibrant place to teach and learn." -- John B. King, former United States Secretary of Education"This very practical and powerful work by Cohen and Partners in School Innovation demystifies what it means to do equity work in schools that primarily serve Black and Latinx students. The book features in-the-trenches story-telling, deep relationship-building, and an intense focus on how schools can effectively meet the needs of these historically underserved students. This is the work all urban school teachers and leaders must master if our students are going to reach their full potential. Yet, this work is not a idyllic victory narrative that ignores the social context in which schools exist. Cohen rightly reminds us that our shared history of systemic racism is the very context in which teachers teach and leaders lead today, and that education, when done right, can be a tool for advancing freedom, justice and, ultimately, democracy." -- Marvin Lynn, Dean & Professor, Lead EditorTable of ContentsAcknowledgments Introduction by Derek Mitchell Chapter 1: Are You a Change Agent? Chapter 2: Assembling Your Crew Chapter 3: Finding Bright Spots & Building Momentum Chapter 4: Focus, Follow Through, See: The Art & Science of Implementation Chapter 5: Who Said Change Was Gonna Be Easy? Chapter 6: Culture Eats Strategy For Lunch Chapter 7: School Transformation Requires Personal Transformation Chapter 8: Leading With Love Chapter 9: Hi, I’m From the Central Office. And I’m Here to Help. Chapter 10: The Practice of Freedom Chapter 11: Thriving Schools, Thriving Communities Bibliography

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Book SynopsisThere's more to all of us than what meets the eyeA perfect storm is upon us and educators are in the middle of it. Identity issues often incite and divide us, but they are actually our way out of the storm. No one should be oppressed or have to hide who they are, and young people need to be prepared for a future where they can learn to live together and help others belong.In their beautifully written book, Dennis Shirley and Andy Hargreaves brilliantly show how we can and must engage with young people's identities in their fullness and complexity. Rooted in classical and contemporary theories of identity, extensive research, and in sheer common sense, their book takes us from bitterness to belonging and includes: Examples of how schools seek to address identity and belonging Strategies to deal with the raging identity controversies in our schools and societies Charts and graphics to help build inclusive professionTrade ReviewShirley and Hargreaves have written the right book at the right time. They bring the voice of reason to the current heated ‘culture wars’ and battles over ‘identity politics.’ If we heed their wise counsel, we can learn to listen to one another and forge a collective identity of respect. -- Diane RavitchThis essential book shows how all educators can and should address issues of identity in their schools with candor and civility. Carefully researched, it offers a clear conceptual framework and practical guidelines that can be followed in all schools everywhere. -- Patrick Tutwiler * Massachusetts *Shirley and Hargreaves call for universal inclusive education that promotes dignity, generosity, and self-determined learning. They advocate for education that truly values and understands every individual, noting that what is essential for some children is good for all of them. -- Dame Alison Peacock * London, England *This is an excellent book and one that I will purchase for all our central leaders and school principals. It moves from academic theory to a real-life practical guide with stories that humanize our students, school staff, and communities. -- Tom D’Amico * Ottawa, Ontario, Canada *We find ourselves in a time where being inclusive and welcoming to all students is a political issue as opposed to a human one. Shirley and Hargreaves engage readers with their collective brilliance and heart to offer clarity in thought and action to ensure that students thrive, regardless of how they identify. -- Peter DeWitt * Albany, New York *This book will help us figure out how to name, interrupt, and educate when students experience anything that does not help them feel safe, included, respected, and cared for. It gives educators practical tools with which to lean into the difference between intent and impact. -- John Malloy * Danville, California *This is a work of courage and truth in the midst of a world that can be challenging. The content of the book fills my heart. -- Nicola Ngarewa * Wellington, New Zealand *Incisive, insightful, and inspirational. Shirley and Hargreaves present a compelling argument for schools and educators to work with students on the issues of identity. Moreover, they present practical and evidence-based guidelines that can be implemented in schools. -- Yong Zhao * Lawrence, Kansas *Every child needs to feel that they belong in order to feel safe enough to learn. The Age of Identity is an inspiring antidote to school systems that measure children with standardized tests. This compelling book is an overdue dose of radical common sense. -- Jim KnightThis brilliant and profound book is at the heart of education across the globe. Shirley and Hargreaves show how learning triumphs over ignorance when students are confident in who they are. They provide teachers with tools to navigate confidently one of the most controversial topics in education today. The Age of Identity is essential reading for all teachers. -- David Edwards * Brussels, Belgium *Table of ContentsPreface Chapter 1: To Be, or Not to Be Chapter 2: The Developing Self Chapter 3: The Self and Others Chapter 4: Including Identities Chapter 5: Multiple Identities Chapter 6: Intersecting Identites Chapter 7: Learning to Live Together Acknowledgements Endnotes

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Book SynopsisSee beyond content standards to the broader context of life-changing skills.The standards-based learning and grading movement of the past twenty years has ushered in a critical shift in assessment that demands clarity in both what is being measured and how well students are learning. Seeing the value in this evolution, a wave of schools has invested enormous effort to institutionalize the policy and practices of the movement. In doing so, many focused their initial efforts squarely on grading and fell short of the more important workclassroom assessment. There are important lessons in these missteps and failures.This groundbreaking, next generation approach to classroom assessment challenges educators to reflect on the connections between growth, mastery, and student self-efficacy and to prioritize the transferable skills of metacognition and self-regulation in assessments. A powerful call-to-action, this guide includes:

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Book SynopsisWhat is an Ally? What is Allyship?Why should we teach it in primary schools?Allyship is many things.It is empathy, community, action, positivity, inclusion, anti-racism, aspiration and more. Allyship is learning about diversity and difference and making a conscious choice to support those who are marginalised.This learning has always mattered in primary schools.In this book, educator Frances Akinde outlines what allyship is and why it matters more than ever in primary schools today. Through practical guidance and support, Frances empowers teachers to take positive action right now. Her practical support includes lesson ideas, learning activities and key resources.Through allyship. children can learn to be agents of positive change in their schools and communities. This book enables teachers to bring this learning to the classroom.

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Book SynopsisUnlock a treasure trove of learningmake room for belonging in schoolBelonging is an instinctual feeling: you know when you feel itand you really know when you don't. Creating a sense of belonging in the classroom has a significant impact on student learning and well-being; it serves as a gatekeeper for other aspects of learning to take root. But how do we create classrooms and schools where every student knows they belong?This easy-to-use, illustrated playbook has you covered. 11 evidence-based modules feature actions and strategies that teachers can apply to help students feel more included. Interactive features such as essential questions and reflective prompts are designed to engage educators and deepen their understanding of the importance of connection and belonging in a student's educational experience. Readers will find Detailed coverage of the 11 dimensions of belonging Evidence-based ac

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Book SynopsisThis invaluable resource offers a wealth of strategies enabling you to support children with autism in the mainstream classroom. Cutting through the jargon and recognising the huge variety of ways in which children's perceptions, feelings and behaviours may be affected by autism, the text is packed with practical advice to help you create a classroom environment which will meet the needs of the individual child.Each chapter in the book addresses some of the most common social, practical and behavioural difficulties that a child with autism may face at school, and details tried and tested approaches for improving their experiences and outcomes in your classroom. Topics discussed include: classroom layout, timetables and rules effective communication supporting learning and setting targets breaks, unstructured times and school trips challenging behaviours <Trade ReviewDawn’s publication is crisp, accessible and practical. It is a useful tool for anyone who wants to improve communication and learning in the classroom.Professor Jean MacLellan O.B.E. - Autism Network Scotland, University of Strathclyde.Table of ContentsAbout the author Notes Introduction Chapter One: Autism - What it can ‘look like’ in Class Chapter Two: The Classroom Environment Chapter Three: Language and Communication Chapter Four: Accessing the Curriculum and Writing Individualised Targets Chapter Five: Breaks and Unstructured Times Chapter Six: Behaviour Management Chapter Seven: Educational Trips Chapter Eight: All Things Sensory Chapter Nine: Some Final Thoughts Chapter Ten: References Index

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Book SynopsisInformed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff's social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level.Reconsidering Inclusion is suitable for all those interested inTable of Contents1. Introduction- exposing the critical issues and critical questions 2. Researching inclusive practices 3. What is inclusion? 4. The impact of policy directions and cultural interpretations on the concept of inclusion 5. Inclusive School Cultures 6. Leadership and teamwork 7. Relationships and professional identity 8. The emotional experience of developing inclusive practices 9. Lessons learnt, moving on.

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Book SynopsisDrawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chaptersis co-authored by two or three researchers, each based in a different country, theTrade ReviewI welcome this ambitious book which represents a genuinely original approach to comparative analysis. I was particularly impressed with its attempt to grasp the complexity of what is happening to young people in eight European countries with strikingly different histories. The finding which stood out for me is the enormous pressure that an increasingly instrumental approach to policy puts on young people, especially those from disadvantaged backgrounds. The book’s attempt to relate changes in governance to the educational decision-making of young people is well captured in the three case studies and their analysis. Life histories have much to offer in fleshing out abstract policy ideas such as lifelong learning. * Michael Young, Emeritus Professor of Education, Institute of Education, University College London, UK *This is a thoughtful and thought-provoking collection of papers that sets out to trouble common-sense assumptions underpinning much of the master discourse around competitivity, lifelong learning, and the learning society. It does so in ways that are theoretically informed, with a firm grounding in empirical data from eight European countries. By giving importance to the specificity of the local, while carefully reflecting on the way this interacts in complex and multifarious ways with the transnational, this volume generates an impressive range of insights that help us better understand how the trajectories of young people from disadvantaged backgrounds are the result of complex interactions between societal structures and individual subjective action. Such engagement with both lifecourse and governance perspectives help bring back the political, contesting the insidious processes of responsibilisation that the hegemonic discourses around ‘employability’ promote. With its rigorous approach to generating rich data and nuanced interpretation of the challenges young people face in navigating life, this is an example of collaborative European research at its very best. * Ronald G. Sultana, Director, Euro-Mediterranean Centre for Educational Research, University of Malta, Malta *Table of ContentsList of figures List of Tables Notes on Contributors Introduction: The Reshaping of Educational Trajectories in European Knowledge Societies, Morena Cuconato (University of Bologna, Italy), Roger Dale (University of Bristol, UK), Marcelo do Parreira do Amaral (University of Münster, Germany) and Andreas Walther (University of Frankfurt, Germany) 1. Comparative Perspective on the Governance of Education in the Life Course, Andreas Walther (University of Frankfurt, Germany), Marcelo Parreira do Amaral (University of Münster, Germany), Morena Cuconato (University of Bologna, Italy) and Roger Dale (University of Bristol, UK) 2. The Diversity of Education and Welfare Systems in Europe, Jenni Tikkanen (University of Turku, Finland), Andy Biggart (Queens University Belfast, UK) and Alex Pohl (IRIS e.V., Germany) Part I: Governance of Education 3. Scales, Discourses and Institutions in the Governance of Educational Trajectories in Europe, Roger Dale (University of Bristol, UK), Yuri Kazepov (University of Urbino, Italy), Risto Rinne (University of Turku, Finland) and Susan Robertson (University of Bristol, England) 4. Translation of Policy Instruments and Negotiation of Actors in Local School Spaces, Karin Amos (University of Tübingen, Germany), Patricia Loncle (High school of public health, Rennes, France), Alessandro Martelli (University of Bologna, Italy), Eduardo Barberis (University of Urbino, Italy), Valérie Becquet (University of Cergy-Pontoise, France) and Ulrich Theobald (University of Tübingen, Germany) Part II: Access to Education 5. Understanding the Interactive Emergence of Educational Inequalities through Access and Accessibility of Education, Barbara Stauber (University of Tübingen, Germany), Marcelo Parreira do Amaral (University of Münster, Germany) and Isabelle Danic (University of Rennes, France) 6. Producing Accessibility through Discretionary Practices of Educational Professionals, Eduardo Barberis (University of Urbino, Italy), Izabela Buchowicz (Warsaw School of Economics, Poland) and Nicola De Luigi (University of Bologna, Italy) Part III: Coping with Educational Demands 7. Educational and Vocational Guidance as Support Mechanisms in Schools, Joanna Felczak (Warsaw School of Economics, Poland) and Ilse Julkunnen (University of Helsinki, Finland) 8. Cooperation and Problems of Recognition between Schools and Parents in Supporting Young Peoples’ Educational Trajectories, Hulya Kosar Altinyelken (University of Amsterdam, The Netherlands), Silvia Demozzi (University of Bologna, Italy), Felicitas Boron (University of Tübingen, Germany) and Federica Taddia (University of Bologna, Italy) Part IV: Relevance of Education 9. Comparing the Views of Students, Parents, and Teachers on the Emerging Notions of Relevance of Education, Joanne McDowell (University of Hertfordshire, UK), Andreja Živoder (University of Ljubljana, Slovenia) and Alessandro Tolomelli ( University of Bologna, Italy) 10. The Relevance of Informal Learning and Out-of-school Contexts for Formal Educational Transitions, Veronica Salovaara (University of Helsinki, Finland) and John Litau (University of Frankfurt, Germany) Part V: Educational Transitions in the Life Course 11. Students' Decision-Making Strategies at Transitions in Education, Morena Cuconato (University of Bologna, Italy), Karolina Majdzinska (Warsaw School of Economics, Poland), Andreas Walther (University of Frankfurt, Germany) and Annegret Warth (University of Frankfurt, Germany) 12. Teachers and Parents as Actors in the Students’ Educational Transitions, Mirjana Ule (University of Ljubljana, Slovenia), Andreja Zivoder (University of Ljubljana, Slovenia), Harry Lunabba (University of Helsinki, Finland) and Manuela du Bois-Reymond (University of Amsterdam, The Netherlands) Conclusion: Comparative Multilevel Analysis of Educational Trajectories, Andreas Walther (University of Frankfurt, Germany) and Marcelo Parreira do Amaral (University of Münster, Germany) Notes References Index

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Book SynopsisIn recent years, the issue of race in education in the UK have been submerged in wider discourses of diversity, leading to an invisibility of the quotidian experiences of marginalised peoples in educational institutions. Race, Education and Educational Leadership in England looks at how the experiences of black and ethnic minority (BME) students and academics in education has changed and investigates how the implementation of current policies on race equality are being monitored by the government. The contributors take an integrated approach, looking at issues and themes that occur across all educational phases in England and draw on expertise from within and outside the education system. The editors highlight areas of weakness and good practice in access, curriculum, progression and the lived experience. This book makes a compelling argument for why race equality matters in England's education system.Trade ReviewA must-read for those with responsibility to shape policy as well as all students, teachers, leaders and researchers of race and social justice in education. The book reminds us that race equality should not be left to chance or be left to the responsibility of the people of BAME heritage alone. * Educational Review *Table of ContentsIntroduction: Race, Education and Educational Leadership in England, Christine Callender (UCL Institute of Education, University College London, UK) and Paul Miller (University of Huddersfield, UK) Part I: Curriculum, Attainment and Diversity 1. Race and Race Equality: Whiteness in Initial Teacher Education, Christine Callender (UCL Institute of Education, University College London, UK) 2. Male Leaders of African Caribbean Heritage: Leading with Justice and Care to Enhance Black Male Student, Dennis Francis (UCL Institute of Education, University College London, UK) 3. Race, Ethnicity and Diversity: British Imperial History and the Secondary School Curriculum, Adam Burns (University of Wolverhampton, UK) Part II: Talent Management and Career Progression 4. Talent, Determination and Resilience: Leadership Accession and Enactment for Black, Asian and Minority Ethnic leaders, Tony Bush (University of Nottingham, UK) 5. Overseas Trained Teachers: Race, Origin, Qualifications and Career Progression, Paul Miller (University of Huddersfield, UK) 6. The Lived Experiences of Black Women School Leaders: Barriers to Progression, Claudette Bailey-Morrissey (independent consultant) and Richard Race (University of Roehampton, UK) 7. Black and Minority Ethnic Staff in Further Education: Progression and Succession Planning, Helen Deane (independent consultant) 8. Understanding Race and Educational Leadership in Higher Education: Exploring the Black and Ethnic Minority Experience, Jason Arday (University of Roehampton, UK) 9. Systemic Changes to Crack the Concrete Ceiling: Initiatives from Advance HE, Alice Johns (Advance HE), Jan Fook (Royal Holloway, University of London, UK) and Vijaya Nath (Advance HE) Part III: Race and Intersectionality 10. Race, Religion and School Leadership: The Experience of Muslim- Pakistani Headteachers, Asima Iqbal (University of Warwick, UK) 11. What Does It Mean to Be 'Successful'?: Narratives of British South-Asian Headteachers and Headgirls, Deborah Jones and Geeta Ludhra (Brunel University London, UK) 12. Black Women Leaders: Intersectional and Present in the Field of Education ‘Hear Our Voice’, Sharon Curtis (independent consultant) and Victoria Showunmi (UCL Institute of Education, University College London, UK) Concluding Remarks: Agenda-Setting Research: Theory, Practice, Paul Miller (University of Huddersfield, UK) and Christine Callender (UCL Institute of Education, University College London, UK) References Index

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Book SynopsisA critical guide on creating inclusive classrooms for transgender students Including a foreword from Dr. Peggy Brookins, President of the National Board for Professional Teaching Standards, 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. The authors bring rich understanding to the topic Kling as a transgender educator & advocate, Ford as a teacher & parent of a transgender child, and both authors being educators themselves. You'll also read stories from transgender and non-binary students, teachers, researchers, parents, and more, providing unique and important perspectives. Inside the book, you'll find tools thaTable of ContentsForeword xv Author Bios xvii Introduction 1 Using This Book 1 Focusing on Trans and Non-Binary Students 3 Becoming an Advocate Educator 10 Putting It into Practice 14 Part I Setting the Stage 19 Chapter 1 Background Information 21 A Brief History of Trans Identity 22 (Some of) The Many Ways to Be Trans 26 How Many Trans Students Are There? 27 Putting It into Practice 32 Chapter 2 Glossary of Terms and Definitions 37 Putting It into Practice 52 Chapter 3 Supporting Diverse Student Bodies 57 Race and Racism 58 Physical Disabilities 60 Neurodiversity 63 Economic Class 68 Family Structure and Dynamics 69 Putting It into Practice 70 Part II The Four Core Principles 75 Chapter 4 Educate 77 Determining Who to Train 78 Determining What to Teach 82 Determining Who Will Teach 89 Challenges Facing School Staff 91 Putting It into Practice 95 Chapter 5 Affirm 99 Affirming Policies and Legislation 101 Affirming Practices 117 Putting It into Practice 124 Chapter 6 Include 131 Windows and Mirrors 133 Inclusive Education Communities 136 Creating Inclusive Classrooms and Curricula 141 Creating Inclusive Extracurricular Activities 161 Putting It into Practice 166 Chapter 7 Disrupt 173 Responding to Students 174 Responding to Parents and Community Members 175 Responding to Anti-Trans Laws and Policies 180 Considering Legal Action 186 Advocating with Trans Students and Student Voices 186 Evaluating Your Comfort with Taking Risks 194 Taking Care of Yourself 196 Putting It into Practice 197 Conclusion 201 Afterword—Vanessa Ford 205 Afterword—Rebecca Kling 209 Acknowledgments 213 Appendix 1 Additional Resources 217 Books 217 Videos and Documentaries 218 Scholarly Articles, Research, and Data 218 Resources Intended Specifically for Educators 220 Sample Curriculum Resources 222 Courses and Professional Development for Educators 223 Model Policies, Assessments, and Guidelines for Schools and Districts 224 Real Policies and Guidelines for Schools and Districts 224 Professional Association Policy Positions and Best Practices 225 Other Government Docs and Resources 226 Resources for Students 227 Appendix 2 Professional Development Provider Options 229 A Queer Endeavor 229 Better World Collaborative 230 Glsen 231 The Human Rights Campaign’s Welcoming Schools Program 232 Stonewall National Education Project (SNEP) Symposium 233 The Trevor Project 234 YES Institute 235 Appendix 3 Guidance Template for Classroom Libraries 237 Index 239

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Book SynopsisTözün Issa is Senior Lecturer at London Metropolitan University, UK, where he is Director of the Centre for Multilingualism in Education.Alison Hatt was, until recently, Senior Lecturer at London Metropolitan University, UK.Trade ReviewThis book offers much-needed support to practitioners working with children from different language backgrounds in early years settings. The authors make theories on multilingual learning accessible to the reader, linking the ideas clearly with practice. The book contains many excellent suggestions for working with families to create a classroom environment that develops children's home languages as well as English and fosters educational success. * Charmian Kenner, Senior Lecturer in Education, Goldsmiths, University of London, UK *This volume speaks urgently and eloquently to educators and policy-makers about the potential of schools to enrich children and communities in contexts around the world where population mobility and linguistic diversity have become the norm. Tözün Issa and Alison Hatt highlight the gap between the pathologising assumptions about language and diversity that are woven, often invisibly, into official policies and what we know about the crucial importance of embedding instruction and curriculum into the fabric of children's lives. Issa and Hatt also show, however, how teachers can resist overly prescriptive and intellectually narrow instructional mandates. Their vivid accounts of teachers, students, and families co-constructing knowledge, insight and linguistic awareness illustrate the process of teachers re-claiming their identity as educators rather than simply transmitters of centrally dictated curriculum. * Jim Cummins, Professor of Education, University of Toronto, Canada *This practitioner-focused book adeptly and succinctly surveys and synthesizes policy, history and the literature widely accepted by Education Studies as a discipline to make compelling recommendations to augment practice in the early years. The reality of multiculturalism in the early years is brought into sharp focus with research-informed arguments in favor of fostering diverse cultural identities and languages for development . As a book on policy and practice, it will serve students well. -- Sam Bamkin, De Montfort University, UKTable of ContentsIntroduction 1. The Early Years Foundation Stage: Historical Context and Recent Developments 2. Minority Education: Developments in Britain 3. Setting the Context: Historical Perspectives on Personal, Social and Emotional Development and Early Years Foundation Stage 4. Personal, Social and Emotional Development: Exploring Language, Culture and Identity 5. Multilingualism: Key Issues and Debates 6. First and Subsequent Language Acquisition: Key Issues and Debates 7. Home Languages and Supporting the Development of Purposeful Talk in Early Years Setting 8. Supporting Children's Language Development: The Role of Parents, Carers and Other Adults 9. The Development of Communication and Oracy 10. Making the Transition to Reception Classes in Primary Schools 11. Conclusions and Recommendations References Index

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