Educational strategies and policy: inclusion Books
Information Age Publishing Seeing The HiddEn Minority: Increasing the Talent
Book SynopsisThe participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.Table of Contents Introduction—Seeing The Hidden Minority: Increasing the Pre-K–20 Talent Pool Pipeline SECTION I: SOCIALIZATION Using the Frameworks of Socialization and Acculturation to Understand the Trajectory of Scientists of Color Strategies for Using Critical Systems Theory to Support Socialization of African American Students in STEM SECTION II: MENTORING Mentoring for STEM Advocacy Different Worlds: A Picture of Mentorships at PWIs and HBCUs Doctoral Student Degree Attainment: How Student Realities, Networks, and Perceptions Impact Timely Degree Completion SECTION III: IDENTITY Reshaping the Pipeline: The Role of Identity on Persistence for Black Females in Science Strengthening STEM Identities: Combatting Curriculum, Identity Trauma in African American Students Unearthing Factors That Contribute to Distorted Science, Identities in African American Women Afterword—Recurring Themes, Constructs, Implications for Theory and Practice, and Recommendations, Guide, and Future Research About the Contributors.
£44.96
Information Age Publishing Seeing The HiddEn Minority: Increasing the Talent
Book SynopsisThe participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.Table of Contents Introduction—Seeing The Hidden Minority: Increasing the Pre-K–20 Talent Pool Pipeline SECTION I: SOCIALIZATION Using the Frameworks of Socialization and Acculturation to Understand the Trajectory of Scientists of Color Strategies for Using Critical Systems Theory to Support Socialization of African American Students in STEM SECTION II: MENTORING Mentoring for STEM Advocacy Different Worlds: A Picture of Mentorships at PWIs and HBCUs Doctoral Student Degree Attainment: How Student Realities, Networks, and Perceptions Impact Timely Degree Completion SECTION III: IDENTITY Reshaping the Pipeline: The Role of Identity on Persistence for Black Females in Science Strengthening STEM Identities: Combatting Curriculum, Identity Trauma in African American Students Unearthing Factors That Contribute to Distorted Science, Identities in African American Women Afterword—Recurring Themes, Constructs, Implications for Theory and Practice, and Recommendations, Guide, and Future Research About the Contributors.
£82.80
Information Age Publishing Queer Approaches: Emotion, Expression and
Book SynopsisThis edited collection supports queer educators and students, underscores the reasons society does not see LGBTQ representation in classroom spaces, and offers “queered” pedagogical approaches for teaching students from diverse backgrounds. This collection places value on every educator and student through prioritizing inclusivity, and the chapters carefully articulate what (queer) inclusivity is, why it matters for all educators, students, and administrators, and what can happen when inclusive environments are not created and/or sustained.When prompted to think about marginalized educators and students, most literature and research focuses on federal/state laws and instances of bullying. The chapters in this collection are farther reaching and provide (queered) solutions for these individuals’ needs and challenges. This volumeaddresses the ability of the LGBTQ community to see themselves represented in the curriculum of schools, discussed in the language of society, and valued in all discourse settings. In addition, this volume uses queerness as a lens through which to reimagine classroom spaces and institutions of higher learning.Table of Contents Reorienting Education as Queer: An Introduction to Queer Approaches, Kristin LaFollette and Nicholas Santavicca. Burning Out at the Intersections: Reflections on Teaching Multicultural Competencies as a Queer and Genderqueer Puerto Rican Educator, María R. Scharrón-del Río. Pedagogical Femme Sensibilities: Teaching Gender and Sexuality Studies Through Queer Affect and Embodiment, Mel Michelle Lewis. “I’ve Seen You . . . Even if You Are One”: Affective Literacies for Adolescents and LGBTQA Literatures in Language Arts, R. Joseph Rodríguez. Affective Literacy of Teachers and Students Living With HIV and AIDS: Re-Shaping the Language and Discourse of Teacher Education, Nicholas Santavicca and Maureen P. Hall. Slip It in the Back Door: Queering the Transparency Imperative in Higher Education, Allison L. Rowland and Jennifer Thomas. Classroom Queerness and Post-Traumatic Stress Disorder, Kristin LaFollette. Queering Education: Killing-Joy and Nurturing-Hope in a College Classroom, Susan W. Woolley and Mark Stern. Contributor Biographies.
£44.96
Information Age Publishing Queer Approaches: Emotion, Expression and
Book SynopsisThis edited collection supports queer educators and students, underscores the reasons society does not see LGBTQ representation in classroom spaces, and offers “queered” pedagogical approaches for teaching students from diverse backgrounds. This collection places value on every educator and student through prioritizing inclusivity, and the chapters carefully articulate what (queer) inclusivity is, why it matters for all educators, students, and administrators, and what can happen when inclusive environments are not created and/or sustained.When prompted to think about marginalized educators and students, most literature and research focuses on federal/state laws and instances of bullying. The chapters in this collection are farther reaching and provide (queered) solutions for these individuals’ needs and challenges. This volumeaddresses the ability of the LGBTQ community to see themselves represented in the curriculum of schools, discussed in the language of society, and valued in all discourse settings. In addition, this volume uses queerness as a lens through which to reimagine classroom spaces and institutions of higher learning.Table of Contents Reorienting Education as Queer: An Introduction to Queer Approaches, Kristin LaFollette and Nicholas Santavicca. Burning Out at the Intersections: Reflections on Teaching Multicultural Competencies as a Queer and Genderqueer Puerto Rican Educator, María R. Scharrón-del Río. Pedagogical Femme Sensibilities: Teaching Gender and Sexuality Studies Through Queer Affect and Embodiment, Mel Michelle Lewis. “I’ve Seen You . . . Even if You Are One”: Affective Literacies for Adolescents and LGBTQA Literatures in Language Arts, R. Joseph Rodríguez. Affective Literacy of Teachers and Students Living With HIV and AIDS: Re-Shaping the Language and Discourse of Teacher Education, Nicholas Santavicca and Maureen P. Hall. Slip It in the Back Door: Queering the Transparency Imperative in Higher Education, Allison L. Rowland and Jennifer Thomas. Classroom Queerness and Post-Traumatic Stress Disorder, Kristin LaFollette. Queering Education: Killing-Joy and Nurturing-Hope in a College Classroom, Susan W. Woolley and Mark Stern. Contributor Biographies.
£82.80
Information Age Publishing Truth and Knowledge in Curriculum Making
Book SynopsisTruth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
£44.96
Information Age Publishing Truth and Knowledge in Curriculum Making
Book SynopsisTruth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
£82.80
Information Age Publishing Voices of Social Education: A Pedagogy of Change
Book SynopsisThere is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world.Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice.Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter—a common space—where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
£49.95
Information Age Publishing Voices of Social Education: A Pedagogy of Change
Book SynopsisThere is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world.Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice.Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter—a common space—where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
£87.40
Information Age Publishing Paths to the Future of Higher Education
Book Synopsis
£44.93
Information Age Publishing Paths to the Future of Higher Education
Book Synopsis
£80.54
Information Age Publishing Queer Multicultural Social Justice Education:
Book SynopsisPerformance, I take a pragmatic approach sharing my intimate journey, my stories, and myself with you—the reader—as I actively perform and model the development of queer explorations (i.e., lessons) and curriculum.I begin this journey with three accessible histories of multicultural education, queer perspectives, and autoethnography, respectively. These easy-to-navigate stories provide you with important background knowledge, highlighting the evolution of, commonalities between, and need for each discipline, along with their connection to identity and identity awareness as a form of social justice practice and advancement. Next, I share and perform the nine explorations developed for this project, collectively titled Queer Explorations of Identity Awareness. Modeling for you in practical terms how to queer curriculum and its development, I openly examine my raw performances, discuss my personal and analytical reflections, and embrace my own personal experiences and revelations that occurred throughout this project. Finally, I close with a creative, reflective, and story-like analysis of the process that includes a call to action from you to share your stories as a way of knowing yourself—and others—as a form of social justice education and advancement.This book is intended for all formal and informal educators interested in performing and developing queer multicultural social justice curriculum and practices. Inspired by Ayers (2006), I invite you on this "voyage" with "hope and urgency" (p. 83). It is time we share our stories as a form of curriculum, activism, and coming together.
£44.96
Information Age Publishing Queer Multicultural Social Justice Education:
Book SynopsisPerformance, I take a pragmatic approach sharing my intimate journey, my stories, and myself with you—the reader—as I actively perform and model the development of queer explorations (i.e., lessons) and curriculum.I begin this journey with three accessible histories of multicultural education, queer perspectives, and autoethnography, respectively. These easy-to-navigate stories provide you with important background knowledge, highlighting the evolution of, commonalities between, and need for each discipline, along with their connection to identity and identity awareness as a form of social justice practice and advancement. Next, I share and perform the nine explorations developed for this project, collectively titled Queer Explorations of Identity Awareness. Modeling for you in practical terms how to queer curriculum and its development, I openly examine my raw performances, discuss my personal and analytical reflections, and embrace my own personal experiences and revelations that occurred throughout this project. Finally, I close with a creative, reflective, and story-like analysis of the process that includes a call to action from you to share your stories as a way of knowing yourself—and others—as a form of social justice education and advancement.This book is intended for all formal and informal educators interested in performing and developing queer multicultural social justice curriculum and practices. Inspired by Ayers (2006), I invite you on this "voyage" with "hope and urgency" (p. 83). It is time we share our stories as a form of curriculum, activism, and coming together.
£82.80
Information Age Publishing Racism by Another Name: Black Students,
Book SynopsisRacism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education.Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education.At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.
£47.45
Information Age Publishing Racism by Another Name: Black Students,
Book SynopsisRacism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education.Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education.At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.
£87.40
Information Age Publishing Opportunity and Performance: Equity for Children
Book SynopsisBecause everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning points—judicial, legislative, and regulatory—on the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approach—from the statehouse to the classroom—for providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other.
£44.96
Information Age Publishing Opportunity and Performance: Equity for Children
Book SynopsisBecause everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning points—judicial, legislative, and regulatory—on the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approach—from the statehouse to the classroom—for providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other.
£82.80
Information Age Publishing Fostering Diversity and Inclusion in the Social
Book SynopsisThe United States' social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued struggle for racial equality, the federal government tried to further silence those who have been historically placed on the margins, including the attack of critical race theory, antiracism work in education, and training for diversity and inclusion. Consequently, it is imperative social science educators are equipped with the knowledge, tools, and dispositions to facilitate learning that explores the implications of power, privilege, and oppression and ask important questions to ensure voices that have been muffled, or silenced altogether, are strategically unsilenced, voiced, and valued. Given the perpetuation of inequities, existing educational disparities, and the continued need for reconciliation, this volume explores how the social sciences can be examined and reimagined to combat injustices and support further diversity, equity, and inclusion. Authors explore how educators can (a) understand how knowledge is constructed, shaped, and influences how students see the world, (b) problematize current curricular approaches and reframe instructional practices, (c) employ a critical lens to attend to and proactively address existing challenges and inequities related to race, (d) infuse their teaching with greater attention to diversity and inclusion for all students; and (e) promote increased awareness, advocacy, and educational justice. Through the examination of research, theory, and practitioner-oriented strategies, the authors encourage reflection, inspire calls for action, and explore how to teach about, proactively challenge, and encourage continued examination of society to support progress through increased critical consciousness, cultural competence, and critical multiculturalism.
£47.45
Information Age Publishing Fostering Diversity and Inclusion in the Social
Book SynopsisThe United States' social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued struggle for racial equality, the federal government tried to further silence those who have been historically placed on the margins, including the attack of critical race theory, antiracism work in education, and training for diversity and inclusion. Consequently, it is imperative social science educators are equipped with the knowledge, tools, and dispositions to facilitate learning that explores the implications of power, privilege, and oppression and ask important questions to ensure voices that have been muffled, or silenced altogether, are strategically unsilenced, voiced, and valued. Given the perpetuation of inequities, existing educational disparities, and the continued need for reconciliation, this volume explores how the social sciences can be examined and reimagined to combat injustices and support further diversity, equity, and inclusion. Authors explore how educators can (a) understand how knowledge is constructed, shaped, and influences how students see the world, (b) problematize current curricular approaches and reframe instructional practices, (c) employ a critical lens to attend to and proactively address existing challenges and inequities related to race, (d) infuse their teaching with greater attention to diversity and inclusion for all students; and (e) promote increased awareness, advocacy, and educational justice. Through the examination of research, theory, and practitioner-oriented strategies, the authors encourage reflection, inspire calls for action, and explore how to teach about, proactively challenge, and encourage continued examination of society to support progress through increased critical consciousness, cultural competence, and critical multiculturalism.
£87.40
Information Age Publishing Reimagining School Discipline for the 21st
Book SynopsisRegularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches. Reimagining School Discipline for the 21st Century centralizes the assets and strengths of historically marginalized students and the professional knowledge of school personnel as possible avenues to implement solutions to eliminate school discipline disproportionality. Rather than redressing the issues of school discipline disproportionality overall, this book examines the existence of school on student groups who, according to research and national and state reports, are afflicted the most: African American, Latinx, Native American, and LGBTQ+ population. A confluence of these identities can exacerbate such disproportionality, which based on the literature decreases the academic growth of students. However, situated within these disparities are opportunities to better and critically engage students based on their cultural, racial/ethnic, and social emotional learning assets. The significant feature of this book lies in its purpose and audience reach. Each chapter was written based on the scholar's affinity to that student group or practitioner's affiliation to that specific profession. This provides a genuine perspective and knowledge based on first hand experiences concerning school discipline and applicable approaches to remedy such issues. Additionally, all the chapters articulate the pressing issue of school discipline according to their group, and explicates best-practices to best serve the assets of students in K-12 school settings. As this book is situated, the intended audience is for the following stakeholders, policy makers, social workers, school counselors, school administrators, teachers, and community organizers who want to make impactful and socially-just changes in their school(s) immediately.Table of Contents Dedication. Introduction. Humanize First, Discipline Second: Unadultifying African American Students in K–12 Schools The Racialized Experiences of Latinx Youth in Continuation High Schools School Discipline and the LGBTQ+ Youth Colonization Continued: Disproportionate Discipline of American Indian Students in K–12 Schools Disrupting Disproportionate Discipline Through Teacher Identity Discourse The Consciousness Gap: White Teachers at the Crossroads of Gifted Education and Discipline Disproportionality School Social Workers and the Critical Framework for Increasing Equity in School Discipline We Are the Bridge Builders: School Counselors' Role and Work in Connecting Stakeholders and Promoting a Just and Positive School Discipline Climate So Many Consequences, Not Enough Change: Alternative Perspectives on School Discipline From School Administrators Epilogue: Reimagining School Discipline in Unison: The Momentum Forward About the Authors
£44.96
Information Age Publishing Reimagining School Discipline for the 21st
Book SynopsisRegularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches. Reimagining School Discipline for the 21st Century centralizes the assets and strengths of historically marginalized students and the professional knowledge of school personnel as possible avenues to implement solutions to eliminate school discipline disproportionality. Rather than redressing the issues of school discipline disproportionality overall, this book examines the existence of school on student groups who, according to research and national and state reports, are afflicted the most: African American, Latinx, Native American, and LGBTQ+ population. A confluence of these identities can exacerbate such disproportionality, which based on the literature decreases the academic growth of students. However, situated within these disparities are opportunities to better and critically engage students based on their cultural, racial/ethnic, and social emotional learning assets. The significant feature of this book lies in its purpose and audience reach. Each chapter was written based on the scholar's affinity to that student group or practitioner's affiliation to that specific profession. This provides a genuine perspective and knowledge based on first hand experiences concerning school discipline and applicable approaches to remedy such issues. Additionally, all the chapters articulate the pressing issue of school discipline according to their group, and explicates best-practices to best serve the assets of students in K-12 school settings. As this book is situated, the intended audience is for the following stakeholders, policy makers, social workers, school counselors, school administrators, teachers, and community organizers who want to make impactful and socially-just changes in their school(s) immediately.Table of Contents Dedication. Introduction. Humanize First, Discipline Second: Unadultifying African American Students in K–12 Schools The Racialized Experiences of Latinx Youth in Continuation High Schools School Discipline and the LGBTQ+ Youth Colonization Continued: Disproportionate Discipline of American Indian Students in K–12 Schools Disrupting Disproportionate Discipline Through Teacher Identity Discourse The Consciousness Gap: White Teachers at the Crossroads of Gifted Education and Discipline Disproportionality School Social Workers and the Critical Framework for Increasing Equity in School Discipline We Are the Bridge Builders: School Counselors' Role and Work in Connecting Stakeholders and Promoting a Just and Positive School Discipline Climate So Many Consequences, Not Enough Change: Alternative Perspectives on School Discipline From School Administrators Epilogue: Reimagining School Discipline in Unison: The Momentum Forward About the Authors
£82.80
Information Age Publishing Indigenizing Education: Transformative Research,
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.
£87.40
Information Age Publishing Globalization and Education: Teaching, Learning
Book SynopsisGlobalization and Education: Teaching, Learning and Leading in the World Schoolhouse explores the various ways educators' work is influenced by globalization. This book presents topics and contexts traditionally marginalized in mainstream education research discourses and shows how local and global education issues are intersecting and shaping the ways in which ideas and practices are shared around the world. Each chapter presents an educational issue in an understudied international context, such as Saudi Arabia, Guyana, Bangladesh, Malaysia, Indonesia, Brazil, and Nepal. Topics range from how the knowledge industry shapes education in schools to the impact of globalization on school leadership, teaching, and learning. We invite scholars and practitioners to join us in the world schoolhouse, a place where discussion about educational understanding and improvement is not bounded by national borders, school systems or language. This book will both challenge and expand thinking about the complexities of education during a time of globalization and change.
£47.45
Information Age Publishing Globalization and Education: Teaching, Learning
Book SynopsisGlobalization and Education: Teaching, Learning and Leading in the World Schoolhouse explores the various ways educators' work is influenced by globalization. This book presents topics and contexts traditionally marginalized in mainstream education research discourses and shows how local and global education issues are intersecting and shaping the ways in which ideas and practices are shared around the world. Each chapter presents an educational issue in an understudied international context, such as Saudi Arabia, Guyana, Bangladesh, Malaysia, Indonesia, Brazil, and Nepal. Topics range from how the knowledge industry shapes education in schools to the impact of globalization on school leadership, teaching, and learning. We invite scholars and practitioners to join us in the world schoolhouse, a place where discussion about educational understanding and improvement is not bounded by national borders, school systems or language. This book will both challenge and expand thinking about the complexities of education during a time of globalization and change.
£87.40
Information Age Publishing Purposeful Teaching and Learning in Diverse
Book SynopsisTeachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement.These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.
£63.90
Information Age Publishing Purposeful Teaching and Learning in Diverse
Book SynopsisTeachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement.These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.
£97.85
Information Age Publishing The Conflicts of 2020: Reflections from a
Book SynopsisThe year 2020 presented conflicts in higher education, including a global pandemic, racial protests, cries for Black Lives Matter following the deaths of Black women and men by police, education moved online to virtual classrooms, and the U.S. economy struggling as millions of Americans were furloughed or worked remotely and ordered everything curbside; all of this compounded by an election year. This book is a compilation of perspectives shared from students enrolled in a graduate course on diversity and social justice in higher education who found community in sharing their personal and professional experiences associated with identity and allyship development, socialization, activism, institutionalized racism, academic traditions, advising, to implications for change in higher education policies, processes, and practice.
£42.46
Information Age Publishing The Conflicts of 2020: Reflections from a
Book SynopsisThe year 2020 presented conflicts in higher education, including a global pandemic, racial protests, cries for Black Lives Matter following the deaths of Black women and men by police, education moved online to virtual classrooms, and the U.S. economy struggling as millions of Americans were furloughed or worked remotely and ordered everything curbside; all of this compounded by an election year. This book is a compilation of perspectives shared from students enrolled in a graduate course on diversity and social justice in higher education who found community in sharing their personal and professional experiences associated with identity and allyship development, socialization, activism, institutionalized racism, academic traditions, advising, to implications for change in higher education policies, processes, and practice.
£78.20
Information Age Publishing Educational Justice: Challenges For Ideas,
Book SynopsisThis book presents a novel perspective on education as a social right. Literature on this topic has focused on inclusion as the universal concept whereby access to education is examined. As a moral principle, this concept opens new challenges in different ways if we take a deeper view into diverse contexts. What education? For what? For whom? Are we thinking about education because it will bring social justice in the future, or are we thinking of education as a just practice in the present?This book brings fresh theoretical and empirical perspectives on those questions, moving beyond a pure inclusion paradigm to a broader and context-oriented notion of educational justice.The chapters engage with theories of educational justice to present these challenges at the institutional level of educational policy, at the practical level of schooling practices, and in the production of ideas around childhood and education, for instance, notions of normalcy at schools.Although the featured works are related to the Chilean educational system, they opens questions about education in general. They embrace rural and urban contexts, different educational levels (from preschool to university), and university and vocational education.This book will be rewarding reading for educational scholars, those interested in theories of social and educational justice, and anyone interested in contemporary perspectives on education, childhood and youth, inclusion, and justice.Table of ContentsForeword, Martín Hopenhayn. Introduction, Camila Moyano Dávila. PART I: NORMALCY AND DIFFERENCE. Temporalities of Educational Justice, Camila Moyano Dávila. Normality, Diversity, Justice, and Democracy: A Proposal Based on Inclusive Education, Alfredo Gaete, Laura Luna, and Manuela Alamos. Considering the Justice of Recognition Regarding Sexual Diversity in the School, María Teresa Rojas and Pablo Astudillo. Equalize or Differentiate? What Is Fair When We Talk About Disability and Education? Catalina Santa-Cruz and Ricardo Rosas. PART II: INSTITUTIONS AND EDUCATIONAL POLICIES. Assemblages of Normalcy and Difference: Diagnosis and Justice, Claudia Matus, Natalia Hirmas, and Erika González. Internationalization and Epistemic Injustice: Circulation of the Real Fiction After Becas Chile, Daniel Leyton and Francisco Salinas. Educational Justice in the Context of the Technical-Vocational System: Redistribution, Recognition, and Participation of Secondary and Higher Level Technicians, Claudia Patricia Ovalle Ramíre. Dual Education and Educational Equity in HTVET, Roberto Flores, Andrea Parra, Gabriel Sepúlveda, and Nicole Vallejos. Justice at Risk: Seeking for a Perspective of Justice in Assessment. Tamara Rozas, Alejandra Falabella, and María Teresa Flórez. Increasing Coverage of Nurseries in Chile 2006–2019: Expanding the Capabilities of Children and Mothers, Amanda Telias, Felipe Godoy, Alejandra Abufhele, and Marigen Narea. PART III: EDUCATIONAL PRACTICES. School, Territory, and Social Justice: The Problem of Rural Schools in Chile, Carmen Gloria Núñez amd Mónica Peña. Educational Equity and Justice in Pedagogical Practices: The Debate Between Theory and Evidence in Chile, Ernesto Treviño, Denisse Gelber, Rosario Escribano, Lorena Ortega, and Alonso González. Socially Just Pedagogies and the Problem of Difference: Mental Health Diagnoses and Normality in the Light of Educational Justice, Sebastián Rojas Navarro. Fear of Conflict: Literary Education, Affective Practices, and the Avoidance of Justice, Valentina Errázuriz and Macarena GarcíaGonzález. Redistributive Justice, Recognition, and Representation in Socially and Culturally Diverse Educational Contexts, Carolang Escobar-Soler and Alejandra Caqueo-Urízar. Epilogue: The Problem of "Normalization" in Educational Justice, Hernán Cuervo. About the Editor.
£47.45
Brookes Publishing Co Your Career in Special Education: Planning for
Book SynopsisThis book intends to be both a quick-start guide and a practical resource that would relate the essential skills and knowledge (setting up their classroom, behavior management tips, etc.) that a new special educator needs as they progress throughout the novice years.
£26.96
Brookes Publishing Co The Project Approach for all Learners: A Hands-On
Book SynopsisA proven and popular teaching method, the Project Approach engages the natural curiosity of children through in-depth investigations of topics that capture their interest. Now there’s a guidebook that helps you use this child-centered approach to reach and teach all learners in your early childhood classroom—regardless of background or ability. Developed by a team of experts that includes Project Approach leader Lilian G. Katz, this book is your go-to guide to implementing project-based learning in inclusive early childhood classrooms. You’ll discover how to support diverse groups of students as they study real world topics that fascinate them, play detective with peers to find answers to questions, and show what they’ve learned in interesting and creative ways. You’ll also get practical, start-to-finish guidance on how to apply the Project Approach, including a complete package of training materials, examples of successful projects from real inclusive classrooms, and a Project Approach Implementation Checklist that helps you use the approach effectively. LEARN HOW TO:• Use the Project Approach in combination with universal design for learning (UDL) strategies• Choose a compelling project topic that encourages hands-on learning in inclusive settings• Teach children effective strategies for investigating the topic and conducting research• Build on children’s natural motivation by actively engaging and listening to them• Make the most of each child’s individual strengths and expertise during project work • Support children in representing their learning through displays and presentations• Offer accommodations and supports that meet diverse learning needs
£33.96
Brookes Publishing Co Picture Inclusion!: Snapshots of Successful
Book SynopsisPicture one guidebook that gives you the fundamentals of inclusion, proven practices for teaching everyone, and dozens of student profiles and sample lesson plans. That’s what you’ll get in Picture Inclusion!, your theory-to-practice guide to teaching every learner in a diverse inclusive classroom. You’ll begin with a reader-friendly introduction to the why and how of inclusion in Grades K–5, including the foundations of inclusive education and guidelines on key concepts: universal design for learning, response to intervention, alternate assessment, and more. Then you’ll go inside three model classrooms for an in-depth look at how to support students with a wide range of learning needs. For each model classroom, you’ll find •Snapshots of 20 diverse students and their teacher. Each snapshot introduces you to a student, clarifies their support needs and goals, shows you their IEP or 504 plan (if they have one), and shares a support schedule and concrete strategies for helping the student reach their goals.•Eight sample lesson plans for teaching core academic areas and specials. Each plan gives you learning objectives, preparation steps, sample scripts, and step-by-step teaching guidelines. •Dozens of adaptable inclusive practices to support individual students and groups. (Also available in the appendix as an Inclusive Practices Bank!)Brimming with the practical tools and wisdom you need to create lessons that support every learner, this hands-on, how-to resource will help you move inclusion from a lofty ideal to an everyday reality.
£36.51
Brookes Publishing Co Building Blocks for Teaching Preschoolers with
Book SynopsisThe third edition of Building Blocks provides readers with a framework for successful and meaningful inclusion of preschoolers with special needs. Like the first two editions, the third edition offers teachers effective, research-based instructional practices to promote learning in inclusive classrooms. The authors have updated existing content and added new content to reflect current thinking in the field.Table of Contents About the Authors Foreword Mary Louise Hemmeter Acknowledgments Section I Using the Building Blocks Framework Chapter 1 Introduction Chapter 2 Evidence-Based Practice and the Building Blocks Framework Chapter 3 Keys to Collaboration Chapter 4 Getting Started Section II Teaching Strategies Chapter 5 Curriculum Modifications Curriculum Modifications by Type Curriculum Modifications by Activity and Routine Chapter 6 Embedded Learning Opportunities Chapter 7 Child-Focused Instructional Strategies Section III Important Topics Related to the Building Blocks Framework Chapter 8 Becoming More Independent Chapter 9 Acquiring and Using Knowledge: Literacy and STEAM Chapter 10 Friendships and Social Relationships Chapter 11 Developmentally Appropriate Classroom Behavior Chapter 12 Concluding Thoughts References Appendix A Blank Forms Quality Classroom Assessment Form Classroom Action Worksheet Child Assessment Worksheet Planning Worksheet: Section I Planning Worksheet: Section II Child Activity Matrix Classroom Activity Matrix Evaluation Worksheet ELO-at-a-Glance Instruction-at-a-Glance Checklist for Important Elements for Supporting Early Literacy Appendix B Additional Resources Index
£42.46
Brookes Publishing Co Pause & Reflect: Your Guide to a Deeper
Book SynopsisWhether you're a new or experienced early intervention professional, taking time to reflect on your daily work is critical to your success. This one‐of‐a‐kind workbook is designed to help you reflect on what you do, why you do it, and how you can continue to grow your skills to ensure the best outcomes for the families you serve.Dana Childress, a seasoned practitioner and trainer, gives you a systematic, organized, and efficient way to pause and reflect on your practices, so you can be confident that you're translating the best, most current knowledge into real‐world action every day. Engaging, interactive exercises will help every professional—at any level of experience—examine and enhance their work with young children and families. You'll get reflection prompts, realistic examples, self‐assessments, knowledge checks, action plan templates, and reflective journal pages to fill out as you:Review the mission, key principles, and recommended practices of early intervention.Work through a detailed guide to conducting effective, balanced EI visits that facilitate learning for both children and caregivers.Learn how to gather the most meaningful information from families to individualize intervention and develop service plans.Discover ways to manage your workload and avoid burnout through time management strategies, stress management, and ongoing professional development.This book is an essential resource for group professional development sessions, independent study, and pre-service courses.INCLUDES STUDY GUIDE! A free 6‐month book study guide—available for download online—will help you facilitate training sessions aligned with Dunst's evidence‐informed professional development.Trade Review“The right resource at the right time for early intervention providers. Pause and Reflect offers a unique combination of readable, practical content to engage professionals in a thoughtful examination of their practice and provides strategies for developing a plan for professional growth. This guide includes a variety of interactive activities, anecdotes, checklists, examples, and resources for both individual and group study, making it a wonderful addition to the libraries of both EI and professional development providers.”- Juliann Woods, Florida State University"This book is a must read for new and practicing Early Interventionist and a resource for faculty and others supporting professional learning. I will definitely use and share this resource with others in the field."- Linda Labas, M.Ed., Early Childhood Coordinator, Center for Community Inclusion and Disability Studies, University of MaineTable of Contents About the Downloads About the Author Preface Acknowledgements Dedication Chapter 1 Early Intervention as a Practice Reflective Journal Action PlanChapter 2 Fundamentals of Early Intervention Practice Reflective Journal Action PlanChapter 3 Balanced Intervention: Supporting the Caregiver and the Child Reflective Journal Action PlanChapter 4 Gathering Meaningful Information from Families Reflective Journal Action PlanChapter 5 Strategies for Implementing a Balanced Intervention Visit Reflective Journal Action PlanChapter 6 Taking Care of Yourself References Index
£29.71
Brookes Publishing Co The Paraprofessional's Handbook for Effective
Book SynopsisWhat does a great paraprofessional need to know and do? You'll find real-world answers from two experts in the second edition of this bestselling guidebook. Passionate inclusion advocates Julie Causton and Kate MacLeod bring you a supremely practical guide to surviving and thriving as an integral part of your school's inclusive team. You'll get immediately applicable strategies for mastering every facet of your complex role: collaborating with other team members, selecting accommodations and modifications, facilitating peer connections, fading your support, and much more. And you'll find a treasure trove of tools-including activities, learning checks, reproducible templates, FAQs, and short to-do lists-to help you reflect on your practice and strengthen your daily work. An essential hands-on guide for new and seasoned paraprofessionals-and a must-have for the educators and other professionals who support them-this empowering book takes the guesswork out of this critical classroom role so you can help students with disabilities reach their full potential.WHAT'S NEW: New chapter on Respectful Support for Developing Student Independence More on key topics such as collaboration, presuming competence, and supporting social and academic success for students with diverse abilities New and updated research, practices, digital tools, resources, examples, quiz questions, and reflection activities throughout the book Package of online materials, including printable activities, forms, and worksheets Table of Contents About the Forms and Online Materials About the Authors Foreword Preface Acknowledgements Dedication Chapter 1: The Paraprofessional Chapter 2: Inclusive Education Chapter 3: Special Education Chapter 4: Collaborating with Others Chapter 5: Rethinking Your Students: Presuming Competence Chapter 6: Providing Academic Supports Chapter 7: Providing Social Supports Chapter 8: Providing Behavioral Support Chapter 9: Respectful Support for Developing Student Independence Chapter 10: Supporting Yourself References Index
£33.26
Brookes Publishing Co Equitable and Inclusive IEPs for Students with
Book SynopsisStudents with complex support needs are at high risk for exclusion from general education and frequently require communication supports, assistive technology, and services from a variety of related service providers. Pre- and in-service educators need guidance on how to develop IEPs for this population. Organized around a process chart and covering each section in the IEP document, this book guides educators to create legally and ethically defensible IEPs that are also person-centered, useful, and meaningful.Table of Contents About the Downloads About the Authors About the Contributors Acknowledgments Preface SECTION I: Before the Meeting Chapter 1 - Getting the Team Together Appendix: Planning Worksheet—IEP Team Members Chapter 2 - Organizing IEP Preparation and Communication Appendix: IEP Team Data Collection Plan Chapter 3 - Fostering Collaborative and Trusting Relationships with Families and Students Appendix: Resources for Communicating with Families Chapter 4 - Discussing Data and Making Decisions Appendix: Skill Data Collection Plan SECTION II: Developing the IEP Chapter 5 - Describing Present Levels of Functional and Academic Performance Chapter 6 - Planning for Special Factors, Extended School Year, and Alternate Assessment Appendix: Summer Activities Planning Tool Chapter 7 - Determining What Gets Taught: Curriculum and Goals Appendix: Resources for Determining What Gets Taught Chapter 8 - Identifying Supplementary Aids and Services Appendix: Ecological Assessment With Supplementary Aids and Services Chapter 9 - Determining the Least Restrictive Environment Appendix: LRE Decision Flowchart SECTION III: At the Meeting and Afterward Chapter 10 - Setting an Agenda and Setting the Tone: Communication During the IEP Meeting Chapter 11 - After the Meeting: Implementing the IEP Appendix: Resources for Implementing the IEP
£42.46
Brookes Publishing Co Coaching and Consultation Practices in Early
Book SynopsisCoaching is one of the best ways to enhance the skills of early childhood practitioners and ensure high‐quality learning experiences for young children with and without disabilities. With this authoritative professional learning resource, educators and early interventionists will learn how to use coaching and consultation methods to support inclusion and ensure the best outcomes for all children from birth to five.Written by two experts on early childhood intervention and special education, this book introduces multiple models of professional collaboration and offers in‐depth guidance on how to implement an effective consultation/coaching model in early childhood settings. From big‐picture considerations to small logistical details, professionals will master the entire process of creating, maintaining, and evaluating a successful coaching relationship. In each chapter, case examples, discussion questions, chapter summaries, and group activities reinforce key points and encourage reflection.An essential professional resource and an ideal textbook for courses on consultation and coaching, this comprehensive guide will help early childhood practitioners work together to improve educational and developmental outcomes for all young children.DISCOVER HOW TO: Establish ground rules and objectives for coaching Build rapport and strong communication skills within a coaching relationship Systematically gather information about the child, teacher, and learning environment to inform coaching practices Work together to set and prioritize intervention goals for children Create and implement an action plan that addresses intervention goals Deliver effective performance feedback Evaluate the success of both the coaching plan and the partnership Use current technology to harness the benefits of tele‐intervention, mobile coaching, and remote consultation PRACTICAL MATERIALS: Support successful coaching and consultation with more than 25 reproducible downloads, including data collection forms, action plans, a planning matrix, self‐assessments, and coaching session sample logs. Instructors will also find downloadable PowerPoint presentations aligned to each chapter.Table of Contents About the Downloads About the Authors Preface Chapter 1: Introduction to Models of Professional Collaboration Learning Objectives New Roles and Responsibilities for Early Childhood Professionals Models of Professional Collaboration: Promising Practices to Support Professional Learning Models of Coaching and Consultation in Early Care and Education Models of Consultation Overview of Origin and Scope of Consultation in Early Childhood Intervention Research on the Efficacy of Behavioral Consultation and Coaching Consultation/Coaching in Early Childhood: A Professional Collaboration Model Determining the Goals and Purpose of Consultation/Coaching Who Provides Consultation/Coaching in Early Childhood Settings? Research on How Consultation or Coaching is Used in Early Education and Intervention Summary Discussion Questions Case Study Activities Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching Learning Objectives Introduction: Establishing the Ground Rules for Coaching Why Are Requests for Coaching Services Initiated Establishing Objectives Before Initiating Coaching Services Creating an Agreement for Coaching Services Key Elements in an Agreement for Coaching Services What Details Should Be Addressed in an Agreement for Coaching Services? Benefits of a Formal Agreement for Coaching Services Caveats Related to On‐Line and E‐Communications Summary Discussion Questions Case Study Activities Chapter 3: Building Rapport in a Coaching Relationship Learning Objectives Introduction: The Nature of a Coaching Partnership Initiating a Coaching Partnership The Role of Rapport in Building a Coaching Partnership Building and Sustaining Rapport: Recommendations for Coaches Use of Interpersonal Communication Skills in Establishing and Building Rapport Non‐Verbal Communication Skills Linked to Building Rapport Verbal Communication Skills Linked to Building Rapport Use of Different Forms of Questioning in Communicating with a Partner Common Mistakes in Interpersonal Communication The Role of Social Power and Influence in Coaching Partnerships Perspectives and Interests of the Coach and Partner in a Coaching Relationship Factors that May Contribute to the Success or Failure of a Coaching Partnership Summary Discussion Questions Case Study Activities Chapter 4: Observation and Information Gathering Learning Objectives Introduction: Observation and Information Gathering Getting to Know the Learning Enviornment Assessing the Teaching Skills of Early Childhood Educators Assessing the Program's Climate or Culture Teddy, Alexis, Brittany, and Shelly Summary Discussion Questions Case Study Activities Chapter 5: Implementing the Plan Learning Objectives Setting a Goal Reviewing Assessment Information Triaging or Prioritizing Targets for Intervention Reaching Consensus and Moving Forward: Planning for Action Selecting Strategies to Address the Issue Choosing Child‐Focused Intervention Strategies Choosing Evidence‐Based Strategies that Promote Adult Learning Creating an Action Plan Supports for Implementation Curriculum Planning Matrices Observation and Data Collection Performance Feedback Ways to Share Performance Feedback Challenges to Implemtnation Summary Discussion Questions Case Study Activities Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership Learning Objectives Introduction: Evaluation of Coaching Partnerships The Relationship Between Coaching Context and Evaluation Use of Common Coaching Tools in Evaluating a Coaching Partnership Evaluating the Process and Outcome of a Coaching Partnership Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership Summary Discussion Questions Case Study Activities Chapter 7: Behind the Scenes in the Coaching Model Learning Objectives Introduction The Role of Logistics in Supporting Effective Coaching: An Overview Key Elements in a Coaching Partnership Considerations in Assigning Coaching Personnel The Expertise Model of Caseload Allocation Cultural Competence in Assigning Caseloads Enrollment of Children with Special Needs in Selected Programs Assigning Caseloads: Striking a Balance Supporting Coaching Services: Creating Office Space at Host Sites Professional Preperation and Learning for Coaches: Building Capactiy Key Elements in a Coaching Partnership: Personal and Professional Organization Challenges in Adopting or Expanding Coaching Services Summary Discussion Questions Case Study Activities Chapter 8: Coaching and Consultation in a Virtual World Learning Objectives Introduction Building Effective Professional Relationships Virtually Sharing Information Virtually Creating Virtual Repositories of Resources Capitalizing on the Benefits of Could‐Based Systems Silver Linings Virtual Coaching Lessons Learned from Early Intervention Tele‐Intervention Summary Discussion Questions Case Study Activities Index
£33.96
Brookes Publishing Co Universal Design for Transition: The Educators'
Book SynopsisFor students with disabilities from historically marginalized backgrounds, inequities in education and support services often lead to negative post-school outcomes. Promote successful adult lives for all students with disabilities—including historically marginalized culturally and linguistically diverse learners—with the new edition of this guide to the universal design for transition (UDT) framework.Like the popular first edition, this important text prepares teachers, transition coordinators, and principals of Grades 6–12 to apply the principles of universal design for learning to transition planning for all learners with disabilities. This reimagined guide adds an equity lens, so that educators can understand the needs of historically marginalized racially and ethnically diverse students and create culturally responsive and sustaining instruction, supports, and services as students approach transition age. Practical tips, examples, and downloadable tools help teachers apply the UDT framework successfully, and the voices of experienced educators provide guidance and insight throughout. Equally useful as a textbook and an in-service resource, this new edition will get educators ready to help all students with disabilities build fulfilling adult lives that reflect their goals and dreams.EDUCATORS WILL LEARN HOW TO: Reduce student opportunity gaps related to academic achievement and transition planning Incorporate the rich cultural heritage of historically marginalized students when planning their academic and transition curriculum Master the components of UDT, including multiple means of assessment, student self-determination, multiple life domains, and use of multiple resources and perspectives when making decisions Prepare students for key aspects of adult life: employment, postsecondary education, community living, and social inclusion and engagement Create culturally sustaining IEPs that honor the complexities of diverse students and families Promote equitable access to and use of technology with a UDT approach WHAT’S NEW: New focus on culturally responsive practices and supports Updated research throughout New and expanded coverage of key topics such as community living options, use of technology and multimedia resources, and weaving social outlets and leisure activities into UDT All-new examples, resources, teaching tips, vignettes, and case studies Table of Contents Culturally Sustaining UDT: Overview and Components 1 UDT to Provide Culturally Competent Academic and Transition Instruction Chapter 2: Assessment Appendix: Transition Assessment Resources Chapter 3: Student Self-Determination Chapter 4: Stakeholder CollaborationII Culturally Sustaining UDT Across Domains Chapter 5: Employment Supports Chapter 6: Postsecondary Education Chapter 7: Community Living Chapter 8: Social Inclusion and EngagementIII Culturally Sustaining UDT Planning: Implementation Chapter 9: Individualized Education Planning Chapter 10: Embedding Technology Using an Equity Literacy Framework Chapter 11: Tying It Together: Implementing a UDT Framework Index
£36.51
Brookes Publishing Co You're Going to Love This Kid!: Teaching Autistic
Book SynopsisOne of the most popular, practical, and trusted books on inclusive education, this bestselling guide is now in a fully updated third edition—perfect for K–12 educators teaching the growing number of students on the autism spectrum. Created by Paula Kluth, a former teacher and celebrated inclusion expert who works with teachers and families nationwide, this book gives educators sensitive new ways to see autistic students and instantly useful strategies for teaching and welcoming them in general education classrooms.Both pre- and in-service educators will find the up-to-date research and ready-to-use tips they need to make schools safe, accessible, and appropriately challenging for learners on the autism spectrum. Drawing on decades of experience, Paula Kluth offers a comprehensive, real-world guide to supporting autistic students—from big-picture guidance on the law, planning, and collaboration to the practical details of classroom arrangement, teaching strategies, and positive behavior supports. With a clear focus on the strengths, gifts, and perspectives of autistic learners, the book prominently features the voices of autistic people and their families and includes their valuable ideas and insights.A professional resource and textbook that teachers will keep forever, this new edition of “You’re Going to Love this Kid!” is the ultimate guide to supporting autistic students and meeting each learner’s individual needs in the inclusive classroom.WHAT’S NEW All chapters thoroughly updated to reflect the latest research and recommended practices More insights from autistic people and their family members Engaging new features: learning objectives, bulleted organizers, and all-new discussion questions New and updated reproducible materials: includes 20 online forms, student worksheets, planning tools, activities, and checklists A new chapter co-author adding expert advice on making classrooms supportive for those with sensory needs Identity-first language that reflects the preferences of autistic people More graphics, photos, and artwork that illustrate and reinforce key points TOPICS COVERED INCLUDE: values and beliefs that support inclusive schooling definitions and characteristics of autism respectful partnerships with parents and caregivers classroom arrangement and sensory supports classroom community and social relationships communication tools and considerations effective literacy instruction respectful and effective responses to behavior lesson planning co-teaching and collaboration with team members federal laws related to special education Table of Contents Chapter 1 Autism Chapter 2 Inclusive Schools Chapter 3 The Role of the Teacher Chapter 4 The Family–School Partnership — With Eileen Yoshina Chapter 5 The Comfortable Classroom — With Paula Aquilla Chapter 6 Friendships, Social Relationships, and Belonging Chapter 7 Communication Skills, Competencies, and Relationships Chapter 8 Literacy Teaching and Learning — With Kelly Chandler-Olcott Chapter 9 Behavior: Rethinking Challenges and Creating Supports Chapter 10 Lessons for All: Using UDL to Plan, Teach, and Assess Chapter 11 Teaching Strategies — With Christi Kasa Chapter 12 Collaboration in Classrooms and Beyond
£39.91
Brookes Publishing Co The Handbook of Racial Equity in Early Childhood
Book SynopsisThe goal of every early educator is to prepare all students for school success—but for young Black children, entrenched biases and racial inequities have created an achievement gap that must be closed. Transform your practices and work for systemic change with this visionary guidebook, a comprehensive roadmap to promoting racial equity in early childhood education.The only handbook of its kind that takes a rigorous, in‐depth look at the historical roots of racial bias, this book goes beyond band‐aid approaches to equity and prioritizes real transformation and healing: of adults, communities, programs, systems, and children. Grounded in research but focused on action, this empowering guide offers both deep foundational knowledge and practical classroom strategies that promote better outcomes for Black children and families. Contributions from voices of experience—influential scholars, teachers, and parents—offer authentic perspectives on the impact of racism and the importance of anti‐racist practices.A must for educators, administrators, and policymakers working toward equity and justice, this book will help early childhood professionals dismantle inequitable systems and ensure high‐quality learning experiences for every child.EARLY EDUCATORS WILL LEARN HOW TO: recognize the many ways racialized bias shows up within the early childhood system challenge the implicit bias that shapes their perceptions and practices develop a deep and shared understanding of key terms used within racial equity dialogue create culturally responsive anti‐bias (CRAB) education environments, with sample lessons and guidance on curriculum design help young Black children build and maintain a positive racial identity strengthen school‐family partnerships by developing culturally responsive relationships with families take action to resolve racial inequities in suspensions and expulsions address historical and racial trauma to help children, staff, and families heal make a plan to revise data collection systems in ways that promote racial equity begin the challenging but necessary work of high‐level systems change Includes chapters from influential voices in the field: Justin Perry Rosemarie Allen Walter Gilliam Tameka Ardrey Doré R. LaForett Iheoma U. Iruka Aisha White Table of Contents Annotated Table of Contents Chapter 1: Current Issues and Challenges Authors: Jen Neitzel and Ebonyse Mead The focus of this chapter is to provide an introduction and backdrop for the current inequities in early childhood, as well as the challenges and barriers that inhibit justice work in early learningprograms. Specifically, the chapter will focus on four main issues within early childhood that are directly related to racial equity: suspensions/expulsions, instructional practices, teacher-childrelationships, and lack of access to high-quality early childhood education. In addition, the authors will highlight several key barriers that inhibit the work of equity and justice work within early learning programs: egos; siloed efforts; laws and bills; and nice white people. This chapter is intended to provide context for the rest of the book. Having a common understanding of theissues and barriers allows early childhood educators to better address racial inequities. Chapter 2: Racial Healing as a Pathway to Equity Authors: Ebonyse Mead and Jen Neitzel In this chapter, the authors will discuss how racial healing serves as a pathway to equity in early childhood. We all, Black and White, have been victimized and traumatized by racism and whitesupremacy in very different ways. For Black children and families, they experience overt racism and discrimination and oppression within our nation’s various institutions. As such, they caninternalize notions of racial inferiority (e.g., shame, confusion, aspiring to whiteness). On the other hand, White children and families can absorb racial superiority in which they view their experiences as the norm, not being aware of racism within our society unless they choose to. The authors also will discuss the four phases of racial healing: acknowledgement, engagement,atonement, and restoration. Moving through the phases is necessary if we are to heal as individuals and a society. This racial healing paves the way for achieving equity and justice inearly childhood. Chapter 3: Creating a Shared Language Authors: Jen Neitzel and Ebonyse Mead In this chapter, the authors will provide explanations and a better understanding of key terms in racial equity work. It is essential that educators, administrators, and policy makers have a sharedlanguage when addressing equity and justice in early childhood. Currently, many terms are used incorrectly or interchangeably, which can serve as a barrier to collectively working towardslasting change. Key terms to be discussed include diversity, equity, inclusion, different types of racism, prejudice, discrimination, power, and oppression. When educators have a good understanding of these key terms, they are better able to articulate and address the inequities that currently exist within early childhood. Chapter 4: Anti-Blackness in Early Childhood Authors: Ebonyse Mead and Devonya Govan-Hunt This chapter defines anti-blackness and includes a discussion of the origins of anti-blackness and how it manifests in society. A discussion of how anti-blackness shows up in education isprovided and strategies to deconstruct anti-blackness in education is shared. This chapter provides reflective activities for teachers to critically think about ways to combat anti-blacknessin education. Chapter 5: Whiteness and White Supremacy Culture Author: Jen Neitzel This chapter will focus on the concept of whiteness and white supremacy culture. Deconstructing whiteness individually and in early childhood should be a key focus of ongoing equity efforts.Whiteness is simply a framework for understanding society and how White people operate on a daily basis. For example, White individuals often unknowingly view their experiences as thenorm within society (e.g., success, behavior, dress, appearance, language). These notions of whiteness also exist within early learning programs in the forms of assessments and curricula developed within a White worldview about what quality looks like. Whiteness also dictates how we view children showing respect, interacting with caregivers, and behaving. When we have abetter understanding about practices that are grounded in whiteness, we can deconstruct them and replace them with more equitable practices. Chapter 6: Historical and Racial Trauma Authors: Jen Neitzel, Justin Perry, and Leondra Garrett This chapter provides a better understanding of both historical and racial trauma. The authors will focus on the social construction of race, as well as how the long and complicated history ofthe United States. Specifically, content will focus on the American Genocide, slavery, and Jim Crow. Having a better understanding of our nation’s history allows us to understand the variousbarriers that have been put in place over time and the ramifications on the mental health of Black children and families. In addition, the authors will provide content related to current day racial trauma, including its effects on Black children and families. The chapter will end with specific strategies that can be used to address historical and racial trauma in early learning programs. Chapter 7: Suspensions and Expulsions in Early Childhood Education Rosemarie Allen and Walter Gilliam This chapter will focus on the ongoing inequities in early childhood disciplinary practices. Specifically, the authors will focus on data collected by the Office of Civil Rights, U.S.Department of Education that highlighted the disproportionality in suspensions and expulsions between young Black and White children. A discussion about the specific factors that upholdthese disparities, including implicit bias, inadequate policies, and lack of ongoing professional development related to culturally responsive behavior management. The chapter will conclude with specific strategies that can be used to address disproportionate suspensions and expulsions in classrooms and at the policy level. Chapter 8: Inequities in Early Intervention Author: TBD This chapter will focus on the current equities in early intervention. For example, there are clear disparities in identification for and access to early intervention services for young Black childrenand their families. The author will discuss how to address these inequities and provide specific strategies for system leaders and practitioners that can be used to improve identification andaccess for Black children. Chapter 9: Culturally Responsive Anti-Bias Practices Authors: Ebonyse Mead and Tameka Ardrey This chapter defines culturally responsive anti-bias education (CRAB) including the components and principles of CRAB. This chapter focuses on the importance of teachers embedding CRABinto the daily life of the classroom to create an equitable learning environment where all children can thrive. In this chapter, the authors discuss the need to create classrooms in which the culturalaspects of children of color are included in the learning environment. Teachers will learn how to embed culturally responsive anti-bias education into their instructional practices, includingcreating lesson plans with a focus on CRAB and developing curriculum using the principles of CRAB. Examples of CRAB activities are shared to help teachers have a working knowledge ifimplementing CRAB in the overall classroom environment. Chapter 10: Culturally Responsive Family Engagement Authors: Ebonyse Mead and Devonya Govan-Hunt This chapter begins with a discussion of why traditional methods of family engagement are insufficient for families of color. A discussion of the barriers to engaging with racially andethnically diverse families follows. In this chapter, the authors will define culturally responsive family engagement and why this approach to engaging families is preferred. This chapter willhighlight the 10 Diversity Informed Tenets and how these tenets can be applied to effectively engaging racially and ethnically diverse families. Teachers will learn specific strategies forengaging racially and ethnically diverse families in early learning programs. Chapter 11: Addressing Equity in Early Childhood Data Systems Authors: Dore LaForrett and Iheoma Iruka Early childhood education (ECE) programs and systems are increasingly using data collection and data systems in myriad ways to gather information about children, families, and the ECEworkforce; to understand and improve program quality; and to make decisions about ECE practices and policies. With increasing attention to advancing equity goals in ECE (NationalAssociation for the Education of Young Children [NAEYC], 2019), there are ample opportunities to use data and data systems to go beyond identifying disparities in ECE andaddress them. However, in this chapter we argue that current uses of data collection and data systems within ECE are instead exacerbating inequities, largely because they typically are notdesigned using equity-aligned approaches and goals from inception, or because the users are conditioned to adhere to the status quo rather than challenge how it reinforces inequities. As aresult, current practices lead to missing, misused, and incomplete data – especially when they do not consider the cultural wealth of children, families, and communities – which subsequently undermine equity goals and lead to ill-informed decision-making related to practices and policies.Our goals for this chapter are to describe 1) commonly used data collection efforts and systems in ECE; 2) how misuses of data collection efforts and systems exacerbate inequities within ECE;and 3) how an equity-aligned use of data and data systems can avoid misuses that exacerbate inequities and instead dismantle inequities within the ECE field. To accomplish these goals, wewill utilize recent work on how to embed a racial equity perspective in research (e.g., Andrews et al., 2019; Nelson et al., 2020) to critically examine common uses of data and data systems inECE (e.g., classification of children and eligibility determination, suspension and expulsion decisions and reporting, portfolio vs. standardized assessment approaches, program qualityassessments) and their implications for exacerbating inequities in ECE. We also will draw from a recent to call to action for addressing 14 priorities to dismantle systemic racism in ECE (Meek etal., 2020) to illustrate the application of an equity-aligned approach to using data and data systems. We will conclude with a brief discussion of how an equity-aligned approach to data anddata systems has the potential to bring transformative change in ECE practices and policies. Chapter 12: Positive Identity Development in Young Children Authors: Ebonyse Mead and Aisha White This chapter begins with a discussion of positive identity development for young children. A discussion of the importance of building a positive racial identity development to help developchildren’s social-emotional competency follows. This chapter details the negative messages children of color and Black children, in particular, receive from society (i.e., schools, books,media, etc.) about who they are including their worth, ability, etc. To counter the negative messages children of color, receive, a discussion of racial socialization is included as a method tobuild positive racial identity development. In this chapter, teachers will learn specific strategies to affirm children’s racial and ethnic identity in the classroom as well as in lesson planning. Chapter 13: A Transformed Early Childhood System Authors: Jen Neitzel and Ebonyse Mead This chapter will help readers envision what a transformed early childhood system might look like. Specifically, early educators need to reframe the way we view education by placing anemphasis on the intellectual and spiritual growth of our children. In addition, early learning programs must be places for healing for all who enter – children, families, teachers, and staff. Atransformed early education system also means that we need to alter what we teach and how we teach it. This is what Dr. King referred to as a “true revolution of values” (King, 1968). As such, policy makers will need to re-evaluate everything within the current early childhood system, including revising academic/learning standards and how we measure achievement; new curriculathat are focused on providing culturally responsive anti-bias practices; and new definitions of high-quality and ways for measuring it. A transformed early childhood system also emphasizesindividualism over collectivism, both within classrooms and programs. The chapter will end with specific strategies for early childhood educators, administrators, and policy makers to beginbringing about change within their spheres of influence. Chapter 14: Systems Change Author: Jen Neitzel This chapter will help readers understand that a focus on outcomes is important; however, we must also eliminate policies, practices, and attitudes that perpetuate disparate outcomes; andenact policies and practices that address the root causes of inequity and promote better outcomes. The goal of this chapter is to provide educators with a clear path forward in achievingeducational equity through a systems change framework. Several key strategies will be provided: (1) establishing a cradle-to-career focus that provides seamless transitions from one sector to thenext; (2) developing policies to promote equity at the program- and system-level (e.g., suspension/expulsion, focus of instruction, PD requirements); (3) adapting pre-service teacherpreparation programs that place a greater emphasis on providing coursework and practicum experiences that promote equity; (4) focusing on workforce development through in-servicetraining on implicit bias, cultural awareness, effective educational practices, and trauma, followed by practice-based coaching; (5) family and community engagement; and (6) providingan infrastructure to sustain practices over time.
£33.96
Harvard Educational Publishing Group Trans Studies in K-12 Education: Creating an
Book SynopsisA vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities.Edited by two prominent figures in trans studies, Mario I. SuÁrez and Melinda M. Mangin, Trans Studies in K–12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities.The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators.Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals.Ultimately, the volume highlights the promise of creating K–12 education spaces that are liberating rather than constraining.
£29.71
Harvard Educational Publishing Group The Double Bind in Physics Education:
Book SynopsisAn incisive study of the mechanisms reinforcing the underrepresentation of women of color in STEM fields and a call for systemic change to address the imbalance.In a detailed exploration of inclusion in physics, social scientist Maria Ong makes the case for far-reaching higher education reform, noting that despite diversity efforts to recruit more women and students of color into science and mathematics programs, many leave the STEM pipeline. The Double Bind in Physics Education takes readers inside the issue by following 10 women of color from their entrance into the undergraduate physics program at a large research university through their pursuit of various educational and career paths. Candid interviews with these women, their instructors and mentors, and their peers, conducted over 25 years, allow Ong to trace how pervasive challenges, such as navigating the intersectionality of race and gender discrimination, have shaped their academic opportunities and career choices.Despite the ideals of objectivity promoted in STEM disciplines, the women profiled here encounter continued patterns of systemic oppression within their departments. In their stories, Ong identifies overt behaviors and microaggressions that harass, exclude, and otherwise disadvantage women of color and members of other minoritized groups.Ong also shows how aids such as student support programs, peer groups, allies, and mentors, which are centered on the individual, can go only so far toward a sustainable solution. In order to provide equitable opportunities, she argues, greater work must be done to dismantle institutional norms and replace them with a culture of inclusion.Trade ReviewCentering and relaying the experiences of women of color in physics through their lenses and voices, over the course of a 25-year study, Ong masterfully illuminates barriers and navigation strategies that inform us all on how to ensure positive career trajectories for everyone." —Gilda Barabino, president, Olin College"Grounded in research and practice, this compelling book skillfully reveals the experiences of women of color navigating systemic challenges in the field of physics. The individual distinctiveness and the interconnections among the women are highlighted, leading to persuasive recommendations for organizational and cultural change in the field." —Sharon Fries-Britt, professor of higher education, University of Maryland
£30.36
Harvard Educational Publishing Group The Middle of Somewhere: Rural Education
Book SynopsisHighlights innovative partnership practices that help create educational opportunities for students in rural schools across the United States.As editors Sarah L. Hartman and Bob Klein acknowledge, rural places have long experienced systemic inequities that decrease rural students' access to education, yet many rural schools and communities have found creative means to make up for the dearth of outside resources. The Middle of Somewhere brings to light a wide variety of partnerships that have been forged between K–12 schools, communities, and postsecondary institutions to improve educational access.The book showcases collaborations that address three different areas of need: partnerships that prepare and support teacher candidates and educators who work in rural areas; partnerships that extend the work of rural education networks; and partnerships that promote equity, justice, and inclusion within rural populations. Using case studies of rural educational partnerships from communities across the United States, the book's contributors share their experiences of how strong partnerships have formed both organically and through thoughtful and intentional planning, and they recommend supportive strategies for their development and sustainment.The contributors also explore the many ways in which university–school–community partnerships incubate solutions to challenges common to rural education systems, such as access to STEM education and higher education. The programs featured here may serve as replicable models for practitioners, researchers, and policy makers who want to enrich the experiences of children in their schools and communities.Trade Review“This volume highlights the unique opportunities rural communities, rural schools, rural universities, and regional providers have to establish partnerships to give all rural stakeholders a seat at the table to improve their communities. The spotlight of stories of challenge and success becomes the blueprint for regional change.”—Allen Pratt, executive director, National Rural Education Association“Hartman and Klein have assembled a coherent set of work that comprehends and affirms the assets that rural context offers. This book has much to teach us all—not just in terms of the findings presented by the editors and the contributing chapter authors, but in terms of how to do authentically rural research that can produce actionable results that impact schools and communities.”—Jerry Johnson, Phoebe Moore Dail Distinguished Professor in Rural Education, East Carolina University
£28.76
Harvard Educational Publishing Group Growing and Sustaining Student-Centered Science
Book SynopsisA wealth of practical tools and guidance for rooting out injustice and creating science learning spaces in which students feel valued, safe, and eager to engage.In Growing and Sustaining Student-Centered Science Classrooms, David Stroupe promotes powerful conversation and action around knowledge-building practices in science education. The book takes readers into inspiring classroom communities in which all students are invited and encouraged to engage in the work of science. An illuminating series of real-time classroom scenes demonstrate flexible teaching approaches and instructional pivots that Stroupe calls talk moves and shows how they foster inclusive collaboration and participation to create a more expansive, and better, version of science education.Even as Stroupe champions student-centered science education, he acknowledges that common obstructions to knowledge sharing, or epistemic injustices, can often prevent this student-led ideal from materializing. He calls attention to four types of injustices that frequently stifle student voice and access in science learning communities: testimonial injustice, hermeneutical injustice, intrapersonal injustice, and hierarchical injustice. Recounting real-life examples of these individual and systemic injustices, Stroupe gives educators the tools to both identify and eradicate them.This thought-provoking book sets forth ambitious tactics for educators to audit assumptions and biases in science, promote student agency, and conduct action research to document change. Using Stroupe's accessible methods, teachers, teacher educators, and administrators can design immediate and long-term efforts to disrupt injustices in STEM classroom communities and support student learning.
£29.56
Harvard Educational Publishing Group Hope and Healing: Black Colleges & the Future of
Book SynopsisWith significant lessons from the history and evolution of HBCUs, a guide to the strategic conversations all higher education institutions must have to prepare students for a complex world.In Hope and Healing, former Morehouse College president John Silvanus Wilson, Jr. looks to Historically Black Colleges and Universities (HBCUs) to examine what it takes not only to survive as a relevant institution of higher education, but to thrive. Wilson draws on pivotal moments in the timelines of HBCUs and the work of past visionaries such as W.E.B. DuBois and Booker T. Washington to yield important perspectives on the future of higher education and the role of HBCUs within it.Wilson documents the strengths of HBCUs, which endure even as factors such as school desegregation, enrollment shifts, and fundraising shortages have deeply affected their operation. These schools have long optimized institutional character, he shows, and he encourages their leaders to similarly optimize institutional capital. Wilson emphasizes the indispensable role of educational finance in keeping schools viable and vital to U.S. education, discussing funding approaches such as targeted endowment strategies, large-scale capital campaigns based in STEM research, and partnerships between schools and the philanthropic community. Wilson’s asset-based framework reveals pathways for all higher education institutions to invest in their long-term futures.Suffused with optimism, the book credits HBCUs as exemplars that consistently demonstrate how all colleges and universities can marshal their institutional resources to shape better citizens, foster civic literacy, and work toward a better tomorrow.Trade ReviewIn Hope and Healing, Wilson asks us to consider the future of HBCUs and their impact on humanity—but more than that, he asks us to consider how these institutions can create better citizens and offer African Americans an opportunity for ‘self-reformation’ by adopting a ‘growth mindset.’ Wilson walks us through the complicated history of HBCUs, but also pushes us to grapple with their destiny. In doing so, he has an insider view that no other can claim—he is a graduate of Morehouse College and served as the venerable institution’s president, as well as the executive director of the White House Initiative on HBCUs in President Obama’s administration."——Marybeth Gasman, Samuel DeWitt Proctor Endowed Chair in Education and University Distinguished Professor, Rutgers University"Wilson astutely mines our shared educational history and renders rich interpretations that are eye-opening and long overdue. This book makes a strong case for nothing less than a re-architecture of both philanthropy and higher education. Its redemptive and refreshing recommendations will inevitably enrich our national dialogue and deepen our understanding regarding the past and future of historically black colleges and universities."—Darren Walker, president, Ford Foundation"John Wilson brilliantly weaves in seminal historical writings and speeches from Black college leaders to help pose a set of essential questions for those who lead and support HBCUs today. He offers a workbook filled with tough questions that, if answered honestly, will improve the colleges that wrestle with them."—Walter Kimbrough, president emeritus, Dillard University and Philander Smith College"In Hope and Healing, John Wilson candidly connects the history of HBCUs to today’s challenges—and to an uncertain future. Through his skilled storytelling, Wilson shares his perspectives and admonitions about this very special part of the American higher education journey. This is a must-read for all who seek to understand, sustain, and grow the powerful and transformative role of HBCUs on our country."—Richard Legon, past president and CEO of the Association of Governing Boards and member of the board of Spelman College"Wilson’s unique experience in higher education—White House liaison to HBCUs, president of Morehouse College, senior advisor to the president of Harvard College, and now training future college presidents at the American Association of State Universities and Colleges—provides an unparalleled understanding of what every college and university can learn from the persistence of HBCUs through unending adversity. He describes in loving detail how these institutions mold young people and makes the case that all of our institutions of higher education should ‘elevate, enrich, and scale key elements of the HBCU approach to shaping better citizens.’"—Freada Kapor Klein and Mitchell Kapor, co-chairs, Kapor Center"With the core message that the only way to shape a better world is to shape better citizens of the world, Wilson analyzes the history of Black colleges in America for important lessons of global significance. Not only does he challenge the world’s philanthropic community to rethink patterns of inequitable giving to educational institutions, but he also challenges leadership in higher education to shift mindsets and ‘re-architect’ campus agendas to effectively confront the world’s greatest threats before it’s too late. The message is timely because the stakes are so high."—Strive Masiyiwa, founder and executive chairman, Econet Group, and cofounder, Higherlife Foundation"There are few scholarly books today that tell the irrefutable story of the history, contributions, and significance of Black colleges to the well-being and prosperity of America. This well-researched work presents a unique lens through which to view the essential role of historically Black colleges in preserving and perfecting democracy in America. It asks whether there can be an American system of higher education today where historically Black colleges can garner the resources to enable them to educate students in physical environments comparable to the Ivy League, while simultaneously offering curricula aligned with the work of the future and the future of work. Of course, they can do this, Wilson argues, if philanthropists and state legislatures right past wrongs and bring these institutions to parity. Run and get this book if you are interested in mind expansion around how HBCUs—few as they are—can be the linchpin to a thriving and inclusive America. I read my copy in one sitting—it was just that compelling!"—David Kwabena Wilson, president, Morgan State University"Hope and Healing will be an excellent handbook for those who want to put HBCUs on a path to reclaim their central role in higher education for African Americans. John Wilson is an ideal spokesperson for the transformation: HBCU student, experienced leader in higher education administration, HBCU policy leader in Washington, and former president of an HBCU. He frames the critical path to transformation by reminding us of the great role these institutions played in the past and how higher education has generally evolved, then points to the new levers for positive change that exists now. I am especially impressed with his focus on the critical role of institutional leadership and stewardship. Wilson highlights and details how discordant leadership and governance have degraded the ability of colleges to deal with headwinds and have failed to embrace opportunities. Transformative leadership and governance are critical. Wilson provides the road map for the path forward."—Phillip Clay, former chancellor, Massachusetts Institute of Technology
£30.36
Harvard Educational Publishing Group Coaching in Communities: Pursuing Justice,
Book SynopsisA revolutionary framework for preservice teacher learning centered on justice-focused coaching that encourages culturally responsive practice and disrupts systems of oppression.In Coaching in Communities, researcher Melissa Mosley Wetzel, along with her coauthors, distills the lessons of an eight-year study into a transformative educator training model, Coaching with CARE (an acronym for critical and content-focused, appreciative, reflective, and experiential). She demonstrates how effective, contextual teacher training can be a cornerstone of educational justice, which occurs when all learners are supported to be successful in school and when schools expand notions of success to include diverse ways of life and learning.Wetzel shows how this new framework, which draws from behavioral, cognitive, humanistic, and critical models of coaching, can be used in professional and informal learning contexts, and in dialogue with families and communities, to upend the status quo, break down the expert-novice distinction, and cultivate just forms of practice. As Wetzel notes, the work of justice is collaborative, sustained engagement in resistance to marginalization, racism, and other inequities.Coaching in Communities presents a set of tools, including shared inquiry and coaching cycles of observation, reflection, and debriefing, and demonstrates how they work in real-life settings. With these tools, teacher education programs as well as districts, schools, and other organizations can train for change, which is one essential step in school transformation.Trade Review“This is a wonderfully accessible book filled with practical advice for educators and educational coaches. The ‘Coaching with CARE’ approach provides readers with the tools to disrupt traditional roles of experts and novices and center issues of justice while connecting with the community. With a focus on empathy and inquiry, readers will develop critical competencies to fruitfully engage in coaching relationships.”—Elizabeth Soslau, professor of education, University of Delaware, and author of The Comprehensive Guide to Working with Student Teachers“In this groundbreaking book, the authors offer a powerful new approach to coaching teachers that is collaborative, inquiry-driven, and rooted in social justice. Drawing on the strengths of teachers and centering hope and possibility, they advocate for teacher agency in working toward transformative pedagogies that meet the needs of all students. This book is essential reading for anyone seeking to create more equitable and inclusive learning environments.”—Detra Price-Dennis, professor of teaching and learning and director of digital education and innovation in teaching and learning, The Ohio State University
£29.56
Harvard Educational Publishing Group Teaching with Literacy Programs: Equitable
Book SynopsisA step-by-step guide to developing equitable literacy instruction by adapting curriculum to support diverse learners. In Teaching with Literacy Programs, Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle present a model that allows educators to address educational inequity through the critical and adaptive use of existing literacy curriculum materials. In this accessible work, they advise educators on ways to combine common classroom materials, such as basal readers and core reading programs, with instructional practices that provide high-quality, responsive instruction to all students. Edwards, White, Hopkins, and Castle credit literacy instruction as a core part of overall educational equity, and they recognize the crucial role that educators play in translating materials into instruction that benefits all learners. Here they offer teacher education in support of this essential role, deftly guiding educators through a four-part development process, CARE, an acronym for cultivating critical consciousness, analyzing materials, reconstructing curricula, and evaluating instruction reflectively to advance equity. Built upon culturally relevant, sustaining, and antiracist pedagogy, CARE enables teachers to provide literacy instruction that meets the range of needs and performance levels in classrooms, supporting students in attaining academic achievement, cultural competence, and critical consciousness. The approach outlined in this work, which can be put into immediate practice, helps educators to provide literacy instruction that builds on students' multiple literacies and reduces educational inequity.Trade Review“Based upon their careful reading of the science of reading and the inequities in America’s schools, these experienced educators have assembled a set of professional tools to help teachers transform even the most mundane of commercial language arts programs into culturally relevant, culturally sustaining, antiracist curricula. Educational alchemy at its best!” —P. David Pearson, Evelyn Lois Corey Emeritus Chair in Instructional Science, Berkeley School of Education, University of California, Berkeley“Edwards and her coauthors have written an important book. They propose the CARE framework as a road map to equitable literacy instruction. Empowering teachers to leverage students’ funds of knowledge and literacy histories alongside the mandated literacy curriculum materials is at the core of this framework, and recommendations are provided for achieving this goal.” —Pamela Mason, senior lecturer, Harvard Graduate School of Education
£29.56
Harvard Educational Publishing Group Restorative Resistance in Higher Education:
Book SynopsisAn affirming resource for leaders and practitioners forwarding diversity, equity, and inclusion efforts on campus. In Restorative Resistance in Higher Education, diversity researcher and educator Richard J. Reddick shares the wisdom gained from three decades of diversity, equity, and inclusion (DEI) work in educational settings. Reddick centers DEI efforts as challenging yet essential components of college life, recognizing campus environments not just as mirrors reflecting societal values and biases but also as crucibles for social change. Creating a more equitable college campus, Reddick argues, is a complex task that should be met by all members of the university community. He discusses many measures that promote wider involvement, including campus cultural orientations, professional development for faculty and staff, and frameworks to help institutional leaders respond to inequity and exclusion on campus. Delivering a trove of best practices for equity advancement, Reddick offers DEI professionals, and all members of the higher education community, the tools to engage in the work on professional, academic, and personal levels. He advocates developmental relationships such as mentoring, role modeling, and coaching as a means for historically marginalized students to access hidden educational pathways. He also encourages frank discussion of the social and emotional tax on persons who participate in or lead work on these highly charged issues. Throughout this crucial work, Reddick emphasizes the importance of restorative and sustaining approaches: those that promote practitioner well-being and challenge unjust structures.Trade Review“Rich Reddick has written, not only a useful book, but an inspiring one. Today’s environment has become even more difficult for those doing diversity, equity, and inclusion work, but Reddick’s commitment shines through and serves as a springboard for the work that must be done in higher education and beyond. Restorative Resistance in Higher Education invites us to remain strong in our fight for justice, but also to be empathetic and understanding of differences.” —Marybeth Gasman, Samuel DeWitt Proctor Endowed Chair in Education and University Distinguished Professor, Rutgers University“A brilliant and vulnerable text that makes the ‘hidden curriculum’ of the academy visible and accessible. Reddick’s seamless integration of scholarship and personal narrative reveals how we can all advance equity (and stay well while doing so!), balancing engagement in the individual relationships and structural reforms necessary to transform higher education for good.” —Kimberly Griffin, dean and professor, College of Education, University of Maryland“Rich Reddick is the pied piper for DEI work, encouraging us to continue building our community, strengthening our work, and finding others to summon the courage to fight for what is right. In this community, we will find the restorative feelings of fellowship, freedom, and satisfaction while daring to disrupt the constraints of academia for the collective good.” —Gregory Vincent, president, Talladega College
£30.36
Canadian Scholars Equity as Praxis in Early Childhood Education and
Book SynopsisEquity as Praxis in Early Childhood Education and Care aims to map, deconstruct, and engage with different models of equity as they pertain to the early childhood education landscape in Ontario. Drawing on marginalized narratives of gender, race, Indigeneity, dis/ability and inclusion, and migration, immigration, and displacement, the authors discuss how to advance the field and make it more equitable for children, families, early childhood educators, and all other practitioners. This edited collection outlines the current political climate of early childhood education and care in Ontario through a critical analysis of policies and dominant discourses of equity and inclusion. By prompting readers to reflect on and critique their understandings of children, families, communities, and practices in the field, the authors seek to provide counternarratives to Eurocentric developmentalist hegemonies and an alternative strength-based approach to critical and transformative praxis.This vital text encourages rethinking how narratives of equity and inclusion are constructed and what this means for young children and their families in Ontario, as well as throughout Canada. This is an essential resource for students in early childhood education and care, early childhood studies, and education programs. FEATURES: Includes perspectives from multiple positionalities in the field to provide a critical and interdisciplinary approach Draws on a reconceptualist lens to present a critique of developmentalist approaches Encourages readers to engage with the content by practising critical self-examination and considering social factors and forces that inform their own concepts Table of Contents Foreword - Judith K. Bernhard Introduction: Healing and Hoping in Community and Love as a Tool for Advancing Equity as Praxis - Zuhra Abawi, Ardavan Eizadirad, and Rachel Berman Chapter 1: State of Emergency: Mapping Inequities in Early Childhood Education and Care in Canada - Ardavan Eizadirad and Zuhra Abawi Chapter 2: Low-Income Racialized Children and Access to Quality ECEC in Ontario - Alana Butler Chapter 3: Troubling Dominant Discourses and Stories that Shape Our Understanding of the Child Refugee - Nidhi Menon Chapter 4: Equity Enacted: Possibilities for Difference in ECEC through a Critical Ethics of Care Approach - Alana Powell, Lisa Johnston, and Rachel Langford Chapter 5: Planning Time for Equity: A (Re)Examination of a Study of ECEs' Perspectives on Planning Time in Southern Ontario - Lisa Johnston Chapter 6: Using Femme Theory to Foster a Feminine-Inclusive Early Childhood Education and Care Practice - Adam Davies and Rhea Ashley Hoskin Chapter 7: Making Space for Indigenous Knowledge in an Urban Child-Care Centre - Maya-Rose Simon Chapter 8: Failure and Loss as a Methodological, Relational, and Ethical Necessity in Teaching and Learning in the Early Years - Maria Karmiris Chapter 9: Reflect, Enact, and Transform: A Preliminary Anti-Racism Guide for Early Childhood Educators - Kerry-Ann Escayg Conclusion: Some Concluding Thoughts on Equity as Praxis - Rachel Berman Contributor Biographies
£45.90
