Educational strategies and policy: inclusion Books

Book SynopsisPedagogies for Diverse Learners: Tools for Discovery and Development provides profiles of diverse learners and the specific learning and teaching strategies needed to raise student academic achievement, honor students' identities, and support students' sense of belonging and wellbeing. During the pandemic and the pivot to online learning, many students attending K-12 and higher education experienced learning loss and gaps in their education. Ten key overarching pedagogies for diverse learners address how to maximize student engagement in learning, develop nurturing and trustworthy relationships, and raise student achievement for high school and undergraduate and graduate college students. Pedagogies for Diverse Learnersincludes ethical learning and teaching practices, such as the right to be seen and appreciated, as well as academic achievement due to students' expectations and actual experiences of success. Strategies to recognize and value diverse student identities, experiences, Trade ReviewI was informed, empowered, and inspired after reading Pedagogies for Diverse Learners: Tools for Discovery and Development! Full of stories and current research, the book illustrates the power and impact of student-centered learning and teaching. Pedagogies for Diverse Learners underscores the importance of centering the lived and historical experiences of diverse students to optimize their engagement, and ultimately their academic success. Every chapter offers a unique perspective and specific, practical pedagogies to ensure students thrive in school and in their future lives. -- Latanya Daniels, Ed.D, Assitant Superintendent, Richfield Public SchoolsTable of ContentsCONTENTSAcknowledgments Preface1Reclaiming Our Native Youth: Native Pedagogies Penelope Dupris 2Radical Listening and Love: Introduction to Social Justice and Healing PedagogiesAura Wharton-Beck 3Designing Learning Activities Using Social Justice and Healing PedagogiesAura Wharton-Beck 4The Changing Nature of Stress for Adult Learners During COVID-19Derrick Crim5The Secret Sauce of Exemplary Educators: Affective and Performance PedagogiesGail L. Weinhold6My American Story: A Storytelling and Songwriting Project for Social Change Ilah Raleigh 7The Centrality of Identity in the Learning Environment Jayne Sommers and Christina Holmgren8Academic Student Procrastination: Causes and Effects on LearnersSarah Noonan9Prevention, Intervention, and Recovery Pedagogies to Disrupt Academic Student Underachievement and Procrastination Sarah Noonan10Dear Professor: The Meaning of Pedagogies for Diverse LearnersSarah Noonan11References

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Book SynopsisPedagogies for Diverse Learners: Tools for Discovery and Development provides profiles of diverse learners and the specific learning and teaching strategies needed to raise student academic achievement, honor students' identities, and support students' sense of belonging and wellbeing. During the pandemic and the pivot to online learning, many students attending K-12 and higher education experienced learning loss and gaps in their education. Ten key overarching pedagogies for diverse learners address how to maximize student engagement in learning, develop nurturing and trustworthy relationships, and raise student achievement for high school and undergraduate and graduate college students. Pedagogies for Diverse Learnersincludes ethical learning and teaching practices, such as the right to be seen and appreciated, as well as academic achievement due to students' expectations and actual experiences of success. Strategies to recognize and value diverse student identities, experiences, Trade ReviewI was informed, empowered, and inspired after reading Pedagogies for Diverse Learners: Tools for Discovery and Development! Full of stories and current research, the book illustrates the power and impact of student-centered learning and teaching. Pedagogies for Diverse Learners underscores the importance of centering the lived and historical experiences of diverse students to optimize their engagement, and ultimately their academic success. Every chapter offers a unique perspective and specific, practical pedagogies to ensure students thrive in school and in their future lives. -- Latanya Daniels, Ed.D, Assitant Superintendent, Richfield Public SchoolsTable of ContentsCONTENTSAcknowledgments Preface1Reclaiming Our Native Youth: Native Pedagogies Penelope Dupris 2Radical Listening and Love: Introduction to Social Justice and Healing PedagogiesAura Wharton-Beck 3Designing Learning Activities Using Social Justice and Healing PedagogiesAura Wharton-Beck 4The Changing Nature of Stress for Adult Learners During COVID-19Derrick Crim5The Secret Sauce of Exemplary Educators: Affective and Performance PedagogiesGail L. Weinhold6My American Story: A Storytelling and Songwriting Project for Social Change Ilah Raleigh 7The Centrality of Identity in the Learning Environment Jayne Sommers and Christina Holmgren8Academic Student Procrastination: Causes and Effects on LearnersSarah Noonan9Prevention, Intervention, and Recovery Pedagogies to Disrupt Academic Student Underachievement and Procrastination Sarah Noonan10Dear Professor: The Meaning of Pedagogies for Diverse LearnersSarah Noonan11References

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Book SynopsisTeaching Social Studies to Multilingual Learners in High School: Connecting Inquiry and Visual Literacy to Promote Progressive Learning explores effective strategies for teaching studies to diverse learners. The centerpiece is a visual literacy framework that integrates inquiry, primary source analysis, and visual literacy to provide a progressive learning sequence to meet the varied needs of learners. The visual literacy framework brings together related aspects of progressive, sequential learning into a cohesive whole. It has an adaptable structure that allows teachers to customize learning activities to meet individual student needs. The progressive learning sequence has varied modes of learning that help teachers move students from basic to proficient to advanced levels of support.The book is organized into two related parts. The first three chapters provide important content and context on social studies, multilingual learner education, and the visual literacy framework.Table of ContentsAcknowledgmentsIntroductionChapter 1. Exploring Social StudiesChapter 2. Working with Multilingual Students in High SchoolChapter 3. The Visual Literacy FrameworkChapter 4. Teaching CivicsChapter 5. Teaching U.S. HistoryChapter 6. Teaching World HistoryChapter 7. Teaching GeographyChapter 8. Teaching Economics and Social ScienceAbout the Authors

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Book SynopsisTeaching Social Studies to Multilingual Learners in High School: Connecting Inquiry and Visual Literacy to Promote Progressive Learning explores effective strategies for teaching studies to diverse learners. The centerpiece is a visual literacy framework that integrates inquiry, primary source analysis, and visual literacy to provide a progressive learning sequence to meet the varied needs of learners. The visual literacy framework brings together related aspects of progressive, sequential learning into a cohesive whole. It has an adaptable structure that allows teachers to customize learning activities to meet individual student needs. The progressive learning sequence has varied modes of learning that help teachers move students from basic to proficient to advanced levels of support.The book is organized into two related parts. The first three chapters provide important content and context on social studies, multilingual learner education, and the visual literacy framework.Table of ContentsAcknowledgmentsIntroductionChapter 1. Exploring Social StudiesChapter 2. Working with Multilingual Students in High SchoolChapter 3. The Visual Literacy FrameworkChapter 4. Teaching CivicsChapter 5. Teaching U.S. HistoryChapter 6. Teaching World HistoryChapter 7. Teaching GeographyChapter 8. Teaching Economics and Social ScienceAbout the Authors

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Book SynopsisTeaching Social Studies to Multilingual Learners in Middle School: Connecting Inquiry and Visual Literacy to Promote Progressive Learning explores effective strategies for teaching social studies to multilingual learners. The centerpiece is a visual literacy framework that integrates inquiry, primary source analysis, and visual literacy to provide a progressive learning sequence to meet the varied needs of learners. The visual literacy framework brings together related aspects of progressive, sequential learning into a cohesive, coherent whole. It has an adaptable structure that allows teachers to customize learning activities to meet individual student needs. The progressive learning sequence has varied modes of learning that help teachers move students from basic to proficient to advanced levels of support.This book is organized into two related parts. The first three chapters provide important content and context on social studies, multilingual learner education, and the vTable of ContentsAcknowledgmentsIntroductionPart I. FoundationsChapter 1. Exploring Social StudiesChapter 2. Working with Multilingual StudentsChapter 3. The Visual Literacy FrameworkPart II. ApplicationChapter 4. Teaching U.S. HistoryChapter 5. Teaching World HistoryChapter 6. Teaching GeographyChapter 7. Teaching Civics and GovernmentAbout the Authors

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Book SynopsisTeaching Social Studies to Multilingual Learners in Middle School: Connecting Inquiry and Visual Literacy to Promote Progressive Learning explores effective strategies for teaching social studies to multilingual learners. The centerpiece is a visual literacy framework that integrates inquiry, primary source analysis, and visual literacy to provide a progressive learning sequence to meet the varied needs of learners. The visual literacy framework brings together related aspects of progressive, sequential learning into a cohesive, coherent whole. It has an adaptable structure that allows teachers to customize learning activities to meet individual student needs. The progressive learning sequence has varied modes of learning that help teachers move students from basic to proficient to advanced levels of support.This book is organized into two related parts. The first three chapters provide important content and context on social studies, multilingual learner education, and the vTable of ContentsAcknowledgmentsIntroductionPart I. FoundationsChapter 1. Exploring Social StudiesChapter 2. Working with Multilingual StudentsChapter 3. The Visual Literacy FrameworkPart II. ApplicationChapter 4. Teaching U.S. HistoryChapter 5. Teaching World HistoryChapter 6. Teaching GeographyChapter 7. Teaching Civics and GovernmentAbout the Authors

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Book SynopsisWitnessing Whiteness invites readers to consider their relationship to whiteness, the lingering shadows of racism, and the value of cultivating a self-reflective practice related to racial identity. The book includes personal testimony from well-respected cultural workers across race, such as Luis Rodriguez (author of Always Running), to offer dialogue not found anywhere else that illustrates how whiteness embeds itself in our psyche, lingers through continued social conditioning, and affects cross-race interactions as well as our ability to dismantle systems that uphold white dominance and oppression. In the midst of confusing and often contradictory messages, this new edition explains why developing an anti-racist white identity is an important part of cultivating an effective antiracist practice and is a necessary part of subverting the weaponizing of white identity cultivated by the far right.Table of ContentsAcknowledgementsIntroductionPart I: Getting Started on the JourneyChapter One: Naming and Defining the ProblemChapter Two: A Hidden HistoryChapter Three: Becoming Aware of RacismChapter Four: Recognizing Missteps and Cultural LossPart II: Guides on the JourneyChapter Five: Revealing Racial Identity JourneysChapter Six: Meanings of WhitenessChapter Seven: Learning through ConflictChapter Eight: Lingering RacismPart III: The Work of Witnessing WhitenessChapter Nine: Building KnowledgeChapter Ten: Building SkillsChapter Eleven: Building CapacityChapter Twelve: Building CommunityChapter Thirteen: Building a White Antiracist CultureBibliographyIndexAbout the Author

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Book SynopsisFrom Character to Color was written to explore Critical Race Theory from logical, moral, and educational standpoints, as these relate to history, people and racial groups. This book is also written to explain reasons why it is a bad choice to allow the Critical Race Theory to grow unabated and continue to infect the nation.Table of ContentsList of TablesList of FiguresPrefaceAcknowledgmentsChapter 1: Critical Race TheoryChapter 2: What’s the Matter with Melanin?Chapter 3: Critical Race and Common GraceChapter 4: Analysis of Critical Race TheoryChapter 5: Critical Flaws of Critical Race TheoryChapter 6: Communities Fighting BackAppendix A: States’ Legislative Decisions Regarding CRTAppendix B: Christian Colleges and CRTAppendix C: Teachers’ Associations and the Progressive Agenda: Washington StateAbout the Author

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Book SynopsisIn recent decades, the populations in major urban areas across the country have become increasingly diverse in terms of their ethnicities, languages, and economics, and within these evolving contexts many of our schools have struggled to produce good learning results for substantial numbers of their students. Our schools have tried to be fair to all they serve by using similar instructional methods, materials, and technology, and comparable schedules, facilities, and funding, but the outcomes realized for many students are seriously worrisome in terms of their abilities to succeed in our economy in the future. The Covid-19 pandemic further exacerbated this problem. Diverse Students, Diverse Outcomes: Portal Schools for Access to Diverse Teaching and Learning proposes ways to preserve our enormous staff and facility investments in order to provide schooling that will help different students learn in different ways and in the process make education much more attractive and engaging foTable of ContentsForewordAcknowledgmentsIntroductionChapter 1. Our Evolving Cities and Schools: Teaching and Learning Must ChangeChapter 2. Schools for the Future: Instruction, Technology, Time, Spaces, Community, FundingChapter 3. Creating Portal SchoolsChapter 4. Learning From Other Building TypesChapter 5. Slow Learners? Great Ideas and Great Schools IgnoredChapter 6. EpilogueIndexAbout the Author

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Book SynopsisIn recent decades, the populations in major urban areas across the country have become increasingly diverse in terms of their ethnicities, languages, and economics, and within these evolving contexts many of our schools have struggled to produce good learning results for substantial numbers of their students. Our schools have tried to be fair to all they serve by using similar instructional methods, materials, and technology, and comparable schedules, facilities, and funding, but the outcomes realized for many students are seriously worrisome in terms of their abilities to succeed in our economy in the future. The Covid-19 pandemic further exacerbated this problem. Diverse Students, Diverse Outcomes: Portal Schools for Access to Diverse Teaching and Learning proposes ways to preserve our enormous staff and facility investments in order to provide schooling that will help different students learn in different ways and in the process make education much more attractive and engaging foTable of ContentsForewordAcknowledgmentsIntroductionChapter 1. Our Evolving Cities and Schools: Teaching and Learning Must ChangeChapter 2. Schools for the Future: Instruction, Technology, Time, Spaces, Community, FundingChapter 3. Creating Portal SchoolsChapter 4. Learning From Other Building TypesChapter 5. Slow Learners? Great Ideas and Great Schools IgnoredChapter 6. EpilogueIndexAbout the Author

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Book SynopsisEquity, Equality, and Empathy: What Principals Can Do for the Well-Being of the Learning Community presents seven principal actions detailing how to develop a successful well-being program. Moreover, leadership processes are advanced to aid principals in embracing, encouraging, and amplifying equity, equality, and empathy, as well as social and emotional learning.This book is written to guide principals in understanding that far too many social injustices plague not only the nation but school systems as well. Revealed are TOP-10 Steps to Quality Leadership effective in guiding campus leaders when working with others in overcoming biases, prejudices, and discriminatory actions and practices. Additionally, fourteen school-oriented processes to eradicating racism in schools are identified and addressed.Equity, Equality, and Empathy promotes seven elements of empathy and how they are critical tools for effective school leadership. Seven habits of highly empathetic principaTrade ReviewDr. Richard D. Sorenson once again presents a timely read regarding the importance and need for effectively addressing mental health and well-being for students, teachers, and administrators. Using the lenses of equity, equality, and empathy as connective tools, Sorenson explores the importance of Social and Emotional Learning (SEL) and well-being as connective tools and constructs. -- Angus S. Mungal PhD, assistant professor, leadership and counselor education, school of education, The University of MississippiDuring these times of uncertainty, Dr. Sorenson provides seven actions that principals can use to create a school that appreciates and values social emotional learning. Equity, Equality, and Empathy: What Principals Can Do for the Well-Being of the Learning Community guides school leaders in creating a welcoming, equitable, and empathetic school environment. -- Teresa Cortez, assistant professor of practice, department of educational leadership and foundations, college of education, The University of Texas at El PasoEquity, Equality, and Empathy: What Principals Can Do for the Well-Being of the Learning Community is a must-read for current and aspiring school leaders. Readers will be able to connect to examples and use strategies to establish a culture of well-being within their learning communities. -- Daniella Monsivais, instructional coach elementary Elar/SS, Ysleta Independent School District, El Paso, TexasPrincipals are grappling with weighty issues that necessitate an understanding of equality vs. equity and sympathy vs. empathy. Dr. Sorenson addresses these concepts for school leaders from the perspective of a seasoned practitioner. Equity, Equality, and Empathy: What Principals Can Do for the Well-Being of the Learning Community is a timely book for campus leaders. -- Penelope Espinoza, associate professor, doctoral program director, The University of Texas at El PasoTable of ContentsList of Textboxes and TablesAcknowledgmentsIntroductionChapter 1. Principal Action #1: Find a CureChapter 2. Principal Action #2: Develop a Successful Well-Being ProgramChapter 3. Principal Action #3: Embrace Social and Emotional LearningChapter 4. Principal Action #4: Appreciate Social and Emotional LearningChapter 5. Principal Action #5: Distinguish Between Equity and EqualityChapter 6. Principal Action #6: Ensure Empathy is a Campus and Cultural NormChapter 7. Principal Action #7: Strengthen Your Own Personal Leadership Skills with the Social and Emotional Learning Instrument (A Principal Protocol)ReferencesIndexAbout the Author

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Book SynopsisEquity, Equality, and Empathy: What Principals Can Do for the Well-Being of the Learning Community presents seven principal actions detailing how to develop a successful well-being program. Moreover, leadership processes are advanced to aid principals in embracing, encouraging, and amplifying equity, equality, and empathy, as well as social and emotional learning.This book is written to guide principals in understanding that far too many social injustices plague not only the nation but school systems as well. Revealed are TOP-10 Steps to Quality Leadership effective in guiding campus leaders when working with others in overcoming biases, prejudices, and discriminatory actions and practices. Additionally, fourteen school-oriented processes to eradicating racism in schools are identified and addressed.Equity, Equality, and Empathy promotes seven elements of empathy and how they are critical tools for effective school leadership. Seven habits of highly empathetic principaTrade ReviewDr. Richard D. Sorenson once again presents a timely read regarding the importance and need for effectively addressing mental health and well-being for students, teachers, and administrators. Using the lenses of equity, equality, and empathy as connective tools, Sorenson explores the importance of Social and Emotional Learning (SEL) and well-being as connective tools and constructs. -- Angus S. Mungal PhD, assistant professor, leadership and counselor education, school of education, The University of MississippiDuring these times of uncertainty, Dr. Sorenson provides seven actions that principals can use to create a school that appreciates and values social emotional learning. Equity, Equality, and Empathy: What Principals Can Do for the Well-Being of the Learning Community guides school leaders in creating a welcoming, equitable, and empathetic school environment. -- Teresa Cortez, assistant professor of practice, department of educational leadership and foundations, college of education, The University of Texas at El PasoEquity, Equality, and Empathy: What Principals Can Do for the Well-Being of the Learning Community is a must-read for current and aspiring school leaders. Readers will be able to connect to examples and use strategies to establish a culture of well-being within their learning communities. -- Daniella Monsivais, instructional coach elementary Elar/SS, Ysleta Independent School District, El Paso, TexasPrincipals are grappling with weighty issues that necessitate an understanding of equality vs. equity and sympathy vs. empathy. Dr. Sorenson addresses these concepts for school leaders from the perspective of a seasoned practitioner. Equity, Equality, and Empathy: What Principals Can Do for the Well-Being of the Learning Community is a timely book for campus leaders. -- Penelope Espinoza, associate professor, doctoral program director, The University of Texas at El PasoTable of ContentsList of Textboxes and TablesAcknowledgmentsIntroductionChapter 1. Principal Action #1: Find a CureChapter 2. Principal Action #2: Develop a Successful Well-Being ProgramChapter 3. Principal Action #3: Embrace Social and Emotional LearningChapter 4. Principal Action #4: Appreciate Social and Emotional LearningChapter 5. Principal Action #5: Distinguish Between Equity and EqualityChapter 6. Principal Action #6: Ensure Empathy is a Campus and Cultural NormChapter 7. Principal Action #7: Strengthen Your Own Personal Leadership Skills with the Social and Emotional Learning Instrument (A Principal Protocol)ReferencesIndexAbout the Author

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Book SynopsisThis book is for education leaders who do not accept the that the underachievement of African American, Latino, Indigenous, low income and other vulnerable student groups is inevitable. Where Equity Lives: Shattering Systemic Inequity in Schools and Districts is the result of 25 years of studying over 300 schools and districts struggling to overturn the longstanding pattern of under achievement of the same demographic groups. This book is a reveal of the five most common systemic inequity traps identified through the Study of Studies that help explain historic achievement patterns. The authors lay out achievable paths of possibilities for education leaders to reverse decades of under achievement. Actionable insights are shared through real-life stories of schools and districts that struggled with and took action to address each of these traps. Chapters contain equity hookseasy to remember cues of complete, complex, and nuanced leadership takeaways. Online templates are available forTable of ContentsContentsPrefaceAcknowledgementsForward by Michael FullanIntroductionPart I: What’s the Floor? Chapter 1: Symbolic Data SystemsEquity Hook: The Emperor’s New ClothesChapter 2: Baby Step PlanningEquity Hook: Backcast, Don’t ForecastPart II: Under What Conditions? Chapter 3: New TrackingEquity Hook: A Rose by Any Other NameChapter 4: Christmas Tree School SystemsEquity Hook: The Thing of the ThingPart III: How Aligned are YOU?Chapter 5: Misaligned LeadershipEquity Hook: Equity Leadership ColumnsConclusion: How to Change Minds and HeartsAppendix: Study of Studies MethodologyReferencesAbout the AuthorsIndex

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Book SynopsisThis book is for education leaders who do not accept the that the underachievement of African American, Latino, Indigenous, low income and other vulnerable student groups is inevitable. Where Equity Lives: Shattering Systemic Inequity in Schools and Districts is the result of 25 years of studying over 300 schools and districts struggling to overturn the longstanding pattern of under achievement of the same demographic groups. This book is a reveal of the five most common systemic inequity traps identified through the Study of Studies that help explain historic achievement patterns. The authors lay out achievable paths of possibilities for education leaders to reverse decades of under achievement. Actionable insights are shared through real-life stories of schools and districts that struggled with and took action to address each of these traps. Chapters contain equity hookseasy to remember cues of complete, complex, and nuanced leadership takeaways. Online templates are available forTable of ContentsContentsPrefaceAcknowledgementsForward by Michael FullanIntroductionPart I: What’s the Floor? Chapter 1: Symbolic Data SystemsEquity Hook: The Emperor’s New ClothesChapter 2: Baby Step PlanningEquity Hook: Backcast, Don’t ForecastPart II: Under What Conditions? Chapter 3: New TrackingEquity Hook: A Rose by Any Other NameChapter 4: Christmas Tree School SystemsEquity Hook: The Thing of the ThingPart III: How Aligned are YOU?Chapter 5: Misaligned LeadershipEquity Hook: Equity Leadership ColumnsConclusion: How to Change Minds and HeartsAppendix: Study of Studies MethodologyReferencesAbout the AuthorsIndex

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Book SynopsisParents worried that their children would be marginalized by their peers at school. They gave examples in which they were singled out because of their gender, race, ethnicity, sexual orientation, language, religion, or disabilities. They identified others who were picked out because of their family's income, immigration status, association with the armed services, or attitudes towards medical issues. The parents were assured that changes were in the works to protect marginalized students. They reviewed changes to curricula, instruction, textbooks, disciplinary strategies, counseling techniques, tests, school-sponsored events, school terminology, athletic competitions, restroom policies, dress codes, disability policies, and extracurricular activities. Many parents had confidence in these changes. However, some were skeptical. The two groups argued with each other at local schoolboard meetings. They escalated their arguments after attracting the attention of journalists, scholars, anTable of ContentsContents Preface: Why Are Parents Enflamed about Marginalized Students?Acknowledgement Chapter 1: Empowered Parents and Marginalized StudentsChapter 2: Athletics and Marginalized StudentsChapter 3: Dress Codes and Marginalized StudentsChapter 4: Emotional Supports and Marginalized StudentsChapter 5: Religious Policies and Marginalized StudentsChapter 6: Homeless Policies and Marginalized StudentsChapter 7: Disclosure Policies and Marginalized StudentsChapter 8: High-Priced Instruction and Marginalized Students Chapter 9: Disability Policies and Marginalized StudentsChapter 10: Medical Policies and Marginalized StudentsChapter 11: Military Service and Marginalized StudentsChapter 12: Immigration Status and Marginalized StudentsReferences

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Book SynopsisParents worried that their children would be marginalized by their peers at school. They gave examples in which they were singled out because of their gender, race, ethnicity, sexual orientation, language, religion, or disabilities. They identified others who were picked out because of their family's income, immigration status, association with the armed services, or attitudes towards medical issues. The parents were assured that changes were in the works to protect marginalized students. They reviewed changes to curricula, instruction, textbooks, disciplinary strategies, counseling techniques, tests, school-sponsored events, school terminology, athletic competitions, restroom policies, dress codes, disability policies, and extracurricular activities. Many parents had confidence in these changes. However, some were skeptical. The two groups argued with each other at local schoolboard meetings. They escalated their arguments after attracting the attention of journalists, scholars, an

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Book SynopsisImplementing Social-Emotional Learning: Insights from Districts' Successes and Setbacks provides essential insights into the strategies that have enabled districts to effectively provide the benefits of social-emotional learning to their students. Building on case studies of six school districts that vary in size, geographic region, demographic diversity, per-pupil spending, staff capacity, and leadership style, this book offers indispensable observations about the factors that facilitate the deep integration of SEL into daily instruction and school culture. While the approaches these districts have taken vary in type and degree, clear-cut themes emerge that are common to the most successful strategies. Building upon these case studies, Implementing Social-Emotional Learning: Insights from Districts' Successes and Setbacks offers clear guidance so districts can avoid the errors that compromise implementation and can, instead, support district leaders in building successful anTable of ContentsForewordPrefaceChapter 1: Why Does SEL Matter?Chapter 2: What Is SEL?Chapter 3: How Should We Implement SEL?—What The Research Tells UsChapter 4: Striving for Deep and Transformational Learning—Virginia Beach City Public Schools (Virginia)Chapter 5: Responding to Demographic Challenges—Marshalltown Community School District (Iowa)Chapter 6: Taking the First Steps—Moriarty–Edgewood School District (New Mexico)Chapter 7: Targeting SEL Standards—Naperville Community Unit School District 203 (Illinois)Chapter 8: Making SEL Foundational—Corvallis School District (Oregon)Chapter 9: Building for Sustainability—Cleveland Metropolitan School District (Ohio)Chapter 10: Promising Practices at the Secondary LevelChapter 11: What Have We Learned?ReferencesAbout the Author

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Book SynopsisImplementing Social-Emotional Learning: Insights from Districts' Successes and Setbacks provides essential insights into the strategies that have enabled districts to effectively provide the benefits of social-emotional learning to their students. Building on case studies of six school districts that vary in size, geographic region, demographic diversity, per-pupil spending, staff capacity, and leadership style, this book offers indispensable observations about the factors that facilitate the deep integration of SEL into daily instruction and school culture. While the approaches these districts have taken vary in type and degree, clear-cut themes emerge that are common to the most successful strategies. Building upon these case studies, Implementing Social-Emotional Learning: Insights from Districts' Successes and Setbacks offers clear guidance so districts can avoid the errors that compromise implementation and can, instead, support district leaders in building successful anTable of ContentsForewordPrefaceChapter 1: Why Does SEL Matter?Chapter 2: What Is SEL?Chapter 3: How Should We Implement SEL?—What The Research Tells UsChapter 4: Striving for Deep and Transformational Learning—Virginia Beach City Public Schools (Virginia)Chapter 5: Responding to Demographic Challenges—Marshalltown Community School District (Iowa)Chapter 6: Taking the First Steps—Moriarty–Edgewood School District (New Mexico)Chapter 7: Targeting SEL Standards—Naperville Community Unit School District 203 (Illinois)Chapter 8: Making SEL Foundational—Corvallis School District (Oregon)Chapter 9: Building for Sustainability—Cleveland Metropolitan School District (Ohio)Chapter 10: Promising Practices at the Secondary LevelChapter 11: What Have We Learned?ReferencesAbout the Author

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Book SynopsisUnbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion and Beyond in Schools and Society is an innovative work that applies a new perspective to curriculum desgin in U.S. public schools. Introducing the framework of unbleaching, the book explores curricular omissions and falsifications for the purpose of advancing diversity, equity, and inclusion (DEI) in school processes and practices. Its content is groundbreaking as it introduces readers to often omitted contributions such as The Teachings of PtahHotep, the oldest book in the world, and The Ahmes Papyrus, the oldest mathematical document in the world, among others. The Education Report indicate that U.S. schools are experiencing modest performance (NAEP, 2022). Thus, unbleaching framework has the potential to improve student performance through curriculum development that is informed by multicultural practices. The eight key tenets and processes of unbleaching provide the context for how the curriculum might address nTable of ContentsDedicationAcknowledgmentsPrefaceIntroduction: Enhancing Diversity, Equity, Inclusion, and Beyond in Schools and SocietyChapter 1: Unbleaching: Social and Historical Context and the Need for Curriculum ReformChapter 2:The Teachings of PtahHotep: Curricular Implications of the World’s First BookChapter 3:Unbleaching Ancient Equations in Education: The Ahmes Papyrus, The Oldest Mathematical ManuscriptChapter 4:He Look Like Tupac!”: Imhotep, The Father of Medicine Chapter 5: Ancient Civilizations in the AmericasChapter 6: Black and African Contributions in Asia and EuropeChapter 7: Unbleaching: Contemporary Issues in Curriculum Design and InstructionReferencesAbout the Author

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Book SynopsisUnbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion and Beyond in Schools and Society is an innovative work that applies a new perspective to curriculum desgin in U.S. public schools. Introducing the framework of unbleaching, the book explores curricular omissions and falsifications for the purpose of advancing diversity, equity, and inclusion (DEI) in school processes and practices. Its content is groundbreaking as it introduces readers to often omitted contributions such as The Teachings of PtahHotep, the oldest book in the world, and The Ahmes Papyrus, the oldest mathematical document in the world, among others. The Education Report indicate that U.S. schools are experiencing modest performance (NAEP, 2022). Thus, unbleaching framework has the potential to improve student performance through curriculum development that is informed by multicultural practices. The eight key tenets and processes of unbleaching provide the context for how the curriculum might address nTable of ContentsDedicationAcknowledgmentsPrefaceIntroduction: Enhancing Diversity, Equity, Inclusion, and Beyond in Schools and SocietyChapter 1: Unbleaching: Social and Historical Context and the Need for Curriculum ReformChapter 2:The Teachings of PtahHotep: Curricular Implications of the World’s First BookChapter 3:Unbleaching Ancient Equations in Education: The Ahmes Papyrus, The Oldest Mathematical ManuscriptChapter 4:He Look Like Tupac!”: Imhotep, The Father of Medicine Chapter 5: Ancient Civilizations in the AmericasChapter 6: Black and African Contributions in Asia and EuropeChapter 7: Unbleaching: Contemporary Issues in Curriculum Design and InstructionReferencesAbout the Author

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Book SynopsisIn a contemporary sense, the United States education system has become a cultural and political battleground. The US has witnessed a surge in racially motivated violence, restrictions on women''s reproductive rights, and xenophobic policies. The most alarming development is the institutionalization of white supremacist ideologies that suppress the teaching of accurate histories of our racially stratified society. The US continues to grapple with social domination based on various sociocultural identities such as race, ethnicity, gender, class, sexual orientation, identity, ability, and other lived experiences.This book aims to equip educators with a framework for providing instructional leadership that ensures culturally responsive instruction. Changing what is taught, how it is taught, and who it is intended for is one of the most effective ways of contributing to a more progressive, equitable, and inclusive society. This requires instructional leaders to become equity leadeTable of ContentsContents Prologue Preface Acknowledgments IntroductionThe Instructional Leader as an Equity Leader To whom and what are we most accountable? Why leadership is crucial to the conversation Why we need culturally responsive instructional supervision now How developing empathy can make our communities better Learning to stand up to hatred Part IAddressing the Feedback Loop Problem in US Schools Chapter 2Shifting Feedback from Hierarchical to Helpful Shifting away from plantation practices Reexamining the purpose of feedback about instruction Utilizing ongoing conversations to cocreate knowledge and promote authentic accountability Leveraging relational trust to promote more inclusive instruction Chapter 3Liberating Ourselves from Prepackaged Systems Why moving beyond the checklist is so important How templates prevent critical thinking Learning to create feedback practices that are immediately useful Developing common language and assumptions about learning Meeting policy requirements through pedagogies that lead to equitable outcomes Chapter 4Learning to Engage in a Community of Culturally Responsive Instructors (CCRI) Considering the role of data in acts of educational resistance Why autonomy is at the heart of inclusive instruction How critical colleagues can collaborate for co-liberation Sharing learning as a form of love across a school culture Questioning power structures to address systemic inequity The challenges of moving forward with the work Part IIDeveloping a Team of Inclusive Instructional Leaders Chapter 5Being Intentional about Representation Why representation matters Shifting away from racial and sexual contracts Other sociocultural identities to consider Determining how ‘instructional success’ is measured The goal is not to maintain comfortableness Being clear about steps for success Chapter 6Working Together to Determine What Culturally Responsive Instructional Supervision Looks Like Determining goals for walkthroughs What does equity data look like in a walkthrough? How ongoing instructional reflections inform practice The process of examining walkthrough data Using data to drive professional development efforts Chapter 7Establishing A Plan of Action When Instruction is Not Inclusive Defining what teaching looks like that lacks cultural responsiveness Determining feedback and support structures to addresses problematic pedagogies Further developing reflective and inclusive instruction Seeing criticality as a tool for emancipation Developing the scaffolding for transformation Part III Supporting Ongoing Growth and Development of Culturally Responsive Instruction Chapter 8Growth Starts with the Self Using agency to address the purpose of education Owning content expertise Learning to address the needs of society over our own comfort Knowing pedagogical look-fors when reflecting on teaching Chapter 9Learning to Grow with Critical Colleagues How critical colleagues help to better understand the self and others Topics of discussion for critical colleague groups Being purposeful with discussions to drive difficult growth edges Using every group conversation as an opportunity to discuss equity Chapter 10Using Peer-Led Classroom Observations to Drive Equitable Outcomes How peer walkthroughs can help calibrate building-wide expectations Using peer feedback to inform inquiry cycles Transforming feedback to deconstruct systems of inequity Allowing instructional improvement efforts to evolved over time for more equitable outcomes ConclusionSignaling a Shift in Where We Must Go Resisting technorational approaches to improving instruction Using supervision to support a system of opportunity Honoring ‘getting into good trouble’ A closing note to practitioner

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Book SynopsisIn a contemporary sense, the United States education system has become a cultural and political battleground. The US has witnessed a surge in racially motivated violence, restrictions on women''s reproductive rights, and xenophobic policies. The most alarming development is the institutionalization of white supremacist ideologies that suppress the teaching of accurate histories of our racially stratified society. The US continues to grapple with social domination based on various sociocultural identities such as race, ethnicity, gender, class, sexual orientation, identity, ability, and other lived experiences.This book aims to equip educators with a framework for providing instructional leadership that ensures culturally responsive instruction. Changing what is taught, how it is taught, and who it is intended for is one of the most effective ways of contributing to a more progressive, equitable, and inclusive society. This requires instructional leaders to become equity leaders who mitigate harmful educational practices from prepackaged curricula and teacher evaluation systems. Through an intentionally diverse team of educators, schools can observe, measure, and support teachers to become culturally responsive instructors through formative feedback structures. It is through the practice of culturally responsive instructional supervision that schools can transform from systems of oppression into systems of opportunity.Table of ContentsContents Prologue Preface Acknowledgments IntroductionThe Instructional Leader as an Equity Leader To whom and what are we most accountable? Why leadership is crucial to the conversation Why we need culturally responsive instructional supervision now How developing empathy can make our communities better Learning to stand up to hatred Part IAddressing the Feedback Loop Problem in US Schools Chapter 2Shifting Feedback from Hierarchical to Helpful Shifting away from plantation practices Reexamining the purpose of feedback about instruction Utilizing ongoing conversations to cocreate knowledge and promote authentic accountability Leveraging relational trust to promote more inclusive instruction Chapter 3Liberating Ourselves from Prepackaged Systems Why moving beyond the checklist is so important How templates prevent critical thinking Learning to create feedback practices that are immediately useful Developing common language and assumptions about learning Meeting policy requirements through pedagogies that lead to equitable outcomes Chapter 4Learning to Engage in a Community of Culturally Responsive Instructors (CCRI) Considering the role of data in acts of educational resistance Why autonomy is at the heart of inclusive instruction How critical colleagues can collaborate for co-liberation Sharing learning as a form of love across a school culture Questioning power structures to address systemic inequity The challenges of moving forward with the work Part IIDeveloping a Team of Inclusive Instructional Leaders Chapter 5Being Intentional about Representation Why representation matters Shifting away from racial and sexual contracts Other sociocultural identities to consider Determining how ‘instructional success’ is measured The goal is not to maintain comfortableness Being clear about steps for success Chapter 6Working Together to Determine What Culturally Responsive Instructional Supervision Looks Like Determining goals for walkthroughs What does equity data look like in a walkthrough? How ongoing instructional reflections inform practice The process of examining walkthrough data Using data to drive professional development efforts Chapter 7Establishing A Plan of Action When Instruction is Not Inclusive Defining what teaching looks like that lacks cultural responsiveness Determining feedback and support structures to addresses problematic pedagogies Further developing reflective and inclusive instruction Seeing criticality as a tool for emancipation Developing the scaffolding for transformation Part III Supporting Ongoing Growth and Development of Culturally Responsive Instruction Chapter 8Growth Starts with the Self Using agency to address the purpose of education Owning content expertise Learning to address the needs of society over our own comfort Knowing pedagogical look-fors when reflecting on teaching Chapter 9Learning to Grow with Critical Colleagues How critical colleagues help to better understand the self and others Topics of discussion for critical colleague groups Being purposeful with discussions to drive difficult growth edges Using every group conversation as an opportunity to discuss equity Chapter 10Using Peer-Led Classroom Observations to Drive Equitable Outcomes How peer walkthroughs can help calibrate building-wide expectations Using peer feedback to inform inquiry cycles Transforming feedback to deconstruct systems of inequity Allowing instructional improvement efforts to evolved over time for more equitable outcomes ConclusionSignaling a Shift in Where We Must Go Resisting technorational approaches to improving instruction Using supervision to support a system of opportunity Honoring ‘getting into good trouble’ A closing note to practitioner

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Book SynopsisThe Green Book: For Black Folks inEducation is a non-fiction book written for parents and educators to examine best practices for supporting Black children in schools. Dr. Brown addresses topics such as parenting, high expectations, unconscious bias, community, culture, and navigating the traditional American educational system. This book provides a professional and personal lens to view the experiences of Black children in schools.Table of ContentsChapter 1: Elementary SchoolBefore Entering School Home BaseKindergartenGuidance for Parents During KindergartenVeteran Parents, Other Parents, Collaborative ParentingSupport StaffPara-professionalsListen to Your ChildListen to your Child’s Body LanguageOver-discipling Black ChildrenAbusive Parenting is Worse than Racist TeachersYour Child Will Tell on YouCommunity MattersHistorical Reasoning for DivisionDivided By ColorismChapter 2: Middle School – The Middle PassageGrowing BodiesParenting MattersHumble ParentingMental/Psychological Growth, Parenting the MindPractical Application of How to Attend to the Psychological Needs of PreteensTribal AffiliationThe Importance of Reasonable ConsequencesUnderstand What You Are Going ThroughBlack Middle School TeachersWhat Should Black Middle School Teachers Do?What Ambitious Black Teacher Should Expect?The Wrong Friends/Peer PressureWhat Are Parents to Do? The Need for a Father, A Father’s RoleSingle Mothers and Absentee FathersFathers, Be HonestGood versus Bad TeachersIdentifying Good TeachersFearful TeachersOur Hood Hero, Mr. WillValue Experiential IntelligenceThe Importance of Physical ActivitiesBoxing Saves Lives – Fighting is GoodA Student’s Perspective – Teens Read Energy WellChapter 3: High School9th GradeStudent Perceptions, How Teens See the WorldEating Free LunchGymnasiumSolutions for the GymHallwaysThe Desperate MixerChoose Friends Wisely (Two Friends)Walking Away from GangsLife-Long BrothersWalking AloneWalking HomeGoing to the StoreClothing, Fits, Gear, DripMike’s Dirty Little BrotherTransformative, Revolutionary EducatorsRace, Diversity, and InclusionHurt Parents, Hurt ChildrenSmart Is the New GangsterIneffective Professional Development, Teachers That Hate LearningThe Soft Racism of Low ExpectationsSolutions for Latino Educators, Latinos are Black, Embrace your BlacknessBlack Educators That Dislike Black ChildrenSolutions: SAY IT LOUD, BE PROUD10th GradeSolutions for Tenth GradersMentoring, Big BroAlpha StudentsVillage MentalityLazy ParentingInvest in your ChildrenPacifying Adult ChildrenKids are Always WatchingPassing the Torch (Black Trauma) Effectively Commutating – Words Hurt11th GradeImmediate Finance Versus Long-Term Goals SolutionsPaycheck Collectors12th GradeDelayed GratificationTheir Expectations About CollegeWhen Students are IndependentFake Friends - Peer RelationshipsFamilyBitter TeachersSocial-Emotional Intellect of TeachersFun StuffSchool TripsProms ARE LITGraduation: End of the RoadRemember Your WhyBibliography

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Book SynopsisReconceptualizing Disability in Education provides an essential critical exploration of problematic discourses, practices, and pedagogies that inform how disability is presently understood and responded to within the field of education. Luigi Iannacci interrogates and destabilizes ableist grand narratives that dominate every aspect of how disability is linguistically, bureaucratically, procedurally, and pedagogically configured within education. Ultimately, this book seeks to forward human rights for people with disabilities in educational contexts by clarifying and operationalizing inclusion so that it is not just a model necessitated by a hierarchy of legality, but rather a set of beliefs and practices based on critical analyses and a reconceptualization of current understandings and responses to disability that prevent inclusion and human rights from being realized.As the book is grounded in reconceptualist theorizing, it draws on multiple perspectivesincluding critical disability tTrade ReviewThis extremely important book provides a startling counterpoint to the dominant discourses and deeply flawed notions regarding disability and inclusion. Filled with compelling and poignant narratives, Luigi Iannacci clearly argues for an asset-oriented model of inclusion that recognizes and capitalizes on the understanding of diverse ways of being and knowing. Iannacci deftly outlines and provides personal and theoretical-based pedagogical models, strategies, and practices that reconceptualizes instruction provided to students with disabilities. It is an essential resource for all levels of school leadership and for teachers, teacher candidates and parents who can facilitate asset-oriented, multiliteracies-informed, inclusive learning environments, and at the same time, work to reject the current pathologicalizing systems that are in place in education. I’m excited to make room on my bookshelf for this dynamic text. -- Marianne McTavish, University of British ColumbiaDr. Luigi Iannacci’s book is a welcome resource for helping pre-service teachers better understand the nuances and complexities of inclusion and their important role in helping to actualize it for students in their care. Dr. Iannacci advocates for a reconceptualist approach towards inclusion which stresses the critical thinking required to deconstruct the ways that dominant discourses in education shape interactions and practices and impose inequitable and coercive relations of power on students who are differently abled. Dr. Iannacci provides vivid and rich case studies which serve to connect theory to practice for those beginning in the teaching profession. This is a welcome book on the Canadian pre-service teacher education landscape and I look forward to using it in courses about inclusion with my teacher candidates. After reading this text they will be far better equipped to be advocates for inclusion in Canadian schools. -- Joanne Tompkins, professor, St. Francis XavierTable of ContentsA Note from the Series Editor Foreword Acknowledgements Chapter One: Personal, Professional, Theoretical and Methodological Perspectives Chapter Two: Discourses, Language, Laws and Processes that Govern Disability and Inclusion Chapter Three: Disability: Philosophical and Epistemological Perspectives Chapter Four: Literacy, Disability, Pedagogy and Practice Chapter Five: Parents of Students with Disabilities Chapter Six: Summary: A Reconceptualist Approach to Disability in Education Bibliography About the author

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Book SynopsisReconceptualizing Disability in Education provides an essential critical exploration of problematic discourses, practices, and pedagogies that inform how disability is presently understood and responded to within the field of education. Luigi Iannacci interrogates and destabilizes ableist grand narratives that dominate every aspect of how disability is linguistically, bureaucratically, procedurally, and pedagogically configured within education. Ultimately, this book seeks to forward human rights for people with disabilities in educational contexts by clarifying and operationalizing inclusion so that it is not just a model necessitated by a hierarchy of legality, but rather a set of beliefs and practices based on critical analyses and a reconceptualization of current understandings and responses to disability that prevent inclusion and human rights from being realized.As the book is grounded in reconceptualist theorizing, it draws on multiple perspectivesincluding criticTrade ReviewThis extremely important book provides a startling counterpoint to the dominant discourses and deeply flawed notions regarding disability and inclusion. Filled with compelling and poignant narratives, Luigi Iannacci clearly argues for an asset-oriented model of inclusion that recognizes and capitalizes on the understanding of diverse ways of being and knowing. Iannacci deftly outlines and provides personal and theoretical-based pedagogical models, strategies, and practices that reconceptualizes instruction provided to students with disabilities. It is an essential resource for all levels of school leadership and for teachers, teacher candidates and parents who can facilitate asset-oriented, multiliteracies-informed, inclusive learning environments, and at the same time, work to reject the current pathologicalizing systems that are in place in education. I’m excited to make room on my bookshelf for this dynamic text. -- Marianne McTavish, University of British ColumbiaDr. Luigi Iannacci’s book is a welcome resource for helping pre-service teachers better understand the nuances and complexities of inclusion and their important role in helping to actualize it for students in their care. Dr. Iannacci advocates for a reconceptualist approach towards inclusion which stresses the critical thinking required to deconstruct the ways that dominant discourses in education shape interactions and practices and impose inequitable and coercive relations of power on students who are differently abled. Dr. Iannacci provides vivid and rich case studies which serve to connect theory to practice for those beginning in the teaching profession. This is a welcome book on the Canadian pre-service teacher education landscape and I look forward to using it in courses about inclusion with my teacher candidates. After reading this text they will be far better equipped to be advocates for inclusion in Canadian schools. -- Joanne Tompkins, professor, St. Francis XavierTable of ContentsA Note from the Series EditorForewordAcknowledgementsChapter One: Personal, Professional, Theoretical and Methodological PerspectivesChapter Two: Discourses, Language, Laws and Processes that Govern Disability and Inclusion Chapter Three: Disability: Philosophical and Epistemological PerspectivesChapter Four: Literacy, Disability, Pedagogy and PracticeChapter Five: Parents of Students with DisabilitiesChapter Six: Summary: A Reconceptualist Approach to Disability in EducationBibliographyAbout the author

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Book SynopsisIn Chile during the last forty years, there have been important initiatives aimed at increasing equity in higher education, including the private provision of tertiary education starting in 1980, the growing support provided by the state to low-income students through financial aid, the increasing importance of institutional financial aid, a university admissions system that has made efforts to reduce the important weight standardized test scores have traditionally had in admissions decisions and institutional-level programs implemented to broadened the admission of low income students to selective institutions. This book seeks to describe the concurrent efforts undertaken both at the national and at the institutional level to increase equity in access to higher education and educational outcomes in Chile during the last four decades. Taking stock of the accomplishments of Chiles higher education system is especially important at a time when social demands and political decisions seem Trade ReviewThis is one of the one of the most thorough and useful books written about the many recent attempts, over the last two decades, to improve fair access to higher education in Chile. Based on substantial research and convincingly argued it will have an impact not only on future research but on current discussions and future policy debates grappling with this increasingly important issue. -- José Joaquín Brunner, tenured professor and researcher at the Faculty of Education of the Diego Portales University in ChileA lively and insightful study of the equity challenges of Chilean higher education. Despite rapid recent expansion, Chilean universities still reflect broader social inequities. Covering government and institutional policy reforms, the authors highlight the ongoing need both to widen access and improve student outcomes. Rich in evidence and comparative international analysis, the book shows the importance of financial incentives, high school reform, and new admissions policies to raising university equity. The book will appeal to scholars, students, and policy makers. -- Andrew Harvey, Director of the Centre for Higher Education Equity and Diversity ResearchFor those interested in how changes in higher education financial aid and admissions policies can broadly impact equity, access and persistence, the authors provide an all-embracing, sound theoretical and methodological reporting on the culmination of the transformative higher educational efforts engaged by the Chilean government. The book is a must-read for those interested in acquiring knowledgeable, distinct insight into the realizations and encounters along the journey toward access and change for the better of student academic outcomes in Chile. -- Amaury Nora, professor of higher education, co-director of the Center for Research and Policy in Education, and associate dean for research in the College of Education and Human Development at the University of Texas at San Antonio.Table of ContentsAcknowledgments Prologue List of Relevant Terms Section I. Framing the Issue Chapter 1: Introduction, Maria Veronica Santelices, Catherine Horn, and Ximena Catalán Chapter 2: Chile’s Higher Education System: Structure and Policies Behind Increased Enrollment, María Veronica Santelices, Ximena Catalán and Catherine Horn Chapter 3: United States Postsecondary Education as a Point of Comparison, Catherine Horn, Maria Veronica Santelices, and Ximena Catalán Section II. Higher Education Decision-Making Process Chapter 4: The Role of Information in Students’ Transition to Higher Education, Maria Veronica Santelices, Ximena Catalán, Magdalena Zarhi, and Catherine Horn Chapter 5: Tuition Fees and Student Financial Aid and Higher Education Enrollment: the Case of Chile, Carlos Williamson, Macarena Kutscher, Cristina Riquelme and Maria Veronica Santelices Section III. University Admissions Chapter 6: University Admission Criteria in Chile, Maria Veronica Santelices, Ximena Catalán and Catherine Horn Chapter 7: High School Ranking Policy: Expected and Observed Consequences, Maria Veronica Santelices, Ximena Catalán, Catherine Horn and Alejandra Venegas Chapter 8: Equity Admissions Initiatives in Chile: Experiences from Three Selective Universities, Maria Veronica Santelices, Catherine Horn, and Ximena Catalán Section IV. Student Financial Aid and Educational Outcomes Chapter 9: Effects of Financial Aid Initiatives at the National level, Maria Veronica Santelices, Catherine Horn, Ximena Catalán and Diana Kruger Chapter 10: Effects of Financial Aid at the Institutional level, Catherine Horn, Macarena Alarcón, Maria Veronica Santelices and Ximena Catalán Section V. Conclusions and Lessons Learned Chapter 11: Conclusions and Lessons Learned, Maria Veronica Santelices, Catherine Horn, and Ximena Catalán About the contributors

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Book SynopsisIntersectional Care for Black Boys in an Alternative School is an exploration of the possibilities that exist within educational spaces for Black male students when teachers care for these students while also acknowledging the intersectionality of Black male identity and the potential oppression and resilience that they experience as the result. Through examples from adolescent Black males and their teacher in an urban alternative school for those pushed out of traditional high school settings, ways that teachers can embody and enact intersectional care are revealed. This book explores the importance of the ethic of care in teacher student relationships for young Black men and the influence of identity constructions that produce positive and negative educational experiences of Black boys who are outside of traditional schooling. The voices of the young Black men are centered in this story as they describe experiences of marginalization in traditional high schools prior to attending theTrade ReviewFor some, it is difficult to envision schooling spaces that are loving and caring for Black boys. However, new scholarly efforts are shifting from deficit informed approaches to narratives of possibilities. This book deftly examines how a caring schooling environment uses social identities as a pedagogical device and in relationship building. Ransom helps us reimagine the power of caring adults and schools in the lives of students where education precarity has become commonplace. The ability to comprehend multiple social identity positions, such as race, class, gender and sexuality hinders authentic theorizing, which limits how Black boys in school come to know and to be known. With compelling narratives and analysis of students attending an alternative school in pursuit of a high school credential, Ransom accomplishes this with the same tenderness she reveals during the study. As a result, our understanding of alternative schooling transforms and this site emerges as a source of restoration and care. -- James Earl Davis, Professor, Temple UniversityTable of ContentsPreface Acknowledgments Introduction Chapter One: On Black Boys and the Importance of Care Chapter Two: Vulnerable and Disconnected with a Story to Tell Chapter Three: Uncaring Spaces and Places Chapter Four: The Intersectionality of Care for Young Black Men Chapter Five: Intersectional Care and Feeling the Love Conclusion: The Implications of Intersectionality and Care for Black Males Appendix A: Methodology References Index About the Author

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Book SynopsisThe purpose of the Eliminating the Achievement Gap is to provide a resource for scholars and students into many of the most salient issues, trends, and factors that are most effective in reducing the achievement gap. Eliminating the Achievement Gap is particularly unique because it will: 1) utilize a meta-analysis to determine what factors contribute the most to reducing the achievement gap and 2) examine potential achievement gap reducing variables from across disciplines. These disciplines include education, sociology, economics, family science, psychology, public policy, and educational psychology. The second emphasis is largely based on the meta-analysis, because the results of the meta-analysis indicate that the best way to completely eliminate the achievement gap is to initiate a multidisciplinary approach to the achievement gap. It is the intention of this book to make scholars, educators, policymakers, parents, and the general public more aware of the factors that best bridge tTrade ReviewIn this one volume, William “Bill” Jeynes has conducted massive meta-analyses related to the achievement gap in the U.S.; he has drawn from multiple disciplines; and even offers us a surprising view of history starting before the nation’s founding. In this one text, Jeynes provides the richest and most complete picture of the factors related to the U.S. achievement gap. He reveals factors some of which we commonly know and others that will surprise the reader. There simply is no better source for understanding the troubling U.S. achievement gap. He concludes by thinking afresh about our taking on a transdisciplinary assault, pulling all the actors together. -- Mary Poplin, Faculty in the School of Educational Studies, Claremont Graduate UniversityWilliam Jeynes masterfully outlines the complex problems of the achievement gap, from historical to current day issues. His data-driven book shows us why families matter and makes an undeniable call for homes, schools, faith-based institutions, and other community organizations to work together. -- Susan J. Paik, Claremont Graduate UniversityTable of ContentsAcknowledgments Introduction Part I: The Research- and Historically- Based Foundations for Addressing the Achievement Gap Chapter 1: History of Attempts to Reduce the Achievement Gap Chapter 2: A Meta-Analysis on the Factors that Best Reduce the Achievement Gap Chapter 3: The Significance of the Results of the Meta-Analysis in Historical Context Part II: Factors Reducing that Gap that Require Broad Changes in Public Policy Chapter 4: The Need for an Inner City Renaissance: The Interaction of Health, Education, and Welfare Part III: Factors Reducing that Gap that Require a Cultural and School-Based Effort Chapter 5: The Role of the Family and Parental Involvement in Reducing the Achievement Gap Chapter 6: Broadening the Concept of Gaps, Why They Exist, and What Can Be Done to Alleviate Them Chapter 7: Cultural and School Resources that Can Reduce the Achievement Gap Chapter 8: How Various School Initiatives of the Past Half-Century Have Either Exacerbated or Reduced the Achievement Gap Chapter 9: Future Hope and the Achievement Gap Bibliography Index About the Author

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Book SynopsisMany Black, Latinx, multiracial and ethnically diverse, first-generation college students turned PhDstie their academic success, achievements, and ability to navigate the difficult terrain of higher education back to the critical experiences and lessons learned in their home lives and through their cultural backgrounds. For them, culture matters. This book offers an opportunity for an anti-deficit and positive examination of (Black, Latinx, and multiracial) culture and its role in creating educational efficacy among academics of color. Through personal narrative, educational and learning theory, creative writing/poetry, this hybrid text examines the cultural path to the doctorate. Transformative practice should be guided by an understanding of how an appreciation of a faculty member's cultural, life, and social experiences can be used to establish a healthy environment that will better appreciate, engage, and retain faculty of color. Along these lines, this text also considers how cultTrade ReviewDeeply engaging and highly accessible, Culture, Community, and Educational Success: Reimagining the Invisible Knapsack is a transformative text that illuminates the complexities of race, social class, gender, family, and community as they shape learning in K-12 and higher education. Jenkins, Troutman, and Glover utilize intersectional analysis and critical pedagogies as a lens for examining structures of power and dominance. By offering readers both theoretical examinations and personal narratives, Culture, Community, and Educational Success: Reimagining the Invisible Knapsack makes an essential intervention into conversations about teaching and learning at the intersections of racialization and poverty; the authors dismantle deficit-based paradigms and assert the significance of liberatory education. Higher education researcher and professionals, K-12 education scholars and teachers, as well as administrators at all levels, will find the valuable insights offered in this book to be a vision for liberatory praxis that they too can implement. -- Mel Michelle Lewis, Director, The Center for Geographies of Justice, Associate Professor, Women, Gender, & Sexuality Studies and Africana Studies, Goucher CollegeThrough storytelling and biography, Culture, Community, and Educational Success: Reimagining the Invisible Knapsack, by Toby S. Jenkins, Stephanie Troutman, and Crystal Polite Glover, pushes readers to rethink our notions of preparedness and privilege. Challenging those who demonize and pathologized students of color, this collection reflects on the expertise, power, knowledge, and cultural experiences they bring into each and every classroom. Demanding that we account for the invisible and dismissed backpacks of ethnically diverse communities, this work highlights the power of and within family, community, and culture, making clear that in these inheritances lies both the tools and pathway of success, empowerment, and justice inside and outside the classroom. -- David J. Leonard, Professor of Critical Culture, Gender, and Race Studies, Washington State UniversityCulture, Community, and Educational Success: Reimagining the Invisible Knapsack is a timely and relevant book for those who wish to better understand literacies of Black and multiracial K-12 students turned advanced degree holding researchers, scholars and professionals. Focusing on first-generation narratives situated in various locations in terms of race, geography, schools and socioeconomic circumstances, this work insists on the beauty of culture and community in the educational journey and during the process of becoming an academic. Often the speech of Black and multi-racial students and scholars is muted, ignored and/or viewed negatively. In this book, Jenkins, Troutman and Glover insist on redefining the positive impacts of ethnic and racial community and family heritage toward the production of success in schools. Using intersectional autoethnography, the authors seek to ‘reimagine’ and theorize anew the importance of life writing as a method to explore and expose the domain of the deeply personal as it relates to race and ethnicity, and research on schooling success. This book recognizes educational systems and schooling as part of an ecology: it illustrates that learning is related to family and community in profound ways. It provides an account of how diverse experiences, positively redefined and reexamined, can challenge and transform discourses of educational deficits. -- Elaine Richardson, Professor of Literacy Studies, Ohio State UniversityTable of ContentsPrologue: Coming Back to the Park: Community Cultural Wealth as a Source of Strength, Knowledge, and Sustenance, Toni M. Williams Introduction: The Cultural Road to the Doctorate, Drs. Toby S. Jenkins, Stephanie Troutman, and Crystal Polite Glover Preface: Untitled Poem, Crystal L. Endsley Section I. Redefining Wealth: Family, Community, and Education Beyond School Chapter 1: Dirt Roads & Shotgun Houses: Where does genius call home? Toby S. Jenkins Personal Narratives Section II. Intersecting Identities: Personal Geography/ies, Social Class, and Race Chapter 2: Incidents in the Life of a Black/Bi-Racial Jersey Girl, Stephanie Troutman Personal Narratives Section III: Navigating Tough Terrain: Cultural Resistance, Schooling Culture, and Liberatory Education Chapter 3: The Only One: A Black Girl’s Experiences in Gifted and Talented Education, Crystal P. Glover Personal Narratives Chapter 4: Conclusion: Contesting Privilege, Toby S. Jenkins, Stephanie Troutman, and Crystal Polite-Glover About the authors

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Book SynopsisWritten for practicing teachers and administrators, teacher candidates, and scholars who work in the fields of pre-service and in-service teacher education,Beyond the Classroom Walls: Teaching in Challenging Social Contexts provides a richly descriptive, research-based inside-look at formal education in some challenging international socio-political and ethno-cultural settings. Based on data from three ethnographic studies conducted over a three-year period, this book illustrates the daily challenges and complexities that educators face in trying to meet the needs of their students in some the world's more challenging contexts. In an era of increased forced migration and refugee resettlement, supporting teachers' and school-based administrators' global understandings of the teaching profession and what constitutes teaching is a vital first step in being able to relate with a diverse school population whose experiences of schooling are quite different from the majority of their teachersTrade ReviewThis captivating book based on Cranston’s ethnographic field work in India, Rwanda and Nepal interweaves narration with critical social commentary about teaching and learning in challenging contexts. In particular, the discussions surrounding the multifaceted dimensions of globalization’s impact on schooling provides the necessary conditions to explore cultural discontinuities and to create intercultural awareness in contemporary pedagogy. -- Karen Ragoonaden, Professor of Teaching, Okanagan School of Education, University of British ColumbiaBeyond the Classroom Walls is an ambitious and illuminating investigation into the lives of teachers who work in abject poverty in the brickfields of India, in the aftermath of genocide in Rwanda, and in a refugee camp in Nepal. Framed by Cranston’s work as a researcher in three different international settings, his engaging narratives are interspersed with historical, geo-political and social cultural considerations, illustrating the optimistic persistence of these teachers in overwhelmingly difficult conditions. Beyond the Classroom Walls provides insights into the ways in which these teachers’ seemingly small acts in our complex geo-political context, are immensely important in the lives of their students, centering the profession’s collective commitment to — and enactment of — the fundamental right to education. -- Melanie Janzen, Associate Professor of Curriculum, Teaching and Learning, Faculty of Education, University of ManitobaCranston’s rich, ethnographic narrative approach in Beyond the Classroom Walls offers both a deeply personal and also well-researched perspective of some of the most relevant and challenging social issues impacting educational outcomes around the world today. It is an ideal companion for international and multicultural studies in all educational contexts. -- Cheryl Bowen, Interim Chair and Acting Director of Teacher Education- Department of Education, Santa Clara UniversityTable of ContentsAcknowledgements Preface Chapter 1: A Framework for Understanding Teaching in a Complex, Heterogeneous World Chapter 2: Seeing Beyond the Stories Chapter 3: A Modicum of Opportunity in the Haze of the Brickfields Chapter 4: Beacons of Hope Twenty Years after Genocide Chapter 5: Refugee Camp Schools beneath a Setting Sun Chapter 6: Looking Back Epilogue References Index About the Author

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Book SynopsisRecent academic research criticizes the effectiveness of traditional lecturing methods and instead shows the pedagogical effectiveness of active learning methods, especially discussion-based education. Drawing on the dialogic writings of Bakhtin, Freire, and Habermas, this study reviews the five primary themes cited in active learning research: improvements in student concentration; socialization in disciplinary norms; scaffolding towards higher critical thinking; inclusion of non-traditional learning styles; and reduction of student absenteeism. Testing these findings in a discussion-based undergraduate college education classroom, this study finds significant improvements towards higher critical thinking skills, increased student concentration, and reduced student absenteeism. However, the study finds questionable effectiveness of discussion-based teaching for socializing undergraduate college education students in disciplinary norms.Trade ReviewCynthia Cohen’s Applying Dialogic Pedagogy: a Case Study of Discussion-Based Teaching is an illuminating case study of the perils and possibilities we face as we move from lectures to dialogue in classrooms. It shows clear ways forward to avoid the perils and fully realize the possibilities. -- James Paul Gee, Arizona State UniversityTable of ContentsAcknowledgements Chapter 1: Introduction: Lectures Are Failing Chapter 2: Theory and Effectiveness of Discussion-Based Pedagogy Chapter 3: Findings from a Case Example of a Discussion-based Classroom Chapter 4: Discussion and Conclusions Bibliography About the Author

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Book SynopsisThis book examines the critical role that teachers play in supporting at-risk student populations to stay in school and successfully complete their graduation requirements. Thompson addresses how high schools may support marginal students in achieving success by the implementation of teacher self-efficacy and a positive classroom environment. The study identifies ways in which administrators at all levels can support teacher's professional development and student success through reinforced accountability and consistency. The study also addresses how to grow and strengthen students to not only to stay in the traditional school setting, but to ensure the process will prepare students to be academically, socially, and emotionally ready for college and a career. Fostering this environment requires collaboration and teamwork from teachers, administrators, and parents. Students will demonstrate academic achievement when the school environment is positive, equitable, safe and rigorous.Trade ReviewIn Creating Conditions for Growth: Teacher Efficacy for Student Success, Dr. Thompson reaffirms that quality teaching is the lifeblood of our educational system, and she examines the myriad of issues teachers and schools face on a daily basis which can present barriers to all students having access to quality teaching. Through examining effective strategies across these complex issues, Dr. Thompson articulates a set of practices that increase the likelihood of all students having access to effective teachers. -- Denise Collier, Texas State UniversityEducation is failing both students and teachers. This fact is not hidden as we see schools failing and teachers protesting nightly on the news. Dr. Thompson poignantly outlines the educational practices which cause and continue this failure specifically among the most marginalized students—at-risk students—who are least likely to have their needs met elsewhere. Thompson’s discussion of student failure and its relationship to standardized testing and lack of teacher retention are both accurate and timely; the solutions she offers focus on the thoughtful development of teachers and school culture in order to create a space where students can make mistakes and grow into their learning. Dr. Thompson argues that teachers are education’s greatest resource and they need support and intentional development, a voice and access to colleague collaboration. Administrators and school officials would be wise to take her sage advice and implement the strategies she outlines, especially when it comes to alternative education, in order to run schools with greater care to create environments that foster learning—for both teachers and students. -- Danielle MacDonald, Columbia UniversityTable of ContentsPreface Chapter 1: Change the Mindset, Not the Setting Chapter 2: Barriers That Impede Student Success Chapter 3: Growing Effective Teachers Chapter 4: Meeting the Socio-Emotional Needs of Students Chapter 5: Creating the Environment and Culture for Student Success Chapter 6: What Can Administrators Do? Chapter 7: Acquiring School Wide Efficacy Chapter 8: Conclusion Appendix A: Teachers Sense of Self-Efficacy Scale Appendix B: Collective Teacher Beliefs Appendix C: Positive Climate Works Cited

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Book SynopsisThis book examines the critical role that teachers play in supporting at-risk student populations to stay in school and successfully complete their graduation requirements. Thompson addresses how high schools may support marginal students in achieving success by the implementation of teacher self-efficacy and a positive classroom environment. The study identifies ways in which administrators at all levels can support teacher's professional development and student success through reinforced accountability and consistency. The study also addresses how to grow and strengthen students to not only to stay in the traditional school setting, but to ensure the process will prepare students to be academically, socially, and emotionally ready for college and a career. Fostering this environment requires collaboration and teamwork from teachers, administrators, and parents. Students will demonstrate academic achievement when the school environment is positive, equitable, safe and rigorous.Trade ReviewIn Creating Conditions for Growth: Teacher Efficacy for Student Success, Dr. Thompson reaffirms that quality teaching is the lifeblood of our educational system, and she examines the myriad of issues teachers and schools face on a daily basis which can present barriers to all students having access to quality teaching. Through examining effective strategies across these complex issues, Dr. Thompson articulates a set of practices that increase the likelihood of all students having access to effective teachers. -- Denise Collier, Texas State UniversityEducation is failing both students and teachers. This fact is not hidden as we see schools failing and teachers protesting nightly on the news. Dr. Thompson poignantly outlines the educational practices which cause and continue this failure specifically among the most marginalized students—at-risk students—who are least likely to have their needs met elsewhere. Thompson’s discussion of student failure and its relationship to standardized testing and lack of teacher retention are both accurate and timely; the solutions she offers focus on the thoughtful development of teachers and school culture in order to create a space where students can make mistakes and grow into their learning. Dr. Thompson argues that teachers are education’s greatest resource and they need support and intentional development, a voice and access to colleague collaboration. Administrators and school officials would be wise to take her sage advice and implement the strategies she outlines, especially when it comes to alternative education, in order to run schools with greater care to create environments that foster learning—for both teachers and students. -- Danielle MacDonald, Columbia UniversityTable of ContentsPrefaceChapter 1: Change the Mindset, Not the SettingChapter 2: Barriers That Impede Student SuccessChapter 3: Growing Effective TeachersChapter 4: Meeting the Socio-Emotional Needs of StudentsChapter 5: Creating the Environment and Culture for Student SuccessChapter 6: What Can Administrators Do?Chapter 7: Acquiring School Wide EfficacyChapter 8: ConclusionAppendix A: Teachers Sense of Self-Efficacy ScaleAppendix B: Collective Teacher BeliefsAppendix C: Positive ClimateWorks Cited

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Book SynopsisThis edited volume is a collection of empirical scholarship that focuses on curriculum as knowledge connected to the Latinx diaspora from three perspectives: content/subject matter; goals, objectives, and purposes; and experiences. In an effort to fill a void in scholarship in curriculum studies/theory for/from Latinx perspectives, this book is a beginning toward answering two important questions: first, what is the significance of the presence and absence of Latinx curriculum theorizing? And second, in what ways is Latinx curriculum theorizing connected to curriculum, as a general concept, schools' purposes, goals, and objectives and curriculum as autobiographical? This book opens a door into understanding curriculum for/from an important population in U.S. society.Table of ContentsPrologue Acknowledgments Introduction Section One: Latinx Curriculum and Content/Subject Matter Chapter 1: Insurrection and the Decolonial Imaginary at Academia Cuauhtli: The Liberating Potential of Third Space Pedagogies in a Third Space, Angela Valenzuela Chapter 2: “To Serve the People”: Transformational Praxis of the Chicago Young Lords, Ann Aviles, Richard Benson, and Erica Davila Chapter 3: Mathematics for Borderland Identities, Cristina Valencia Mazzanti and Martha Allexsaht-Snider Section Two: Latinx Curriculum in Schools: Addressing Goals, Objectives, and Purposes Chapter 4: Southern Latinxs: Toward a Curricular Epistemology of Dissent and Possibility, Juan F. Carrillo and Lucia I. Mock Muñoz de Luna Chapter 5: “Illegality” and the Curriculum: Making New Civics with Undocumented Activists, Jesús A. Tirado Chapter 6: Radical Literacy: Building Curriculum on Mexican American Youth’s Lived Experiences, Stacy Saathoff Section Three: Latinx Currere, Latinx Curriculum as Autobiographical Chapter 7: Conocimientos Míos: Engaging Possibilities for School Curriculum, Alba Isabel Lamar and Lynette DeAun Guzmán Chapter 8: “Un Puño de Tierra”: Curriculum and Pedagogy Theorizing Along the U.S./Mexico Border, Ganiva Reyes Chapter 9: Currere from the Borderlands: An Exercise in Possibilities for Latinx Transgender Visibility, Mario Itzel Suárez Epilogue About the Authors

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Book SynopsisThis edited volume is a collection of empirical scholarship that focuses on curriculum as knowledge connected to the Latinx diaspora from three perspectives: content/subject matter; goals, objectives, and purposes; and experiences. In an effort to fill a void in scholarship in curriculum studies/theory for/from Latinx perspectives, this book is a beginning toward answering two important questions: first, what is the significance of the presence and absence of Latinx curriculum theorizing? And second, in what ways is Latinx curriculum theorizing connected to curriculum, as a general concept, schools' purposes, goals, and objectives and curriculum as autobiographical? This book opens a door into understanding curriculum for/from an important population in U.S. society.Table of ContentsPrologueAcknowledgmentsIntroductionSection One: Latinx Curriculum and Content/Subject MatterChapter 1: Insurrection and the Decolonial Imaginary at Academia Cuauhtli: The Liberating Potential of Third Space Pedagogies in a Third Space, Angela ValenzuelaChapter 2: “To Serve the People”: Transformational Praxis of the Chicago Young Lords, Ann Aviles, Richard Benson, and Erica DavilaChapter 3: Mathematics for Borderland Identities, Cristina Valencia Mazzanti and Martha Allexsaht-SniderSection Two: Latinx Curriculum in Schools: Addressing Goals, Objectives, and PurposesChapter 4: Southern Latinxs: Toward a Curricular Epistemology of Dissent and Possibility, Juan F. Carrillo and Lucia I. Mock Muñoz de LunaChapter 5: “Illegality” and the Curriculum: Making New Civics with Undocumented Activists, Jesús A. TiradoChapter 6: Radical Literacy: Building Curriculum on Mexican American Youth’s Lived Experiences, Stacy SaathoffSection Three: Latinx Currere, Latinx Curriculum as AutobiographicalChapter 7: Conocimientos Míos: Engaging Possibilities for School Curriculum, Alba Isabel Lamar and Lynette DeAun GuzmánChapter 8: “Un Puño de Tierra”: Curriculum and Pedagogy Theorizing Along the U.S./Mexico Border, Ganiva ReyesChapter 9: Currere from the Borderlands: An Exercise in Possibilities for Latinx Transgender Visibility, Mario Itzel SuárezEpilogueAbout the Authors

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Book SynopsisThis volume focuses on multicultural curriculum transformation in Science, Technology, Engineering, and Mathematics or STEM subject areas broadly, while also focusing on sub-content areas (e.g., earth science, digital technologies) in greater detail. The discussion of each sub-content area outlines critical considerations for multicultural curriculum transformation for the sub-content areas by grade level (early childhood and elementary school education, middle and/or junior high school education, and high school education) and then by organizing tool parameters: standards (both in a generalized fashion, and specific to Common Core State Standards, among other standards), educational context, relationships with and among students and their families, civic engagement, considerations pertaining to educational ability broadly considered (for example, for gifted and talented education, bilingual gifted and talented education, regular education, bilingual regular education, special educatiTrade ReviewIt can easily be argued that curriculum—the ‘what’ we want students to know—is foundational in the education of any nation’s young people. Because knowledge is constructed, we also know that it’s contested. It is highly impacted by the political, social, and cultural context of education. Curriculum, then, is often at the cross-roads of intensive debates between those who wish to defend the traditional “canon” and those who wish to pursue a transformative curriculum that is rooted in principles of diversity, equity, and inclusion. The latter asks for a curriculum rooted in the lives of students, reflective of their social and cultural experiences, and responsive to the hopes and visions of families and communities of what it means to be educated. A significant critique of this vision of a critical multicultural curriculum is the disconnection between theoretical and conceptual understandings with actual classroom activity. Many teachers have not experienced nor been prepared to teach for diversity, equity, and inclusion. This volume provides a framework for understanding what a transformative multicultural education curriculum entails, connects it to specific content areas, and supports and encourages teachers in enacting that curriculum. This volume is especially critical at a time of often intense debates about what our nation’s students should learn. It offers a much welcomed, hopeful, visionary, and actionable curriculum for any teacher who wishes to pursue schooling for social justice. -- Francisco A. Rios, Western Washington UniversityEnlightening teachers, families and communities about the intersection of Multicultural Education and Science, Technology, Engineering and Mathematics (STEM) has become increasingly important in today’s technology driven society. Given the fact that our societies are becoming more diverse culturally and racially, and technological, this volume provides relevant knowledge and current practices involving the successful implementation of multicultural STEM PK-12 curriculum transformations. The authors emphasize practical and theoretical approaches on transforming mainstream and Eurocentric STEM curriculum to multicultural curriculum. This volume provides perspectives that are clearly missing in PK-12 STEM literature. The timely, innovative and important contributions by the authors answer fundamental questions about what is happening in PK-12 education on transforming STEM content that is more inclusive and representative of multicultural STEM curriculum so that all students benefit, and not just a few. -- Sharon Tettegah, University of Nevada, Las VegasMany students in our nation’s schools have inadequate grounding in science, technology, engineering, and math (STEM) compared to global nations. In addition, children of color, low income, females, and ability challenged students fall below other groups within our society. Understanding these shortcomings, this volume does an excellent job in sharing multicultural curricular strategies for STEM P-12 schooling. The resources presented in this volume reflect transformative approaches and flexibility that are also standards-based and teacher friendly. Furthermore, parent involvement is a critical element within the eight organizing tools of this volume and approaches such as, transforming family math night with Latinx middle school parents is one of the delightful highlights. These approaches provide greater opportunity in the STEM fields for social and cultural integration. Children are more successful in all subject areas when they are able to identify and embrace who they are and where they come from, across a wide spectrum of specific cultural characteristics. -- Karen B. McLean Dade, Western Washington UniversityTable of ContentsPreface Acknowledgements Introduction, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. Haddad Mathematics Chapter 1: Transforming Family “Math Night” with Latina/Latino Middle School Parents: Communicating about the Adoption of Common Core State Standards, Yolanda De La Cruz Chapter 2: Using Iterative Visuals and Virtual Manipulatives to Support English Language Learners in Mathematics Education, Sarah A. Roberts Chapter 3: Rethinking the Teaching and Learning of Latina/Latino Students to Promote a Multicultural Mathematics Education, Javier Díez-Palomar and Carlos A. LópezLeiva Chapter 4: Students Who Speak English as a Second Language: Preparing Teachers for Changing Demographics—An Innovative and Collaborative Approach, Bettibel Kreye and Gresilda A. Tilley-Lubbs Science Chapter 5: Teaching Biology in the Age of the Next Generation Science Standards: Methodology for Teaching in High Needs Schools, Antoinette Linton Chapter 6: LGBT-Inclusion Across the Life Science Curriculum, Mary Hoelscher Chapter 7: Earth Shaking Dragons and Orphan Tsunamis: Transforming Middle School Earth Science and STEM through Studying Ancient Science Inquiry and Multicultural Collaborations in Earthquakes, Tsunamis, and Disaster Preparedness, Marna Hauk and Adam Masaki Joy Chapter 8: Classroom Meteorologists: Transforming Science Content in a Dual Language Second Grade Classroom, Sandra Lucia Osorio Mathematics and Science Chapter 9: Rethinking Art in Mathematics and Science, Jeff Sapp Engineering Chapter 10: Effective Engineering Models for Multicultural Curriculum Transformation in STEM: Engineering for All, Laura Luna, Twanelle Walker Majors, and Jennifer Meadows Technology Chapter 11: Multicultural Technology Education: The Need to Teach Digital Technologies to All Students, Janessa Schilmoeller, Lori Griswold, and Neal Strudler Mathematics, Science, Engineering, and Technology Chapter 12: Coming Out of the Lab Closet: Queering STEM Education for Student Success and Well-Being, Allison Mattheis, Jeremy B. Yoder, and Dixon Perey Chapter 13: Considering Women’s Ways of Knowing in STEM, Tracy Arnold, Eshani Gandhi, Schetema Nealy, and Brian Trinh Coda, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. Haddad Resources About the Editors and Authors Index

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Book SynopsisDespite the best intentions of teacher educators, diversity awareness in teacher education typically reproduces a racial hierarchy privileging Whiteness while also educating preservice teachers against this very hierarchy. The phenomenon, which is effortless and easily reproduced, is constructed in part through student self-expression, peer interaction, and instructional practices. This inquiry follows White undergraduate students in a state university through an academic semester in order to capture autobiographical reporting at the outset, asynchronous, peer-mediated, online discussions at the mid-term, and concludes with personal reflections on self-perceptions of growth. Using grounded theory, this phenomenological study examines participants' relationships to White privilege in order to improve instructional practices in the teacher education classroom. The relationship between the private and public faces of participants is analogous to the micro-level and macro-level function oTrade ReviewIn the coming decade, our most novice teacher colleagues will face challenges that previous generations never even considered. Dr. Sider’s White Double-Consciousness provides a framework for teacher educators and new teachers to contemplate diversity, in all its forms, and how our ways of knowing directly influence our students’ learning. Conversations surrounding Dr. Sider’s work will be uncomfortable, at times even contentious, and are absolutely necessary. -- Catherine Snyder, Clarkson UniversityAddressing educational outcome and opportunity disparities for youth of color requires teachers to confront their own beliefs and experiences. This book tackles the topic of white privilege in teacher preparation through rich narrative accounts from the perspective a teacher educator. Sider’s engaging narratives are complemented by findings from his research working with preservice teachers and offers teacher educators and researchers alike valuable insight into how to confront white privilege in teaching and research. -- Kristen C. Wilcox, University at AlbanyTable of ContentsChapter 1: The Teacher Education Classroom Chapter 2: Framing White Privilege in Teacher Education Chapter 3: Self-Identity and the Construction of Status Chapter 4: White-Double-Consciousness in Context Chapter 5: The Shifting Self-Reflection Chapter 6: A Pedagogy of Praxis: Theory, Practice, and the Future Chapter 7: Afterword Appendices Bibliography About the Author

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

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Book SynopsisThe Essentials of Special Education Law is a valuable contribution to special education teacher preparation programs and professionals in the field. Written with undergraduates in mind, this accessible book is an ideal textbook supplement to any university course needing a greater emphasis on special education law. For professionals in the field, The Essentials of Special Education Law, can serve as a go-to-guide for quick reference to the historical underpinnings of special education, the six pillars of IDEA, essential court cases that have propelled the field of special education to where it is today, practical application tips to ensure legal compliance, and additional resources for further consideration.Special education law is often reported by university faculty and professionals in the field as an overlooked topic, despite its fundamental importance. Each chapter in The Essentials of Special Education Law is presented in a structured format to answer essential questions about special education law. By the end of this book, readers will be able to answer questions such as: How do the three branches of government influence special education? What key court cases propelled special education? What is the progression of federal involvement in the education of students with disabilities? What is a nondiscriminatory evaluation? How do you ensure a free and appropriate education? How do you develop a legally compliant individualized education plan? What is meant by the least restrictive environment? The first section of The Essentials of Special Education covers the role of government in establishing and defining special education. Seminal court cases and legislative initiatives that have shaped the field of special education are explored to provide historical context for understanding special education today. The second section examines each of the six pillars of the Individual with Disabilities Education Act. Key court cases that have influenced each pillar are presented along with practical tips for legally compliant implementation. The third section covers important topics such as discipline, confidentiality, and transition services. Key terminology are highlighted after each chapter along with additional questions to foster in-depth classroom discussions. The Essentials of Special Education Law is a must-have book for those who understand the significance of special education law yet feel overwhelmed by the jargon and ever-changing nature of the law. The Essentials of Special Education Law cuts through the complexity of legislation and is a clear and concise resource for understanding the essentials of special education law.

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Book SynopsisThis is the second annual Special Education Law Annual Review. This book provides an exhaustive presentation of all decisions in special education cases brought under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act hear by the U. S. Court of Appeals for 2021, presented by circuit.The book reviews all policy documents related to the education of students with disabilities issued by the US Department of Education. This will include Dear Colleague Letters, question and answer documents, and published letters to specific individuals. This book will provide a guide on how to read a case, a description of how a special education case progresses through the administrative and judicial system, the legal importance of policy documents, and websites for follow-up research related to special education law.If there is any major federal legislation during the year (e.g., reauthorization of the IDEA, restraint and exclusion legislation) that will also be addressed in this book.This book will be the comprehensive summary of the year in special education law, and will provide important information to graduate students in education, education administrators, teachers, and practicing attorneys regarding appropriate educational practices for students with disabilities. Additionally, we will follow each section on case law and policy implications for educators. We will be including figures, tables, & checklists.Table of Contents The U.S Department of Education, the IDEA, and Section 504 Policy letters from the U.S. Department of Education A Primer on Dispute Resolution under the IDEA and Section 504 Topics covered by U.S. Courts of Appeals in 2021 Case summaries by circuit Case studies Glossary of Legal TermsReferencesAppendix Index

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Book SynopsisThis is the second annual Special Education Law Annual Review. This book provides an exhaustive presentation of all decisions in special education cases brought under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act hear by the U. S. Court of Appeals for 2021, presented by circuit.The book reviews all policy documents related to the education of students with disabilities issued by the US Department of Education. This will include Dear Colleague Letters, question and answer documents, and published letters to specific individuals. This book will provide a guide on how to read a case, a description of how a special education case progresses through the administrative and judicial system, the legal importance of policy documents, and websites for follow-up research related to special education law.If there is any major federal legislation during the year (e.g., reauthorization of the IDEA, restraint and exclusion legislation) that will also be addressed in this book.This book will be the comprehensive summary of the year in special education law, and will provide important information to graduate students in education, education administrators, teachers, and practicing attorneys regarding appropriate educational practices for students with disabilities. Additionally, we will follow each section on case law and policy implications for educators. We will be including figures, tables, & checklists.Table of Contents The U.S Department of Education, the IDEA, and Section 504 Policy letters from the U.S. Department of Education A Primer on Dispute Resolution under the IDEA and Section 504 Topics covered by U.S. Courts of Appeals in 2021 Case summaries by circuit Case studies Glossary of Legal TermsReferencesAppendix Index

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Book SynopsisWe are at a critical time in education. Too often the dominant voices represent a small portion of the population, where those who have been historically marginalized and minoritized are silenced. Utilizing first-hand accounts of parent and caregiver experiences as they navigate the often complicated process of Special Education services for their children, this book contributes to the small but significant body of work that centers the voices of parents and caregivers of students with IEPs. Few recent works provide adequate space for the narratives of families to take center stage. Partnering with Culturally and Linguistically Diverse Families in Special Education is a collaborative work with families that includes the author’s personal reflection at the end of each narrative, as well as guiding questions to continue the conversation, either as a sole reader or with a cohort.This book is geared towards both pre- and in-service educators and administrators who are seeking to deepen their understanding of parent perspective and how they can tailor their practices to ensure a more inclusive and inviting environment where culturally and linguistically diverse families are seen and valued in school settings. In addition, professors and instructors in teacher credentialing programs may use this book as a supplement in classes that focus on multicultural education, family and community partnerships, or IEP regulations and compliance.It is the author’s intention to present the possibilities that arise when incorporating the histories of diverse families into decision making procedures. There is a tremendous amount of cultural wealth that our families and students bring to classrooms every day. This is just one snapshot on that journey towards building culturally sustaining relationships with each and every family an educator encounters.Table of ContentsPart IChapter 1: IntroductionChapter 2: Literature ReviewChapter 3: Theoretical FrameworksPart II: Parent NarrativesChapter 4: Emily, Eiko & James, and LeticiaChapter 5: Roger, Gloria & Tony, and TomasChapter 6: Lisa and VanessaChapter 7: Judi, Aida, and RachelChapter 8: PossibilitiesAppendix A: MethodologyAppendix B: Acronym GlossaryAppendix C: Parent Dialogue ProtocolReferencesIndexAbout the Author

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