Educational strategies and policy: inclusion Books

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

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Book SynopsisTrade ReviewInsightful and timely. Ladson-Billings challenges us to think again about concepts like ‘social justice’ that have become buzz words while robustly interrogating own understandings of what justice means. At last a book that explores the concept of justice from a global perspective, drawing from thinkers from the East and West. For me, this is a basic reader for those involved in educating for justice and against discrimination and should be read by every teacher, university/college lecturer engaged in teacher preparation and those who shape and design curricular frameworks. -- Rowena Arshad CBE, Professor Emerita, University of Edinburgh, UKTable of ContentsIntroduction 1. Saving the Language of Justice (Or the Meaning of the Word 'Justice') 2. Saving Justice During the Pandemic (Or How to Recognize Fundamental Injustice in Society) 3. Saving Justice in Curriculum (Or What We Teach) 4. Saving Justice in Instruction (Or How We Teach) 5. Saving Justice in Discipline (Or How We Dismantle the Carceral State) 6. Saving Justice In Popular Culture (Or How Hip Hop Can Rescue Justice) 7. Saving Justice In Social Activism (Or How it Has to be More Than a Hashtag) Conclusion: The Future of a Society that Fails to Save Justice References Index

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

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Book SynopsisA wide range of adverse childhood events - including physical, verbal, emotional, and sexual abuse; chronic bullying; violence; and food and housing insecurity - can lead to a host of negative outcomes. However, when schools provide developmentally supportive responses to these challenges, post-traumatic growth becomes possible.

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Book SynopsisInterrogates how school and district leaders can nurture and support students to find success in their own communities. The authors share real-world vignettes, reflection questions, and clear and simple tips to build an asset-based, uplifting approach that honours the backgrounds, cultures, and strengths of Black and Brown communities.

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Book SynopsisOffers insight into race-based disparities in higher education and practical tools for advancing racial equity on college and university campuses.The current socio-political moment-rife with racial tensions and overt bigotry-has exacerbated longstanding racial inequities in higher education. While educational scholars have developed conceptual tools and offered data-informed recommendations for rooting out racism in campus policies and practices, this work is largely inaccessible to the public. At the same time, practitioners and policymakers are increasingly called on to implement quick solutions to what are, in fact, profound, structural problems. Racial Equity on College Campuses bridges this gap, marshaling the expertise of nineteen scholars and practitioners to translate research-based findings into actionable recommendations in three key areas: university leadership, teaching and learning, and student and campus life. The strategies gathered here will prove useful to institutional actors engaged in both real-time and long-term decision-making across contexts-from the classroom to the boardroom.

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Book SynopsisOffers insight into race-based disparities in higher education and practical tools for advancing racial equity on college and university campuses.The current socio-political moment-rife with racial tensions and overt bigotry-has exacerbated longstanding racial inequities in higher education. While educational scholars have developed conceptual tools and offered data-informed recommendations for rooting out racism in campus policies and practices, this work is largely inaccessible to the public. At the same time, practitioners and policymakers are increasingly called on to implement quick solutions to what are, in fact, profound, structural problems. Racial Equity on College Campuses bridges this gap, marshaling the expertise of nineteen scholars and practitioners to translate research-based findings into actionable recommendations in three key areas: university leadership, teaching and learning, and student and campus life. The strategies gathered here will prove useful to institutional actors engaged in both real-time and long-term decision-making across contexts-from the classroom to the boardroom.

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Book SynopsisA powerful anthology on the role of curricula in perpetuating?and resisting?oppression.Winner of the 2023 Outstanding Book Award presented by the Division B of the American Educational Research Association Black Lives Matter in US Schools critically examines the relationship between schooling and sociocultural abolitionist movements such as #BlackLivesMatter. Aligning with a long history of education scholars who have insisted on the enmeshed nature of schools and society, the book addresses the role of various forms of curricula that perpetuate anti-Blackness while simultaneously shaping Black ways of being, knowing, and doing. While its focus tends toward issues of normalized violence, Black Lives Matter in US Schools is equally concerned with possibilities for justice stemming from curricular change and affects like hope and love that are central to radical acts of resistance to oppression. Themes range from critical literacies to IQ tests, from Afro-surrealism to historiography, as the book strategically tacks between traditional forms of qualitative and quantitative research and more personal narratives. Black Lives Matter in US Schools speaks powerfully against the continued onslaught of inequities in schools and their communities, working to create space for forms of learning that are responsible to and for Black lives.

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Book SynopsisA powerful anthology on the role of curricula in perpetuating?and resisting?oppression.Winner of the 2023 Outstanding Book Award presented by the Division B of the American Educational Research Association Black Lives Matter in US Schools critically examines the relationship between schooling and sociocultural abolitionist movements such as #BlackLivesMatter. Aligning with a long history of education scholars who have insisted on the enmeshed nature of schools and society, the book addresses the role of various forms of curricula that perpetuate anti-Blackness while simultaneously shaping Black ways of being, knowing, and doing. While its focus tends toward issues of normalized violence, Black Lives Matter in US Schools is equally concerned with possibilities for justice stemming from curricular change and affects like hope and love that are central to radical acts of resistance to oppression. Themes range from critical literacies to IQ tests, from Afro-surrealism to historiography, as the book strategically tacks between traditional forms of qualitative and quantitative research and more personal narratives. Black Lives Matter in US Schools speaks powerfully against the continued onslaught of inequities in schools and their communities, working to create space for forms of learning that are responsible to and for Black lives.

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

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

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Book SynopsisThe definitive guide to raising boys'' achievement in secondary schools by leading expert Gary Wilson.What better way to raise boys' achievement than to hear the issues from the students themselves? Let's Hear It from the Boys encourages readers to take matters into their own hands and listen to the boys in their school. Gary Wilson offers tips to help start a conversation with boys, and guides secondary teachers in placing the needs of boys firmly on the whole-school agenda.It's a well-known fact that girls outperform boys across every stage of the UK education system. Of the boys who underachieve, white working-class boys are consistently in last place. In this unique practical guide to raising boys' achievement in secondary settings, Gary lets the students do the talking through real-life testimonies. Tackling various aspects of learning in the secondary classroom, from exams, essay-writing and academic setting to punishments and rewards, this book offers a fresh perspTrade ReviewThis is a superb book. Gary is one of the country’s leading authorities on raising boys’ achievement. Let’s Hear It from the Boys is full of insight and helpful practical approaches. I recommend it very highly. -- Graham Tyrer * Literacy consultant and former secondary headteacher *I know Gary’s work and use it in my workshops. I like his down-to-earth approach. Any teacher would learn useful ideas from this action-oriented book, which is both amusing and sensible. It shows how listening to boys can help us make their learning more productive and lead to less hassle for teachers and parents. -- Dr Peter West * Consultant on boys’ education, boyseducation.com.au *Gary Wilson’s practical and passionate guide to raising boys’ achievement tells us how to improve the experience of boys, girls and teachers while enhancing whole-school culture and results. -- Lucinda Neall * Author of 'Bringing the Best out in Boys – Communication Strategies for Teachers' *Raising boys’ attainment is a real issue that has certainly been on our agenda. Let’s Hear It from the Boys gets to the heart of the pressures and problems boys face. It provides useful actions to ensure boys are keen to learn, well-qualified and socially adjusted when they leave school. -- Lesley Bishop * Principal of Atlantic Academy, Portland *Gary Wilson’s book is a down-to-earth, hard-hitting and honest account of the plight of boys that is caring, compassionate and challenging. Full of hope and energy, it gets us thinking about the relationships between engagement, self-efficacy and academic aspirations and how we can change the deficit narrative of low achieving boys living precarious lives on the margins of school. Boys will be boys? Forget that. Boys will be brilliant, thanks very much. -- John Dabell * Teach Secondary *The book offers a great selection of reflective questions, resources and strategies that can positively impact on boys’ underachievement, for the benefit of all pupils. -- @digicoled * UKEdChat *

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.This is a must-have book for all teachers wanting to understand sensory processing differences, identify them in the primary classroom and implement effective strategies to support their pupils. With 100 ideas for recognising common sensory differences, using sensory equipment, aiding pupils' learning and involving parents, this is the perfect book for primary teachers looking for strategies to create a fully inclusive learning environment for all.Occupational therapist Kim Griffin imparts her expertise with 100 informative, easy-to-use ideas to help impTrade ReviewAmazing! This book enables the busy teacher to find clear information and simple, effective strategies using readily found resources to support sensory needs within the classroom. -- Kirsty Allard, Inclusion LeaderIt is clear that this book has been written and designed by a therapist who has worked in the field for many years. That experience and knowledge is obvious through the way the information is presented and explained. It is a suitable text for all people on their journey to learning more about sensory processing, how these difficulties may present and strategies that can be used within a school and home setting. -- Gina Daly * Sensor Net *This book would be a useful addition to any school CPD library for staff to dip into and to understand how they can make a change to the environment that could make a huge difference to those who find sensory processing a challenge. * Nasen Connect Magazine *

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Book SynopsisExploring Campus Diversity: Case Studies and Exercises explores the realistic chain of events that happens on college and university campuses across the United States that involve issues of diversity and campus climate. Many of the real-life scenarios presented in the book are taken from actual events on university and college campuses. A full array of learning exercises is associated with each of the case studies, and problem-solving questions are presented to stimulate understanding of the situations and how they relate using thoughtful, critical, and reflective reasoning. Specifically, Exploring Campus Diversity examines diversity dilemmas pertaining to the challenges of expanding diversity and equity on American campuses. Experts from across the nation proffer problem-solving questions that are included at the end of each case study to guide the reader in ways of thinking about the diversity scenarios and deciding on appropriate ways to understand and recommend action to take in aTrade ReviewExploring Campus Diversity: Case Studies and Exercises is an important, timely book that all academics should read. It provides keen insight into the many complex issues related to cultural diversity on American college campuses, and it offers readers the opportunity to think through that complexity by considering real-world cases. -- Christopher P. Campbell, editor of "The Routledge Companion to Media and Race," co-author of "Race and News: Critical Perspectives" and author of "Race, Myth and the News"Exploring Campus Diversity: Case Studies and Exercises is an authentic way of having discussions on campuses about real issues that faculty, staff, administrators and students have to explore to be culturally competent institutions. It’s more than a way to discuss these important issues, these essays allow a way to think about assessing what and how we do learning. As a scholar who has researched, taught, and lived these conversations, I fully recommend this book as enlightenment but moreover as a community building exercise. -- Aaron Thompson, Executive Vice President and Chief Academic Officer, Kentucky Council on Postsecondary Education and Co-author of Diversity and the College Experience, Infusing Diversity and Cultural Competence into Teacher Education, and Humanity, Diversity, and the Liberal ArtsExploring Campus Diversity: Case Studies and Exercises engages the issues of diversity, equity, and inclusive excellence in creative and engaging ways that position both faculty and college students to critically undertake difficult conversations around equity, diversity, and inclusivity. It is a promising tool for academic discourse that informs, educates, and shapes perspectives and worldviews for life in the 21st century global society. Strongly recommended for schools and colleges! -- Chinaka S. DomNwachukwu, Professor of Multicultural Education, Associate Dean for Accreditation School of Education, Azusa Pacific University, author of "The Theory and Practice of Multicultural Education" and "An Introduction to Multicultural Education: From Theory to Practice"As many universities work toward inclusive excellence on their campuses it is important that they establish a culture that is safe, open to productive dialog and welcoming to those from all backgrounds. This book is a useful tool in establishing the culture. Through the use of case studies incoming students will really think about what it means for people from all walks of life and with various perspectives to share a campus community. They will get useful tips and tools to help them navigate conversations and interactions across difference. -- Kim M. LeDuff, Vice President of Academic engagement and Chief Diversity Officer, University of West FloridaExploring Campus Diversity: Case Studies and Exercises provides a wealth of information and guidance for those working in higher education and especially for those in the diversity and inclusion arena. It’s an excellent resource guide with discussion points, case studies, examples, and materials which are essential tools for those interested in taking a deep dive into facilitating real, open, and honest conversations around difference. The authors are offering insights into the issues and concerns students bring into the classroom. Each author conveys the importance for professors and teachers to look past the surface, see each student as an individual, accept differences and to develop cultural competency and sensitivity. This book will serve as a fantastic resource for teachers and practitioners. It’s a great book to have on your shelves! -- Sonia R. Rucker, Assistant to the President for Equity & Diversity Issues, Dean of Students, Southeast Missouri State UniversityTable of ContentsForeword Dr. Sara Zeigler Acknowledgements Introduction Dr. Sherwood Thompson Unit 1- Campus Climate Chapter 1- Questioning the Right to Protest: Taking a Knee at the Homecoming Football Game Sherwood Thompson Chapter 2- Did Stereotyping Cause a Terrible Case of Mistaking Identity? Sherwood Thompson Chapter 3- A Case Study in “Belonging”: How First-Generation College Students Contribute to Campus Diversity Kathy Previs Chapter 4- Islam Under the Microscope: A Story of An International Student Mustapha Jourdini Chapter 5- Failure to Thrive: Can Multiple Identities Cause Conflict? Leah Robinson and De’Andrea Matthews Chapter 6- “Where Do I Fit?”: International and Indigenous Students in Institutional Diversity Discourses Eleni Oikonomidoy Chapter 7- Is Academic Advising Really Multicultural? Doris W. Carroll Chapter 8- Non-Traditional Students: Why Am I here? Starting College at 25 Errick D. Farmer, Antoine Lovell, and Adriel A. Hilton Chapter 9- Empowering Women in Higher Education and Beyond Kyung Hee Kim and Sean Schofield Chapter 10- Thinking Differently Builds Passion on Campus Kyung Hee Kim and Sue Hyeon Paek Chapter 11- Redefining Mentorships: Strategies for First-Generation College Students’ Success Kyung Hee Kim and Nancy Chae Unit 2- Classroom Climate Chapter 12- Diversity and Classroom Instruction: Managing Difficult Discussions Tamara Zellars Buck Chapter 13- Can Online Teaching Be Inclusive? Doris W. Carroll Chapter 14- What Happens When No One Sees You for Who You Are? Sherwood Thompson Chapter 15- Being an Ally: Learning to Listen Before Trying to Advocate Kirsten LaMantia and Holly Wagner Chapter 16- Code-Switching: Double Consciousness in the Classroom Antoine Lovell, Errick D. Farmer, and Adriel A. Hilton Chapter 17- A Faculty Member Protecting the Marginalized Kathy Previs Chapter 18- LGBTQ+ Populations: Exploring Gender and Sexual Identities Kirsten LaMantia and Holly Wagner Chapter 19- I’m NOT Chinese; I’m Japanese!: A Case Study of Stereotypes Mustapha Jourdini Chapter 20- Did Implicit Bias Further Disenfranchise an Underrepresented Student? Leah Robinson and De’Andrea Matthews Chapter 21- First-Generation Students Need Professors to Understand Them Better Ginny Whitehouse Chapter 22- White Privilege: The Equity of Not Using the N-Word Kirsten LaMantia and Holly Wagner Chapter 23- Diversity Issues for Faculty: “What Do You Think?” Inclusion/Exclusion Dynamics in Group Work Eleni Oikonomidoy Unit 3- Policy Issues Chapter 24- Students Are Anxious, Divided Over Bathroom Policies Sherwood Thompson Chapter 25- Selective Flying: Is a Flag Truly Removed When It Still Shows Up on Game Day? Willie R. Tubbs Chapter 26- Recognizing Institutional Betrayal on College Campuses Doris W. Carroll Chapter 27- Retention of Underrepresented Students: When Does Perseverance Hinder One’s Ability to Compete? Leah Robinson and De’Andrea Matthews Chapter 28- Building Walls or Bridges: How to Make Mutually Beneficial Policy Decisions Sherwood Thompson Chapter 29- Why and How Should We Talk About Affirmative Action? M. Kelly Carr Chapter 30- Nurturing the Lost Attitudes of Empathy and Compassion in Test-centric Education Kyung Hee Kim and Sarah M. Nuss Chapter 31- Utilizing Intellectual Diversity to Cultivate Innovation Kyung Hee Kim and Daria Lorio-Barsten Chapter 32- Outnumbered: Is Conservatism Truly Under Attack on College Campuses? Willie R. Tubbs Chapter 33- Affirmative Action: Where Are My Brothers and Sisters? Adriel A. Hilton, Errick D. Farmer, and Antoine Lovell Chapter 34- Welcome, Not Celebrated: Are Christian Campuses Truly Inclusive for Sexually Diverse Students? Willie R. Tubbs Unit 4- Student Organizations Chapter 35- First Generation College Students: Our Group Is the Best! Eleni Oikonomidoy Chapter 36- Anti-Gay Slurs: One Man’s Struggle Kathy Previs Chapter 37- Diversity and Student Media: Does the Faculty Adviser Have a Racist Agenda? Tamara Zellars Buck Chapter 38- Diversity and Student Media: When Protectionism Interferes with Newsgathering Tamara Zellars Buck About the Editors About the Contributors

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Book SynopsisExploring Campus Diversity: Case Studies and Exercises explores the realistic chain of events that happens on college and university campuses across the United States that involve issues of diversity and campus climate. Many of the real-life scenarios presented in the book are taken from actual events on university and college campuses. A full array of learning exercises is associated with each of the case studies, and problem-solving questions are presented to stimulate understanding of the situations and how they relate using thoughtful, critical, and reflective reasoning. Specifically, Exploring Campus Diversity examines diversity dilemmas pertaining to the challenges of expanding diversity and equity on American campuses. Experts from across the nation proffer problem-solving questions that are included at the end of each case study to guide the reader in ways of thinking about the diversity scenarios and deciding on appropriate ways to understand and recommend action to take in aTrade ReviewExploring Campus Diversity: Case Studies and Exercises is an important, timely book that all academics should read. It provides keen insight into the many complex issues related to cultural diversity on American college campuses, and it offers readers the opportunity to think through that complexity by considering real-world cases. -- Christopher P. Campbell, editor of "The Routledge Companion to Media and Race," co-author of "Race and News: Critical Perspectives" and author of "Race, Myth and the News"Exploring Campus Diversity: Case Studies and Exercises is an authentic way of having discussions on campuses about real issues that faculty, staff, administrators and students have to explore to be culturally competent institutions. It’s more than a way to discuss these important issues, these essays allow a way to think about assessing what and how we do learning. As a scholar who has researched, taught, and lived these conversations, I fully recommend this book as enlightenment but moreover as a community building exercise. -- Aaron Thompson, Executive Vice President and Chief Academic Officer, Kentucky Council on Postsecondary Education and Co-author of Diversity and the College Experience, Infusing Diversity and Cultural Competence into Teacher Education, and Humanity, Diversity, and the Liberal ArtsExploring Campus Diversity: Case Studies and Exercises engages the issues of diversity, equity, and inclusive excellence in creative and engaging ways that position both faculty and college students to critically undertake difficult conversations around equity, diversity, and inclusivity. It is a promising tool for academic discourse that informs, educates, and shapes perspectives and worldviews for life in the 21st century global society. Strongly recommended for schools and colleges! -- Chinaka S. DomNwachukwu, Professor of Multicultural Education, Associate Dean for Accreditation School of Education, Azusa Pacific University, author of "The Theory and Practice of Multicultural Education" and "An Introduction to Multicultural Education: From Theory to Practice"As many universities work toward inclusive excellence on their campuses it is important that they establish a culture that is safe, open to productive dialog and welcoming to those from all backgrounds. This book is a useful tool in establishing the culture. Through the use of case studies incoming students will really think about what it means for people from all walks of life and with various perspectives to share a campus community. They will get useful tips and tools to help them navigate conversations and interactions across difference. -- Kim M. LeDuff, Vice President of Academic engagement and Chief Diversity Officer, University of West FloridaExploring Campus Diversity: Case Studies and Exercises provides a wealth of information and guidance for those working in higher education and especially for those in the diversity and inclusion arena. It’s an excellent resource guide with discussion points, case studies, examples, and materials which are essential tools for those interested in taking a deep dive into facilitating real, open, and honest conversations around difference. The authors are offering insights into the issues and concerns students bring into the classroom. Each author conveys the importance for professors and teachers to look past the surface, see each student as an individual, accept differences and to develop cultural competency and sensitivity. This book will serve as a fantastic resource for teachers and practitioners. It’s a great book to have on your shelves! -- Sonia R. Rucker, Assistant to the President for Equity & Diversity Issues, Dean of Students, Southeast Missouri State UniversityTable of ContentsForeword Dr. Sara Zeigler Acknowledgements Introduction Dr. Sherwood Thompson Unit 1- Campus Climate Chapter 1- Questioning the Right to Protest: Taking a Knee at the Homecoming Football Game Sherwood Thompson Chapter 2- Did Stereotyping Cause a Terrible Case of Mistaking Identity? Sherwood Thompson Chapter 3- A Case Study in “Belonging”: How First-Generation College Students Contribute to Campus Diversity Kathy Previs Chapter 4- Islam Under the Microscope: A Story of An International Student Mustapha Jourdini Chapter 5- Failure to Thrive: Can Multiple Identities Cause Conflict? Leah Robinson and De’Andrea Matthews Chapter 6- “Where Do I Fit?”: International and Indigenous Students in Institutional Diversity Discourses Eleni Oikonomidoy Chapter 7- Is Academic Advising Really Multicultural? Doris W. Carroll Chapter 8- Non-Traditional Students: Why Am I here? Starting College at 25 Errick D. Farmer, Antoine Lovell, and Adriel A. Hilton Chapter 9- Empowering Women in Higher Education and Beyond Kyung Hee Kim and Sean Schofield Chapter 10- Thinking Differently Builds Passion on Campus Kyung Hee Kim and Sue Hyeon Paek Chapter 11- Redefining Mentorships: Strategies for First-Generation College Students’ Success Kyung Hee Kim and Nancy Chae Unit 2- Classroom Climate Chapter 12- Diversity and Classroom Instruction: Managing Difficult Discussions Tamara Zellars Buck Chapter 13- Can Online Teaching Be Inclusive? Doris W. Carroll Chapter 14- What Happens When No One Sees You for Who You Are? Sherwood Thompson Chapter 15- Being an Ally: Learning to Listen Before Trying to Advocate Kirsten LaMantia and Holly Wagner Chapter 16- Code-Switching: Double Consciousness in the Classroom Antoine Lovell, Errick D. Farmer, and Adriel A. Hilton Chapter 17- A Faculty Member Protecting the Marginalized Kathy Previs Chapter 18- LGBTQ+ Populations: Exploring Gender and Sexual Identities Kirsten LaMantia and Holly Wagner Chapter 19- I’m NOT Chinese; I’m Japanese!: A Case Study of Stereotypes Mustapha Jourdini Chapter 20- Did Implicit Bias Further Disenfranchise an Underrepresented Student? Leah Robinson and De’Andrea Matthews Chapter 21- First-Generation Students Need Professors to Understand Them Better Ginny Whitehouse Chapter 22- White Privilege: The Equity of Not Using the N-Word Kirsten LaMantia and Holly Wagner Chapter 23- Diversity Issues for Faculty: “What Do You Think?” Inclusion/Exclusion Dynamics in Group Work Eleni Oikonomidoy Unit 3- Policy Issues Chapter 24- Students Are Anxious, Divided Over Bathroom Policies Sherwood Thompson Chapter 25- Selective Flying: Is a Flag Truly Removed When It Still Shows Up on Game Day? Willie R. Tubbs Chapter 26- Recognizing Institutional Betrayal on College Campuses Doris W. Carroll Chapter 27- Retention of Underrepresented Students: When Does Perseverance Hinder One’s Ability to Compete? Leah Robinson and De’Andrea Matthews Chapter 28- Building Walls or Bridges: How to Make Mutually Beneficial Policy Decisions Sherwood Thompson Chapter 29- Why and How Should We Talk About Affirmative Action? M. Kelly Carr Chapter 30- Nurturing the Lost Attitudes of Empathy and Compassion in Test-centric Education Kyung Hee Kim and Sarah M. Nuss Chapter 31- Utilizing Intellectual Diversity to Cultivate Innovation Kyung Hee Kim and Daria Lorio-Barsten Chapter 32- Outnumbered: Is Conservatism Truly Under Attack on College Campuses? Willie R. Tubbs Chapter 33- Affirmative Action: Where Are My Brothers and Sisters? Adriel A. Hilton, Errick D. Farmer, and Antoine Lovell Chapter 34- Welcome, Not Celebrated: Are Christian Campuses Truly Inclusive for Sexually Diverse Students? Willie R. Tubbs Unit 4- Student Organizations Chapter 35- First Generation College Students: Our Group Is the Best! Eleni Oikonomidoy Chapter 36- Anti-Gay Slurs: One Man’s Struggle Kathy Previs Chapter 37- Diversity and Student Media: Does the Faculty Adviser Have a Racist Agenda? Tamara Zellars Buck Chapter 38- Diversity and Student Media: When Protectionism Interferes with Newsgathering Tamara Zellars Buck About the Editors About the Contributors

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Book SynopsisThe release of a report by the Modern Language Association, Foreign Languages and Higher Education: New Structures for a Changed World, focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued Diversity and Inclusion in Language Programs, a position statement highlighting the value of inclusive classrooms Trade ReviewScott and Edwards fill an important gap in our understanding of inclusive pedagogies for todays’ diverse population of students. The integration of dual perspectives of a faculty member and a disability service provider is what makes this book unique and a must read for educators and parents alike. Today, when many are questioning the importance and ability of students with disabilities to learn a foreign language, this book guides the reader through case studies and evidence based Universal Design for Instruction practices, to answer some of these challenging queries around diverse profiles of learners and world language learning, in secondary and postsecondary institutions. -- Manju Banerjee, vice president, educational research and innovation, director, Landmark College Institute for Research and TrainingFinally, a true-to-form guide for understanding world language students who have to deal with barriers in language learning. Inclusive should be a mainstay in the teacher’s acumen, as we all deserve the opportunity to learn, even when the learning is hard. Disability and World Language Learning meets the classroom teacher's needs by leading its users beyond just differentiated instruction. -- Dick Kuettner, romance languages and teacher education, Washington and Lee University, director, Global Discovery Laboratories In an academic area where it is often assumed that disability means inability, Disability and World Language Learning opens the door to success for both students and instructors. This rare, research-based collaboration between a French professor and a campus disability resources administrator demonstrates how a focus on the accessibility of student experience can both preserve the integrity of disciplinary teaching and promote student learning. The exploration and application of principles of Universal Design for Instruction in the teaching of world languages in this work can serve as a model for how those principles can be actualized in the teaching of other academic disciplines. -- Elizabeth Harrison, University of Dayton, director, Office of Learning Resources, associate director, Ryan C. Harris Learning Teaching CenterAll students can and should learn a second (or third!) language. Inclusive teaching practices help instructors anticipate and mitigate barriers for all students, not just those with disabilities. This approach has transformed the way that I teach Spanish and educate the next generation of language teachers. -- Susan Hildebrandt, Illinois State University, professor, applied linguistics and Spanish, coordinator, teacher education, ACTFL Board of DirectorsTable of ContentsList of Tables Forward Preface Acknowledgements Introduction Chapter 1: Disability, Student Diversity, and Inclusive Teaching Chapter 2: Setting the Stage for an Inclusive Language Learning Classroom Chapter 3: In the Classroom Chapter 4: Assessment of Student Learning Chapter 5: Getting Started Chapter 6: Conclusions References About the Authors

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Book SynopsisThe release of a report by the Modern Language Association, Foreign Languages and Higher Education: New Structures for a Changed World, focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued Diversity and Inclusion in Language Programs, a position statement highlighting the value of inclusive classrooms Trade ReviewScott and Edwards fill an important gap in our understanding of inclusive pedagogies for todays’ diverse population of students. The integration of dual perspectives of a faculty member and a disability service provider is what makes this book unique and a must read for educators and parents alike. Today, when many are questioning the importance and ability of students with disabilities to learn a foreign language, this book guides the reader through case studies and evidence based Universal Design for Instruction practices, to answer some of these challenging queries around diverse profiles of learners and world language learning, in secondary and postsecondary institutions. -- Manju Banerjee, vice president, educational research and innovation, director, Landmark College Institute for Research and TrainingFinally, a true-to-form guide for understanding world language students who have to deal with barriers in language learning. Inclusive should be a mainstay in the teacher’s acumen, as we all deserve the opportunity to learn, even when the learning is hard. Disability and World Language Learning meets the classroom teacher's needs by leading its users beyond just differentiated instruction. -- Dick Kuettner, romance languages and teacher education, Washington and Lee University, director, Global Discovery Laboratories In an academic area where it is often assumed that disability means inability, Disability and World Language Learning opens the door to success for both students and instructors. This rare, research-based collaboration between a French professor and a campus disability resources administrator demonstrates how a focus on the accessibility of student experience can both preserve the integrity of disciplinary teaching and promote student learning. The exploration and application of principles of Universal Design for Instruction in the teaching of world languages in this work can serve as a model for how those principles can be actualized in the teaching of other academic disciplines. -- Elizabeth Harrison, University of Dayton, director, Office of Learning Resources, associate director, Ryan C. Harris Learning Teaching CenterAll students can and should learn a second (or third!) language. Inclusive teaching practices help instructors anticipate and mitigate barriers for all students, not just those with disabilities. This approach has transformed the way that I teach Spanish and educate the next generation of language teachers. -- Susan Hildebrandt, Illinois State University, professor, applied linguistics and Spanish, coordinator, teacher education, ACTFL Board of DirectorsTable of ContentsList of Tables Forward Preface Acknowledgements Introduction Chapter 1: Disability, Student Diversity, and Inclusive Teaching Chapter 2: Setting the Stage for an Inclusive Language Learning Classroom Chapter 3: In the Classroom Chapter 4: Assessment of Student Learning Chapter 5: Getting Started Chapter 6: Conclusions References About the Authors

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Book SynopsisThe book captures the various ways issues of diversity, equity and social justice unfold in educational settings and offers ideas for eradicating inequalities in schools. Concepts such as parental involvement, equity pedagogy, and dual language, among others, provide a template for assisting educators to improve educational outcomes for students.Trade ReviewIn this ambitious work, the editors of Research Studies on Educating for Diversity and Social Justice have compiled thought provoking research studies that provide a foundation for developing transformative educational leaders for 21st century schools. This insightful volume begins with a potent critique of those masquerading under the banner of social justice. Throughout the book extraordinary research studies are used to highlight how theory and practice can be used to improve educational outcomes for diverse student populations. -- Tanya Hudson, assisant professor, Fayetteville State UniversityTable of ContentsIntroduction Abul Pitre and Ashraf Esmail Chapter 1: Preparing Prospective Teachers for Teacher Leadership in a Pluralistic Society Huong Tran Nguyen, Ph.D. Chapter 2: In Our Family Educationiosur Culture: A Jamaican Mom’s Efforts to Connect Home and School Sumi Hagiwara and Danné E. Davis Chapter 3: Racial Disproportionality in Special Education: Moving Away from Legal Compliance toward Culturally Responsive, Systemic, and Transformational Leadership Catherine Kramarczuk Voulgarides, Patrick Jean-Pierre, Natalie Zwerger Chapter 4: A Door to the Birdcage: How Being a Transformative Leader Disrupts the School-to-Prison Pipeline Sandra Lourdes Candel, Rosnidar Binte Arshad, and Tami K. Togo Chapter 5: Passion and Process: A Model for Equity-Focused Professional Development and Institutionalized Anti-Racism Ruchi Agarwal-Rangnath and Angela Cunningham Chapter 6: Welcoming All Voices: Building Inclusive School-Based Parent Groups Phillipa Myers Chapter 7: Equity Pedagogy: Expanding Our Notions of Gender and Sexuality Theresa M. Bouley, Ph.D. Chapter 8: A Dual Language Program Community Response to Deficit Orientation Challenges Leslie Gauna Chapter 9: Respectful and Responsive Family Engagement: Building Relationships through Shared Understanding with Families and Schools Miguel Fernández and Juana Reyes Chapter 10: The Multicultural School Ecology: Inclusion Beyond the Classroom Kathy-Anne Jordan and Zoila Morell Chapter 11: Flying below the Radar: Tapping into the Cultural Assets of High School Parents of Color Constance P. Hargrave, Anita Rollins, and David Romero Chapter 12: Layers of Inequity: Testimonies of Black Students Unmasking a Majoritarian Narrative of Diversity within a Higher Education Institution Cheryl Ingram and Dr. Rudolfo Chávez Chávez Chapter 13: Marginalized while Recruited: Tensions of a Young Latina at the Crossroads of Personal and Professional Identity John Lockhart and Nancy Meltzoff About the Editors About the Contributors

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Book SynopsisThe book captures the various ways issues of diversity, equity and social justice unfold in educational settings and offers ideas for eradicating inequalities in schools. Concepts such as parental involvement, equity pedagogy, and dual language, among others, provide a template for assisting educators to improve educational outcomes for students.Trade ReviewIn this ambitious work, the editors of Research Studies on Educating for Diversity and Social Justice have compiled thought provoking research studies that provide a foundation for developing transformative educational leaders for 21st century schools. This insightful volume begins with a potent critique of those masquerading under the banner of social justice. Throughout the book extraordinary research studies are used to highlight how theory and practice can be used to improve educational outcomes for diverse student populations. -- Tanya Hudson, assisant professor, Fayetteville State UniversityTable of ContentsIntroduction Abul Pitre and Ashraf Esmail Chapter 1: Preparing Prospective Teachers for Teacher Leadership in a Pluralistic Society Huong Tran Nguyen, Ph.D. Chapter 2: In Our Family Educationiosur Culture: A Jamaican Mom’s Efforts to Connect Home and School Sumi Hagiwara and Danné E. Davis Chapter 3: Racial Disproportionality in Special Education: Moving Away from Legal Compliance toward Culturally Responsive, Systemic, and Transformational Leadership Catherine Kramarczuk Voulgarides, Patrick Jean-Pierre, Natalie Zwerger Chapter 4: A Door to the Birdcage: How Being a Transformative Leader Disrupts the School-to-Prison Pipeline Sandra Lourdes Candel, Rosnidar Binte Arshad, and Tami K. Togo Chapter 5: Passion and Process: A Model for Equity-Focused Professional Development and Institutionalized Anti-Racism Ruchi Agarwal-Rangnath and Angela Cunningham Chapter 6: Welcoming All Voices: Building Inclusive School-Based Parent Groups Phillipa Myers Chapter 7: Equity Pedagogy: Expanding Our Notions of Gender and Sexuality Theresa M. Bouley, Ph.D. Chapter 8: A Dual Language Program Community Response to Deficit Orientation Challenges Leslie Gauna Chapter 9: Respectful and Responsive Family Engagement: Building Relationships through Shared Understanding with Families and Schools Miguel Fernández and Juana Reyes Chapter 10: The Multicultural School Ecology: Inclusion Beyond the Classroom Kathy-Anne Jordan and Zoila Morell Chapter 11: Flying below the Radar: Tapping into the Cultural Assets of High School Parents of Color Constance P. Hargrave, Anita Rollins, and David Romero Chapter 12: Layers of Inequity: Testimonies of Black Students Unmasking a Majoritarian Narrative of Diversity within a Higher Education Institution Cheryl Ingram and Dr. Rudolfo Chávez Chávez Chapter 13: Marginalized while Recruited: Tensions of a Young Latina at the Crossroads of Personal and Professional Identity John Lockhart and Nancy Meltzoff About the Editors About the Contributors

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Book SynopsisHave you ever wondered where the ever expanding layers of bureaucracy are taking us in the field of education? This book challenges us to think carefully about this question. The status quo in education consists of policies, practices, and power structures impacting the way we teach, and prevent students from learning in meaningful and significant ways. Assessment techniques drive our teaching practices resulting in a learning process that students strongly dislike. Technology like PowerPoint presentations and clickers force students to pay attention to lectures, but the end result is the same-memorizing information for exams. It is causing students to become less focused on comprehending what they read. It is also physically changing the way students read focusing on small sound bites on what they believe is necessary to remember for tests. Discriminating against students of color continues to be a prevalent problem as well. Data show that white educators consist of a huge majoTrade ReviewScott Wurdinger's new book is a challenge to educators and others who approach education with a “one size fits all” approach to educating our students. Hopefully we will heed his call for educators to be courageous and confront the status quo in their classrooms to empower their students in ways that allow them to be critical agents in transforming their world. -- Howard Fuller, PhD, distinguished professor of education, director of the Institute for the Transformation of Learning, Marquette UniversityDr. Wurdinger's latest book, Changing the status quo: Courage to challenge the education system is a must read for educators, leaders and policy makers to better understand the need for transformation in American education. He addresses some of the primary barriers we face in educational policy and practice that must be solved in order to create the schools our students need. The book clearly defines the current challenges that contribute to stifling the innovative approaches and mindsets that have the potential to engage students and create the conditions for every student to meet their true potential. The book provides examples and solutions to these barriers and provides us with the vehicles for hope and courage for a better tomorrow. -- Lisa Snyder, EdD, executive director, EdVisionsThis book forcefully challenges the existing system of assessment in U.S. schools and colleges and the type of instruction it promotes: instruction that limits students' learning and does not speak to their passions, nor prepare them for life beyond school. I hope many educators will heed Scott Wurdinger's call for experiential, active, project-based learning, along with his warnings about the blind use of technology in education and the need for attention to issues of racial equity. -- John Larmer, editor in Chief, Buck Institute for EducationScott Wurdinger’s examination of three conditions that present impediments to many students is a must-read for leaders and faculty across the education spectrum. Top-down assessment, blind faith in technology, and deeply-rooted racial discrimination limit the success of individual students. Wurdinger goes on to provide a compelling case for the power of experiential learning and individual perseverance. Faculty participating in the annual Institute for Pedagogy in the Liberal Arts at Oxford College of Emory University have benefited from Professor Wurdinger's wisdom. -- Jeffery Galle, PhD, director, Center for Academic Excellence, Oxford College of Emory UniversityTable of ContentsPreface Acknowledgments Introduction Chapter 1: Courage and the Status Quos Status Quos Assessment Technology Racial Discrimination Chapter 2: Battling the Assessment Monster: Status Quo One Problems With Multiple-Choice Testing Opting-out National Council for Accreditation of Teacher Education Old and New Assessments Experiential Learning and Performance Letting Students Take Charge of Their Education From Students to Leaders Chapter 3: The Tidal Wave of Technology: Status Quo Two Pros and Cons of Technology General Barriers in Education PowerPoint Presentations MOOCs How Technology is Changing Us Chapter 4: Stories From the Field: Status Quo Number Three Howard Fuller Deborah McGriff Tony Simmons Dawn Chavous Chapter 5: Final Thoughts Perseverance is the Key to Success Get as Much Experience as Possible Listen to Your Gut and Stand Up for What is Right Look for Other Avenues Build Meaningful Relationships Don't Let the System Hold You Down References

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Book SynopsisHave you ever wondered where the ever expanding layers of bureaucracy are taking us in the field of education? This book challenges us to think carefully about this question. The status quo in education consists of policies, practices, and power structures impacting the way we teach, and prevent students from learning in meaningful and significant ways. Assessment techniques drive our teaching practices resulting in a learning process that students strongly dislike. Technology like PowerPoint presentations and clickers force students to pay attention to lectures, but the end result is the same-memorizing information for exams. It is causing students to become less focused on comprehending what they read. It is also physically changing the way students read focusing on small sound bites on what they believe is necessary to remember for tests. Discriminating against students of color continues to be a prevalent problem as well. Data show that white educators consist of a huge majoTrade ReviewScott Wurdinger's new book is a challenge to educators and others who approach education with a “one size fits all” approach to educating our students. Hopefully we will heed his call for educators to be courageous and confront the status quo in their classrooms to empower their students in ways that allow them to be critical agents in transforming their world. -- Howard Fuller, PhD, distinguished professor of education, director of the Institute for the Transformation of Learning, Marquette UniversityDr. Wurdinger's latest book, Changing the status quo: Courage to challenge the education system is a must read for educators, leaders and policy makers to better understand the need for transformation in American education. He addresses some of the primary barriers we face in educational policy and practice that must be solved in order to create the schools our students need. The book clearly defines the current challenges that contribute to stifling the innovative approaches and mindsets that have the potential to engage students and create the conditions for every student to meet their true potential. The book provides examples and solutions to these barriers and provides us with the vehicles for hope and courage for a better tomorrow. -- Lisa Snyder, EdD, executive director, EdVisionsThis book forcefully challenges the existing system of assessment in U.S. schools and colleges and the type of instruction it promotes: instruction that limits students' learning and does not speak to their passions, nor prepare them for life beyond school. I hope many educators will heed Scott Wurdinger's call for experiential, active, project-based learning, along with his warnings about the blind use of technology in education and the need for attention to issues of racial equity. -- John Larmer, editor in Chief, Buck Institute for EducationScott Wurdinger’s examination of three conditions that present impediments to many students is a must-read for leaders and faculty across the education spectrum. Top-down assessment, blind faith in technology, and deeply-rooted racial discrimination limit the success of individual students. Wurdinger goes on to provide a compelling case for the power of experiential learning and individual perseverance. Faculty participating in the annual Institute for Pedagogy in the Liberal Arts at Oxford College of Emory University have benefited from Professor Wurdinger's wisdom. -- Jeffery Galle, PhD, director, Center for Academic Excellence, Oxford College of Emory UniversityTable of ContentsPreface Acknowledgments Introduction Chapter 1: Courage and the Status Quos Status Quos Assessment Technology Racial Discrimination Chapter 2: Battling the Assessment Monster: Status Quo One Problems With Multiple-Choice Testing Opting-out National Council for Accreditation of Teacher Education Old and New Assessments Experiential Learning and Performance Letting Students Take Charge of Their Education From Students to Leaders Chapter 3: The Tidal Wave of Technology: Status Quo Two Pros and Cons of Technology General Barriers in Education PowerPoint Presentations MOOCs How Technology is Changing Us Chapter 4: Stories From the Field: Status Quo Number Three Howard Fuller Deborah McGriff Tony Simmons Dawn Chavous Chapter 5: Final Thoughts Perseverance is the Key to Success Get as Much Experience as Possible Listen to Your Gut and Stand Up for What is Right Look for Other Avenues Build Meaningful Relationships Don't Let the System Hold You Down References

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Book SynopsisThis book presents the experiences of immigrant children and their families in the US. We use the lens of Culturally Responsive Teaching (CRT), a pedagogy that recognizes the importance of including students'' cultural references in all aspects of learning (Ladson-Billings, 1994). Teachers become culturally relevant when they intentionally acknowledge and incorporate the experiences of all their students. They ensure that all students feel welcomed in their classrooms, regardless of their cultural, racial or ethnic backgrounds. The ongoing negative debates surrounding immigrant populations, center on minority immigrants. We believe that all immigrant students can succeed in the US education system if given the most appropriate experiences to support their learning. We advocate for employing a culturally responsive stance to achieve this. To that end, this book shares diverse experiences from different minoritized immigrant groups, in the hope that these stories illuminate the importancTrade ReviewAn important and timely book, this edited volume provides educators insights into the contemporary immigrant experience in America. This valuable contribution to the professional literature includes authentic immigrant voices, implications for instruction, and resources on immigrants and refugees for educators. -- Evelyn B. Freeman, PhD, Professor Emerita, The Ohio State University, Columbus, OHHaving come to a new country with dreams and ambitions for a better life, many immigrants and refugees find themselves struggling instead with prejudice and discrimination. Children are particularly vulnerable, as the language and cultural practices that have guided their lives now separate them from neighbors and peers. This book prepares teachers to understand and educate immigrant and refugee students through culturally responsive classroom practices. -- Terrell A. Young, Brigham Young University, Provo, UTTable of ContentsAcknowledgments List of Figures Foreword-Christian J. Faltis Poem: Welcome to America -Sara Abou Rashed Introduction: Immigration Tale as Old as Time-Ruth McKoy Lowery, Rose M. Pringle, and Mary Ellen Oslick Section 1: Research Narratives Chapter 1- Your land! My land! Our land! American Indian/Alaska Native Students in Schools Donna Sabis-Burns and Ruth McKoy Lowery Chapter 2- Culturally Responsive Pedagogy: Perspectives from a Saudi Immigrant Family Youmna Deiri Chapter 3- Literacy Practices of Chinese “Restaurant Families” Ivy Haoyin Hsieh Chapter 4- Covering & Culturally Responsive Teaching: Pedagogical Implications from a Student-led Club Cody Miller and Kathleen C. Colantonio-Yurko Chapter 5- Culturally Responsive Pedagogy for Immigrant Students Xiaodi Zhou and Danling Fu Section 2: Reflection and Advocacy Chapter 6- Newcomers Among Us: Teachers Creating an Inclusive Classroom Haven for Immigrant Students Ruth McKoy Lowery, Cheryl Logan and Deandra J. McKoy Chapter 7- My Life as an Immigrant in America Garfield Daley Chapter 8- The Hidden Costs of Immigration Ann M. Dillard Section 3: Resources Chapter 9- Immigrant and Refugee Resources Mary Ellen Oslick, Marla Goins, and Shawn Anderson Brown Appendix About the Editors About the Contributors

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Book SynopsisThis book presents the experiences of immigrant children and their families in the US. We use the lens of Culturally Responsive Teaching (CRT), a pedagogy that recognizes the importance of including students'' cultural references in all aspects of learning (Ladson-Billings, 1994). Teachers become culturally relevant when they intentionally acknowledge and incorporate the experiences of all their students. They ensure that all students feel welcomed in their classrooms, regardless of their cultural, racial or ethnic backgrounds. The ongoing negative debates surrounding immigrant populations, center on minority immigrants. We believe that all immigrant students can succeed in the US education system if given the most appropriate experiences to support their learning. We advocate for employing a culturally responsive stance to achieve this. To that end, this book shares diverse experiences from different minoritized immigrant groups, in the hope that these stories illuminate the importancTrade ReviewAn important and timely book, this edited volume provides educators insights into the contemporary immigrant experience in America. This valuable contribution to the professional literature includes authentic immigrant voices, implications for instruction, and resources on immigrants and refugees for educators. -- Evelyn B. Freeman, PhD, Professor Emerita, The Ohio State University, Columbus, OHHaving come to a new country with dreams and ambitions for a better life, many immigrants and refugees find themselves struggling instead with prejudice and discrimination. Children are particularly vulnerable, as the language and cultural practices that have guided their lives now separate them from neighbors and peers. This book prepares teachers to understand and educate immigrant and refugee students through culturally responsive classroom practices. -- Terrell A. Young, Brigham Young University, Provo, UTTable of ContentsAcknowledgments List of Figures Foreword-Christian J. Faltis Poem: Welcome to America -Sara Abou Rashed Introduction: Immigration Tale as Old as Time-Ruth McKoy Lowery, Rose M. Pringle, and Mary Ellen Oslick Section 1: Research Narratives Chapter 1- Your land! My land! Our land! American Indian/Alaska Native Students in Schools Donna Sabis-Burns and Ruth McKoy Lowery Chapter 2- Culturally Responsive Pedagogy: Perspectives from a Saudi Immigrant Family Youmna Deiri Chapter 3- Literacy Practices of Chinese “Restaurant Families” Ivy Haoyin Hsieh Chapter 4- Covering & Culturally Responsive Teaching: Pedagogical Implications from a Student-led Club Cody Miller and Kathleen C. Colantonio-Yurko Chapter 5- Culturally Responsive Pedagogy for Immigrant Students Xiaodi Zhou and Danling Fu Section 2: Reflection and Advocacy Chapter 6- Newcomers Among Us: Teachers Creating an Inclusive Classroom Haven for Immigrant Students Ruth McKoy Lowery, Cheryl Logan and Deandra J. McKoy Chapter 7- My Life as an Immigrant in America Garfield Daley Chapter 8- The Hidden Costs of Immigration Ann M. Dillard Section 3: Resources Chapter 9- Immigrant and Refugee Resources Mary Ellen Oslick, Marla Goins, and Shawn Anderson Brown Appendix About the Editors About the Contributors

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Book SynopsisHow classroom management is viewed in educational settings has undergone major shifts in the past fifty years. The emphasis on management has been replaced, with the focus on facilitating an environment that supports diverse students to successfully engage in the learning processes. To meet the challenging demands of this new practice, K-12 educators are called to revisit and reflect on their teaching experiences and practices. In this volume, educators are invited to explore the most current strategies for student engagement related to motivation and self-regulation of learning theories, with a focus on equitable practices anchored in the Culturally Responsive-Sustaining Education Framework and in Socio-Emotional Learning. The dimensions of classroom management presented here focus on proactive strategies for student engagement rather than reactive behavior management. This volume explores topics essential to enhancing classroom environments for diverse students: motivating learninTable of ContentsForeword: Andrea HonigsfeldACKNOWLEDGMENTSLIST OF TABLESLIST OF FIGURESCHAPTER 1: Introduction to Engaging Diverse Learners: Enhanced Approaches to Classroom Management Joanna Alcruz and Maggie BlairCHAPTER 2:Motivating Studentsfor Classroom EngagementJoanna Alcruz and Mubina SchroederCHAPTER 3: Fostering Relationships, Engagement, and Community to Enhance Classroom Management Eve Dieringer, Michael Ferretti, and Kathleen Neagle SokolowskiCHAPTER 4:Creating Personalized Learning in Diverse ClassroomsMaggie Blair and Kevin SheehanCHAPTER 5:Creating Classrooms for Culturally and Linguistically Diverse Learners Carrie L. McDermott Goldman and Lisa A. PelusoCHAPTER 6:Communication Strategies Supporting Students for Grade-Level TransitionsYoun-Joo ParkCHAPTER 7:Fostering Social-Emotional Learning (SEL) for Classroom ManagementAmandia Speakes-Lewis, Amy Meyers, and Carrie Sollin

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Book SynopsisHow classroom management is viewed in educational settings has undergone major shifts in the past fifty years. The emphasis on management has been replaced, with the focus on facilitating an environment that supports diverse students to successfully engage in the learning processes. To meet the challenging demands of this new practice, K-12 educators are called to revisit and reflect on their teaching experiences and practices. In this volume, educators are invited to explore the most current strategies for student engagement related to motivation and self-regulation of learning theories, with a focus on equitable practices anchored in the Culturally Responsive-Sustaining Education Framework and in Socio-Emotional Learning. The dimensions of classroom management presented here focus on proactive strategies for student engagement rather than reactive behavior management. This volume explores topics essential to enhancing classroom environments for diverse students: motivating learninTable of ContentsForeword: Andrea HonigsfeldACKNOWLEDGMENTSLIST OF TABLESLIST OF FIGURESCHAPTER 1: Introduction to Engaging Diverse Learners: Enhanced Approaches to Classroom Management Joanna Alcruz and Maggie BlairCHAPTER 2:Motivating Studentsfor Classroom EngagementJoanna Alcruz and Mubina SchroederCHAPTER 3: Fostering Relationships, Engagement, and Community to Enhance Classroom Management Eve Dieringer, Michael Ferretti, and Kathleen Neagle SokolowskiCHAPTER 4:Creating Personalized Learning in Diverse ClassroomsMaggie Blair and Kevin SheehanCHAPTER 5:Creating Classrooms for Culturally and Linguistically Diverse Learners Carrie L. McDermott Goldman and Lisa A. PelusoCHAPTER 6:Communication Strategies Supporting Students for Grade-Level TransitionsYoun-Joo ParkCHAPTER 7:Fostering Social-Emotional Learning (SEL) for Classroom ManagementAmandia Speakes-Lewis, Amy Meyers, and Carrie Sollin

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Book SynopsisA Critical Black Pedagogy Reader: The Brothers Speak entails essays and speeches from leading Black men who offered critiques of Black education. This volume demonstrates that Black men have clapped back at the educational structures that have attempted to domesticate Black peoples.Trade ReviewA Critical Black Pedagogy Reader: The Brothers Speak, demonstrates the genealogy of critical pedagogy in the history of African Americans from the earliest days. This volume introduces us to the sources of the work of many men and women writing today about the need for a new pedagogy. This is a volume necessary for the current discourse on teaching in urban America. -- Molefi Kete Asante, author of Revolutionary Pedagogy: Primer for Teachers of Black ChildrenPitre has assembled principal essays, which provide, context, clarity, and critical impact related to the Africana experience. Voiced in the context of African American males, this book initiates space to engage, the continuity of disparity exhibited towards African Americans. Overall, this book is a major contribution to the: social sciences, humanities, and professions. -- Kelisha B. Graves, Instructor, Fayetteville State UniversityThe selection of critical Black pedagogues and their works within this book gives educational leaders a great foundation for understanding the framework of critical Black pedagogy. The selections challenge readers to view these Black leaders in a light that focuses on liberation, equity, and justice for students, particularly those of color. -- Latrecia Allen, Assistant Principal, Owen ElementaryCritical Black Pedagogy is premised upon the notion that since Africans arrived on the shores of America, men (and women) have elucidated the purpose of education for African Americans, long before the formal construct of Critical Pedagogy was thrust to the forefront of discourse in the 1930s. The point is not to dismiss the outstanding scholarship of critical pedagogues. Rather, the intent is to highlight the fact that the unique experiences of African Americans living in a White Supremacist society require an education that must confront and expose embedded power inequities, historical dehumanization, and distorted knowledge that keeps them economically, intellectually, and socially enslaved approximately 154 years after emancipation. Black students top nearly every negative educational indices. A strong argument can be advanced that by any measure, public education has failed those students. The recognition that such a reader as this is necessary two decades into the 21st Century speaks to the urgency that is needed to properly educate African American students. This book is a must read for anyone truly concerned with transforming the lives of not just Black students but marginalized students everywhere. -- Jasmine Williams, Assistant Professor, Fayetteville State UniversityTable of ContentsSeries Foreword Abul Pitre Foreword Mwalimu Shujaa Introduction Abul Pitre Chapter 1- What to the Slave Is the Fourth of July? Frederick Douglass Chapter 2- The Awakening of the Negro Booker T. Washington Chapter 3- The Education of Black Folk W. E. B. DuBois Chapter 4- Educate Yourself Marcus Garvey Chapter 5- The Seat of the Trouble Carter G. Woodson Chapter 6- The Purpose of Education Martin Luther King Jr. Chapter 7- A Talk to Teachers James Baldwin Chapter 8- History Is a Weapon Malcolm X Chapter 9- Get Knowledge to Benefit Self Elijah Muhammad About the Editor About the Writers Index

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Book SynopsisHow do we begin to understand diversity in early childhood in order to combat biases? There are many layers of diversity within families that are important to examine. We must consider ethnic diversity first and foremost as we engage in a conversation regarding diversity, as we know (or should know) the history of people of color in the US and the challenges and adversities that we have experienced. In the context of this book, understanding diversity begins with positioning a definition that encompasses the realities of many families particularly across the US such as immigration status, gender, family structure, sexual identity, class, and spiritual beliefs. We also see the importance to talking about race within the context of early childhood.Table of ContentsPreface: Mari Riojas-CortezForeword: Bekisizwe Ndimande Introduction: Mari Riojas-CortezChapter 1: Preparing Early Childhood Teachers for the Importance of Seeing Color in Children: Bloom’s Taxonomy as a Guide by Kimberly Davidson, Flora Farago, and Terry HusbandChapter 2: Addressing lgbtq+ Issues with Preservice Teachers in Conservative Spaces by Kenya E. Wolff and Janice KroegerChapter 3: Ready for our Immigrant Children: Preparing Early Childhood Educators to Work with Immigrant Children and their Families by Wilma Robles-MelendezChapter 4: Religion in Early Childhood: Guidelines for Preservice Teachers by Ruth Vilà Baños, Montserrat Freixa Niella, Assumpta Aneas, and Angelina Sánchez MartíReferencesAbout the Author and Contributors

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Book SynopsisHow do we begin to understand diversity in early childhood in order to combat biases? There are many layers of diversity within families that are important to examine. We must consider ethnic diversity first and foremost as we engage in a conversation regarding diversity, as we know (or should know) the history of people of color in the US and the challenges and adversities that we have experienced. In the context of this book, understanding diversity begins with positioning a definition that encompasses the realities of many families particularly across the US such as immigration status, gender, family structure, sexual identity, class, and spiritual beliefs. We also see the importance to talking about race within the context of early childhood.Table of ContentsPreface: Mari Riojas-CortezForeword: Bekisizwe Ndimande Introduction: Mari Riojas-CortezChapter 1: Preparing Early Childhood Teachers for the Importance of Seeing Color in Children: Bloom’s Taxonomy as a Guide by Kimberly Davidson, Flora Farago, and Terry HusbandChapter 2: Addressing lgbtq+ Issues with Preservice Teachers in Conservative Spaces by Kenya E. Wolff and Janice KroegerChapter 3: Ready for our Immigrant Children: Preparing Early Childhood Educators to Work with Immigrant Children and their Families by Wilma Robles-MelendezChapter 4: Religion in Early Childhood: Guidelines for Preservice Teachers by Ruth Vilà Baños, Montserrat Freixa Niella, Assumpta Aneas, and Angelina Sánchez MartíReferencesAbout the Author and Contributors

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Book SynopsisThe story of the American university in the past half century is about the rise of women in participation as students, faculty members, college athletes, and in subsequently changing the overall university culture for the better. Now almost sixty percent of the overall college student population in America is female, and still growing. By the year 2000, women surpassed men worldwide in attendance at higher education institutions. At the same time, after years of a disproportionate dominant male professoriate, female faculty members are now becoming the majority of university professors. While top university presidents are still largely male, women have achieved real gains in the overall administrative ranks and trustee positions. In all areas of the university disparities still exist in terms of compensation and balance in key areas of the academy, but the overall positive trend is clear. Few to this date have recognized and chronicled this extraordinary change in college educationone Table of ContentsTable of Contents Author’s Note Introduction: The Rise of Women in Post-Secondary Education Chapter 1. Participation of Women in Higher Education Chapter 2. Global Perspectives on Women, Education, and Literacy Chapter 3. Women’s and Coeducational Colleges Chapter 4. Women’s Athletics in College and the Impact of Title IX Chapter 5. Learning Outside the Academy Chapter 6. Late 20th Century Scholarly and Pedagogical Approaches Conclusion: What Does the Future Hold? About the Author Acknowledgments References Illustration Credits Index Index of Figures 1.02 Percentage of U.S. Bachelor Degrees Awarded to Women 1.03 College Degree Gender Gap by Age 1.05 Women Faculty in U.S. 1.06 Comparative Faculty Compensation by Gender 1.07 Women Professors by Institutional Type 1.08 Average Debt BS/BA 1.09 Difficulty Repaying Loans 2.01 Tertiary Degree by Gender (24-35-year-old) 2.02 Chart 2.2 Worldwide Fertility Rate Trend 2.03 Women’s Wage Comparison to Men (Age 25-64) 2.04 Women’s Representation by Discipline Worldwide 3.01 Number and Type of Higher Education Institutions Trend 4.03 Average # of Women's Varsity Teams Per School 4.04 Student Engagement Comparison 4.05 Net Revenue Athletic Program Comparison 4.06 Total Salaries and Benefits Division 1 5.01 Literary Reading by Gender Trend Conclusion.02 Average Full-Time Wage Comparison by Gender List of Illustrations 1.01 Nine African American women, full-length portrait, seated on steps of a building at Atlanta University, Georgia (1899), Askew, Thomas E., photographer (Library of Congress) 1.04 The Sky is Now Her Limit (1920), Illustration by Bushnell, reprinted in New York Times Current History (Library of Congress) 3.02 Seniors marching to chapel, Mt. [Mount] Holyoke College, South Hadley, Mass., 1908. Detroit Publishing Company photograph collection (Library of Congress) Image 3.03 American Indian and African American students at Hampton Institute, Hampton, Va. 1900(?) - women studying human respiratory system, Johnston, Frances Benjamin, photographer (Library of Congress) 4.01 Women’s Rowing Team, Potomac Boat Club (1919) National Photo Company Collection (Library of Congress) 4.02 1913-1914 basketball game, no. 38, Vassar College, May 1913 Wolven, E. L., photographer (Library of Congress) 5.02 Women Reading in Normal School, Washington D.C., (1899) Johnston, Frances Benjamin (Library of Congress) 5.03 Woman writing. (1892). Phillips, John Edwin, (Library of Congress) 5.04 For the Benefit of the Girl About to Graduate (1890) Charles Howard Johnson (Library of Congress) 6.01 Harriet Tubman, full-length portrait, seated in chair, facing front, probably at her home in Auburn, New York (1911) (Library of Congress Rare Book and Special Collections Division) Conclusion.01 Looking Backward (1912) From Life, August 222, 1912, p. 1638 (Library of Congress) Conclusion.03 Vinnie Ream at work upon her Lincoln bust which rests upon the stand she used in the White House while President Lincoln posed for her (1865-70) (Library of Congress).

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Book SynopsisThe story of the American university in the past half century is about the rise of women in participation as students, faculty members, college athletes, and in subsequently changing the overall university culture for the better. Now almost sixty percent of the overall college student population in America is female, and still growing. By the year 2000, women surpassed men worldwide in attendance at higher education institutions. At the same time, after years of a disproportionate dominant male professoriate, female faculty members are now becoming the majority of university professors. While top university presidents are still largely male, women have achieved real gains in the overall administrative ranks and trustee positions. In all areas of the university disparities still exist in terms of compensation and balance in key areas of the academy, but the overall positive trend is clear. Few to this date have recognized and chronicled this extraordinary change in college educationone Table of ContentsTable of Contents Author’s Note Introduction: The Rise of Women in Post-Secondary Education Chapter 1. Participation of Women in Higher Education Chapter 2. Global Perspectives on Women, Education, and Literacy Chapter 3. Women’s and Coeducational Colleges Chapter 4. Women’s Athletics in College and the Impact of Title IX Chapter 5. Learning Outside the Academy Chapter 6. Late 20th Century Scholarly and Pedagogical Approaches Conclusion: What Does the Future Hold? About the Author Acknowledgments References Illustration Credits Index Index of Figures 1.02 Percentage of U.S. Bachelor Degrees Awarded to Women 1.03 College Degree Gender Gap by Age 1.05 Women Faculty in U.S. 1.06 Comparative Faculty Compensation by Gender 1.07 Women Professors by Institutional Type 1.08 Average Debt BS/BA 1.09 Difficulty Repaying Loans 2.01 Tertiary Degree by Gender (24-35-year-old) 2.02 Chart 2.2 Worldwide Fertility Rate Trend 2.03 Women’s Wage Comparison to Men (Age 25-64) 2.04 Women’s Representation by Discipline Worldwide 3.01 Number and Type of Higher Education Institutions Trend 4.03 Average # of Women's Varsity Teams Per School 4.04 Student Engagement Comparison 4.05 Net Revenue Athletic Program Comparison 4.06 Total Salaries and Benefits Division 1 5.01 Literary Reading by Gender Trend Conclusion.02 Average Full-Time Wage Comparison by Gender List of Illustrations 1.01 Nine African American women, full-length portrait, seated on steps of a building at Atlanta University, Georgia (1899), Askew, Thomas E., photographer (Library of Congress) 1.04 The Sky is Now Her Limit (1920), Illustration by Bushnell, reprinted in New York Times Current History (Library of Congress) 3.02 Seniors marching to chapel, Mt. [Mount] Holyoke College, South Hadley, Mass., 1908. Detroit Publishing Company photograph collection (Library of Congress) Image 3.03 American Indian and African American students at Hampton Institute, Hampton, Va. 1900(?) - women studying human respiratory system, Johnston, Frances Benjamin, photographer (Library of Congress) 4.01 Women’s Rowing Team, Potomac Boat Club (1919) National Photo Company Collection (Library of Congress) 4.02 1913-1914 basketball game, no. 38, Vassar College, May 1913 Wolven, E. L., photographer (Library of Congress) 5.02 Women Reading in Normal School, Washington D.C., (1899) Johnston, Frances Benjamin (Library of Congress) 5.03 Woman writing. (1892). Phillips, John Edwin, (Library of Congress) 5.04 For the Benefit of the Girl About to Graduate (1890) Charles Howard Johnson (Library of Congress) 6.01 Harriet Tubman, full-length portrait, seated in chair, facing front, probably at her home in Auburn, New York (1911) (Library of Congress Rare Book and Special Collections Division) Conclusion.01 Looking Backward (1912) From Life, August 222, 1912, p. 1638 (Library of Congress) Conclusion.03 Vinnie Ream at work upon her Lincoln bust which rests upon the stand she used in the White House while President Lincoln posed for her (1865-70) (Library of Congress).

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Book SynopsisHow can teachers facilitate meaningful classroom conversations in which students engage in shared inquiry, building on what others have written or said (even to disagree)? Such discussions can have many benefits: students can learn from each other, can bring their out-of-school ways of talking into classroom dialog, can make evidence-based, collaborative arguments, and can begin to communicate like historians, scientists, or other members of disciplinary communities. Yet classroom discussions often fail, teaching students implicitly that they have little to learn from school or each other, that their home-language practices are not welcome, that the loudest voice wins the argument, and that academic discourse is as mystifying and alien as the views of anyone who disagrees with them. Outside the classroom, dialog has never been more important. From climate-change summits or peace talks among neighboring nations, to clashes between rival ethnic groups or political-party mudslinging, to wTable of ContentsChapter 1 – Two People Talking by Themselves?Chapter 2 – Transforming Recitations into Dialogic DiscussionsChapter 3 – Organizing Student-led Dialogic DiscussionsChapter 4 – Facilitating Disciplinary Dialogic DiscussionsChapter 5 – Inviting Out-of-school Cultural Practices into Dialogic DiscussionsChapter 6 – Developing Dialogic Discussions Over TimeChapter 7 – Designing Dialogic Online DiscussionsChapter 8 – Listening to the Silence in Difficult Dialogic DiscussionsAppendix A – Key TermsAppendix B – Classroom ExamplesAppendix C – Activities for Promoting Dialogic DiscussionsReferencesAbout the Author

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Book SynopsisHow can teachers facilitate meaningful classroom conversations in which students engage in shared inquiry, building on what others have written or said (even to disagree)? Such discussions can have many benefits: students can learn from each other, can bring their out-of-school ways of talking into classroom dialog, can make evidence-based, collaborative arguments, and can begin to communicate like historians, scientists, or other members of disciplinary communities. Yet classroom discussions often fail, teaching students implicitly that they have little to learn from school or each other, that their home-language practices are not welcome, that the loudest voice wins the argument, and that academic discourse is as mystifying and alien as the views of anyone who disagrees with them. Outside the classroom, dialog has never been more important. From climate-change summits or peace talks among neighboring nations, to clashes between rival ethnic groups or political-party mudslinging, to wTable of ContentsChapter 1 – Two People Talking by Themselves?Chapter 2 – Transforming Recitations into Dialogic DiscussionsChapter 3 – Organizing Student-led Dialogic DiscussionsChapter 4 – Facilitating Disciplinary Dialogic DiscussionsChapter 5 – Inviting Out-of-school Cultural Practices into Dialogic DiscussionsChapter 6 – Developing Dialogic Discussions Over TimeChapter 7 – Designing Dialogic Online DiscussionsChapter 8 – Listening to the Silence in Difficult Dialogic DiscussionsAppendix A – Key TermsAppendix B – Classroom ExamplesAppendix C – Activities for Promoting Dialogic DiscussionsReferencesAbout the Author

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Book SynopsisLearning to Connect explores how teachers learn to form meaningful relationships with students, especially across racial and cultural differences. To do so, the book draws on data from a two-year ethnographic study of No Excuses Teacher Residency (NETR) and Progressive Teacher Residency (PTR), and teachers that emerge from each program. Each program is characterized in rich complexity, with a focus on coursework relating to relationships and race, as well as fieldwork. The final part of the book explores how program graduates draw upon these experiences in their first year of full-time teaching. Two very different visions and approaches to teacher-student relationships emerge one instrumental, the other reciprocal, with implications for the students ultimately served by each approach. Through engaging portraits and illustrative case studies, this rigorously researched yet eminently accessible book will help teacher educators (and likely other scholars, teachers and policymakers, too) Table of ContentsPrefaceAcknowledgementsIntroductionPart 1: No Excuses Teacher ResidencyChapter 1: An Instrumental ApproachChapter 2: License for NavigationChapter 3: The NETR BrandPart 2: Progressive Teacher ResidencyChapter 4: Cultivating Reciprocal RelationshipsChapter 5: Below the SurfaceChapter 6: Learning the RopesPart 3: Into the Field and BeyondChapter 7: From Learning to TeachingChapter 8: Contradictions in the FieldChapter 9: Lessons on RelationshipsEpilogueMethodological AppendixBibliography

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Book SynopsisLearning to Connect explores how teachers learn to form meaningful relationships with students, especially across racial and cultural differences. To do so, the book draws on data from a two-year ethnographic study of No Excuses Teacher Residency (NETR) and Progressive Teacher Residency (PTR), and teachers that emerge from each program. Each program is characterized in rich complexity, with a focus on coursework relating to relationships and race, as well as fieldwork. The final part of the book explores how program graduates draw upon these experiences in their first year of full-time teaching. Two very different visions and approaches to teacher-student relationships emerge one instrumental, the other reciprocal, with implications for the students ultimately served by each approach. Through engaging portraits and illustrative case studies, this rigorously researched yet eminently accessible book will help teacher educators (and likely other scholars, teachers and policymakers, too) Table of ContentsPrefaceAcknowledgementsIntroductionPart 1: No Excuses Teacher ResidencyChapter 1: An Instrumental ApproachChapter 2: License for NavigationChapter 3: The NETR BrandPart 2: Progressive Teacher ResidencyChapter 4: Cultivating Reciprocal RelationshipsChapter 5: Below the SurfaceChapter 6: Learning the RopesPart 3: Into the Field and BeyondChapter 7: From Learning to TeachingChapter 8: Contradictions in the FieldChapter 9: Lessons on RelationshipsEpilogueMethodological AppendixBibliography

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