Educational strategies and policy: inclusion Books

Book SynopsisFrom the president of Wesleyan University, a compassionate and provocative manifesto on the crises confronting higher educationTrade Review"A timely book on a fascinating topic. . . . Roth’s historical approach is useful and instructive."—Sarah Carr, Washington Post“In Safe Enough Spaces, Wesleyan President Michael Roth offers historical, sociological, and economic contexts for the free speech debates on campus. Pragmatism may be foolhardy in our hyperbolic time, but it is exactly what we need right now. Bravo!”—Cathy N. Davidson, author of The New Education“Michael Roth provides a critical wake-up call, showing us how the reputation of the American higher-education system is at risk if we buy into the shortsightedness of today's political environment and fail to see the strength of what has lasted us centuries. This thoughtful and valuable book is a must-read for anyone that cares about the future of higher education, indeed the future of our democracy."—Jeffrey J. Selingo, New York Times bestselling author of There Is Life After College and College (Un)Bound“Keywords like free speech, diversity, and safe spaces have become weaponized, littering higher education with political land mines. Thankfully, Michael Roth has cleared a path for us, offering a deeply reasoned argument about how we can return to the good-faith exploration of challenging ideas that are essential to the preservation of our democracy.”—Jonathan Holloway, Northwestern University“Safe Enough Spaces does not ask us to simply choose sides. Instead, it compels us to think more deeply about safe spaces, political correctness, and the contexts in which contentious intellectual exchange unfolds in American higher education. This is a must-read for anyone trying to make sense of confusing times in academia.”—Alford Young, Jr., University of Michigan

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Book SynopsisThis new book by authors Jane Emerson and Patricia Babtie follows on from their award winning book, the Dyscalculia Assessment. Once careful assessment has identified the particular numeracy difficulties your pupils may have, the Dyscalculia Solution provides a practical teaching guide for addressing and solving those difficulties. The Dyscalculia Solution includes step-by-step instructions on how to teach pupils to use whole numbers by talking and reasoning about them, and communicating their thinking in a verbal, diagrammatic and written form. The book includes scripts to emphasise the importance of using the correct language to develop numerical thinking, as well as teaching objectives, activities and games which are important for fostering a positive attitude to numeracy. Each new concept builds on previous understanding so that new facts are derived by reasoning from known facts. The Dyscalculia Solution is ideal for use with primary school children, but can easily bTrade ReviewThe Dyscalculia Solution represents an invaluable practical guide to acquiring numeracy skills, for children and struggling adults alike. The book contains exercises focusing on the physical realisation of quantity and the operations that can be performed when quantities are expressed in symbolic form. This multi-sensory approach accords with how we now understand the brain to abstract the concept of numeracy from our interactions with the cultural environment. The book will prove essential for parents and teachers alike. * Professor Michael S. C. Thomas, Professor of Cognitive Neuroscience, Birkbeck College University of London, Director, Centre of Educational Neuroscience *This is a resource which maths teachers will find unparalleled. It provides clear guidance as to how to help children with maths difficulties. It will help teachers to understand the underlying difficulties pupils may have and give them the knowledge as to how to support their pupils both in class and in one to one lessons. * Sue Dillon, Head of Learning Support, Thomas's Battersea, London *The Dyscalculia Solution is an absolutely must have for any teacher looking for solutions with children who experience difficulties with numbers. It is quite simply the most practical and inspiring book; an invaluable piece in a teacher’s toolkit. Straightforward to read, simple to implement in class and at home. A top quality resource. * Jenny Aviss, Director of schools, Alpha Plus Group Ltd *Table of ContentsPart 1: Foundations of numeracy: mental maths/ 1: Numbers 1 to 10 Counting/ 2: Numbers 1 to 10 Calculation/ 3: Numbers to 20: Counting/ 4: Numbers to 20: Calculation/ 5: Numbers to 100: Counting/ 6: Numbers to 100: Calculation/ 7: Multiplication and division/ Part 2: Formal Numeracy/ 8: The place value system/ 9: Formal written methods/ 10: Word problems/ Appendices

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Book SynopsisThis revised edition of a popular text offers students an updated and comprehensive overview across special education. It critically examines the intellectual foundations of special education and considers the consequences of their influence for professional and popular thinking about learning difficulties. The chapters place inclusion within a social and political context to highlight how concepts have been influences by theory and ideology across the years. The book offers guidance to students on specific issues such as reading and behavioural difficulties with theoretically grounded information. With a fresh chapter discussing current research, intersectionality and increased marketisation within education this book reflects the new landscape and legislation of special education. âœEssential reading for anyone studying or working in either special or inclusive educationâ Few could build the case as well as Thomas and Loxley.âMelanie Nind, ProfessTable of ContentsIntroduction 1 The ‘theory’ behind special education 2 The knowledge-roots of special education 3 Intersections 4 Children’s behaviour at school: it’s strange. But why do we expect anything else? 5 Thinking and research about learning failure, especially in reading 6 Modelling difference and diversity 7 Policy, politics and paradox 8 Against inclusion? 9 Inclusive education in the twenty-first century 10 Conclusion

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Book SynopsisCovering both theory and practice, this book will teach educators everything they need to know about developing restorative practices in their education settings, in a way that is also trauma-informed.The first part of the book addresses the theory and philosophy of restorative approaches, and of trauma-informed and trauma-sensitive schools. The second part outlines the five restorative skills (mindfulness, honest expression, empathy, the art of asking questions and the art of requests), what they look like in practice (including using circles, respect agreements and restorative dialogue), and how to implement them. Every strategy is clearly explained and adapted to be appropriate for children and adults who have experienced trauma.Everything the book discusses has been especially designed to be adapted for different school settings and their particular challenges.Trade ReviewThis book scaffolds what is close to my heart - how to support schools to truly embed the restorative practices, processes and language with the values that underpin the philosophy. Understanding Restorative Practice through this trauma-informed lens promotes empathy, compassion and authentic accountability, one that honours community. I am grateful for all the gems this book offers. Its explicit integration of mindfulness and NVC supports practitioners to truly model this way of being and avoid 'co-opting' RP to promote conformity, misunderstanding it as 'do as I say but I'll ask you nicely'! Instead, the insights and practical supports that Joe shares light the way towards connection and growth - cultivating relational learning communities which is what our schools, and perhaps our lovely world, need now more than ever! -- Michelle Stowe, Director of Connect RPBrummer provides a uniquely rich, thought-provoking, and accessible resource for any educator. He brings a personal and authentic vulnerability, along with a wealth of knowledge and experience to school practices that remain more critical than ever before. I found myself making more personal notes while reading than almost any other book I've read in years. -- Eric Rossen, PhD, NCSP, Director, Professional Development and Standards, National Association of School PsychologistsAs an elementary school principal, I confidently say this book is a MUST READ for all educators. The combination of practical and applicable practices grounded in research is what is needed to move forward in becoming a restorative and trauma-informed school! -- Mathew Portell, Principal of Fall Hamilton Elementary School and Founder of the Trauma-informed Educators NetworkJoe Brummer has long been established as an expert in Restorative practices and a highly engaging and entertaining presenter. Now he has taken his deep knowledge of the topic of restorative practices and trauma informed education and combined it with his engaging and relational personality. This book is a MUST HAVE for anyone serving children in an education institution. His case study approach and shared stories make this an informational and inspirational read. The "Six Sources of Influence" provide a road map that a school in any geographic area with any demographic of students can follow with great success and outcome. Thank you, Joe, for your courage, your vulnerability, and your deep knowledge of students. -- Melissa Sadin, EdD., MEd., MAT, Ducks & Lions: Trauma Sensitive Resources www.traumasensitive.comBrummer's book, based on his own healing journey and years as a restorative practitioner, brings a truly cross-disciplinary perspective to restorative practice in schools. Brummer refuses to focus on "fixing broken kids" and instead helps teachers develop a trauma-informed relational pedagogy while answering this question: "Why should we do this?" His integrated approach gives educators a large toolbox from which to draw numerous practices that build positive relationships and create emotionally safe classrooms. If this book doesn't change educators' mindsets about how to best support struggling students, I don't know what will. -- Martha A. Brown, Author, Creating Restorative Schools: Setting Schools Up to SucceedJoe Brummer's book is coming out at the perfect time. The world is beginning to understand what is needed to help our students and schools heal. It is an easy to ready guide- explaining the why and then giving the reader the skills to do the what. -- Dennis Littky, co-founder and co-director of The Met School, co-founder of Big Picture Learning and founder and President of College UnboundJoe Brummer has written a personal yet dynamic manual for Trauma Informed Restorative Practices. Brummer has utilized both experience, culture, research and science to ensure a holistic perspective on Restorative Practices for schools. This book goes beyond a process for restorative justice and teaches you how to create safe spaces for every learner. Any educator looking for a comprehensive system to meet the unique needs of their school should begin with this book. -- Shatanna DeRosie, Assistant Principal, Windsor High School

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Book SynopsisProvides a cogent but accessible account of the evolution of special education. Offering a compelling vision of where the field should be headed in the next decade, Michael Wehmeyer examines the big ideas that can improve outcomes for learners with disabilities including the importance of creating personalizable education.

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Book SynopsisFor students working below grade level, curricular modifications can provide equal and meaningful opportunities to learn alongside their same-age peers. This book guides educators on how to modify the curriculum for students with intellectual disabilities participating in the general education classroom, providing 40 strategies that demonstrate how to alter the materials or objectives of a lesson. After introducing the reader to the benefits of inclusive education and to the basics of educating students with intellectual disabilities, the book describes how to design appropriate curricular modifications. Each of the following chapters then presents ten strategies for modifying lessons for Kindergarten through high school in four subject areas: math, English, science, and social studies. Vignettes demonstrate how to implement the strategies for modifying the curriculum in the classroom. A section of printable forms supporting the strategies are included.

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Book SynopsisWritten by a teacher for teachers, the second edition of Ronit Bird'sThe Dyscalculia Resource Booknow comes with 120 games and puzzles and a brand new section on mixed operations puzzles' which require learners to switch mentally between addition, subtraction, multiplication and division. The new edition will also provide access to an accompanying website featuring demo videos of different games and puzzles and the option to easily download and print all the games and puzzles in the book! Ideal for working with students 7 to 14 years old, this is the perfect companion to The Dyscalculia Toolkit, essential additions to every teachers' resource collection. Trade ReviewThe book will be valued by teachers in both mainstream settings and special schools, and the resources can be used to good effect with all children. The wide age range and the different abilities catered for mean this book offers excellent value. -- Sarah BrewTable of ContentsIntroduction Overview Tables PART I Addition and Subtraction Games and Puzzles PART II Multiplication Tables and Division Games and Puzzles Part III Mixed Operations Puzzles Part IV Puzzle Solutions Appendix: Digit Cards Glossary

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Book SynopsisOffers K-12 teachers both the foundations for differentiating their instruction and the means to maximize learning opportunities by getting to know students beyond the labels and stereotypes that often accompany them into the classroom.

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Book SynopsisA call to action for school and community leaders to reframe educational institutions as open systems that are adaptable and responsive to the needs of students, families, and communities.Landon MascareÑaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy.In The Open System, MascareÑaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing equity, bolstering public trust, and making room for co-creation and co-production driven by community partnerships and family engagement.Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and the Burlington Education Coalition, MascareÑaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking.Trade Review“Despite decades of well-meaning reform efforts, educators remain frustrated that we have not met our promise of better and more equitable outcomes for our students. It is refreshing to read a breakthrough piece that has the potential for dramatic systemic improvement. The book brings hope supported with direction. It is a must-read for education leaders.”—Gene Wilhoit, former executive director, Council of Chief State School Officers, and founder, Center for Innovation in Education“The Open System is a rare combination of concrete, practical strategies on how school systems can much more effectively work together with families and communities to improve policies and outcomes, and ambitious, idealistic arguments for how these strategies can help bolster our democracy.”—Hanseul Kang, assistant dean and Anita and Joshua Bekenstein ’80 B.A. Executive Director, The Broad Center at the Yale School of Management

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Book SynopsisChock-full of research, resources, and seasoned advice, this book walks you step-by-step through the inclusivity change process, from envisioning your path to reimagining the roles of existing staff and everything in between. The book outlines seven clearly defined milestones tied to an Action Plan that will help you stay the course.

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Book SynopsisTrade ReviewWith public schools under siege, this deep-dive, elegantly written account of how three school districts dramatically boosted graduation rates and closed the racial and ethnic opportunity gap couldn't be more timely. * Deborah Meier, MacArthur "genius" award winner and author of In Schools We Trust *I love this book because it makes one thing crystal clear: You don't need to have superheroes to run successful school systems. Hard, steady work, informed by good evidence and collective professional wisdom in our schools, can take you a long way. Disrupting Disruption shows, in rich detail, how three US school districts keep transforming teaching and learning in their schools—the same principles that earlier lifted Finland's schools to the top. * Pasi Sahlberg, author of Finnish Lessons and co-author of Let the Children Play *David Kirp and his colleagues have always been ahead of the curve in identifying and explaining how successful school districts go about their work. With Kirp and company, you get painstaking methodology and crystal clarity of results. I invite the reader to read and enjoy the book, understand that district success is describable, and then realize that the devil is in the disruption. Above all, Disrupting Disruption has layers of meaning and insight read it carefully and enjoy every morsel. * Michael Fullan, Professor Emeritus and Global Consultant, The Ontario Institute for Studies in Education of the University of Toronto *Disrupting Disruption has an important and timely message. It calls into question a reform movement that, fueled by abundant self-confidence and self-righteousness, deliberately set out to rearrange the basic landscape of American education. Where the standard reform mantra offers a checklist of off-the-shelf reform cure-alls, Disrupting Disruption suggests that what matters is less the specific things a district does than the way that it does them. And by fessing up to the fact that they have no magic medications to peddle, the authors win the reader over with their forthrightness. * Jeffrey Henig, Professor of Political science & Education at Teachers College, Columbia University, and the author of The End of Exceptionalism in American Education: The Changing Politics of School Reform *At a time when the American Dream is dying and quick-fix education fads are making things worse, Disrupting Disruption gives us what we need. Brilliantly analyzed and fluently written, the book offers powerful, practical lessons from three impressive school districts about what we can do to redeem the promise of public education. * Richard D. Kahlenberg, Senior Fellow, The Century Foundation *The authors have done a great service by showing how to debunk the paradigm of 'demography is destiny.' School systems can help all students succeed when they create stable, supportive learning environments where there is a relentless focus on essential ingredients: talented and supported teachers, a challenging and coherent curriculum, high-quality programs, and partnerships with parents and local organizations that reinforce the shared academic mission. These strategies and examples remind us that education is the cornerstone of our democracy—and how we can keep it that way. * Randi Weingarten, President of the American Federation of Teachers *Table of ContentsForeword by Pedro Noguera Introduction: Disruption Versus Steady Work Chapter 1: Union, OK: A Culture of "Us" Chapter 2: Union City, NJ: Learning America Chapter 3: Roanoke, VA: "The Whole Child" is More than a Cliché Chapter 4: The Covid Stress Test Conclusion: Slow and Steady Wins the Race Appendix: Criteria for Selecting the Three Districts Endnotes Index

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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 SynopsisTrade 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 SynopsisHow colleges and universities can live up to their ideals of diversity, and why inclusivity and excellence go hand in hand.Most colleges and universities embrace the ideals of diversity and inclusion, but many fall short, especially in the hiring, retention, and advancement of faculty who would more fully represent our diverse world—in particular women and people of color. In this book, Abigail Stewart and Virginia Valian argue that diversity and excellence go hand in hand and provide guidance for achieving both. Stewart and Valian, themselves senior academics, support their argument with comprehensive data from a range of disciplines. They show why merit is often overlooked; they offer statistics and examples of individual experiences of exclusion, such as being left out of crucial meetings; and they outline institutional practices that keep exclusion invisible, including reliance on proxies for excellence, such as prestige, that disadvantage outstand

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Book SynopsisTeaching history well is not just a matter of knowing history - it is a set of skills that can be developed and honed through practice. In this theoretically informed but eminently practical volume, Mary Jo Festle examines the recent explosion of research on the teaching and learning of history.Trade ReviewAs director of a teaching and learning center, each year I would give incoming faculty a book on teaching that they would find not only immediately useful, but one to which they could return time and again. Mary Jo Festle's excellent contribution certainly hits that mark." - Steven S. Volk, Oberlin College"Festle's command of the scholarship of teaching and learning in history is impressive, as is her integration of theory and practice. This book should be on the shelves of any well-stocked collection in a university teaching and learning center." - Joel Sipress, University of Wisconsin-Superior

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Book SynopsisâœThis book, co-authored by long time practitioners, brilliantly demonstrates that an inequitable, illiberal education system can be changed to become inclusive and equitable. With one part examining the system over the decades since the Warnock report, and a second part presenting policy and practice for a fairer system with an end to a SEND industry, it presents a state-maintained education system desperately in need of radical reform that can be renewed to serve all children and young people."Professor Sally Tomlinson, Emeritus Professor Goldsmiths at the University of London, UK, Honorary Fellow at the Department of Education, University of Oxford, UKâœThis book is a wake-up call to us all to the âliberationâ of our current systemâ it invit[es] active engagement in change through review and reflectionâ  I would recommend this book to my teachers.âDr Stella Scharinger, Primary School Executive Head Teacher, The StouTable of ContentsPART I: THE HERE AND NOW1.The Promised Land: How did we get into this situation?2.Don’t Throw the Baby Out with the Bath Water: What can we learn from core educational thinkers3.Educational Reform, Change and Organisational LearningPART II: A VISION FOR THE FUTURE4.The Role of Politicians, Policy Makers, Employers, Educators, Parents/Carers, Children/Young People and Citizens5.A Remodelled Professional Identity and the Role of the Teacher and Learning6.A New Path: Re-conceptualising an education system7.Next Steps and Conclusion

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Book SynopsisThis edited collection continues the call for evolving multicultural dialogues within education and the wider social sciences. Dialogue and education are essential tools that can help tackle some of the biggest cultural problems we are facing, including post-Coronavirus education realities. The contributors of this edited book from across the globe explore the necessity of sustained dialogue within the wider social and political sciences, alongside national and international politics, where more multicultural voices need to be heard in order to make progress. The book builds on existing evidence and literature to advocate in favour of this movement and highlights how important multiculturalism and multicultural education remains. It will be essential reading for students and academics working in the fields of education and sociology, particularly those with an interest in social justice, inclusion and multiculturalism.Table of ContentsPrefaceChapter 1: IntroductionPart I. Multicultural Dialogues Chapter 2: The SHARMED project: the promotion of dialogic intercultural learning in the classroom’Chapter 3: Intersecting Dialogues for Justice in EducationChapter 4: “The West has shown me one thing: everything it has is from the East” [and vice-versa]: Unthinking and reconstructing interculturality in education with ‘China’Chapter 5: Promoting Multicultural Awareness through Dialogue: The Case of The Dialogue SocietyChapter 6: Impacts of dialogue education work on young people and teachers in JordanChapter 7: Can Interculturalism Complement Multiculturalism? Chapter 8: Refugee Children as Pupils with Culturally Different Backgrounds in Italian Elementary SchoolsChapter 9: Dialogue in multilingual research contextsPart II. Multicultural Pedagogy Chapter 10: Diversity and Inclusive Strategies: School as a cultural mediatorChapter 11: Adolescents of immigrant origin in Italy: well-being, aspirations and uncertaintiesChapter 12: Multiculturalism and its Definition: El Sistema as a Model of Multicultural Education?Chapter 13: Is multicultural education deep enough and wide enough?Chapter 14: An Investigation on Teacher–Student Interpersonal Behavior in Russia and ItalyPart III. Multicultural PolicyChapter 15: Transforming Civic Education to Reduce Failed CitizenshipChapter 16: Decolonising Social Studies Curriculum in Thailand: Whose Knowledge? Whose Power?Chapter 17: “See it, Say it, Sorted”: The ‘Prevent duty’ and its impact on English secondary schools: Evolving Dialogues in an ‘Age of Anger’Chapter 18: Is Citizenship Education Dead in England?Part IV. Multiculturalism, Schools and CurriculumChapter 19: Muslim, Male and Primary School Teacher: The Postmodern ChangeChapter 20: British Pakistani Students’ Experiences of the Secondary School Curriculum

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Book Synopsis“[From] an influential educational leader and activist…an impassioned, penetrating critique and inspiring model for progress.”—Kirkus Reviews, starred reviewIt was a wrong turn that changed everything. When Luma Mufleh—a Muslim, gay, refugee woman from hyper-conservative Jordan—stumbled upon a pick-up game of soccer in Clarkston, Georgia, something compelled her to join.  The players, 11- and 12-year-olds from Liberia, Afghanistan, and Sudan, soon welcomed her as coach of their ragtag but fiercely competitive group. Drawn into their lives, Mufleh learned that few of her players, all local public school students, could read a single word. She asks, “Where was the America that took me in? That protected me? How can I get these kids to that America?”Learning America traces the story of how Mufleh grew a group of kids into a soccer team and then into a

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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 SynopsisPositing inclusive education as a cornerstone of democracy, social equality and effective education, this unique book offers a timely response to the recent conservative backlash which has dismissed inclusive education as a field of research and practice which has become outdated and unfit for purpose.With profound insight and clarity, Slee delves deep into the architecture of modern-day schooling to show how inclusive education has been misappropriated and subverted, manifesting itself in a culture of ableism, an ethic of competitive individualism and the illusion of special educational needs. A unique book in both form and content, the author draws on music and art theory, on real-life observations and global experience, contemporary education policy and practice to reject calls for a return to segregated schooling, and put forward a compelling counterargument for schooling which models the kind of world we want our children to live in a world of Table of ContentsDedicationAcknowledgementsForewordExpositionInterlude: Pilates.Essay One: A time for Frank speaking.Interlude: Unbelievable!Essay Two: Perspective, illusions and other treacheries.Interlude: It’s a long way down.Essay Three: Diving for dear life.Interlude: The blind man with the lamp.Coda: The man, the fountain and the struggle for existence.

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Book SynopsisLooking to make your teaching more inclusive? Start here.

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Book SynopsisTrade Review"Winner of the PROSE Award in Education Theory and Practice, Association of American Publishers""In this important book, Gasman (Rutgers Univ.) takes a closer look at problematic hiring practices at the 62 member institutions of the Association of American Universities (AAU). Written in a conversational style, her book draws on countless interviews she conducted with faculty and administrators at the nation’s leading universities. . . . Though written with AAU institutions in mind, the practical advice Gasman offers should also be applied in all other higher education contexts. Only then will there be a noticeable and much-needed change in faculty hiring across the country and thus a true commitment to inclusive excellence."---G. Thuswaldner, Choice"Although it is a difficult task to speak to and appease such broad audiences, by placing professors’ engagement with DEI efforts as constitutive of their job as professors, Doing the Right Thing’s use of a wide lens convincingly shows how investments in elite affiliations are part of defending a White professoriate. To this end, Gasman impressively combines quantitative and qualitative data to support her argument and provides a benchmark for future debates on DEI in higher education."---prahdeep singh kehal, Sociology of Race and Ethnicity

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Book SynopsisGrounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities.Table of ContentsContentsPreface  ixList of Abbreviations  xvAcknowledgments  xvii1.  Tensions Surrounding the Education of Bilingual Children With a Disability  1 Cultural Historical Tensions in Teaching and Learning With Bilingual Children  3Issues of Disability Identification Disproportionality and Consequences of Labels  4Lack of Teacher Preparation Programs for Inclusive Education in Bilingual Contexts  6Lack of Inclusive Approaches for Bilingual Education  8Bilingual Education: A Space Inclusive of Children With a Disability  102.  Assumptions and Theories in the Varied Ways of Knowing Project  13 Assumptions Grounding the Varied Ways of Knowing Project  15Theoretical Ideas Guiding the Project: A Hybrid Afterschool Program Space  15The Varied Ways of Knowing Project  223.  Documenting the Varied Ways of Knowing Project  25 The Role of the Institution of Higher Education  26The Varied Ways of Knowing School Context  26Varied Ways of Knowing Project: Children and Teacher Candidates  27Documenting Learning With Bilingual Children With and Without a Disability  28Exploring the Work of the Children and the Teacher Candidates  29Reflecting on Roles When Working in Bilingual Contexts  30Relevant Questions and Organization of the Chapters  314.  The Issue of Ableism in Bilingual and Bicultural Education  35 Metaphors Driving Bilingual Teachers to Enact Ableist Practices  37The Learning Identities of Bilingual Children With a Disability  40Conclusion  515.  Teaching Children With Multiple Labels: Manifestations of Assimilation and Turning Points  53 Parallel Processes of Assimilation: Being Bilingual and Having a Disability  53Assimilationist Processes Impacting Children of Immigrant Background  54Assimilationist Processes Impacting Children Labeled With a Disability  55Interrupting Processes of Assimilation  57Children's Experience: Expansive Views Crossing Identities and Cultures  58A Contrasting Experience: Susana's Agency and Learning Identity  68A Turning Point: "(Susana) Is a Very Strong Girl for Sharing That With All of Us"  73Conclusion  766.  Humanistic Perspectives in Inclusive Bilingual Education  79 The Significance of Humanistic Perspectives With Bilingual Children With a Disability  79The Capas y Escudos (Capes and Shields) Project  85Playful Spaces as Tools for Humanizing Pedagogies  85Conclusion  967.  Exploring Disability With Bilingual Children  98 Identity and Disability  99Bilingual and Bicultural Identity  100Multiple Identities and Bilingual Children With a Disability  101Teaching About Disability and the Disability Rights Movement  103Learning and Disability Identity Through a CHAT and DSE Lens  104Exploring the Disability Civil Rights Movement and the Rights of People With a Disability  106Agency and Collective Learning While Exploring Disability  106Conclusion  1228.  Science Learning With Bilingual Children: Learning In-Between Boundaries in a Hybrid Space  126 Science Education and Emergent Bilinguals  127Science Education and Children With a Disability  129Exploring Science With Bilingual Children With and Without a Disability  130The Relevant Contexts for Science and Landforms Unit  131Learning at the Boundary of Knowledges, Disciplines, and Formal/Less Formal Spaces  132Conclusion  1459.  Artifact-Mediated Science Content Learning in Inclusive Bilingual Contexts  148 The Importance of Mediators When Teaching Children With a Disability  150The Importance of Mediators When Teaching Bilingual Children  152Mediating Science Content Learning With Bilingual Children With a Disability  153The Earthquakes, Plate Tectonics, and the Ring of Fire Unit  154Artifacts and the Way They Mediate Learning in Inclusive Bilingual Contexts  155Children's Volitional Actions: Re-mediating Using Artifacts and Various Knowledges  156Language as an Artifact: Tensions Addressing Content Learning and Language Learning  166Conclusion  17210.  The Varied Ways of Knowing Project: Teaching Bilingual Students With a Disability  175 Ableist Practices in Bilingual Education and Implications  177Historical Assimilationist Practices and Implications for Bilingual Education  179Humanistic Perspectives for Inclusive Bilingual Education  180Learning About Disability With Bilingual Children  185A Hybrid Space for Science Learning In-Between Boundaries  186Conclusion  189Epilogue  191References  193Index  213About the Author  222

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Book SynopsisShows literacy professionals how to develop the dispositions and actions associated with advocacy-focused teaching. The authors argue that becoming an advocacy-focused literacy teacher requires making moral commitments to students and developing professional competencies that fuse literacy, language, and equity studies.Table of Contents Contents Foreword Delicia Tiera Greene  ix Acknowledgments  xi Introduction  1 Our Purpose  1Structure of the Book  3Who We Are  4 1.  A Need for Advocacy-Focused Literacy Educators  7 A Reckoning  7The Teacher Education Gap  11Teacher Development: Building Commitments and Competencies  13Connecting Equity, Literacy, and Language in a Landscape of Practice  17Conclusion  20 2.  Understanding Ourselves and Others  21 Developing a Critical Awareness of Race  21A Pathway to Understanding  25Stumbling and Getting Back Up Again  27Developing a Critical Awareness of Culture  29Developing a Critical Awareness of Intersectionality  33Conclusion  35 3.  Inequities in Schools and Classrooms  36 Pushing Kids Out of School  37Limitations of Literacy Curricula and Assessment  40Literacy Teaching Routines and Structures  44Deficit Descriptions and Approaches  46Conclusion  49 4.  Racism in Schools and Society  51 The Invention of Race: A Brief History  51The Impact of Racial Categorizations  53Misinterpreting Critical Race Theory and the Need to Address Racism in School  57Literacy Educator Activism: Noticing, Questioning, Challenging  61Conclusion  63 5.  Many Literacies and Languages  65 Rethinking Perspectives About Literacy and Language  65Autonomous and Ideological Conceptions of Literacy Revisited  67A Bit of History: The Heath Study  68Critiquing the "Word Gap" Research  70Englishes, Raciolinguistics, and Code-Meshing  71Multilingualism, Dynamic Bilingualism, and Translanguaging  75Conclusion  77 6.  Toward Culturally Centered Teaching  79 Meet Cecilia  80Meet Andrea  84Examining Teachers and Teaching Through Advocacy-Focused Frameworks  88Seeing Teachers Within and Beyond Frameworks  93Conclusion  94 7.  Toward Critical Teaching  95 Critical Literacy: Questioning Texts and the World  96Meet Jennifer  99Revisiting Andrea  101Youth and Educator Activism  103Revisiting Cecilia  103Meet Burton  104Connecting With Established Organizations  106Conclusion  108 8.  Pathways Toward Advocacy-Focused Teaching  110 Noticing Inequities and Envisioning Change  110Noticing Inequities and Forging Change  113Meet Kristin  114Next Steps  118Your Path Begins With You  118Envision and Forge Change  120Putting It All Together  124 References  127 Index  139 About the Authors  145

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Book SynopsisA practical book that addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that ‘My kids cannot do that.’Trade Review"Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library."—CHOICETable of ContentsPrefaceAcknowledgments1. "But My Kids Cannot Do This . . .": Challenging Perceptions About HistoricalInvestigations My Why, Part IMy Why, Part 2Professional LearningThe History Lab 2.0The Only Constant Is Change!Conclusions2:."Yes, Your Students Can Do This": Historical Investigation for All StudentsA Roadmap Teaching UpBuild ScaffoldsIn the Center Ring, Inquiry Versus Coverage and ControlMaking the Inquiry Question Accessible for AllAdapting Historical Sources: Political Cartoons and ImagesModifying a Text SourceScaffolding the ProcessConclusion3. "Is Every Day a Lab?": What Happens Between History Labs? The Twinkies of Lessons"Is Every Day a Lab?"Seriously, No Trench Foot, or Tanks, or Mustard Gas?Woven Into Every Unit"Like a Prairie Fire . . . "What Happens Between History Labs?4. "Is There an Easy Way to Develop Questions . . .?": Sorry, No One Stop ShoppingThe Engagement CliffThe Brain and QuestionsWhy Questions in Social Studies?Organizing the Mental BedroomTypes of QuestionsWe Learned That in October, You Mean I Was Supposed to Remember That?Unit-Wide QuestionsBuilding Lesson-Level QuestionsCoverage Demands Choices"Would You Have Your Student's Debate Slavery?"Open Versus Closed QuestionsThe People in the Past Were StupidThe Tug of War Between Relevance and AccuracyA Little Sex Appeal Goes a Long WayHistorical Categories of InquiryTypese of QuestionsIt Is Iterative and Recursive and Frustrating (but Also Exciting)!Marcus Garvey: The Evolution of a History Lab QuestionHaving Students Develop Their Own QuestionsConclusion5. "Discission Is for Classes Like Foreign Language:" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking Please, Not Another Strike!Not Going to Do ItLet's TalkIt Is Not Just Debates"I Don't Feel Comfortable"Teacher Talk Moves and HistoryBuilding Student Capacity for DiscussionScoring and FeedbackThe Pullman Strike of 1894Source-Based TestimonySetting the StageA Hearing Is Now Called to Order!Discussion and PullmanConclusions6. "My Kids Felt More Seen Today": Teaching Hard Histories Why Hard Histories?Controversial Issues and Hard HistoriesHard Histories and InquiryLGBTQ+ HistoryGetting By With the Help of Some Friends!The InvestigationStructuring the InvestigationIt Wasn't Just Stonewall"No Union Is More Profound Than Marriage"What's the Big Deal?7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking Social Studies AssessmentsI Took Tests; Weren't They Assessing My Historical Thinking?Instruction and Assessment DisconnectNo Dates, No Names, Then What Do I Assess?What Tools Are Available for Teachers?Formative Assessment Tools for Historical Thinking"Not Another Essay!": Exploring Alternative Summative AssessmentsConclusionConclusion: "I Don't Always Mention Those Words": The Power of Partnerships Initiating the PartnershipThe Planning MeetingIntervisitations"I Don't Always Mention Those Words"ReferencesIndexAbout the Author

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Book SynopsisTraces the formation of postcolonial studies and digital humanities as fields, identifying how they can intervene in knowledge production in the digital age. Roopika Risam examines the role of colonial violence in the development of digital archives and the possibilities of postcolonial digital archives for resisting this violence.

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Book SynopsisReformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Trade Review"Sheila Katz's study of single women with children on CalWORKS in the San Francisco bay area should be read by those who have stereotyped low-income women in need of assistance, who we often gratuitously denigrate. Katz's interviews demonstrate these women are willing to work and—against all odds (and sometimes the bureaucracy)—seek to advance their fortunes and those of their children by seeking higher education. It is an important, empathic, empowering story." -- Robert Hauhart * author of Seeking the American Dream *"The American Dream is betrayed by policies that promotes college for some but not all. In this must-read, Sheila Katz reveals this harsh reality in painstaking detail and, as a scholar-activist, demands that we do something about it.” -- Sara Goldrick-Rab * Founding Director of the Hope Center for College, Community, and Justice *"Katz chronicles the inspiring 'survival narratives' and grassroots activism of mothers receiving public assistance as they negotiate the many barriers to achieving the American Dream. They offer powerful lessons for remaking it from a materialist and individualist vision to one that nurtures community-building and well-being for all." -- Nancy Naples * Author of Grassroots Warriors: Activist Mothering, Community Work, and the War on Poverty *"Recommended." * Choice *Selected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *"Well written and well organized and is an approachable read for undergraduate or graduate students in public policy, sociology, poverty, and/or women’s studies. Importantly, the policy recommendations she presents in her book are based on the analysis of the experiences and lives of the single mothers themselves. The American Dream can have meaning beyond economic mobility to include living a fulfilling life through education and time spent with family and community." * Gender & Society *"Katz has illuminated the significance of higher education and the safety net, both of which require progressive reform least they collapse under the weight of a greater depression. We could do worse than learn from student mothers on welfare." * Cercles *"This book demonstrates that mothers on welfare in higher education are pursuing the American Dream, and if policymakers truly want to get these mothers off public assistance, they need to facilitate access to higher education, so they can experience upward mobility into family-supporting jobs." * Work and Occupations *Table of ContentsContents Acknowledgments List of Abbreviations and Acronyms Preface 1 Reforming the American Dream 2 Pathways onto Welfare and into College 3 Reformed Grassroots Activism 4 Survival through College 5 My Education Means Everything to Me 6 Hope and Fear during the Great Recession 7 Graduating into the Great Recession 8 An American Dream for All Afterword Appendices Notes Bibliography Index

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Book SynopsisReformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Trade Review"Sheila Katz's study of single women with children on CalWORKS in the San Francisco bay area should be read by those who have stereotyped low-income women in need of assistance, who we often gratuitously denigrate. Katz's interviews demonstrate these women are willing to work and—against all odds (and sometimes the bureaucracy)—seek to advance their fortunes and those of their children by seeking higher education. It is an important, empathic, empowering story." -- Robert Hauhart * author of Seeking the American Dream *"The American Dream is betrayed by policies that promotes college for some but not all. In this must-read, Sheila Katz reveals this harsh reality in painstaking detail and, as a scholar-activist, demands that we do something about it.” -- Sara Goldrick-Rab * Founding Director of the Hope Center for College, Community, and Justice *"Katz chronicles the inspiring 'survival narratives' and grassroots activism of mothers receiving public assistance as they negotiate the many barriers to achieving the American Dream. They offer powerful lessons for remaking it from a materialist and individualist vision to one that nurtures community-building and well-being for all." -- Nancy Naples * Author of Grassroots Warriors: Activist Mothering, Community Work, and the War on Poverty *"Recommended." * Choice *Selected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *"Well written and well organized and is an approachable read for undergraduate or graduate students in public policy, sociology, poverty, and/or women’s studies. Importantly, the policy recommendations she presents in her book are based on the analysis of the experiences and lives of the single mothers themselves. The American Dream can have meaning beyond economic mobility to include living a fulfilling life through education and time spent with family and community." * Gender & Society *"Katz has illuminated the significance of higher education and the safety net, both of which require progressive reform least they collapse under the weight of a greater depression. We could do worse than learn from student mothers on welfare." * Cercles *"This book demonstrates that mothers on welfare in higher education are pursuing the American Dream, and if policymakers truly want to get these mothers off public assistance, they need to facilitate access to higher education, so they can experience upward mobility into family-supporting jobs." * Work and Occupations *Table of ContentsContents Acknowledgments List of Abbreviations and Acronyms Preface 1 Reforming the American Dream 2 Pathways onto Welfare and into College 3 Reformed Grassroots Activism 4 Survival through College 5 My Education Means Everything to Me 6 Hope and Fear during the Great Recession 7 Graduating into the Great Recession 8 An American Dream for All Afterword Appendices Notes Bibliography Index

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Book SynopsisTrade ReviewKennedy’s book serves as a guide to applying pedagogical principles to school library strategies that promote literacy, increase access, and practice inclusive and equitable practices with a culturally proficient mindset ... [It is] thoughtful and practical."— BooklistTable of ContentsIntroduction Part 1: School Librarian Chapter1: Looking Inward Chapter 2: Mindful Modeling Part 2: School Library Chapter 3: Working with What You Have Chapter 4: Step into the Library Chapter 5: Thriving Partnerships Part 3: Learner Chapter 6: Active Participants Chapter 7: Scenarios Part 4: Evaluation Chapter 8: School Librarian Evaluation Chapter 9: Learner EvaluationConclusion Appendixes Appendix A: Worksheets Worksheet A.1: Social Identity Garden Worksheet Worksheet A.2: Personal Identity Garden Worksheet Worksheet A.3: KWWHL Chart Worksheet Work Cited Index

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Book SynopsisIn Search of Education, Participation and Inclusion offers an original, coherent and inspiring approach to the delivery of education for all. Jonathan Rix, backed by extensive research, builds upon his wide-ranging professional and personal experiences to explore three conceptual innovations â models of certainty and uncertainty, the while of participation and communities of provision. Through these innovations, the reader examines the challenges faced by school systems in delivering inclusive and participatory experiences of learning. Topics explored include: theories of education, participation and inclusion the constraints on our education systems as they struggle to deliver certainty in a world of uncertainty how the challenges of our systems collaborate with inequality to produce marginalised experiences of participation the exclusionary nature of our communities of provision how we can understand andTrade ReviewI have found the book that I wish I had written. Written to be read, considered and reread, In Search of Education, Participation and Inclusion: Embrace the Uncertain is the most refreshing and thought-full text in our field that I have read for some time. At the outset it is a thoroughly engaging, provocative and scholarly work that presses the reader to account for their own educational thinking and practices. Rix offers absorbing narratives to lead us into very accessible explanations of the assumptions we hold that direct our thinking about and practices in education. Using the metaphor of “embrace” we are invited to explore and analyse our own beliefs and sets of relationships, conceptual and practical, with education and schooling. Drawing on Dewey, amongst many others (I did say this is a meticulously scholarly book), we are presented with education as a means for applying certitude in an increasingly uncertain world. Jonathan Rix lithely exposes obviously ridiculous foundations of the way we have gone about the business of educating and schooling while reassuring the reader that we can, by “embracing the uncertain” do it another way. In doing so, we will untether ourselves from the misadventure of schooling in its present form and create opportunities for children and young people free from the very thin identities we have bestowed upon them that hinder learning. Those around me will certainly be urged to procure and read this thought-changing book. Roger Slee, PhD, Professor in Disability and Inclusion, University of Leeds, Founder and Editor-in-Chief, International Journal of Inclusive Education At a time when educational outcomes are the tail wagging the dog, when research gurus promote off-the-shelf solutions and top-down approaches to solve educational inequities, when curriculum means follow a textbook, and when research fetishize certainty through experimental designs and big data analysis, Jonathan Rix challenges the reader to do the opposite: Embrace uncertainty. In Search of Education, Participation and Inclusion offers a fresh look at educational exclusion and its possible solutions. This book, filled with intimate stories and thoughtful reflections, argues that uncertainty led us to an unimagined path that can be more expansive and inclusive than those we imagine in the first place. Those looking for easy (certain) solutions to complex educational exclusions search elsewhere; those who have the courage to embrace the uncertain and serpentine path towards a more just and inclusive education, look no further. Federico R. Waitoller, PhD, Associate Professor, Department of Special Education at The University of Illinois at Chicago, Associate Editor, Review of Educational Research In Search of Education, Participation and Inclusion provides the reader with an excellent critical overview of current theories and practices concerning inclusive education. It looks at this relevant subject from multiple perspectives. It navigates the complex and often conflictual debate about inclusive education by developing an exciting dialogue with other disciplines that helps review and expand our frame of reference regarding this topic. In addition, it goes straight to the point in addressing some of the most pressing questions that researchers and practitioners usually struggle with when they aim to secure all children more equal and fair opportunities for education. Finally, the author effectively supports reflection on educational research and practices with powerful examples taken from his wide professional and personal experience. Accordingly, while the book helps the reader achieve a thorough understanding of the complex problems inclusive education faces today, it also provides an authoritative guide to those working in this crucial field. Fabio Dovigo, PhD, Professor, Educational Psychology Department, Danish School of Education, Aarhus University, Founding Editor, European Journal of Inclusive Education I found this book absorbing, funny, moving and thought provoking. As educationalists, the book challenges us to stop wanting, needing, planning for and expecting certainty, and it calls on us to resist fixedness in our pursuit of a “better” way. I have learned to question my own dependence on certainty because as Jonathan Rix explains so eloquently, we can keep education open to possibilities if we go where uncertainty leads us. In this book we also learn that uncertainty (rather than certainty) is the substrate for developing more inclusive and participative ways of being through education. The author employs anecdote, theory, philosophy, drawings, diagrams, models and polemic to support and entertain us in our journey toward relinquishing certainty in favour of more fluid ways of being. Most of all, the book reminds us that singular, monolithic, authoritarian and fixed positions on what education is and how it should unfold, are useless. Please read the book. It will inspire you! Deborah Robinson, EdD (SFHEA), Professor of Special Educational Needs and Inclusion, Institute of Education, University of Derby Table of Contents1. What does it take to embrace? Part 1 – Being apart; 2. The embrace of certainty; 3. Where uncertainty leads? 4. Participating with inequality; 5. Seeking fairer participation; 6. Building exculsionary communities; 7. Including ourselves; 8. What does it take to embrace?; Part 2 – Being a-part

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Book SynopsisSpark meaningful conversations about race, identity, and social justice in your classroom using read alouds as an entry point. Students need to see themselves and their peers in the books they read, and to engage with varying viewpoints. How can educators create a safe and nurturing space that inspires young children to explore diversity and ask curious questions? InRebellious Read Alouds,author Vera Ahiyyabeloved by educators worldwide as The Tutu Teacher (@thetututeacher and @diversereads on Instagram)empowers teachers toencourage classroom conversationsaboutimportant and culturally relevant topics using daily read alouds as an entry point. Presenting a broad range of read aloud lessons around current, diverse picture books that can ignite deep conversations and learning about self, others, and the world, this wise and joyful guide prepares educators to tackle hushed topics with young children. It includes: Trade ReviewAre you wondering how to have conversations with your youngest learners about essential topics for today’s classrooms? In Rebellious Read Alouds, Vera will support you every step of the way beginning with her accessible three-part framework—start small, be consistent, be constant. In each lesson, she skillfully weaves together literacy and social justice standards, without losing sight of your primary focus—learners. Every rebellious read aloud includes key questions to spark conversation and action. With Vera whispering in your ear, you’ll feel confident in taking steps toward "activating your young activists." -- Maria Walther * Author of The Ramped-Up Read Aloud and Shake Up Shared Reading *I have spent decades promoting the art and function of read aloud experiences and have been a staunch advocate for revisiting books with a different lens to provide students opportunities to unearth nuance, shift perspective, build empathy, and take action. As I was reading Rebellious Read Alouds I found myself nodding and saying, "amen," a lot. If you believe that small children cannot be part of big conversations, this book is for you. If you find "hushed" topics uncomfortable, this book is for you. If you are searching for books that can spark interest and action for social justice, this book is for you. If you are searching for a way to bring read aloud, deep conversations, big thinking, and the growth of human potential into your classroom while addressing the "have tos" of school, this book is for you. As you read you have Vera there with you, nudging, encouraging, offering scaffolds to help you take the next step. Vera has curated an impressive list of books around 9 themes that are general enough to fit in almost any elementary classroom. She has developed 45 lessons (enough for each week of the school year with a bonus lesson within each theme) that are organized around a simple framework (start small, be consistent, keep constant) that can be generalized to any theme you may choose to pursue. I’ll say it again, this book is for you. -- Lester Laminack * Educator, Author, and Consultant *I will be sharing Vera′s book with all my preservice and early career teachers, who understand the importance of filling their classroom libraries with books that serve as windows, mirrors, and sliding glass doors. Vera empowers us with manageable and engaging ways to use books as the springboard for the essential - though often tricky to start - conversations about race, ability, and so many other areas of identity. She encourages rebellion in the best possible way - to ensure that all children are seen and valued in classrooms. -- Molly Ness * Author of Every Minute Matters, and Think Big With Think Alouds, Grades K-5 *Vera Ahiyya has created something amazing for every stage of the rebellious reader′s heart! The power of a great story is that it can be the catalyst to so much change. In Rebellious Read Alouds, Ahiyya beautifully breaks down stories, lessons, and ideas about books that inspire the most important conversations, the conversations about who we are. The framework of Rebellious Read Alouds effortlessly empowers educators and parents to start using literacy to better understand their world and themselves. A must read for all. -- Juan E. Gonzalez Jr. * Elementary School Teacher, Speaker, and Social Media Content Creator *As I read the manuscript, I kept thinking to myself, this a book teachers need in their hands. So many teachers don’t know how to read and talk about these topics and this is the guide to help them. The breadth of diversity is overflowing, and teachers can follow along with a sample scope and sequence OR pick and choose topics/books as they see fit. Vera’s passion for the subject rings through and her voice is loud and clear. -- Matt Halpern * Education Consultant, Speaker, and Author *One of the most important aspects of professional learning is that the experience not only explains why it’s important to make an instructional shift, but how. Rebellious Read Alouds: Lessons to Invite Conversations About Diversity With Children’s Books is one of those precious gifts for teachers that is both inspirational and practical in a way that is empathetic and responsive to and supportive of the needs of teachers and students. Vera Ahiyya provides the why -- rationale for being rebellious as a teacher and interviews with featured educators – as well as the how, with standards-based read-aloud lessons that show teachers how to make necessary shifts to instructional practices that use a framework of the small, the consistent, and the constant as a scaffold. In these pages, we see what it looks like to partner with parents, administrators, and colleagues along the way, and how to make the journey both enjoyable and transformational for teachers and students as a community of learners. -- Afrika Afeni Mills * DEI Director, Educational Consultant, and author of Open Windows, Open Minds: Developing Antiracist Students *Ready to break free from the confines of what may sometimes seem like stale literature not representative of the world around us, but more importantly the world of our children? The Rebellious Read Aloud is a must-read for anyone and everyone lucky enough to stare into young eyes full of wonderment and a thirst to learn about their peers around them. Ahiyya Vera provides an invitation to venture into what many naively still view as uncharted territory in children’s literature. The Rebellious Read Aloud boldy –and responsibly!- provides title after title of literature that serve as catalysts for dialogue and are rooted in topics that are beautifully a part of our children’s lives: immigration, divorce, religion, LGBTQ+, and others, all while promoting an environment of celebration and appreciation of the beauty of our differences. As global educators, we have the responsibility to interrupt and dispel stereotypes and ignorant ideologies that often run rampant in the world around us, and instead instill awareness, compassion, and acceptance of others so that our children may engage with their community and beyond to make our planet more peaceful, sustainable and equitable. -- Hilda E. Martinez * M.A., NBCT, 2020 San Diego County Teacher of the Year, Early Literacy Resource Teacher *Rebellious Read Alouds is a book that is needed right now and it’s presented in a way that is simple, easy to use and yet, has a strong call to action for the urgency of this work in our world today. Children deserve to have teachers who honor the identity of all children in their classrooms and beyond and the author shows us how this is possible with read aloud books and powerful conversations.. This book is an excellent entry point for brave teachers to do the work. -- Katie Keier * Kindergarten Teacher and co-Author of Catching Readers Before They Fall *This beautiful and impactful guide will change the pedagogical approach of educators worldwide.Vera′s overall theme is to create a true safe space for students and all involved to come face to face with their deepest emotions, fears, and ultimately reflections in the mirror via Read Alouds. By doing this educators, parents, and community members will be challenged to do the same as they learn the importance of taking time to connect with your students, embracing diverse perspectives to inspire change beyond the classroom through creative critical reflection, thanks to this text. -- Darius Phelps * GAEYC 2016 Childcare Giver of the Year, Educator, Writer, Poet, & Illustrator *Vera is the QUEEN of books for a reason! This book is for any teacher that wants to center inclusiveness and diversity, but isn′t always sure where to start. She has taken the time to carefully cultivate a list of books that you should be reading and walks you through how to tackle the lessons and topics that some might find controversial or intimidating. -- Naomi O’Brien * Founder of Read Like a Rock Star, Content Creator, and Author *Table of ContentsPrologue Part 1: What is a Rebellious Read Aloud Part 2: Rebellious Read Aloud Lessons Introduction to Lesson Format Our NAMES Are Important Our FEATURES Are Important Our TRADITIONS Are Important Our ACTIONS Are Important Our FAMILIES Are Important Our IDENTITIES Are Important Our DISABILITIES Are Important Our FOODS Are Important Our HISTORIES Are Important Part 3: Communicating with Parents, Administrators, and Colleagues Epilogue: Wishes Appendix

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Book SynopsisAdvance equity by learning to crack the system's codes We must act now, using what we already know, to advance equity and raise the achievement of every student. With three decades of leading equity work across the country, George S. Perry Jr. issues a call to action for educational leaders who are willing to fight the fight for equity for all students. School and district leaders will encounter roadblocks as they enact systemic change, but Equity Warriors introduces practical, realistic, and strategic approaches for navigating those barriers. Equity Warriors equips education leaders with the moves they can make today to achieve the vision that every student becomes a high achiever by Providing real school and district examples of systemic equity efforts Demonstrating the parallel work that school and district teams must do to achievTrade ReviewI hope district and school leaders will consider this book as a handbook for educational equity success. It delves deep into what all leaders need to be thinking about, talking about and doing to make their schools the best they can be for all students. -- Janet CrewsEquity Warriors will have an enormous impact in schools as it addresses the how and why to authentic outcomes to address equity issues in schools. The case studies and wisdom within are essential reading for everyone. -- Dr. Ken DarvallThis book is incredibly timely and relevant in a world where educators and educational leaders are crying out for change; for help and support to meet the complex learning needs of all our students to ensure every child can by a high achiever; for those who make decisions that affect schooling to make them with ‘every child’ in mind... We are living in world affected by crises after crises, systemic bias and racism, lack of faith in politicians and those in positions of power, and amidst all that, this book inspires educators to act with hope and deliberation, to enact change within the constraints that exist, to work with what we already have to improve outcomes for all of our students. This book provides practical, realistic and useful guidance for system and school leaders to enact change. You don’t come away thinking, "Those are great ideas, I just don’t know how to enact them", as there are enough specific suggestions for exactly ‘what’ each leader can do, to the point of being an equity ‘road map’ for leaders. -- Rachael LehrEquity is an extremely relevant and timely topic that is essential for all school leaders and all schools and communities. This book provides critically important research and very relevant examples for consideration. The suggestions in ‘your move’ throughout the book provide actions for positive and meaningful steps that school leaders can take to move forward -- Marianne L. Lescher, Ph.D.This book is a timely response to our need to discuss uncomfortable topics in an uncomfortable time. Solutions are presented as well as a well-articulated presentation of the problem. This is worth the read. It may change the trajectory of a child’s life. -- Dr. Roseanne LopezWhat school leaders are not taught well is how to initiate change that will lead to educational improvement for all students. Equity Warriors is a doing, leading book, and not a sit back in a sun-lounge reading book. I took away a treasure trove of internationally applicable ideas that I can use in my school today. So, if you want to make a real, moral difference to the lives of the kids that we teach you will find this road map so rewarding. -- Dr. Neil MacNeill, PhD, EdD.Equity Warriors provides a relevant call to action for every school and district leaders. The authors implore educators to make their move and takes steps towards greater equity in every school. This is a must-read for new and experienced educational leaders! -- Jacie MaslykThis book is a great guide to ensure all district and school site leaders have an equity foundation with researched based protocols to support leaders in becoming equity warriors. -- Courtney MillerTable of ContentsForeword by Larry Leverett Introduction Preface: Begin with Students Part I: Build an Equity Agenda: Student Data Chapter 1: District leaders define equity by knowing students and finding allies Politics: Balance conflicts to build an equity agenda Diplomacy: Build a critical mass of support for advancing equity Warfare: Use student data to convince, question, and teach Chapter 2: School leaders center the equity agenda on student experiences Politics: Engage the school community in shaping and telling the school’s story Diplomacy: Rally stakeholders to your school’s equity agenda Warfare: Know your students Part II: Lead with Purpose: Values-Enhanced Leadership Chapter 3: District leaders identify and engage with shared values Politics: Surface and articulate values Diplomacy: Lead change focusing on values Warfare: Act with purpose, understanding, and resolve Chapter 4: School leaders communicate and live their values, and expect the same from others Politics: Help others stand with you Diplomacy: Link values to intended outcomes Warfare: Act deliberately Part III: Educate Each and Every Student Well: Teaching & Learning Chapter 5: District leaders focus and maintain attention on teaching and learning Politics: Bring coherence to systems, structures, resources, stakeholders, and culture Diplomacy: Build expertise and capacity around teaching and learning Warfare: Act with a laser-like focus on teaching and learning Chapter 6: School leaders ensure each and every student succeeds Politics: Bring coherence to provide access to rigorous learning for all students Diplomacy: Use protocols and processes to build capacity Warfare: Hold everyone in the school accountable for student learning Epilogue

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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 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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This fully revised and updated third edition presents teachers with a range of up-to-date evidence-based strategies they can use to tackle the challenges of inclusive education. An essential resource for the busy educator, this book considers the most diverse and up-to-date research in education, psychology, health and technology.

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Book SynopsisPacked full of prompts, activities and practical ideas, this accessible and realistic guide provides teachers with a rich portfolio of strategies to ensure inclusion, and promote the learning of Special Educational Needs (SEN) pupils in the mainstream classroom.Unpacking SEN, demystifying jargon, and clarifying policy and good practice, Effective Differentiation encourages its reader to take a proactive approach to developing knowledge and skills in relation to Special Educational Needs Disability (SEND). Chapters address the challenges involved in successfully differentiating teaching to meet the diverse needs of individual children, and translate current research and policy into easy-to-understand concepts, integrating these into a framework for practical application. Taking self-evaluation as a starting point, the reader is invited to think, reflect, understand and finally do!The perfect aid for the busy teacher, each chapter contains checklists and photocopTable of ContentsIntroduction Chapter One: What do I know about Special Educational Needs Disability and inclusive teaching? Chapter Two; What about a baseline? Chapter Three: How do I identify learners with SEND? The Needs Matrix Chapter Four: What are 'core deficits'? Chapter Five: What is multi-sensory teaching? Chapter Six: Who are Dr Gopta and Mr Chuffi? Chapter Seven: How can I work most effectively with Teaching Assistants? Chapter Eight: How do I share good practice? Chapter Nine: How do I implement change? Bibliography Resources

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