Educational strategies and policy: inclusion Books

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

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Book 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 SynopsisWith accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom. Trauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically. Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.Trade ReviewThis book is full of rich examples, tips, ideas, and gems of knowledge around trauma; to support schools to offer children a much more containing, calm, regulating, and supportive school experience. This books looks at some of the reasons why children might behave in certain ways, as behaviour is communication, and is curious about "what happened to you?" and "what is strong with you?" instead of "what is wrong with you?". There an array of tangible take home messages and skills which can be apply in the day-to-day school experience. It will be a valuable and enriching resource in the education world. -- Dr Karen Treisman, Clinical Psychologist, Trainer, Organisational Consultant, and Author of 11 books including the bestselling "Therapeutic treasure box for working with developmental trauma".This book provides an exciting and unique framework for supporting learners in schools who have been impacted by complex trauma. Tom and Jacolyn draw from neuroscience and positive psychology to explain the impact of trauma on developing bodies and brains and provide easy-to-implement classroom strategies to address this harm. Above all, their work is respectful of trauma-impacted young people and those wonderful people in schools working hard to educate them. An important resource for all educators! -- Dr. Judith Howard, Associate Professor, Queensland University of Technology.This rigorous, yet practical, book helps teachers connect with students who may be struggling. More than that, it helps instil academic inspiration into our vulnerable students. What I love about this book is that the strategies will be effective for all students, not just those who are trauma-affected. The timing of the release is uncanny given the vast numbers of teachers across the globe who will be supporting students through the trauma, distress and social-emotional side effects of the Covid-19 global pandemic. It's a "must have" for all teachers! -- Professor Lea Waters AM, PhD. University of Melbourne. Director of the school-based Visible Wellbeing program and author of best-selling book for parents and teachers ‘The Strength Switch.’This book is a much-needed and essential addition to the expanding field of wellbeing education. Tom Brunzell and Jacolyn Norrish draw on the most advanced research and the practical wisdom of Berry Street. The result is a book that focuses on how teachers can establish trauma-informed, strengths-based classrooms. It is full examples, providing teachers with greater insight into how teachers can support students who may be struggling in and outside the classroom. Thoughtfully written case studies and vignettes connect theory into practice. This book combines comprehensive, evidence-informed strategies for teachers and school leaders alike. -- Associate Professor Mathew White, President - Education Division, International Positive Education Association, School of Education, The University of AdelaideFor children and young people who have experienced trauma, school and education can be both a safe place and their best opportunity to change their trajectory towards a better future. In this highly practical and deeply informed book, Tom Brunzell and Jacolyn Norrish help teachers transform the learning environment to become trauma-informed, integrating strengths-based approaches and positive psychology, thereby providing an environment where children and young people can safely process their traumatic reactions, develop their wellbeing and build their character strengths. Better life outcomes will be the result. -- Alex Linley, PhD, CEO Cappfinity & Visiting Professor in Psychology, Bucks New University, UK Author, Average to A+: Realising Strengths in Yourself and Others Author, The Strengths Profile Book: Finding What You Can Do + Love to Do and Why It Matters

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

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Book SynopsisExplores how discussion of LGBTQ+ themes in a high-school literature course can foster ethical engagement among students.Grounded in ethnography and teacher research, Moving across Differences examines how an LGBTQ+-themed literature course enabled high school students to negotiate their differences and engage in ethical encounters. Drawing on the work of queer theorists, Mollie V. Blackburn conceptualizes these encounters as forms of movement across differences of not only gender and sexuality but also identity and ideology more broadly. As we follow Blackburn''s thoughtful rendering of students'' sometimes fraught exchanges, we are encouraged to follow their lead and move when confronted with differences. We might move closer to those like us, so we can be in community to recover and heal. But we might also move closer to others, so we can discover and learn. The book argues, though, that we must move ethically and, moreover, that literature and the work of reading, writing, and talking can foster this movement. Modeling care in both teaching and research, Moving across Differences contributes to the study and practice of English Language Arts curriculum and pedagogy, qualitative methods, and queer theory.This book is freely available in an open access edition thanks to TOME (Toward an Open Monograph Ecosystem)-a collaboration of the Association of American Universities, the Association of University Presses, and the Association of Research Libraries-and the generous support of The Ohio State University Libraries. Learn more at the TOME website, available at: https://www.openmonographs.org/. It can also be found in the SUNY Open Access Repository at https://soar.suny.edu/handle/20.500.12648/7524

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Book SynopsisBringing together the perspectives of researchers, policy makers, activists, educators and practitioners, this book critically interrogates the Western-centric assumptions underpinning education and development agendas and the colonial legacies of violence they often uphold. The book considers the crucial connection between the idea of sustainable futures and the demand to decolonize education. Containing an innovative mixture of text, stories and poetry, it explores how decolonized futures can be conceived and enacted, offering theoretical and practical examples, including from practice in educational and cultural organizations. In doing so, the book highlights education’s potential role in facilitating processes of reparative justice that can contribute to decolonized futures.Table of ContentsIntroduction – Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly Part 1: Connecting Decolonial and Sustainable Futures in Education 1. Decolonizing Education for Sustainable Futures: Some Conceptual Starting Points – Leon Tikly 2. Learning To Become With the World: Education for Future Survival – Common Worlds Research Collective 3. Knowledge Production, Access and Governance: A Song From the South – Catherine A. Odora Hoppers Part 2: Decolonizing Education for Sustainable Futures: From Theory to Practice 4. Reimagining Education: Student Movements and the Possibility of a Critical Pedagogy and Feminist Praxis – Tania Saeed 5. British Council Dialogues on Decolonization – Yvette Hutchinson 6. Decolonizing the University: A Perspective From Bristol – Alvin Birdi 7. Decolonizing the Curriculum in English Secondary Schools: Lessons From Teacher-Led Initiatives in Bristol – Terra Glowach, Tanisha Hicks-Beresford and Rafael Mitchell 8. Little Voices: Embracing Difference in Bristol Schools Through Engaging Learner Voices – Ben Spence Part 3: Education’s ‘Reparative’ Possibilities: Responsibilities and Reckonings for Sustainable Futures 9. Indigenous Education and Activism: Dignity and Repair for Inclusive Futures – Tarcila Rivera Zea 10. Learning With the Past: Racism, Education and Reparative Futures – Arathi Sriprakash, David Nally, Kevin Myers and Pedro Ramos-Pinto 11. Decolonizing Citational and Quotational Practices as a Reparative Politics – Esther Priyadharshini 12. Reparative Pedagogies – Julia Paulson Conclusion – Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly Afterword – Robin Shields

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Book SynopsisThis core text offers you an accessible foundation to the topics of diversity, inclusion and marginalisation. Not only will you develop an understanding of how marginalisation happens, you will be encouraged to question and challenge policy and practice through case studies, reflective questions and activities. The book analyses issues encountered by marginalised groups and the impact these may have on the lives of those concerned, together with how you, as a practitioner, can help to empower these individuals and groups. With key chapters bringing attention to less cited marginalised groups such as transgender children, children with mental health conditions and looked after children, the author critically analyses the difficulties and challenges of inclusive ideology in practice, the role of mass media in reinforcing prejudice and examines theoretical frameworks and concepts related to marginalisation, inclusion and diversity.Trade ReviewDiversity and Marginalisation in Childhood is a work of critical inclusive education. It is accessibly written but also demands critical thinking. Hamilton introduces readers to the philosophical and sociological schools upon which much policy and practice is based and encourages, through good use of case study-based tasks, readers to link theory with practice in inclusive education. -- Dominic GriffithsTable of ContentsIntroduction: Understanding Marginalisation Chapter 1: Critical Inclusion: Concepts, Theories, Challenges and Practice Chapter 2: Mass Media, Social Bias and the Representation of Minority and Marginalised Groups Chapter 3: Child Poverty and Low-Income Families Chapter 4: Stigma of Mental Ill-Health in Childhood Chapter 5: Children with Special Educational Needs and Disabilities Chapter 6: Children in Care, Fostering and Adoption Chapter 7: Gender Development and Identities: Intersex and Transgender Children Chapter 8: Religion, Antisemitism and Islamophobia Chapter 9: Asylum Seeker and Refugee Children (and Children who have English as an Additional Language) Chapter 10: Gypsy, Roma and Traveller children Chapter 11: Supporting ′Most Able′ Children Conclusion: Final Thoughts on Critical Inclusion

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Book SynopsisUsing Focus Groups to Listen, Learn, and Lead in Higher Education presents an easy-to-use 6-step guide to help leaders in higher education listen to and learn from their stakeholders in order to enhance decision making. The big questions facing institutions today--especially those surrounding access, affordability, and accountability--require more than dashboards. Metrics and quantitative data alone do not offer lasting solutions and improvements. Using qualitative methods to listen to the voices of those involved, especially students and staff, is critical. Focus groups constitute the most appropriate, rigorous, and relevant qualitative research tool for this purpose, and one that is cost-effective and builds community when conducted using the ODU Method described in this book. Using Focus Groups is a single, comprehensive, and practical resource that describes why, when, and how to use focus groups. The authors provide detailed guidance for using focus groups, from developing the research questions with stakeholders, through training and recruiting moderators, and identifying and recruiting participants, to the logistics of conducting focus groups, and ultimately analyzing data and developing final reports. Conversational vignettes illustrate the discussions that regularly occur in each step and help the reader better understand the process. Fifteen appendices provide templates and examples of every part of the process.Written particularly for institutional research and assessment staff and upper-level administrators, this book will also appeal to deans, department and program chairs and directors, faculty leaders, and administrative unit directors, including those in auxiliary and student services, alumni associations, and university foundations. It also serves as an excellent resource for higher education research methods courses.The authors are uniquely positioned to guide readers in this process. The team developed and refined this technique over two decades at Old Dominion University. They have conducted over 100 focus groups with campus, nonprofit, local, and international community organizations to assist them in assessing student learning, transition, and preparedness for the workforce, as well as evaluating organizations work and planning future projects.Trade Review“I know personally that the results obtained from well-designed and executed focus groups can provide information that campus administrators need to make programmatic and strategic decisions. The authors used focus groups to help me learn more about the culture, values, and critical issues facing the campus when I became Provost and Vice President for Academic Affairs at Old Dominion University. This book is the next best thing to having them at your institution.”Augustine O. Agho, Ph.D, Provost and Vice President for Academic AffairsOld Dominion University"A friendly, practical, and principled DIY guide, Using Focus Groups will help educators at any type of institution. Its process approach aims for the relevance of qualitative research combined with the rigor of quantitative methods. Guiding readers from first steps through data analysis and reporting, the book offers extended vignettes as well as templates and models. Engaging both faculty and staff in the process, the book identifies resources ready to hand on every campus."Susan Albertine, Senior ScholarAssociation of American Colleges & Universities"While surveys and other quantitative tools provide broad data regarding higher education and its impact, they cannot accurately reflect the socially constructed, interpretivist experience of individual participants. In Using Focus Groups to Listen, Learn, and Lead in Higher Education, Danner, Pickering, and Paredes embrace this reality and have created a comprehensive text for implementing focus groups. This vital resource, with nine easy-to-read chapters outlining the process, should be on the bookshelf of every higher education researcher and practitioner."Gavin Henning, Ph.D., Director, Doctorate of Education and Master of Higher Education Administration ProgramsNew England College"It seems like every day we read an article about higher education and the new era of big data. The buzzwords are everywhere: our decisions must be data driven, our assessments must be evidence based, and every software solution has to have a side order of analytics. Much of the fuel that feeds our engines of institutional effectiveness relies on quantitative data and metrics. But through a rigorous methodology that leverages the power of focusgroups, Danner, Pickering, and Paredes offer a qualitative lens that enables institutions to better focus on answering the big questions of access, affordability, and accountability in higher education.The beginning of the book sets the stage by providing context and research around three of the largest issues in higher education today—issues that deans and department chairs often grapple with on a daily basis: access, affordability, and accountability. The authors note that these topics can be further investigated through both quantitative and qualitative methods, depending on the research question, but often a mix of the two enhances the answers provided. Metrics and surveys give us only part of the story, but to truly understand the human element of these three critical issues, we need to include a qualitative approach. When we incorporate such methods as focus groups, the authors conclude that we are able to ‘hear the voices’ of those affected by access, affordability, and accountability.In the ever-changing world we live in, the challenges of access, affordability, and accountability in higher education remain a constant. How we answer these challenges, both big and small, and implement the changes needed will ultimately determine our success. This text offers a road map to that success, providing a valuable resource to anyone in academic administration who is seeking answers to the big and small questions in higher education."The Department Chair"The first full chapter would be useful for an introductory social science methods course; it outlines clear and concise definitions of quantitative, qualitative, and mixed-methods research. It also provides examples of the types of research questions that are answered by each type of research and the sorts of data these methods might collect in a higher education research context. Because the book is about focus group research, the first chapter funnels the reader into how higher education research questions might be answered by using focus groups.While the chapters of the book are valuable, the appendixes ensure the text’s practical usefulness, as they provide model documents that beginning focus group researchers can use as templates for their own research projects. The book accomplishes what it sets out to do, guiding its readers in how to use focus groups to do higher education research."Contemporary Sociology"Using Focus Groups to Listen, Learn, and Lead in Higher Education is an excellent addition to the bookshelf of anyone seeking to expand their research and assessment toolbelt. Mona J.E. Danner, J. Worth Pickering, and Tisha M. Paredes serve as knowledgeable guides on the process of conducting focus groups, a methodology that may intimidate those unfamiliar with their use on college campuses. The book is a quick read, but the thorough treatment of the topic leaves one feeling equipped to use this method in their own research and assessment processes. This volume is an excellent and valuable read for anyone involved in student orientation, transition, and retention. So often, as professionals, we lament the information we would collect 'if only,' but we are unable or unwilling to move beyond the surveys that form the core of most assessments. However, using focus groups allows for a more person-centered approach to gathering information without the time and human resources required for individaul interviews. Particularly for a department or unit with a long history of anecdotal support for programs or services but little data to back up those claims, focus groups may provide a targeted and streamlined appraoch to gathering that evidence. Using the steps outlined in the text allows for a more rigorous research and assessment process beyond, 'Well, I heard from this student...'Books about research methods are often heavy, dense, and cumbersome, but Using Focus Groups to Listen, Learn, and Lead in Higher Education was a quick and engaging read with clear and actionable steps. The book has become a worthwhile addition to my own methods bookshelf. For those looking to add qualitative methods to their research and assessment portfolio, focus groups are a great start--and this volume is an excellent introduction."Tory E. Dellafiora, Senior Assistant Director of Outreach and Assessment, the Career Center, Florida State UniversityTable of ContentsForeword by Jillian Kinzie Preface Acknowledgments 1. Exploring the Big Questions in Higher Education. Access, Affordability, Accountability 2. Using Focus Groups to Listen, Learn, and Lead. The ODU Method for Conducting Focus Groups 3. Step #1. Develop a Research Proposal, Define the Purpose, and Write Research Questions. To Do or Not to Do a Focus Group 4. Step #2. Select Participants and Subsets of Participants. Choose Wisely 5. Step #3. Design the Moderator’s Guide. A Cookbook Approach 6. Step #4. Select and Train the Moderators. The Research Tool 7. Step #5. Conduct the Focus Groups. It’s All About Logistics 8. Step #6. Analyze the Data and Report the Results. So What Does it All Mean? 9. The Best Laid Plans. When to Just Say “No” or to Create Plans B Through E Appendices References Index

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Book SynopsisHow can we build an organization or institution that treats people equitably? How do we develop conscientious communities where people’s voices are heard and not silenced? How can we go from half-truths and alternative facts to real truths? How can we reduce or eliminate societal ills such as racism, ethnocentrism, xenophobia, religious dogmatism, sexism, homophobia, tribalism, colonial mentality, slave mentality, Messiah Complex, and terrorism? How can we get into the mind’s eyes of others and “treat them as we would like to be treated?” How do we create environments that stimulate fearless or “hearty” conversations between peoples? How do we learn from history or other people’s experiences to make functional goal-directed decisions? And, how can we inspire people to value their differences and similarities as they think and talk in our global village? These are questions that deserve answers in our respective communities, states, nations, and world. This book, Valuing Other Voices: Discourses That Matter in Education, Social Justice, and Multiculturalism opens doors of communication for all people willing to create a community, state, nation, or world of harmony.

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Book SynopsisThis book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction— toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.

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Book SynopsisDyslexic teacher Alais Winton is back with all-new games and activities to make learning simple and fun.This inventive and practical workbook is packed with tried-and-tested games and activities to help children aged 7-13 who have dyslexia. It is ideally suited to home-schooling, independent learning, or classroom or small group setting, and includes activities such as The Multiply Matrix Game, Drop the Ball and Number Tag.The book is packed with cartoons, and there's a quiz at the start to help you discover whether you learn best from pictures, movement, socially or through music. You can use this book to find the strategies and activities you enjoy the most, and that support you to learn most effectively. If you have ideas about how you would like to add to the games or invent your own, go for it!With even more engaging activities and updated advice for parents and carers, this is another essential tool for making learning simple and enjoyable.Trade ReviewCongratulations Alais Winton on yet another super activity book! Lively, entertaining and informative. Full of useful advice for all those with Dyslexia, and parents too. Another treasure trove - easy to read and an invaluable source of support and encouragement for all with dyslexia. -- Dr. Gavin Reid, Independent Psychologist and co-author of Practical Activities and Ideas for Parents of Dyslexic Kids and Teens (JKP)I enjoyed shouting 'I'm a Star' when I won the game. You are doing spellings and reading but it's more fun because you can play with other people and win! This game is also helpful because you can make your own cards with things you want to practise. -- Leila, age 10Alais Winton continues with her mission to make learning fun, even for those who struggle, in a book full of ideas to motivate and encourage children everywhere. -- Margaret Rooke, author of Dyslexia is My Superpower (Most of the Time)This is another super book from Alais Winton. It does indeed contain lots more fun activities and games that parents at home could quite easily use to support a dyslexic learner. Really fun games, with clear instructions and templates provided, to support reading skills including familiarity with some common phonic patterns, spelling skills including some common spelling rules, punctuation skills, and basic numeracy skills. All games tap into areas of potential strength in a dyslexic learner's profile (visual, sound, movement) to make learning more memorable and personalised. And Alais shares some more general and encouraging top tips and advice for parents supporting learners at home. * Samantha Pendrill-Smith, Helen Arkell Dyslexia Charity *Table of Contents1. Hello Again2. What's your style?3. Let's Work Together -Team Thinker4. I like to Move it5. I like to See it6. I like to Hear it7. Ninja story8. Does it add up?9. For Parents and Guardians10. My 'Yoda' Bit -Wise Words.

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.100 Ideas for Primary Teachers: Supporting Pupils with Autism is an essential resource filled with tried-and-tested ideas to best support the learning and development of pupils on the autism spectrum, in both mainstream and special schools. The reported incidence of autism has risen dramatically in recent decades and the agenda for ''inclusion'' has necessitated a greater understanding of autism in primary schools. However, already stretched school budgets mean that staff are often unable to access courses for further training in this area.FrancinTrade ReviewRooted in a broad inclusive ethos and 25 years of experience, this book is a well-structured treasure chest of practical reflections and ideas that will inform and support the needs of every teacher seeking to understand specific individual needs. * Chris Chivers, school governor, ITE tutor, blogger and former headteacher, @ChrisChivers2 *Francine brings a wealth of experience, knowledge and practical understanding to the complex world of autism. She ladles warmth, humanity and common sense into every layer of this wonderful book and shares her absolutely belief in the amazing possibilities of children with autism. * Dr Martin Hanbury, Executive Headteacher, Chatsworth Multi-Academy Trust *This book is a fabulous resource to not only increase knowledge and understanding of the individual needs of autistic pupils, and encourage acceptance of difference, but also to use as a practical resource to dip in and out of giving many ideas that are easy to implement and adapt. I love how the book encourages 'outside the box thinking', which is so important when we are catering for the individual needs of autistic children in the classroom. * Lisa Myers, Head of Operations, Training, Consultancy and Conferences, The National Autistic Society *This dip-in book offers ways to enable teachers to better understand autism and how they can create a more supportive learning environment. There are also strategies to help children develop their communication and social skills, and become more confident and independent as individuals. Easy to use, practical and effective. * Parents in Touch *

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Book SynopsisAndrew Cowley, author of The Wellbeing Toolkit and co-founder of Healthy Toolkit (@HealthyToolkit), presents the ultimate guide to help primary schools develop a practical, principled and values-driven wellbeing curriculum for their pupils.Schools are responsible for giving children the tools and emotional resilience to cope with the changes and challenges they will face in the future. Developing a comprehensive wellbeing curriculum for primary-aged children is crucial: when taught how to make good life choices and care for their physical and mental health, children will thrive both at primary school and beyond.The Wellbeing Curriculum covers a range of issues from self-awareness, looking after others and building trust, to exercise, healthy eating, cyberbullying, leadership, diversity and empowerment. It offers practical ideas for embedding a wellbeing curriculum in lessons, assemblies, PSHE and RSE sessions and as part of the school ethos. This is the must-have Trade ReviewAs we all emerge from living through a pandemic, it is imperative that children grow up equipped with a range of skills and tools that will enable them to navigate their way through a “new normal” and feel nurtured, supported, guided and empowered. Andrew Cowley’s comprehensive and holistic toolkit offers a rich and powerful wellbeing curriculum, which should sit at the heart of the ethos of every school as they support children and young people. -- Sue Atkins * author of 'The Can Do Kid’s Journal' and parenting expert for the BBC, ITV’s This Morning and Disney Junior UK, @SueAtkins *A helpful, information-packed guide, full of practical advice and well-explained reasons for how and why to put wellbeing at the centre of your classroom practice. -- Rich Simpson * deputy headteacher and founder of #kindnessripple, @richreadalot *It is refreshing to read a book that tackles the significance of pupil wellbeing in such an accessible way. The book’s attention to wellbeing and character is of particular importance if we want to enable young people to flourish. -- Michael Fullard * Research Fellow, Jubilee Centre for Character and Virtues, University of Birmingham, @MikeFullard *The Wellbeing Curriculum is rich with ideas for the primary classroom that are meaningful, practical and innovative. Andrew’s passion for wellbeing glows like a beacon of hope throughout and it will be a book that I will turn to again and again. -- Georgina Tait * primary teacher, mental health first aider and director of JustTeachUK *The Wellbeing Toolkit and The Wellbeing Curriculum are absolute game-changers and a must-read for anyone working in education. -- John Magee * author of 'Kindness Matters' and 'The Happy Tank', @KindnessCoach_ *Andrew has done it again. An absolutely fabulous book that will help any school to design a curriculum to promote and support the wellbeing of all. A must read for any educator. -- Toria Bono * primary teacher and founder of Tiny Voice Talks, @Toriaclaire *As the statutory components of PSHE are consolidated, this excellent book provides welcome support for educational leaders, at all levels, to improve well-being and attainment for pupils and staff. -- John Rees * PSHE trainer and coach, @PSHESolutions *With its clear structure, examples, and suggestions for activities and assemblies, The Wellbeing Curriculum is a treasure trove for educators wishing to introduce or expand their whole school wellbeing provision. -- Frederika Roberts * School Wellbeing Trainer, Speaker, Author & Lecturer. Founder of Educate to Flourish CIC. @frederika_r & @EduFlourish *Excellent and much-needed, The Wellbeing Curriculum is a comprehensive resource, jam-packed with ideas and practical activities to enrich children’s lives and support schools with developing a whole school culture of wellbeing. -- Thérèse Hoyle * author of '101 Playground Games', Founder of the Positive Playtimes and How to be a Lunchtime Supervisor Superhero programme, @theresehoyle, www.theresehoyle.com *Andrew captures everything of real importance in education as we redefine the landscape. Read the book, implement the thinking and strategies in your context and deliver a fabulous wellbeing curriculum for your children! -- Adrian McLean * Director of Inclusion, Personal Development & Safeguarding at the Severn Academies Education Trust, @Character_Guy *The Wellbeing Curriculum is a brilliant combination of theory and practical ideas for supporting wellbeing in schools. If you really want to create an environment that embeds wellbeing into the whole school community, this book provides so many areas to explore. -- Dr Hazel Harrison * Clinical Psychologist, Founder of ThinkAvellana, @ThinkAvellana *The Wellbeing Curriculum is another excellent book from Andrew Cowley! Brilliantly researched, this book is packed full of ideas for how to embed wellbeing across the whole curriculum, with activity suggestions for each key phase in the primary years as well as whole school assemblies. With inspirational interviews, a wealth of practical tools for delivering key objectives of the PSHE and citizenship syllabus and ideas for developing a positive school culture, this book is a must have for PSHE and wellbeing leads as well as senior school leaders. It's a treasure trove! -- Rae Snape * Headteacher, National Leader of Education and author of The Headteacher’s Handbook, @RaeSnape *Exploring the nitty gritty of what wellbeing means and how to manage it from all different angles, Andrew leaves us with practical ways we can implement long term change, not just directly around us but indirectly too in the future. His approach looks at the positives of engaging in wellbeing, taking into account the whole person – something that is often forgotten. Empowering kids to make the correct decisions is central, and Andrew in this book Andrew gives you the skills to find the right ways to do that. -- Hope Virgo * Author and founder of #DumpTheScales, @HopeVirgo *

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Book Synopsis_______________ The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting._______________A collection of 50 fun and effective activities to nurture kindness and inclusivity in your Early Years setting.Covering important topics such as gender, race, ethnicity, age and mental health with positivity and openness, this book gives practitioners the confidence to build an inclusive environment for all children. Following the belief that children can be active agents of change, the ideas encourage children to ask questions, challenge prejudice and celebrate diversity through a range of learning experiences including making clay diyas to celebrate DTrade ReviewAnother fantastic resource packed with ideas and resources aimed at Early Years Practitioners. -- Colin Hill * Founder, researcher and editor of UKEdChat *

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Book SynopsisDeveloping children’s voices raises awareness and empowerment, particularly in marginalised communities. It is important that children see themselves, their heritage, their cultures and their religions reflected and taught in schools – not as a tokenistic celebration day or week but weaved throughout the curriculum. Time to Shake Up the Primary Curriculum is a step-by-step guide on how to transform the curriculum content being taught in primary schools to better incorporate diversity into children’s learning. Headteacher Sarah Wordlaw equips teachers and school leaders with the appropriate subject knowledge to deliver a curriculum that is comprehensive, inclusive and empowering, whilst also providing an opportunity for current and aspiring school leaders to develop their leadership skills. Covering history, geography, English, maths, science and the arts, this book will: - aid teachers in becoming more inclusive and aware practitioners - assist leaders in developing and implementing a whole-school strategic approach to delivering an inclusive curriculum, where everyone feels seen - drive OFSTED ranking to outstanding. It enables and empowers teachers and school leaders to remap the National Curriculum to include diverse, global topics to broaden children’s understanding of their own community and wider society.Trade ReviewThis book is a detailed and thorough exploration of how to diversify the primary curriculum. It is practical and allows for teachers to meaningfully make changes. A useful book and timely, too. -- Bennie Kara * Deputy Headteacher and Co-Founder, Diverse Educators *Sarah Wordlaw has pretty much written a perfect curriculum blueprint for every primary school. Any senior or curriculum leader can pick this up and treat it like a thorough and supportive checklist. It’s structured brilliantly - Sarah answers all the questions we have about creating an inclusive and diverse curriculum; from staff training to what you need in classrooms, this book will leave you feeling confident and able to create an inclusive, sustainable curriculum for all primary school students and staff. -- Zahara Chowdhury * Head of Whole School DEI, Wellbeing and PSHE; education blogger and podcaster *Sarah Wordlaw brings a passionate and systematic eye to the task of creating an inclusive primary curriculum. Packed with ideas, it provides a toolbox for school leaders eager to promote positive change. -- John Svatins * Primary school senior leader *Sarah states that 'diversity, inclusion and visibility in the classroom is a constant journey'. I wholeheartedly agree with this and believe that, wherever you are on that journey, you need this book! -- Rosie O'Brien * Year 6 teacher *Passionately written, well thought out and easy to read, the book offers lots of practical support... The author has been generous in sharing their own experience of inclusive curriculum development including insights, resources, book lists, example letter templates and even suggested curriculum maps. -- Anna Speke, Nasen education officer * Nasen Connect Magazine *This is a thought-provoking, practical how-to guide to school and curriculum development. It takes a holistic view of education, focusing on teaching children that there should be 'no outsiders' in our society. Passionately written, well thought out and easy to read, the book offers lots of practical support and is a valuable read for all practitioners. * NASEN Connect magazine *

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Book SynopsisA highly accessible and easily adaptable conceptual framework that helps educational leaders plan, leverage, and sustain change as they create more equitable schools.In Navigating Social Justice, Martin Scanlan introduces a comprehensive social justice schema that melds organizational learning with leading for equity. Scanlan distills wisdom gleaned from the experiences of a variety of educational professionals as well as from his own more than three decades of work in equity-focused partnership with elementary schools.Scanlan’s schema brings together five dimensions—inclusivity, communities of practice, critical formation, social ecosystems, and practical wisdom—that work together holistically to eradicate inequitable practices and policies and promote robust teaching and inclusive learning. For each dimension, the book features real-life vignettes that focus the conversation, exercises that encourage reflection, and suggested opportunities for the application of its central ideas. Each chapter also gives access to online tools, extending its utility. The practical guidance offered in this book not only will enable educational institutions to best meet the needs of families and community members but will also help leaders cultivate the moral and intellectual judgment needed to address social justice issues in schools.This clarifying equity framework will be invaluable to established and aspiring school leaders, building administrators, district leaders, system administrators, and others in both the public and private education sectors as they engage in ongoing social justice work.Trade ReviewCreating more just schools is both aspirational and urgent—requiring a great deal of school leadership. Scanlan draws deeply on his wisdom about justice and inclusivity, his decades of experience both leading and supporting leaders, and his abundant knowledge of schools to build a rich schema for the work of leading for equity and justice. This book strikes a beautiful balance of giving us new ways of thinking about and seeing the work of leadership with concrete ways to dig into building and rebuilding our own expertise." —George Theoharis, professor, Teaching and Leadership Department, Syracuse University."Scanlan keenly discusses the challenges that advocates could face as they navigate the praxis of social justice in educational settings. This book comes to timely fruition as educators encounter resistance to their teaching critical subject matter. It provides opportunities for practical application, discussion, and prompts to extend these all-important conversations." —Mariela A. RodrÍguez, professor, Department of Educational Leadership and Policy Studies, University of Texas at San Antonio"A powerful testament to the importance of discernment, wisdom, judgement, and continuous learning as essential to the complex work of advancing social justice, Scanlan’s Navigating Social Justice helps leaders (re)organize, reuse, and refine their prior experiences, knowledge, and skills to advance social justice in schools." —Decoteau J. Irby, associate professor of educational policy studies, University of Illinois at Chicago and author of Stuck Improving: Racial Equity and School Leadership

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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 SynopsisMoves away from offering a single methodology or approach to social justice teaching, providing practical models for academics to follow

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Book SynopsisDisrupting the cycle starts with you. No matter how conscientious we are, we carry implicit bias… which quickly turns into assumptions and then labels. Labels define our interactions with and expectations of students. Labels contribute to student identity and agency. And labels can have a negative effect beyond the classroom. It’s crucial, then, that teachers remove labels and focus on students’ strengths—but this takes real work at an individual, classroom, and schoolwide scale. Removing Labels urges you to take an active approach toward disrupting the negative effects of labels and assumptions that interfere with student learning. This book offers: 40 practical, replicable teaching techniques—all based in research and best practice—that focus on building relationships, restructuring classroom engagement and management, and understanding the power of social and emotional learning Suggestions for actions on an individual, classroom, and schoolwide level Ready-to-go tools and student-facing printables to use in planning and instruction Removing Labels is more than a collection of teaching strategies—it’s a commitment to providing truly responsive education that serves all children. When you and your colleagues take action to prevent negative labels from taking hold, the whole community benefits.Table of ContentsForeword Publisher’s Acknowledgments Introduction: Interrupting the Cycle Begins With You Section 1. Individual Approaches Technique 1. Learning Names the Right Way Technique 2. Interest Surveys Technique 3. Banking Time Technique 4. 2 × 10 Conversations Technique 5. Affective Statements Technique 6. Impromptu Conferences Technique 7. Empathetic Feedback Technique 8. Reconnecting After an Absence Technique 9. Labeling Emotions Technique 10. Solving Problems (Do the Next Right Thing) Section 2. Classroom Approaches Technique 11. Creating a Welcoming Classroom Climate Technique 12. Class Meetings Technique 13. Classroom Sociograms Technique 14. The Mask Activity Technique 15. Asset Mapping Technique 16. Peer Partnerships Technique 17. Five Different Peer Partnerships Technique 18. Self-Assessment in Collaborative Learning Technique 19. Equitable Grouping Strategies Technique 20. Gradual Release of Responsibility Instructional Framework Technique 21. Teaching With Relevance in Mind Technique 22. Jigsaw Technique 23. Accountable Talk Technique 24. Making Decisions Technique 25. Alternatives to Public Humiliation Technique 26. When Young Children Label Others—The Crumple Doll Technique 27. When Older Students Label Others—Insults and Epithets Technique 28. Trauma-Sensitive Classroom Design Technique 29. The Dot Inventory Technique 30. Culturally Sustaining Pedagogies Technique 31. Schoolwide Inclusive Practices Technique 32. Student Empowerment Technique 33. Collective Responsibility Technique 34. Recognizing and Responding to Implicit Bias Technique 35. Racial Autobiography Technique 36. Social Capital Technique 37. A Welcoming Front Office Technique 38. Community Ambassadors Technique 39. The Master Schedule Technique 40. Distributed Leadership Coda References Index

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Book SynopsisTeacher educators have opportunities to include issues of multicultural education, equity, and social justice in the work done with preservice teachers. Including the educational and societal experiences of historically marginalized populations in curriculum creates spaces for teacher educators to model multicultural and social justice based pedagogies, while preparing teachers to work with and work for these students.The most effective way for teacher educators to address the unique perspectives of historically and currently marginalized populations is to integrate various perspectives throughout the curriculum (Grant & Zwier, 2012). Most teacher education programs address diverse populations via an integrated approach. In fact, Sherwin and Jennings (2006) found that potential student experiences regarding social class, race, and special needs populations were typically integrated into the curriculum, however, lesbian, gay bisexual, and transgender (LGBT) issues were not. There is research that demonstrates how carefully planned and implemented educational interventions can have a positive effect on preservice teachers’ knowledge of and attitudes toward gays and lesbians (Butler, 1999).Despite the positive impact of addressing LGBTQ issues as a part of the teacher preparation program, Gorski et al. (2013) found that LGBTQ issues receive significantly less class time than other issues, especially race, and are, in fact, eight times more likely to actually be omitted from multicultural teacher educator courses. The inclusion of LGBT topics is important for a myriad of reasons. Most importantly, studies (GLSEN & Harris Interactive, 2012; Kosciw, Greytak, Diaz, Bartkiewicz, 2010, 2012; Kosciw, Greytak, Palmer, Boesen, 2014; Kosciw, Greytak, Giga, & Danischewski, 2016) have revealed a negative school climate for students who identify as gay, lesbian, bisexual, or transgender; this hostile environment can have dire consequences for these students. The impact of bullying and harassment due to LGBTQ students’ gender and/or sexual identities can produce a number of negative effects, including isolation from friends and family, depression, drug and/or alcohol use and addiction, low selfesteem, lack of engagement in school, academic failure, and fighting (Beam, 2007; Holmes & Cahill, 2004; Kosciw et al., 2010, 2012; Kosciw et al, 2014; Kosciw et al, 2016, Meyer, 2010; Wilkinson & Pearson, 2009).The negative climate does not just come from peer-to-peer negative interactions. In the most recent GLSEN study (Kosciw et al, 2016) it was found that 57.6% of LGBTQ students who were harassed or assaulted in school did not report the incident to school staff, most commonly because they doubted that effective intervention would occur or the situation could become worse if reported. 63.5% of the students who did report an incident said that school staff did nothing in response or told the student to ignore it. 56.2% of students reported hearing homophobic remarks from their teachers or other school staff, and 63.5% of students reported hearing negative remarks about gender expression from teachers or other school staff The aim of this book is to support teacher educators as they engage in the work of preparing pre-service teacher to work with and work for LGBTQ youth through explicit discussions of gender and sexuality. Chapters for this book include personal anecdotes regarding shifts in author’s thinking about including LGBTQ as a part of teacher preparation; specific pedagogical practices employed by authors to present LGBTQ focused material as a part of their coursework; the resistance authors have faced from students, parents and administration and their responses.

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Book SynopsisTeacher educators have opportunities to include issues of multicultural education, equity, and social justice in the work done with preservice teachers. Including the educational and societal experiences of historically marginalized populations in curriculum creates spaces for teacher educators to model multicultural and social justice based pedagogies, while preparing teachers to work with and work for these students.The most effective way for teacher educators to address the unique perspectives of historically and currently marginalized populations is to integrate various perspectives throughout the curriculum (Grant & Zwier, 2012). Most teacher education programs address diverse populations via an integrated approach. In fact, Sherwin and Jennings (2006) found that potential student experiences regarding social class, race, and special needs populations were typically integrated into the curriculum, however, lesbian, gay bisexual, and transgender (LGBT) issues were not. There is research that demonstrates how carefully planned and implemented educational interventions can have a positive effect on preservice teachers’ knowledge of and attitudes toward gays and lesbians (Butler, 1999).Despite the positive impact of addressing LGBTQ issues as a part of the teacher preparation program, Gorski et al. (2013) found that LGBTQ issues receive significantly less class time than other issues, especially race, and are, in fact, eight times more likely to actually be omitted from multicultural teacher educator courses. The inclusion of LGBT topics is important for a myriad of reasons. Most importantly, studies (GLSEN & Harris Interactive, 2012; Kosciw, Greytak, Diaz, Bartkiewicz, 2010, 2012; Kosciw, Greytak, Palmer, Boesen, 2014; Kosciw, Greytak, Giga, & Danischewski, 2016) have revealed a negative school climate for students who identify as gay, lesbian, bisexual, or transgender; this hostile environment can have dire consequences for these students. The impact of bullying and harassment due to LGBTQ students’ gender and/or sexual identities can produce a number of negative effects, including isolation from friends and family, depression, drug and/or alcohol use and addiction, low selfesteem, lack of engagement in school, academic failure, and fighting (Beam, 2007; Holmes & Cahill, 2004; Kosciw et al., 2010, 2012; Kosciw et al, 2014; Kosciw et al, 2016, Meyer, 2010; Wilkinson & Pearson, 2009).The negative climate does not just come from peer-to-peer negative interactions. In the most recent GLSEN study (Kosciw et al, 2016) it was found that 57.6% of LGBTQ students who were harassed or assaulted in school did not report the incident to school staff, most commonly because they doubted that effective intervention would occur or the situation could become worse if reported. 63.5% of the students who did report an incident said that school staff did nothing in response or told the student to ignore it. 56.2% of students reported hearing homophobic remarks from their teachers or other school staff, and 63.5% of students reported hearing negative remarks about gender expression from teachers or other school staff The aim of this book is to support teacher educators as they engage in the work of preparing pre-service teacher to work with and work for LGBTQ youth through explicit discussions of gender and sexuality. Chapters for this book include personal anecdotes regarding shifts in author’s thinking about including LGBTQ as a part of teacher preparation; specific pedagogical practices employed by authors to present LGBTQ focused material as a part of their coursework; the resistance authors have faced from students, parents and administration and their responses.

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Book SynopsisThis book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction— toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.

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Book SynopsisIndigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building.The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.

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Book SynopsisAlthough many countries have created effective strategies to recruit more international students due to proven economic and social benefits, recruiting international students as a field of research lacks coherence. Filling this gap, this book provides a holistic and comprehensive overview of this emerging research area. Exploring the theoretical and practical aspects of recruiting international students, this edited collection considers the financial, administrative, legislative, socio-cultural and market related barriers to international recruitment. The chapters cover a broad range of topics such as the role of social media in recruiting international students, the impact of internal environment on the recruitment of international students and the internationalization of universities as a strategy for recruiting international students. Offering a wide-ranging snapshot of global policies on international student recruitment across Asia, Europe and North America, as well as a consideration of related issues such as student integration and cultural adjustments, the authors and editors equip readers interested in the theory and practice with a more sophisticated view of the field, empowering them to engage in further research and practical strategies.Table of ContentsChapter 1. Key Factors in the selection of an educational Tourism Destination; Melissa Rikiatou Kana Kenfack and Prof. Dr. Ali Öztüren Chapter 2. Study Hard but Do Tour to See the World: Tourism of Chinese studied in the US; Carol Huang and Connie Chuyun Hu Chapter 3. The role of social media marketing activities on international students' brand preference: A study on English speaking universities of Germany; Hasan Evrim Arici and Nagihan Cakmakoglu Arici Chapter 4. Use of Web Analytics and Social Listening to Attract International Students; Dr. Rakhi Tripathi Chapter 5. Promoting the Internationalization of Students in University Strategic Goals: A Case Study; Carla Del Gesso Chapter 6. Exploring institutional culture and its impact on international student recruitment capabilities; Dr. Melissa James Chapter 7. Recruiting Educational Tourists from Countries under International Sanctions: The Case of Iranian Education Market; Cahit Ezel Chapter 8. Geopolitics and Global Events: International Student Recruitment in a time of Disruption; Dr. Joseph M. Stokes Chapter 9. Challenges to admission for Indonesian sponsored applicants to a US graduate program in education; Adrian Rodgers Chapter 10. The Qualitative Study of Factors Influencing to International Students’ Satisfaction: The Case of a Private University in Turkey; Ayşe Collins, Zeynep Goknil Sanal and Aygil Takır Chapter 11. Are Chinese Students Satisfied at European Universities: Performance and Challenges?; Marta Melguizo-Garde and Ana Yetano Chapter 12. How to integrate international students into the local society and how that will affect their satisfaction level; Janet M. Howes Chapter 13. Living closely together but in parallel – how stay-home culture, segregated housing, culturally immature businesses, and mobile lifestyle multi-dimensionally challenge the integration of international students in a Danish ‘muscle’ town; Annette Aagaard Thuesen and Eva Mærsk Chapter 14. The Impact of Cultural Adjustment on International Student Recruitment and First-year Success; Clayton Smith Chapter 15. International Chinese students’ cultural experience and cultural support in the UK; Yimeng Zhan Chapter 16. The Future of International Student Recruitment; Belal Shneikat

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Book SynopsisThis book explores tried and tested strategies that support student and faculty engagement and inclusion in the academy. These strategies are anchored by a brief exploration of the history and effect/s of exclusion and deprivilege in higher education. However, while many publications exploring academic inequality focus on the causes and impacts of structural, psychological and cultural exclusion based on racism, sexism, classism and ableism, they rarely engage in interventions to expose and combat such de/privilege. Capturing examples of inclusive practices that are as diverse as student and faculty populations, these strategies can be easily translated and employed by organisations, collectives and individuals to recognise and combat social and academic exclusion within higher education environments. Table of ContentsPart I Contextualising Layers of Exclusion in Higher Education.- 1 Don’t Throw Out the Baby with the Bathwater: Statistics Can Create Impetus to Address Educational Inequity.- Part II Supporting Racial Diversity in the Academy.- 2 Promoting Race Equality and Supporting Ethnic Diversity in the Academy: The UK Experience Over Two Decades.- 3 Reflecting on Representation: Exploring Critical Tensions Within Doctoral Training Programmes in the UK.- 4 Killing the Indigene: Interrogating the Support of First Nations’ Diversity in the Modern University.- 5 Refugees in Neoliberal Universities.- 6 A Critical-Relational Approach to Community Development That Increases Well-Being, Learning Outcomes and Retention of International Students.- Part III Engendering Gender Diversity in Higher Education.- 7 Thriving in the Academy: Culturally Responsive Mentoring for Black Women’s Early Career Success.- 8 Women and Leadership: Strategies of Gender Inclusion in Institutions of Higher Education in India.- 9 Mainstreaming Gender into the Quality Assurance of Higher Education Programs.- 10 Success for LGBT College and University Students.- 11 Trans Inclusive Higher Education: Strategies to Support Trans, Non-Binary and Gender Diverse Students and Staff.- Part IV Re’class’ifying Academia.- 12 The Coffee Club: An Initiative to Support Mature and Non-Traditional Higher Education Students in Wales.- 13 Using a Funds of Knowledge Approach to Engage Diverse Cohorts Through Active and Personally Relevant Learning.- 14 The Impact of Stigma, Placement Instability and Individual Motivation on Successful Transitions in and Through University for Care Experienced Young People.- 15 Murdoch’s Aspirations and Pathways for University (MAP4U) Project: Developing and Supporting Low SES Students’ Aspirations for Higher Education Participation Using School-Based University Outreach Programs.- Part V Disabling the Barrier of Dis/Ability in Higher Education.- 16 Inclusive Higher Education for College Students with Intellectual Disability.- 17 Student Suggestions for Improving Learning at University for Those with Learning Challenges/Disability.- 18 A Case Study of the Educational Experience of Adult Students with Dyslexia Across Five TAFE Institutes in Queensland.- Part VI Conclusion.- 19 Inclusion in Practice: Operationalising Principles of Inclusion and Diversity

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Book SynopsisThis book analyses the challenges and opportunities faced by art-based social enterprises (ASEs) engaging young creatives in education and training and supporting their pathways to the creative industries. In doing so, it addresses the complex intersecting issues of marginality and entrepreneurship, particularly in relation to young creatives from socially, economically and culturally diverse backgrounds. Drawing on extensive fieldwork and interviews with twelve key organisations, and three in-depth case studies in Australia, the book offers a detailed analysis of using enterprise to engage with the structural challenges of marginality. The book explores the local and global contexts through which art-based social enterprises (ASEs) operate and within which they attempt – often successfully – to improve access to education and work for emerging creatives. It also attends to the findings generated through engaging with the lived experiences of the staff and young creatives involved in our ASE case studies, in order to understand both the challenges and impacts of the ASE model on young people’s education, training, and employment pathways. The book focuses on three broad themes; precarious youth and digital futures, material practice and sustainable economies, and cultural citizenship in the urban fringe. In exploring these themes, the book contributes to debates about the limits, possibilities and challenges that attach to, and emerge from, an ASE model and highlights the ways in which these models can contribute to young people’s well-being, engagement, education and training, and work pathways. More broadly, it examines the possibilities of art as a means of social and cultural engagement. In the context of the precarious future of the creative industries, this book emphasise the ways in which young artists are building alternative economic and cultural models that support both individual pathways and collective change. This book will move the field forward with a critical lens that engages closely with experience and the lived realities of juggling multiple priorities of social, economic and artistic goals.Table of ContentsChapter 1: Introduction: Artistic practice and social outcomes in a market-driven landscape.- Chapter 2: Precarious youth and digital futures.- Chapter 3: The Youthworx model: Disengaged young people and creative digital training.- Chapter 4: Fashioning a future: Material practice, creativity and sustainable economies.- Chapter 5: The Social Studio: Hope and pragmatic ambition.- Chapter 6: Creative practice, cultural citizenship and the urban fringe.- Chapter 7: Outer Urban Projects: Community building versus mainstreaming.- Chapter 8: Conclusion.

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Book SynopsisThis textbook serves as a guide for practitioners whose goal is to enhance refugee students’ learning experiences. With millions of children globally in refugee or seeking asylum status, this volume is a must-read for every 21st century educator. Often, refugee students have missed a substantial amount of schooling as a result of the disruptions in their home countries and transit through refugee camps. Others have never been to school at any time. Refugees enter school with the same hopes and aspirations as other students, but they also confront serious challenges.This textbook helps educators to restore hope through the following topics: empowering refugees in school liberating structures in resettlement camps increasing opportunity at university designing compassionate pedagogies leveraging technology connecting the community Each chapter includes points to ponder as educators work to apply the principles of restoring hope for refugee students and their families. This textbook also provides practical suggestions and case studies that will help educators to put theory into practice. Teachers and professors who are passionate about honing their skills will find this book a comprehensive resource when displaced students enter their classrooms. This volume will also be of great interest to teacher-educators, pre-service teachers, educators serving in refugee camps and school administrators.Table of ContentsIntroduction.-Part I: Restoring Hope in School.- Where Hope Flourishes: Teaching Refugee Children in Troubling Times; L. Kajee.- Restoring Hope in Resettlement: An Examination of the Role of Community-Led Educational Programming Initiatives; S. Namver, Y. Yildirim.- Compassionate Pedagogy: A Narrative-based Curriculum for Children Who Are Refugees; J. Sochacki, K. I. Case.- Refugees’ Acclimatization and Learning: Educators' Creative Solutions; S. Oladipo, A. Handley, R. Lackey, J. Hallett.- Engaging Refugee Students in an Inclusive School Environment That Promotes Learning; Q. L. Robinson.- Leveraging Multiculturalism and Social Support: Helping Syrian Refugees in Lebanon; I. M. Karkouti.- Poetry "My Father Who..."; A. M. F. Tamayo.- Part II: Restoring Hope through Access and Acceptance in Higher Education.- How Teachers Can Improve the Experiences of Refugee Students with SEND with Higher Education Goals; D. De Araujo.- Higher Education in Refugee Camps via Collaborative Blended Learning: The Impact and Benefits for Refugees and their Student Tutors; P. O'Keeffe.- Cultivating Campus Belonging for Refugee College Students through Effective Academic and Social Integration; M. Elhess, J. Mahfouz, L. Summers.- The Pathway to Unlocking Refugees’ Learning Potential: Current Challenges and Lifelong Learning Solutions; D. Mizza.- Poetry “Northwood Bound”, A.M.F. Tamayo.- Part III: Restoring Hope in the Community.- Promoting the Well-being of Asylum-seeking Refugee Children Within and Beyond the School Gates: Insights from the United Kingdom; M. Karakas, A. Hajar, H. Aydin.- Multicultural School Events: Possibilities and Pitfalls for Refugee Students and Their Families; T-A. Skrefsrud.- Poetry "Elegy to a Refugee Girl", A.M.F. Tamayo.- Part IV: Restoring Hope through Effective Leadership.- Education of Refugee Students: Social Justice Leadership and Ecology of Education; O. Caliskan, H. Buyukgoze.- Leadership for Refugee Education; B. Han, R. Tösten.- School Leadership Makes Hope Possible: Five Things School Administrators Can Do Right Now; T. D. Wolsey, I. M. Karkouti.- Poetry "The Big Blue Sky"; A.M.F. Tamayo.- Part V: Restoring Hope across Generations.- Fostering Hope Through Generations – Overcoming Trauma; T.D. Wolsey.- Conclusion

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Book SynopsisThis volume provokes conversations and reflections on the most appropriate methodologies to pursue Career Development Learning (CDL) research within the framework of the Sustainable Development Goals (SDG)s. Drawing on studies with Australian students from diverse backgrounds, including low socioeconomic status, regional, rural and remote, with disability, etc., this volume uniquely highlights considerations for contextual and inclusive CDL research which advances multiple SDGs and quality futures across the globe. Although situated in Australian contexts, the case studies have international applicability. This volume provides support to researchers who intend to investigate the effectiveness of career development strategies which further sustainable development objectives. Specifically, the book highlights the importance of partnership and innovative methods in socially-just research methodologies as well as practical ways that these can be undertaken. It encourages readers to consider how they might frame their work in relation to the SDGs and create impactful research which furthers the agenda for sustainable development in localised ways.Table of ContentsIntroduction.- Partnerships and collaborations in career research.- Partners in Career Education: Exploring collaboration between universities, schools, industry, communities and vocational education providers in developing best practice career approaches.- Co-creating and co-evaluating end-to-end student experiences in careers education.- Career development in a rural setting.- Rural industries, school subjects and community knowledges – Towards a common language for rural careers.- Community based participatory research approach in career education research: A case study report from the key influencers project.

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Book SynopsisTo provide the right supports for struggling students in grades pre-K to 12, your school team needs a thorough understanding of the skills that contribute to learning—and a systematic way to help students with a wide range of learning difficulties. This innovative planning guide is your key to identifying and prioritizing the essential skills that students with and without learning difficulties need to succeed.This book presents 11 key domains of learning—divided into neurological, developmental, and educational domains—and gives your team a complete, collaborative plan for pinpointing where students need help and adapting your supports to meet those needs. For each of the 11 domains, the authors offer a logical framework that consists of critical skill sets and skills your students need for learning success. Every domain gets a dedicated chapter that helps you: Understand why the domain is essential to learning in both special and general education Learn about the research and resources used to develop the framework for that domain Take a deep dive and master key terms and definitions Discover how the skills associated with each domain develop in typical learners Find students who are struggling by making good observations, and by identifying missing or underdeveloped skills Identify your students’ strengths so you can help them build and expand on their skills Clearly communicate your observations to all team members Build better intervention plans and IEPs using the specific educational objectives, teaching strategies, and accommodations suggested in each chapter PRACTICAL MATERIALS: Each chapter offers an in-depth Case Study example, a Skills Observation Sheet for notetaking during student observations, and a Skills Framework for use as a quick reference on skills when making observations and developing IEPs. Two practical appendices walk school professionals and team leaders through the collaborative process of putting the frameworks in the book into practice.Support students in 11 domains of learning: Vision Skills Hearing Skills Motor Skills Formal Language Skills Pragmatic Language Skills Social Skills Executive Skills Affect and Self-Regulation Skills Reading Skills Writing Skills Math Skills Table of ContentsA Note on the Chapter Appendices About the Authors Acknowledgments IntroductionSECTION I NEUROLOGICAL FRAMEWORKS Chapter 1 Vision Skills Chapter 2 Hearing Skills Chapter 3 Motor SkillsSECTION II DEVELOPMENTAL FRAMEWORKS Chapter 4 Formal Language Skills Chapter 5 Pragmatic Language Skills Chapter 6 Social Skills Chapter 7 Executive Skills Chapter 8 Affect and Self -Regulation SkillsSECTION III EDUCATIONAL FRAMEWORKS Chapter 9 Reading Skills Chapter 10 Writing Skills Chapter 11 Math SkillsAppendix A Implementing the Frameworks: Suggestions for ProfessionalsAppendix B Implementing the Frameworks: Suggestions for Team Leaders

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Book SynopsisThis book provides a set of testimonies that bring into focus the children and adolescents who have been driven from their lands as subjects with rights who have different ways of envisioning the world. For that reason, this book may be of interest to those experiencing childhood or adolescence in this way; similarly, it may offer insight for those who--for professional or family reasons--are in touch with these young people, including teachers, psychologists, parents, classmates and teens, counselors, social workers and others. Yet within these pages, the landscapes we sketch are also, in some sense, reflections of past atmospheres. And for this reason, historians, sociologists, anthropologists, and other scholars will also find material for academic investigation herein. As values and beliefs come into play in this book, it can inform perspectives on ethics or political philosophy as well.The relationship with others, the behaviors unique to children and adolescents--and the corresponding social sanctions of these behaviors--and the relationship between public and private during this period of life could be other areas to explore. Like the indecipherable Swiss army knife, the genre of this book is difficult to pinpoint. It is an essay but also a piece of literature and the discerning reader will also find historiographical, philosophical, and political reflections in these pages. One more book. Another book. Books are almost always an adventure and what is written therein is, like a map, only part of the journey. An important part, no doubt, but still merely a part. Experience--the true challenge--is up to the reader.

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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 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 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 SynopsisThis powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors’ intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students’ backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on preparation for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both create and manage discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching.Trade ReviewFrom the Foreword:“Promoting Inclusive Classroom Dynamics in Higher Education provides a pathway for faculty to help students develop agency, achieve higher levels of learning and reflection, and have a sense of belonging.”Tia Brown McNair, Vice President for Diversity, Equity, and Student Success and Executive DirectorTRHT Campus Centers at the Association of American Colleges and Universities“Presenting research, strategies, and lived experiences in engaging and accessible ways, Kathryn C. Oleson invites us to reflect on ourselves as facilitators of learning, to recognize the necessity not just the benefits of more equitable and inclusive classrooms, and to dedicate ourselves to transforming our thinking and our practices. She provides an impressively wide range of conceptual frameworks, concrete approaches, and helpful examples that can guide the necessarily ongoing work of promoting inclusive classroom dynamics.”Alison Cook-Sather, Professor of Education and Director, Peace, Conflict and Social Justice concentration and Director, Teaching and Learning Institute, and co-author of Promoting Equity and Justice through Pedagogical Partnership (Stylus, forthcoming)Bryn Mawr and Haverford Colleges“This book offers essential, evidence-based strategies for faculty and students to foster transparent learning and teaching conditions, including the sense of belonging and the collaborative, intentional support for equitable learning that is so essential to students’ persistence and success in college.”Mary-Ann Winkelmes, executive director of the Center for Teaching and Learning; and co-editor, Transparent Design in Higher Education Teaching and LeadershipBrandeis University“Every new and seasoned faculty member who reads this book will make more intentional decisions in how they bring themselves into their classes and organize small group engagement. Faculty developers will rely on this book as an essential resource for the how and why of inclusive group dynamics in higher education.”Becky Wai-Ling Packard, Professor of Psychology and Education; author of Successful STEM Mentoring Initiatives for Underrepresented StudentsMount Holyoke CollegeTable of ContentsForeword—Tia Brown McNair Acknowledgments Preface 1. Instructors 2. Students 3. Context and Content 4. Class Dynamics I 5. Class Dynamics II—Robert R. Murphy and Kathryn C. Oleson 6. Conclusion. Bringing It All Together References About the Authors Index

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Book SynopsisAotearoa New Zealand was recently rated by the Lonely Planet travel guide as the second most "gay friendly" country in the world, with some of the most advanced human rights legislation. Research suggests, however, that New Zealand''s relatively "inclusive" social climate is not always reflected in our educational settings. This book explores how the assumption that heterosexuality is the norm operates in education, and the discriminatory effects of this for teachers, for students, and for parents, in early childhood education, schools, tertiary and alternative settings. How can education settings become more socially just sites of inclusion for sexual and gender diversity? Contributors from a wide range of sectors discuss their research and invite others to join them in resisting the many injustices perpetuated by the unchecked discriminatory discourses that have shaped New Zealand education historically, and which continue to do so today.

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