Educational strategies and policy Books

Book SynopsisIn Write Like This: Teaching Real World Writing Through Modeling and Mentor Texts, author and teacher Kelly Gallagher recognizes that writing well starts with teaching students WHY they should write. He believes we need to move beyond the state standards by introducing young writers to real-world discourses and provide them with authentic texts to influence and develop life-long skills. Each chapter focuses on a specific writing purpose: Express and Reflect: View life experiences in reverse to move forward Inform and Explain: State a point and purpose with information to support it Evaluate and Judge: Focus' on the worth of an object, idea, or person and present' it as 'bad or 'good Inquire and Explore: Propose' a problem or question Analyze and Interpret: Examine phenomena that are difficult to understand or explain Take a Stand/Propose a Solution: Persuade audience to particular position and provide' justification' ' In teaching these lessons, Gallagher provides mentor texts (professional samples as well as models he has written in front of his students), student writing samples, and numerous assignments and strategies proven to elevate student writing. By helping teachers bring effective modeling practices into their classrooms, Write Like This enables students to become better adolescent writers. More important, the practices found in this book will help our students develop the writing skills they will need to become adult writers in the real world. 'Trade Review"And this is what I love about Gallagher: he practices what he preaches. In Write Like This, he takes the reader by the hand and shows how the teaching process occurs in his own classroom, warts and all." - MiddleWeb "Specific approaches to teaching effective writing and analytical skills make Write Like This a fine pick for high school to college collections alike, packing in plenty of examples for effective writing development." - California Bookwatch "This book grips you from the beginning to end. It is logical, reasonable and passionate — in other words, it is well written. It is the kind of guide to have at hand, to refer to often, and to put into action." - Professionally SpeakingTable of ContentsChapter 1: Moving Writing to the Front Burner; Chapter 2: Express and Reflect; Chapter 3: Inform and Explain; Chapter 4: Evaluate and Judge; Chapter 5: Inquire and Explore; Chapter 6: Analyze and Interpret; Chapter 7: Take a Stand/Propose a Solution; Chapter 8: Polishing the Paper; Chapter 9: The Wizard of Oz Would Have Been a Lousy Writing Teacher

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Book SynopsisAre cultural centers ethnic enclaves of segregation, or safe havens that provide minority students with social support that promotes persistence and retention?Though Black cultural centers boast a 40-year history, there is much misinformation about them and the ethnic counterparts to which they gave rise. Moreover, little is known about their historical roots, current status, and future prospects. The literature has largely ignored the various culture center models, and the role that such centers play in the experiences of college students. This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions.In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed to multicultural centers, relations with the outside community, and integration with academic and student affairs to support the mission of the institution. For administrators and student affairs educators who are unfamiliar with these facilities, and want to support an increasingly diverse student body, this book situates such centers within the overall strategy of improving campus climate, and makes the case for sustaining them. Where none as yet exist, this book offers a rationale and blueprint for creating such centers. For leaders of culture centers this book constitutes a valuable tool for assessing their viability, improving their performance, and ensuring their future relevance – all considerations of increased importance when budgets and resources are strained. This book also provides a foundation for researchers interested in further investigating the role of these centers in higher education.Trade Review"This book makes a unique contribution to the higher education literature by thoroughly exploring culture centers. Although the research on cultural centers and their effect on predominantly White Institutions is minimal, Patton should be applauded for her effort to shed light on their importance. This is truly a "must read" for institutional leaders, student affairs practitioners, and graduate students who want to work as faculty or administrators in the field of higher education."Mona Davenport, Director of Minority Affairs, Eastern Illinois UniversityThe Review of Higher Education"Patton has produced a text "to offer an in-depth understanding of culture centers and their role in higher eduction" (p. xiv). The contributing authors include noteworthy scholars, emerging scholars, and practitioners who bring their professional experiences and expertise to bear on the topic at hand. This combination of rich theoretical and practical perspectives strengthens the book... Patton and her contributing authors do an excellent job of enhancing knowledge of the role and purpose of multicultural and race-specific culture centers on campus, as well as advocating for specific changes in practice to maintain their vital role in social justice work. This text joins a growing group of new publications on issues of campus diversity and inclusion and the role of specific administrative units in shaping and strengthening those efforts."Journal of College Student Development"Writings on black, Latino, Asian-American and American Indian cultural centers on campuses; also includes administrative and theoretical takes on the topic."The Chronicle of Higher Education“Lori Patton’s book is stunning! It has closed the decades-long absence of a definitive compilation to inform Culture Center communities as they function in American Higher Education. As many colleges and universities struggle with issues of recruitment and retention of underrepresented students, this work provides a splendid blueprint for the development of Culture Centers for years to come."Willena Kimpson Price, Director African American Cultural Center, University of Connecticut, Storrs“Culture Centers in Higher Education documents in one volume how ethnic and cultural centers have served as places and spaces where those who have been under-represented in higher education have survived and flourished at predominantly white institutions. Throughout it documents how these centers honor and validate cultural and ethnic backgrounds, and inspire academic excellence and achievement among students without their having to lose cultural identity or values. The writers also speak to the future of cultural centers as places where multicultural centers will also have a place in order to ensure true pluralism on our campuses. As our nation becomes increasingly diverse, these centers serve as models of social justice and thus this book is a must read for all who want to ensure that their institution provides environments that exude academic success and achieve graduation for all students with their soul and identity whole.”Mildred García, President, California State University, Dominguez Hills“Dr. Lori Patton and colleagues put flesh on bones here as they make a strong case for campus-based culture centers in the lives of the racially underrepresented students they serve. Through theoretical, organizational, administrative, and programming models these authors survey the evolving landscape of cultural practices intent on celebrating and supporting the identities of multicultural students. A compelling and provocative front-line treatment of the topic, from those whose lives have spoken and those whose words have made a difference, this is a resourceful compendium for anyone committed to the diversification of the 21st century campus.”Carney Strange, author of Educating by Design and ProfessorBowling Green State University“Culture Centers in Higher Education helps to fill a major void in higher education scholarship. It offers insight and evidence as to the importance of student culture centers as both sanctuaries and sites of resistance. Lori Patton has done a remarkable job of pulling together a range of thoughtful and skilled authors. I highly recommend this book for anyone interested in better understanding the challenges of race and ethnicity on U.S. campuses and the importance culture centers play in the lives of students.”Robert RhoadsUCLA Graduate School of Education and Information Studies“Why do students need cultural centers in the 21st century? Haven’t we moved past dividing into separate racial and ethnic groups? Given what we know about the origins and history of student cultural centers it seems appropriate to have a volume that looks across a variety of perspectives of cultural centers and asks hard questions about their utility, viability, and sustainability in difficult economic times. As editor, Lori Patton has assembled an outstanding group of scholars who bring multiple lenses to the question of the place of racial/ethnic cultural centers on the 21st century campus. This is a collection that should find a welcome home on the shelves of college and university administrators and higher education scholars alike.”Gloria Ladson-Billings, University of Wisconsin-MadisonFrom the ForewordTable of ContentsForeword—Dr. Gloria Ladson-Billings Preface. A Call to Action. Historical and Contemporary Reflections on the Relevance of Campus Culture Centers in Higher Education—Lori Patton PART I. RACIAL/ETHNIC GROUP—SPECIFIC CULTURE 1. Latina/o Cultural Centers. Providing a Sense of Belonging and Promoting Student Success—Adele Lozano 2. Asian American Student Involvement in Asian American Culture Centers—William Liu, Michael Cuyjet, and Sunny Lee 3. Island of Sanctuary. The Role of an American Indian Cultural Center—Rosa Cintrón, Heather J. Shotton, and Star Yellowfish 4. On Solid Ground. An Examination of Successful Strategies and Positive Student Outcomes Associated with Two Black Culture Centers—Lori Patton PART II. THEORETICAL PERSPECTIVES AND CULTURE CENTERS 5. Counterspaces in a Hostile Place. A Critical Race Theory Analysis of Campus Culture Centers—Tara Yosso and Corina Benavides Lopez 6. Critical Borders. Student Development Theoretical Perspectives Applied to Culture Centers—Mary Howard Hamilton, Kandace Hinton, and Robin Hughes 7. Resituating Culture Centers within a Social Justice Framework. Is There Room for Examining Whiteness—Michael Benitez, Jr. PART III. ADMINISTRATIVE AND PRACTICE-ORIENTED ISSUES FOR CULTURE CENTERS 8. Viewing Cultural Practice Through a Lens of Innovation and Intentionality. Strategies for Student Personnel Administrators in Culture Centers—Toby Jenkins 9. Campus Culture Center Directors’ Perspectives on Advancement, Current Issues, and Future Directions—E. Michael Sutton and Phyllis McCluskey-Titus 10. Promoting Student Engagement. Administrative Considerations for Current and Future Planning of Culture Center Programming and Outreach—Salvador Mena Appendix A. Transforming for the 21st Century. Best Practices for Examining and Evaluating Campus Culture Centers and Multicultural Affairs Offices—Lari D. Patton

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Book SynopsisFrustrated by the challenge of opening teacher education students to a genuine understanding of the social justice concepts vital for creating an equitable learning environment?Do your students ever resist accepting that lesbian, gay, bisexual, transgender, or queer people experience bias or oppression, or that their experiences even belong in a conversation about “diversity,” “multiculturalism,” or “social justice?”Recognizing these are common experiences for teacher educators, the contributors to this book present their struggles and achievements in developing approaches that have successfully guided students to complex understandings of such threshold concepts as White privilege, homophobia, and heteronormativity, overcoming the “bottlenecks” that impede progress toward bigger learning goals and understandings. The authors initiate a conversation – one largely absent in the social justice education literature and the discourse – about the common content- and pedagogy-related challenges that social justice educators face in their work, particularly for those doing this work in relative or literal isolation, where collegial understanding cannot be found down the hall or around the corner. In doing so they hope not only to help individual teachers in their practice, but also strengthen social justice teacher education more systemically. Each contributor identifies a learning bottleneck related to one or two specific threshold concepts that they have struggled to help their students learn. Each chapter is a narrative about individual efforts toward sometimes profound pedagogical adjustment, about ambiguity and cognitive dissonance and resistance, about trial and error, and about how these educators found ways to facilitate foundational social justice learning among a diversity of education students. Although this is not intended to be a “how-to” manual, or to provide five easy steps to enable straight students to “get” heteronormativity, each chapter does describe practical strategies that teachers might adapt as part of their own practice.Trade Review“Packed with honest stories that document the missteps, mistakes, and rethinking of courses that focus on issues of social justice, Cultivating Social Justice Teachers offers all of us – professors, teachers, researchers, and students – strategies for teaching and learning how to face the inevitable bumps and obstacles that get in the way of full inclusion and understanding of multiple perspectives. Engaging in brave and frank discussions, the editors and authors of this text are a model of what is needed if we are to change how teachers are prepared to teach in our diverse classrooms.”Sonia Nieto, Professor Emerita, School of EducationUniversity of Massachusetts, Amherst"Cultivating Social Justice Teachers emphasizes the profound connection between how we, as teachers, see ourselves and how we see our students, and recognizes that educators are de facto agents of Social Justice, positioned to either perpetuate or interrupt systems of oppression. This book points out how collaboration, connection, and communication are fundamental tools and practices in the work of preparing teachers to be Social Justice educators, planting seeds that, hopefully, will translate into the reflective practices that bridge our knowing of systemic oppression to guiding our own students in recognizing the social structures they have inherited. Most importantly, this book inspires hope that beyond acknowledging the roots of our current reality, teachers and students can change the course of injustice."Jennifer Chavez-Miller, Middle School Teacher and Curriculum CoordinatorMountain Mahogany Community School, Albuquerque, New Mexico“Few challenges in teacher preparation are as salient as teaching the central, troubling concepts of social justice that many profoundly resist learning. With theoretical nuance, pedagogical savvy, and highly relate-able examples and self-reflections, Cultivating Social Justice Teachers shows the possibilities for doing what often seems impossible. This book is one that no teacher educator—or any educator—can or should do without.”Kevin Kumashiro, author of Bad Teacher!: How Blaming Teachers Distorts the Bigger PictureTable of ContentsForeword David Stovall 1. Introduction Paul C. Gorski, Nana Osei-Kofi, Kristien Zenkov, and Jeff Sapp 2. The Art of Teaching Intersectionality Nana Osei-Kofi 3. Overcoming Nomos Stephanie Jones and James F. Woglom 4. Learning to Tell a Pedagogical Story About Heteronormativity Mollie V. Blackburn 5. Overcoming Deficit Thinking Through Interpretive Discussion Curt Dudley-Marling 6. Teaching Against Essentialism and the “Culture of Poverty” Paul C. Gorski 7. Disrupting Denial and White Privilege in Teacher Education Darren E. Lund and Paul R. Carr 8. Teaching About Christian Privilege in the Teacher Education Classroom Warren J. Blumenfeld 9. From Literacy to "Literacies". Using Photography to Help Teachers See What Youth Can Do Kristien Zenkov, Athene Bell, Marriam Ewaida, Megan Fell, and James Harmon 10. Teaching and Learning About Immigration as a Humanitarian Issue. The Sociopolitical Context Bottleneck Edward M. Olivos 11. “You’re Going to Hell!”. When Critical Multicultural Queer Affirmation Meets Christian Homophobia Jeff Sapp 12. Beyond Open-Mindedness. How “Overlaying” Can Help Foster Impactful Discussions of Meritocracy in Teacher Education Jody Cohen and Alice Lesnick Contributors Index

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Book SynopsisBullying in the workplace is now a recognised problem, and a cause for major concern. Victims stand to lose their self-esteem, their health and even their careers. Organisations that do not endeavour to put an end to this behaviour lose productivity, profits and their good reputations.Dignity at Work is derived from the author's many years of experience working with organisations of all sizes and at all levels. This book outlines practical guidelines essential to organisations that want to combat bullying in the workplace, and psychologists and professional counsellors working with those organisations. It provides:* the tools to identify bullying behaviour* expertise to create new policies and integrate them into corporate culture* confidence to know when and how to intervene practically and therapeutically* the skills required to know when to seek external help from professional counsellors* psychologists and counsellors with advice on how to transfer their skills to organisations as independent contractorsBullying will no longer be tolerated, and organisations must create environments that do not support mistreatment. This book provides managers, Human Resources staff and professional counsellors with the skills required to be able to recognise when a problem exists, and deal with it effectively.Trade ReviewNot only does Rennie Peyton present the difficulties of bullying in work place settings, she goes one step further and offers solutions as to how to support people and work with this issue. The book title Dignity at Work encourages the reader to look creatively at ways in which the counsellor or psychotherapist can work to create a positive working environment within the area of bullying. Although aimed at counsellors and psychotherapists, I do believe that people who work in Human Resources and other such departments will be most grateful for this book. I highly recommend it for all who have experienced bullying in their work setting. - Terri Spy, Counselling Psychologist and BACP Fellow The book locates bullying as a key strategic issue for organisations in tackling change. It offers a comprehensive, accessible, strategic and practical approach to eradicating bullying in the workplace. It makes the links between organisation culture and values, management styles, strategic leadership and day to day workplace culture, values and behaviour. It takes the reader on a journey from knowledge and information about bullying, the business case, its detrimental impact on the business, issues for organisations in producing and implementing a Dignity at Work policy, dealing with complaints of bullying in a way which is fair to all, and mopping up the aftershock of any incidence of bullying. - Lesley Holland, Angel ProductionsThe book is well structured and easy to read, with the right balance of theories, definitions and practical advice ... this book would be equally useful for everyone in organizations, including those experiencing bullying or harassment, to learn to spot the behaviours and characteristics of bullies so that they are alert to these. It is an excellent example of how theory and commonsense can be used to help those involved in organizational life in a constructive and informed manner. - Wai-yin Hattonin in Organization Studies, July 2004'I would consider this book essential reading for those working as staff counsellors, in-house counsellors and those in EAP's for use as a handbook for policies and procedures which organisations are currently required by law to have in place... I would see this as a valuable resource.' - Mary Berry, Counselling and Psychotherapy Journal, March 2005'Anyone who wishes to take bullying at work seriously ought to have this book on their shelf.' - Leadership & Organization Development Journal'Dignity at work is a unique text in offering rather more than a "how to combat bullying" formula ... anyone who wishes to take bullying at work seriously ought to have this book on their shelf.' - Leadership & Organizational Development JournalTable of ContentsPreface - Who this book is for. Part One. Why is Bullying an important issue? A Background to Bullying at Work, Bullying at Work, The Victims of Bullying, Employers, Harassment, Bullying and the Law, Dignity at Work Policies. Harrassment Investigation. Mediation. Conclusions for Part 1. Part Two. Introduction. The Tole of Counsellors/Psychologists in Organisations. Useful Theories. Counselling in Organisations. Working with the Various Parties. The Process of Investigation. Mediation. Other Roles for Counsellors/Psychologists. Taking Care of the Self.

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Book SynopsisAn analogy is a comparison between two things. It points out the similarities between two things that might be different in all other respects. Analogies cause us to think analytically about forms, uses, structures, and relationships. First Time Analogies is the ideal launching pad to start nonreaders on the road to real thinking experiences with these pictorial and symbolic analogies that are both challenging and motivating. The book is divided into four sections that let you introduce analogies in a developmental way. The levels are: recognizing relationships; choosing one item to complete the analogy; given two items, choosing two other items that have the same relationships; and pairing up four items to complete two related pairs. Exercises are presented on worksheets that require circling the correct answer, as well as cutting out pictures and pasting them in the correct spaces. Attractive illustrations will draw students into the engaging exercises. Although they think they are just solving fun puzzles, they will be doing serious thinking and building a basis for future experiences in critical thinking. This is the first in a series of books that introduce analogies at varying difficulties and formats. The other books are Analogies for Beginners, Analogies for the 21st Century, Thinking Through Analogies, and Advancing Though Analogies. Grades K-2

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Book SynopsisThis classic series will excite students'' imaginations while enriching skills in logical thinking. Logic Liftoff problems are easy to incorporate into lesson plans and are formatted to enhance the fullest spectrum of curriculum areas while sharpening thinking skills. Challenging and instructional, these thought-provoking books present sequential exercises in logical reasoning that include relationships, analogies, syllogisms, sequences, deductive reasoning, inference, truth-values, and logical notation. Simple grids coupled with intriguing problems evoke enthusiasm and inspire students to higher and higher levels of thinking. Each book builds on concepts presented previously in the series to offer a comprehensive logic adventure for young thinkers.The skills students build by using this book are applicable to several areas of the curriculum. Academic skills used in reading, math, writing, and science all depend on the ability to perceive and define relationships, sequence events, and form inferences. But, beyond the academic world, students will find logical thinking an integral part of everyday life.This is the second in a three-book series designed to sharpen children''s logical thinking skills. Once students have mastered Logic Countdown they are ready to meet new challenges in Logic Liftoff and Orbiting with Logic.Grades 4-6

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Book SynopsisFor decades early childhood educators in high-quality programs have understood that the transition into reading and writing occurs naturally when young children are surrounded by opportunities to interact with print in ways that are meaningful to them. The original edition of More Than Letters, first published in 2001, showed teachers how to intentionally help children develop literacy skills through hands-on, play-based activities. Like the original edition, the Standards Edition is based on theory and research. It contains new chapters that specifically focus on developing the skills needed to decode literature and informational text. Expanded chapters include activities that target specific concepts included in national literacy standards.

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Book SynopsisValidation is the recognition and acceptance that a person's feelings and thoughts are true and real for him or her, regardless of whether or not those feelings make logical sense. This seemingly simple concept can determine whether a child has self-esteem or not, whether a child will grow to become an independent adult or a dependent one, and whether a child will be able to process feelings in a healthy way or express his or her emotions by throwing tantrums and acting out. Children who are validated feel reassured that they will be accepted and loved regardless of their feelings, while children who are validated less frequently become more susceptible to peer pressure and are more likely to develop behavioral problems. The Power of Validation breaks validation skills into practical steps parents can use to respond to their child's internal experiences in healthy ways without necessarily condoning their child's behaviors. Readers learn to pay attention to their child, acknowledge the child's thoughts and feelings, and help their child through the process of developing an identity of his or her own. By validating difficult emotions, but disallowing negative actions children may take in response to these emotions, parents can help their kids develop essential self-validating skills for the future that will foster self-esteem and emotional intelligence in adulthood.

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Book SynopsisLately, our nation’s strategy for improving our schools is mostly limited to “getting tough” with teachers. Blaming teachers for poor outcomes, we spend almost all of our energy trying to control teachers’ behavior and school operations. But what if all of this is exactly the opposite of what is needed? What if teachers are the answer and not the problem? What if trusting teachers, and not controlling them, is the key to school success? Examining the experiences of teachers who are already trusted to call the shots, this book answers: What would teachers do if they had the autonomy not just to make classroom decisions, but to collectively—with their colleagues—make the decisions influencing whole school success? Decisions such as school curriculum, how to allocate the school budget, and whom to hire. Teachers with decision-making authority create the schools that many of us profess to want. They individualize learning. Their students are active (not passive) learners who gain academic and life skills. The teachers create school cultures that are the same as those in high-performing organizations. They accept accountability and innovate, and make efficient use of resources. These promising results suggest: it’s time to trust teachers.Trade ReviewTrusting Teachers comes to us at a critical juncture in the dialogue about the future of education in the United States. The authors examine what happens when teachers not only receive authority over their individual classrooms, but become a part of the school’s decision making structure. While many school systems push authority upwards to administration and accountability for results downwards onto individual teachers, Trusting Teachers shows us what can happen when authority and accountability are brought together and teachers have a seat at every table. -- Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Emeritus, Stanford University; President, the Learning Policy InstituteTrusting Teachers with School Success: What Happens When Teachers Call the Shots offers a compelling look at the breakthrough possibilities of teacher leadership. The next generation of schools can be places of real innovation and creativity if we will truly trust teachers. -- Dennis Van Roekel, President, National Education AssociationThis lively account of what it looks like in schools that have tried trusting teachers is a must read. -- Deborah Meier, senior scholar at NYU’s Steinhardt School; 45-year educator in K-12 public schools in New York City (East Harlem) and Boston (Roxbury)The distinct contribution of this important book is that it takes the reader into many highly successful schools in which "trusted" teachers already have professional responsibility for teaching and learning. -- James A. Kelly, Founding President, National Board of Professional Teaching StandardsWe need ways to press the case for reform without alienating our great teachers, without turning them into the enemy, the problem, and the object of our disdain. Trusting Teachers is a fantastic contribution that describes one way to celebrate, engage and empower them. -- Michael J. Petrilli, President, Thomas B. Fordham InstituteUnleashing the collective wisdom of teachers is the best hope for improving our public schools. This provocative, sensible and practical book offers concrete evidence that it can be done and, in fact, is being done. And now that we have already tried virtually everything else, let's do the right thing and turn teacher-run schools from the exception into the norm. -- Adam Urbanski, president, Rochester (NY) Teachers Association; vice-president, American Federation of Teachers; director, Teacher Union Reform, President of the Rochester (NY) Teachers Association, Vice President of the American Federation of Teachers, and Founding Director of the Teacher Union…Trusting Teachers with School Success has an in depth look at teacher-led schools-why and how they work and the key ingredients of success. Every teacher should have the opportunity to work in a teacher-led environment and should read this book to find out why. * Education Week *The book Trusting Teachers with School Success is important in part because it has been endorsed by a variety of educators and education activists, many of whom strongly disagree with each other about other issues such as testing, charter public schools and virtual schools….As America searches for solutions, it’s great to find strategies supported by thoughtful people who often disagree. That makes Trusting Teachers with School Success a book with important, intriguing ideas. * Hometown Source *While school reform has proceeded seemingly unabated for the last 50 years, the most recent proposals have, for the most part, excluded classroom practitioners from the discussion. Farris-Berg and Dirkswager (fellows, Center for Policy Studies, St. Paul, Minnesota) examine the results at schools that trust the teachers who work there to make the important educational decisions affecting the children they serve. While exploring how best to encourage autonomous teachers, the book also reviews how much independence teachers need, how educators respond to this autonomy, and how the results of their decisions can be assessed and evaluated. A large part of the work looks at eight practices that autonomous teachers embrace and that the authors suggest are necessary for a high-performing organization. These practices are explained through the use of vignettes, examples, photographs, and graphics that deepen understanding of the concepts undergirding each practice. Each of these chapters examining effective practices concludes with a series of questions and challenges related to implementation as identified by teachers assuming increased responsibility in school governance. These questions and challenges would provide ideal starting places for discussions related to these issues. Summing Up: Highly recommended. General readers; upper-division undergraduate students and above. * CHOICE *Table of ContentsContents Acknowledgements Preface PART ONE: What would happen if we trusted teachers with school success? Introduction. To get high performing schools, maybe it’s time to trust teachers. Chapter 2. Teacher Autonomy: what it is, who has it, and how it’s secured Chapter 3. When granted autonomy, teachers choose to operate in ways that emulate the cultural characteristics of high-performing organizations. PART TWO: Eight practices autonomous teachers embrace which are indicative of the cultural characteristics of high-performing organizations Chapter 4. Practice #1: Share purpose, which always focuses on students as individuals, and use it as the basis of decisions aimed at school improvement Chapter 5. Practice #2: Participate in collaboration and leadership for the good of the whole school, not just a classroom. Chapter 6. Practice #3: Encourage colleagues and students to be active, ongoing learners in an effort to everyone’s engagement and motivation Chapter 7. Practice #4: Develop or adopt learning programs that individualize student learning Chapter 8. Practice #5: Address social and discipline problems as part of student learning Chapter 9. Practice #6: Broaden the definition and scope of student achievement and assessment Chapter 10. Practice #7: Encourage teacher improvement using 360-degree, peer- and self-evaluation methods as well as peer coaching and mentoring Chapter 11. Practice #8: Make budget trade-offs to meet the needs of students they serve PART THREE:Implementation strategies for those who want to support teacher autonomy Chapter 12. It’s time to trust teachers. Appendixes Notes Bibliography About the Authors

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Book SynopsisWhile we are all familiar with the lives of prominent Black civil rights leaders, few of us have a sense of what is entailed in developing a White anti-racist identity. Few of us can name the White activists who joined the struggle against discrimination, let alone understand the complexities, stresses and contradictions of doing this work while benefiting from the privileges they enjoyed as Whites. This book fills that gap by vividly presenting – in their own words – the personal stories, experiences and reflections of fifteen prominent White anti-racists. They recount the circumstances that led them to undertake this work, describe key moments and insights along their journeys, and frankly admit their continuing lapses and mistakes. They make it clear that confronting oppression (including their own prejudices) – whether about race, sexual orientation, ability or other differences – is a lifelong process of learning. The chapters in this book are full of inspirational and lesson-rich stories about the expanding awareness of White social justice advocates and activists who grappled with their White privilege and their early socialization and decided to work against structural injustice and personal prejudice. The authors are also self-critical, questioning their motivations and commitments, and acknowledging that – as Whites and possessors of other privileged identities – they continue to benefit from White privilege even as they work against it.This is an eye-opening book for anyone who wants to understand what it means to be White and the reality of what is involved in becoming a White anti-racist and social justice advocate; is interested in the paths taken by those who have gone before; and wants to engage reflectively and critically in this difficult and important work.Contributing AuthorsWarren J. BlumenfeldAbby L. FerberJane K. FernandesMichelle FineDiane J. GoodmanPaul C. GorskiHeather W. HackmanGary R. HowardKevin JenningsFrances E. KendallPaul KivelJames W. LoewenPeggy McIntoshJulie O’MaraAlan RabinowitzAndrea RabinowitzChristine E. SleeterTrade Review"What a pleasure to get a copy of your book and start reading it on the plane! As a white South African growing up in Apartheid SA this book is a gem for me. I have only read the first few chapters - but such an honor to read Peggy McIntosh's personal account, and the others. You've done a great job - thank you!"Alan Richter, Ph.D., PresidentQED Consulting, LLCTable of Contents Foreword—Paul C. Gorski Introduction—Eddie Moore Jr., Marguerite W. Penick-Parks, and Ali Michael 1. Real-izing Personal and Systemic Privilege. Reflection Becoming Action—Peggy McIntosh 2. The Joy of Antiracism—James W. Loewen 3. Knapsacks and Baggage. Why the World Needs This Book—Abby L. Ferber 4. The Political is Personal—Kevin Jennings 5. Calling Out the Wizard Behind the Curtain—Heather W. Hackman 6. Love, Social Justice, Careers, and Philanthropy—Andrea Rabinowitz and Alan Rabinowitz 7. Learning to Become an Antiracist Racist—Christine E. Sleeter 8. What’s a Nice White Girl to Do in an Unjust World Like This?. Guideposts on My Social Justic Journey —Diane J. Goodman 9. White Water—Gary R. Howard 10. Looking Back and Moving Forward—Frances E. Kendall 11. Working Within the System to Change the System—Julie O’Mara 12. Inside and Outside. How Being an Ashkenazi Jew Illuminates and Complicates Context and the Binary of Racia” Privilege—Warren J. Blumenfeld 13. Of White and Hearing Privilege—Jane K. Fernandes 14. Hands-On Activism—Paul Kivel Afterword. Resisting Whiteness/Bearing Witness—Michelle Fine Appendix Additional Resources Glossary Index

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Book SynopsisThis book argues that two principal factors are inhibiting Native students from transitioning from school to college and from succeeding in their post-secondary studies. It presents models and examples of pathways to success that align with Native American students’ aspirations and cultural values.Many attend schools that are poorly resourced where they are often discouraged from aspiring to college. Many are alienated from the educational system by a lack of culturally appropriate and meaningful environment or support systems that reflect Indigenous values of community, sharing, honoring extended family, giving-back to one’s community, and respect for creation.The contributors to this book highlight Indigenized college access programs--meaning programs developed by, not just for--the Indigenous community, and are adapted, or developed, for the unique Indigenous populations they serve. Individual chapters cover a K-12 program to develop a Native college-going culture through community engagement; a “crash course” offered by a higher education institution to compensate for the lack of college counseling and academic advising at students’ schools; the role of tribal colleges and universities; the recruitment and retention of Native American students in STEM and nursing programs; financial aid; educational leadership programs to prepare Native principals, superintendents, and other school leaders; and, finally, data regarding Native American college students with disabilities. The chapters are interspersed with narratives from current Indigenous graduate students.This is an invaluable resource for student affairs practitioners and higher education administrators wanting to understand and serve their Indigenous students.Trade Review"Beyond Access edited by Waterman, Lowe, and Shotton demonstrates the resistance of Indigenous students and educators to deficit models that fail to account for the effects of settler-colonialism. In addition, the editors and contributors do the work of both decolonizing postsecondary education and Indigenizing education in ways that promote Native students’ personal and community achievement. This text is a contribution to Native National Building and a must-read for anyone committed to Indigenizing postsecondary educational practice."Dafina-Lazarus (D-L) Stewart, Tri-Director: Student Affairs in Higher Education ProgramColorado State University“Beyond Access is a pressing call to academics, practitioners, and policy makers to support the specific needs of Native students. This timely book is much needed, disrupting the educational invisibility of Native students while charting new and exciting directions to foster their success.”Nolan L. Cabrera, Associate Professor, Center for the Study of Higher EducationUniversity of Arizona"Authors in this book engage powerful stories, Indigenous knowledge systems, and pragmatic innovations to inspire culturally strength-based college access and retention programs for Native Peoples into and through colleges and universities. Indigenous epistemologies of identity, relationship, resiliency, respect, interconnection, reciprocity, mentoring, community, spirituality, social capital, success, and well-being are highlighted. Indigenized approaches to matriculate, educate, and graduate Native college students are shared. This book offers essential learning pathways for all who serve in education."Alicia Fedelina Chávez, Ph.D. (Apache, Spanish American) Former Dean of Students, University of Wisconsin - Madison and Co-Editor of Indigenous Leadership in Higher EducationFrom the Foreword:“Beyond Access: Indigenizing Programs for Native American Student Success is another important work in the growing body of Indigenous scholarship. Stephanie Waterman, Shelly Lowe, and Heather Shotton have once again assembled an impressive group of contributing authors. Members of tribes and campus communities from across the country, the authors report on model programs designed to support the success of Native American students in undergraduate and graduate majors in a variety of institutional settings. One can clearly see that these programs are framed in Indigenous ways of knowing and being, and the 4 Rs—respect, relevance, reciprocity, responsibility—are in clear evidence throughout all of them.”George S. McClellan, Former Vice Chancellor for Student AffairsIndiana University - Purdue University Fort WayneBeyond Access: Indigenizing Programs for Native American Student Success serves as a follow-up to Beyond the Asterisk: Understanding Native Students in Higher Education, providing deeper insight into the lived experiences of Native American college students. Beyond Access is an intentional effort to highlight programs that help Native American college students to succeed, whether at the pre-college, undergraduate, or graduate level. The editors intertwine the stories of graduate students from diverse tribal backgrounds, highlighting their academic and personal experiences as well as the programs that support them.As an Indigenous scholar and practitioner, I would like to emphasize the importance of this book in highlighting programs that provide access to higher education for Native American students. This is a much-needed text that allows us to begin to decolonize higher education and to honor the ways we are Indigenizing higher education through these programs. Because of this book, a wider space has been created in Indigenous higher education scholarship for future Native American students and scholars.Teachers College RecordTable of ContentsBlessing—Luci Tapahonso (Diné. Foreword—George S. McClellan Introduction—Stephanie Waterman (Onondaga), Heather J. Shotton (Wichita/Kiowa/Cheyenne), and Shelly C. Lowe (Diné. Breanna’s Story—Breanna Faris (Cheyenne and Arapaho. 1. My Story. Making the Most of College Access Programs—Natalie Rose Youngbull (Southern Cheyenne and Arapaho, Ft. Peck Sioux and Assiniboine. 2. Tough Conversations and “Giving Back”. Native Freshman Perspectives on the College Application Process—Adrienne Keene (Cherokee. Monty’s Story—Monty Begaye (Diné. 3. Getting Started Locally. How Tribal Colleges and Universities are Opening Doors to the Undergraduate Experience—David Sanders (Oglala Lakota), and Matthew Van Alstine Makomenaw (Grand Traverse Bay Band of Ottawa and Chippewa Indians. 4. Native Student Financial Aid as Native Nation Building. History, Politics, and Realities—Christine A. Nelson (Diné and Laguna Pueblo. and Amanda R. Tachine (Diné. Nakay’s Story—Nakay R. Flotte (Mescalero-Lipan Apache. 5. Journey Into the Sciences. Successful Native American STEM Programs—LeManuel Bitsoi (Diné. and Shelly C. Lowe (Diné. 6. Recruiting and Supporting Nursing Students in Alaska. A Look at the Recruitment and Retention of Alaska Natives into Nursing (RRANN. Program at the University of Alaska Anchorage School of Nursing—Tina DeLapp, Jackie Pflaum and Stephanie Sanderlin (Yupik/Unangan. Corey’s Story—Corey Still (Keetoowah Cherokee. 7. The Evolution of Native Education Leadership Programs. Learning From the Past, Leading for the Future—Susan Faircloth (Coharie Tribe of North Carolina. and Robin Minthorn (Kiowa/Nez Perce/Umatilla/Assiniboine. 8. American Indian College Students and Ability Status. Considerations for Improving the College Experience—John L. Garland (Choctaw. Conclusion. Achieving the Possible—Stephanie J. Waterman (Onondaga), Shelly C. Lowe (Diné), Heather J. Shotton (Wichita/Kiowa/Cheyenne. and Jerry Bread (Kiowa/Cherokee. Editors and Contributors Index

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Book SynopsisSuccessful STEM Mentoring Initiatives for Underrepresented College Students is a step-by-step, research-based guide for higher education faculty and administrators who are charged with designing mentoring programs to recruit and retain students from underrepresented groups. Written by an acknowledged expert in the field of STEM mentoring, the book constitutes a virtual consultant that enables readers to diagnose the issues they face, identify priorities, and implement appropriate practices to achieve their goals.The book describes the real and perceived barriers that underrepresented students—to include women, students of color, transfer students, and first-generation college students—encounter when considering enrollment, or participating, in science courses; considers the issues they face at the various transitions in their education, from entering college to declaring a major and moving on to a profession; and sets out the range of mentoring options available to program designers.By posing key questions and using three running case illustrations of common dilemmas, the book walks readers through the process of matching the best design options with the particular needs and resources of their own department or campus. Intentionally brief and to the point, the book is nonetheless a comprehensive guide to the full range mentoring models and best practices, that also covers issues of institutional and departmental climate and teaching methods, and offers insider insights to help designers avoid pitfalls as they create effective, sustainable mentoring initiatives.This guide will assist administrators working on new initiatives to broaden access and improve persistence and graduation in their programs, as well as apply for research grants, by clarifying objectives and identifying the effective evidence-based practices to achieve them. It also provides common conversation-starters for departments to identify obstacles to enrollment and broaden participation.Trade Review“Successful STEM Mentoring Initiatives for Underrepresented Students illustrates and elucidates Packard’s considerable expertise and scholarship on an enduring and, for some disciplines and education settings, a seemingly intractable set of issues. Rather than ‘tinkering around the edges’ by addressing only several variables, Packard tackles underrepresentation from the perspectives of both students and of the education system they will encounter. This comprehensive systems approach is refreshing and, in many ways, unique. It offers evidence-based advice to those in higher education who are undertaking the critically important work of increasing representation of historically underserved and unserved students and helps readers understand where and how their roles and actions must be based on efforts that have preceded their own and how their own work will influence others in the system as students pass through it on their ways to STEM careers. It is a refreshing and much-needed approach.”Jay B. Labov, Senior Advisor for Education and CommunicationNational Academies of Sciences, Engineering, and Medicine"In Successful STEM Mentoring Initiatives for Underrepresented Students, Becky Wai-Ling Packard addresses a longtime need of those seeking to develop more diverse and inclusive scientific and technical communities. To ensure access to useful mentoring for students approaching these communities, she provides a wonderful compendium of research-based strategies and insights that can be adapted in a wide variety of settings. I am grateful to her, as a colleague and collaborator, for having taken the time to provide actionable advice to the many who are in a position to provide mentoring that can improve learning, scientific discovery, innovation, technology development, and lives."Carol B. Muller, Founder, MentorNet, and Executive Director, WISE VenturesStanford University"Using research-based practices and case studies, Becky Wai-Ling Packard makes the case that mentoring with intention can increase college and university enrollment and graduation rates of all students in STEM -- particularly women, students of color, first-generation college students, or community college transfers. She provides a critical tool that helps faculty and administrators to first examine their departments to identify obstacles to student’s success and then implement appropriate, tested strategies, including improving everyday communications and interactions with students, as well as, teaching and advising practices. More importantly, this book is about creating an inclusive environment that makes students from all backgrounds feel like they belong in STEM."Yolanda S. George, Deputy Director Education and Human Resources ProgramsAmerican Association for the Advancement of Science (AAAS)"To our chagrin, building STEM programs that proportionally include students from historically underrepresented groups has proven to be more difficult than rocket science. Yet research and empirical evidence reveal quite clearly how to create robust STEM settings in which everyone can thrive. Dr. Packard, an award-winning scholar and educator, expertly guides us through the steps of how focusing on mentoring can create and sustain inclusive STEM classrooms and departments. I have every confidence that this book will lead scientists and STEM educators to engage in empirically proven inclusive practices, one step at a time, to effect the essential changes in STEM that Dr. Packard so ably champions."Wendy E. Raymond, Ph.D., Vice President for Academic Affairs and Dean of Faculty, Professor of Biology, Chair, National Science Foundation Committee on Equal Opportunity in Science and EngineeringDavidson College"Professor Becky Packard’s book Successful STEM Mentoring Initiatives for Underrepresented Students: A Research-Based Guide for Faculty and Administrators is an important resource and handbook for all academics interested in increasing the diversity of the sciences. It serves at once as a compendium of the extensive literature from social psychology, education and other fields that documents the problems underrepresented students face and interventions that are working, and as a guide through that literature for those less familiar with it. Most importantly, Professor Packard presents adaptable plans for a structured approach to effecting change at three key points in an undergraduate student’s career: entry into college, declaration of a STEM major, and post-graduate planning. With its focus on mentoring as a relationship, there are concrete ideas here for everyone working to solve these difficult societal problems."Mark M. Levandoski, Professor of ChemistryGrinnell College"This is a book about why and how. It explains why STEM student support structures, broadly defined as mentoring, are critical to the strength of undergraduate and graduate education in STEM fields. It explains, in a clear and evidence-based narrative, how individuals and departments can provide mentoring to enhance persistence of all STEM students in their respective fields, in particular those students who perceive themselves or are perceived by others as underrepresented in their fields. Becky Packard provides guidance to help individuals and departments improve and expand their mentoring of STEM students. All STEM educators should read this book."David Gross, Professor of Biochemistry and Molecular BiologyUniversity of Massachusetts, Amherst“For members of populations underrepresented in STEM (i.e., women of all ethnicities, persons from underserved racial and ethnic groups, and persons with disabilities) purposeful and active mentoring is particularly important.Packard’s advice spans the academic landscape from pre-college students, to undergraduates, to graduate students, to faculty. In addition to providing guidance to individuals, she offers advice to academic departments as well. She provides guidance on assessing and enhancing the departmental climate in support of mentoring and accessing resources that might be available from national organizations. She suggests how mentoring can be integrated into the academic core of a department’s courses, co-curricular activities, and faculty hiring, retention, and promotion practices.This book provides a complete package. I believe this book will be immensely useful to individual faculty, department chairs, deans, and academic staff. More than simply a resource for individuals, this volume will provide a useful basis for workshops and seminars. It is a wonderful achievement.”Norman L. Fortenberry, Executive DirectorAmerican Society for Engineering EducationTable of ContentsAcknowledgements Foreword Introduction: • Why do we need to recruit students into STEM and help them persist? • Why is diversity in STEM valuable? • Why is mentoring a worthy investment for STEM departments? • What will you gain from this book? 1. Map the Landscape, Choose a Focus • Map the landscape using the ecological model • Primary factors influencing persistence. Obstacles and opportunities • The big picture. The learning environment and department climate • Reader next steps. Choose a focus 2. Mentoring With Intention. What’s Your Strategy? • Intentional mentoring • Approaches to mentoring • Making decisions. Intensity and selectivity • Start small with a pilot • Reader next steps. Create a road map 3. What Works (and Why. During the Transition to College • What works and why • Improving the departmental climate for new students • Case study with Bill Gomez • Reader next steps. Explore your options during the transition to college 4. What Works (and Why. During the Transition to a STEM major • What works and why • Improving departmental climate for prospective and current majors • Case study with Susan Mason • Reader next steps. Explore your options during the transition to a STEM major 5. What Works (and Why. During the Transition to the Workplace or Graduate Studies • What Works and why • Improving departmental climate for upper-level students • Case Study with Mark Sanderson • Reader next steps. Explore your options for the transition to the workplace or graduate studies 6. Difficult Mentoring Moments. Framing Messages to Improve Impact • Why some mentoring moments are difficult • The benefits of mentor orientation sessions and other forms of practice • Reader next steps. Invest in conversations about difficult mentoring moments 7. Conversations Among Colleagues. Departmental Climate as a Collective Project • Changing climate, one conversation at a time • Tracking your progress • Reader next steps. Plan your department conversation Conclusion • Start small • The tipping point • Who do you want to be? • Reader next steps. Summarize what you have learned Resources • Professional organizations and consortia • Statistics, strategies, and tool kits • Recommended books and reports Index

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Book SynopsisAt a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students.Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students’ varying social, psychological, physical and/or emotional needs.This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the “whole” student in the teaching and learning process.Trade Review"What has become increasingly apparent, and therefore in need of redress, is the lack of racial equity in pedagogical frameworks and practices. Race, Equity, and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education brings these matters to the fore and argues that critical and inclusive pedagogies can, when employed effectively, offer a way forward."Reflective Teaching (Wabash Center)"Race, Equity and the Learning Environment could not be more timely and relevant for those who work in higher education. This work is a direct confrontation of race and racism and offers excellent examples from practice and research for how to center these important topics in the classroom. Readers are pushed to think in transformative ways about how to teach race and racism as well as confront their own power and privilege through critical self-examination. The urgency in this work to disrupt racist’s practices is needed and faculty at every stage in their career would benefit tremendously from the strategies discussed in the book."Sharon Fries-Britt, Professor of Higher Education, University of MarylandFrom the Foreword:“This volume bridges the gap from thought to action, providing the necessary context for educators around the world to either embrace or recommit to centering race in postsecondary classrooms and engaging in necessary conversations to ensure that students do not leave our institutions the way they came. I applaud the editors of this book as they dare to move beyond the conversation to engage in teaching and learning that reflects how progressive racial understandings promote equity in higher education.”Lori Patton Davis, Associate Professor, Higher Education and Student Affairs, IUPUITable of ContentsForeword—Lori D. Patton Acknowledgements Introduction. Critical and Inclusive Pedagogy. Why the Classroom Is All It’s Cracked Up to Be—Chayla HaynesPart One. How We Think About Our Work 1. Advancing a Critical and Inclusive Praxis. Pedagogical and Curriculum Innovations for Social Change in the Caribbean—Saran Stewart 2.Pursuing Equity Through Diversity. Perspectives and Propositions for Teaching and Learning in Higher Education—Liza Ann Bolitzer, Milagros Castillo-Montoya, and Leslie A. Williams 3. A Democratic Pedagogy for a Democratic Society. Education for Social and Political Change (T-128)—Eileen de los Reyes, Hal Smith, Tarajean Yazzie-Mintz, Yamila Hussein, and Frank Tuitt With José Moreno, Anthony De Jesús, Dianne Morales, and Sarah Napier Part Two. How We Engage In Our Work 4. Radical Honesty. Truth-Telling as Pedagogy for Working Through Shame in Academic Spaces—Bianca C. Williams 5. Using the Barnga Card Game Simulation to Develop Cross-Cultural Thinking and Empathy—David S. Goldstein 6. Campus Racial Climate and Experiences of Students of Color in a Midwestern College—Kako Koshino 7. Humanizing Pedagogy for Examinations of Race and Culture in Teacher Education—Dorinda J. Carter Andrews and Bernadette Castillo Part Three. Measuring the Impact of Our Work 8. Dehumanizing and Humanizing Pedagogies. Lessons From U.S. Latin@ and Undocumented Youth Through the P-16 Pipeline—Lisa Martinez, Maria del Carmen Salazar, and Debora M. Ortega 9. De-Racializing Japaneseness. A Collaborative Approach to Shifting Interpretation and Representation of “Culture” at a University in Japan—Ioannis Gaitanidis and Satoko Shao-Kobayashi 10. Unsung Heroes. Impact of Diverse Administrators on the Creation of Transformative, Affirming, and Equitable Learning Environments—Stella L. Smith 11. Critical Pedagogy and Intersectional Sexuality. Exploring Our Oppressions and Privileges Through Reflexivity, Responsibility, and Resistance—Haneen S. Ghabra, Sergio F. Juarez, Shanna K. Kattari, Miranda Olzman, and Bernadette Marie Calafell Conclusion. Inclusive Pedagogy 2.0. Implications for Race, Equity, and Higher Education in a Global Context—Frank Tuitt The Editors and Contributors

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Book SynopsisThe first edition of this book constituted a comprehensive resource for students of higher education, faculty, higher education administrators and student affairs leaders engaging with multiculturalism and diverse populations on college campuses. It was one of the first texts to gather in a single volume the related theories, assessment methods, and environmental and application issues pertinent to the study and practice of multiculturalism, while also offering approaches to enhancing multicultural programming and culturally diverse campus environments. This second edition retains the structure and vision of the first, introducing readers to the key theories and models for understanding the complexity of the students they serve, and for reflecting on their own values and motivations. It provides an array of case studies, discussion questions, examples of best practice, and recommendations about resources for use in the classroom. This edition includes a new chapter on intersectionality, updates several chapters, presents a number of new cultural frameworks and updated best practices for creating an inclusive environment for marginalized groups, and expands the third section of the book on cultural competent practice.Trade Review“The second edition sets out, successfully, to give ‘greater voice to students who are not part of the dominant cultures’. The format includes clear and succinct case studies that assist in revealing the experiences of each group of these students on college campuses. Authors include discussion questions at the end of their essays to assist in processing the material and to move the conversation forward.Arranged into three perspectival parts with substantive essays addressing ‘Awareness of Cultural Issues,’ ‘Information on Cultural Populations,’ and ‘Critical Consciousness of Cultural Competence,’ the book itself is a model of diversity and inclusion insofar as each essay can be understood as a roadmap for those who are just beginning to engage with the topic of multiculturalism on college campuses or it can serve to enrich and affirm the understandings of those who have been working in the area of student development and multiculturalism.”Reflective Teaching“This volume takes an intersectional approach to college student development by providing a thorough overview of the frameworks, applications, and assessments of multiculturalism. Across their chapters, the authors focus on student development. The bulk of their content is dedicated to racial and ethnic identity development. While a wide variety of student groups are discussed, the editors make a concerted effort to unify the distinct chapters by identifying similarities in different multicultural theories and the shared experiences of various groups of learners. Ultimately, because the book is so application-oriented (e.g., the chapters include resources like case studies, discussion questions, and implementation suggestions), it is particularly useful for student affairs professionals and practitioners.The editors and chapter authors do an excellent job of setting up the theoretical foundations of student development models by defining intersectionality, multiculturalism, and multicultural identity. Multiculturalism on Campus is an especially useful resource for practitioners in these challenging times as higher education institutions continue to wrestle with creating inclusive and affirming campus environments for their increasingly diverse student bodies.”Teachers College Record"This book advances our ability as educators to create inclusive campus communities by first providing information about critical issues and developmental processes for key college student populations, and then providing case studies and discussion questions. The focus on developing critical consciousness is especially powerful as it moves the conversation on diversity beyond mere inclusion to a more substantive dialogue on social justice, action, and identifying and challenging systemic privilege and racism on our college campuses."Ebelia Hernández, Chancellor's Scholar - Associate Professor, Department of Educational PsychologyRutgers University"In two words: impressively comprehensive. New professionals and seasoned administrators alike will find much that is useful in the second edition of this book. The editors have again assembled a dynamic constellation of scholars who offer rich insights into the texture and substance of multiculturalism on contemporary college campuses. Anyone who aspires to become a more culturally competent and responsive educator should read this text.”Shaun R. Harper, Professor and Executive DirectorUniversity of Pennsylvania Center for the Study of Race & Equity in EducationREVIEWS OF THE FIRST EDITION“This is an excellent resourceful book that faculty and administrators can use to enhance multiculturalism on college campuses."Journal of College Student Development"In two words: impressively comprehensive. New professionals and seasoned administrators alike will find much that is useful in this book. The editors have assembled a dynamic constellation of scholars who offer rich insights into the texture and substance of multiculturalism on contemporary college campuses. Anyone who aspires to become a more culturally competent and responsive educator should read this text."Shaun R. Harper, Graduate School of Education, Africana Studies and Gender Studies, University of Pennsylvania"Multiculturalism on Campus is a tour de force. In this single volume noted scholars have created an excellent textbook for undergraduate and graduate students; a teaching tool for faculty; and, a comprehensive resource for all who strive for multiculturalism and social justice on college campuses."Paul Shang, Assistant Vice President and Dean of Students, University of Oregon, Past President, ACPA-College Student Educators InternationalTable of ContentsIntroduction-Michael J. Cuyjet Part One. Awareness of Cultural Issues 1. Understanding Multiculturalism and Multicultural Competence Among College Students-Mary F. Howard-Hamilton, Michael J. Cuyjet, and Diane L. Cooper 2. Oppression and Its Effect on College Student Identity Development-Mary F. Howard-Hamilton and Kandace G. Hinton 3. Environmental Influences on College Culture-Michael J. Cuyjet and Jason L. Meriwether 4. An Intersectional Approach to Supporting College Students-Chris Linder Part Two. Information on Cultural Populations 5. Latinx College Students-Susana Hernández and Anna M. Ortiz 6. Asian American and Pacific Islander Students-Julie J. Park and OiYan A. Poon 7. African American College Students-Bettina C. Shuford and Lamont A. Flowers 8. Native American College Students-LeManuel Bitsóí (Navajo. 9. Biracial and Multiracial College Students-Kristen A. Renn and Marc P. Johnston-Guerrero 10. Working With White College Students to Understand and Navigate White Racial Identities -Chris Linder 11. International College Students-Sevan G. Terzian and Leigh Ann Osborne 12. Men and Women College Students-Merrily S. Dunn and Philip D. Badaszewski 13. Lesbian, Gay, Bisexual, and Transgender College Students-Dena R. Kniess, Tony W. Cawthon, and Kristin M. Walker 14. Adult College Students- Fiona J. D. MacKinnon and Rosiline D. Floyd 15. College Students With Disabilities-Martha E. Wisbey and Karen S. Kalivoda 16. Religious and Spiritual Diversity Among College Students-Laura A. Dean and Darris R. Means Section Three. Criticial Consciousness of Cultural Competence 17. From Cultural Competence to Critical Consciousness. Creating Inclusive Campus Environments-Chris Linder and Diane L. Cooper Contributors Index

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Book SynopsisHow does space illuminate educational inequity?Where and how can spatial analysis be used to disrupt educational inequity?Which tools are most appropriate for the spatial analysis of educational equity?This book addresses these questions and explores the use of critical spatial analysis to uncover the dimensions of entrenched and systemic racial inequities in educational settings and identify ways to redress them. The contributors to this book – some of whom are pioneering scholars of critical race spatial analysis theory and methodology – demonstrate the application of the theory and tools applied to specific locales, and in doing so illustrate how this spatial and temporal lens enriches traditional approaches to research. The opening macro-theoretical chapter lays the foundation for the book, rooting spatial analyses in critical commitments to studying injustice. Among the innovative methodological chapters included in this book is the re-conceptualization of mapping and space beyond the simple exploration of external spaces to considering internal geographies, highlighting how the privileged may differ in socio-spatial thinking from oppressed communities and what may be learned from both perspectives; data representations that allow the construction of varied narratives based on differences in positionality and historicity of perspectives; the application of redlining to the analysis of classroom interactions; the use of historical archives to uncover the process of marginalization; and the application of techniques such as the fotonovela and GIS to identify how spaces are defined and can be reimagined.The book demonstrates the analytical and communicative power of mapping and its potential for identifying and dismantling racial injustice in education. The editors conclude by drawing connections across sections, and elucidating the tensions and possibilities for future research.ContributorsBenjamin BlaisdellGraham S. GarlickLeigh Anna HidalgoMark C. HogrebeJoshua RadinskyDaniel G. SolórzanoWilliam F. TateVerónica N. VélezFederico R. WaitollerTrade Review“The growth of critical race studies has prompted huge advances in our understandings of the numerous complex, shifting and often hidden ways in which racism operates in the contemporary world. This ground-breaking volume brings together cutting-edge scholarship that applies the principles and inspiration of critical race theory (CRT) to critical spatial analyses. The result is a provocative and fascinating collection that will have a lasting impact on the field.”David Gillborn, Director, Centre for Research in Race & EducationUniversity of Birmingham"Critical Race Spatial Analysis (CRSA) is an intellectually captivating text. The use of practical, real life examples and accessible language are ideal for beginners in critical race studies, providing them conceptual and empirical anchors to develop multi-scalar investigations for diverse contexts. Theoretically rich and methodologically sound studies feature both nuanced and comprehensive complexities, compelling the more experienced to envision novel interstices. CRSA is an inspiration, an impetus to rethink and retool efforts that address educational inequities.Eileen R. Carlton Parsons, PhD, Professor, Science EducationUniversity of North Carolina at Chapel Hill"The editors and chapter authors of Critical Race Spatial Analysis have taken it upon themselves to embark upon a bold challenge: to fulfill the interdisciplinary charge of Critical Race Theory. For now and into the distant future, their work stands as testament to the commitment to grapple with the layers of race, space and school. In the long road towards justice, I am overly grateful to my comrades for producing this seminal volume."David Stovall, Ph.D., Professor of Educational Policy Studies and African-American StudiesUniversity of Illinois at Chicago“In their edited work, Morrison, Annamma, and Jackson make a compelling case for the necessity to include a critical spatial lens in educational research. In making their argument, the authors build upon the work of Soja, who used the term spatial justice to highlight the benefits of thinking about justice through a spatial lens. The purpose of the book is ‘to examine racial inequities in education through a critical spatial lens, situating the spatial temporally and socially’. The editors achieve this goal over the course of ten chapters that explain critical race spatial analysis (CRSA) and offer a variety of methodologies and examples of how to carry out CRSA in education research.Critical Race Spatial Analysis is a necessary and timely text. [It] succeeds in its purpose and makes a strong case for paying greater attention to the ways spaces are racialized, and how this in turn plays a role in reproducing educational inequities. The greatest strength of the book is in noting the numerous methods and methodologies to merge spatial analysis with critical race theory. As the authors note, the text should not serve as an introduction to geospatial studies or critical race theory. However, it will serve as a powerful introduction for scholars seeking to work at the intersection of these fields. The text also offers terrific examples of how to incorporate rigorously critical methodological and theoretical perspectives into one’s work, which may be useful to scholars in an array of disciplines. As such, we highly recommend this text to all who are interested in exposing and eradicating educational inequities.”Teachers College RecordTable of ContentsPart One. Introduction 1. Searching for Educational Equity Through Critical Spatial Analysis—Subini Ancy Annamma, Deb Morrison, and Darrell D. Jackson 2. Critical Race Spatial Analysis. Conceptualizing GIS as a Tool for Critical Race Research in Education—Verónica N. Vélez and Daniel G. Solórzano Part Two. Case Methodologies and Tools 3. Disrupting Cartographies of Inequity. Education Journey Mapping as a Qualitative Methodology—Subini Ancy Annamma 4. Reframing Traditional Geospatial Methods and Tools for Use in Educational Inequity Research and Praxis—Deb Morrison and Graham S. Garlick 5. Predatory Landscapes. Pedagogical and Social Justice Tools to Uncover the Racist Nativism in the Spatial Dimensions of Economic Exclusion—Leigh Anna Hidalgo Part Three. Case Examples 6. Using Critical Race Spatial Analysis to Examine Redlining in Southern California Communities of Color, Circa 1939—Daniel G. Solórzano amd Verónica N. Vélez 7. Resisting Redlining in the Classroom. A Collaborative Approach to Racial Spaces Analysis—Benjamin Blaisdell 8. Exploring Educational Opportunity With Geospatial Patterns in High School Algebra 1 and Advanced Mathematics Courses—Mark C. Hogrebe & William F. Tate IV 9. Geospatial Perspectives on Neoliberal Education Reform. Examining Intersections of Ability, Race, and Social Class—Federico R. Waitoller & Joshua Radinsky Conclusion 10. Critical Spatial Analysis in Education. Today and Tomorrow—Deb Morrison, Subini Ancy Annamma, and Darrell D. Jackson About the Contributors Index

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Book SynopsisThis book introduces the concept of critical mentoring, presenting its theoretical and empirical foundations, and providing telling examples of what it looks like in practice, and what it can achieve. At this juncture when the demographics of our schools and colleges are rapidly changing, critical mentoring provides mentors with a new and essential transformational practice that challenges deficit-based notions of protégés, questions their forced adaptation to dominant ideology, counters the marginalization and minoritization of young people of color, and endows them with voice, power and choice to achieve in society while validating their culture and values.Critical mentoring places youth at the center of the process, challenging norms of adult and institutional authority and notions of saviorism to create collaborative partnerships with youth and communities that recognize there are multiple sources of expertise and knowledge. Torie Weiston-Serdan outlines the underlying foundations of critical race theory, cultural competence and intersectionality, describes how collaborative mentoring works in practice in terms of dispositions and structures, and addresses the implications of rethinking about the purposes and delivery of mentoring services, both for mentors themselves and the organizations for which they work. Each chapter ends with a set of salient questions to ask and key actions to take. These are meant to move the reader from thought to action and provide a basis for discussion.This book offers strategies that are immediately applicable and will create a process that is participatory, emancipatory and transformative.Trade Review"Critical Mentoring offers an unwavering and accessible answer to the age-old question: What constitutes the status quo? It brings contemporary struggles within youth mentoring work to full resolution. This book deconstructs the ways in which the social algorithm of mentoring has historically materialized into deficit lenses of Black youth and other dehumanized populations. Torie Weiston-Serdan's trove of wisdom is imperative for educators who believe that justice can only be achieved by continual self-reflection and courageous interrogation of current practices. Dr. Weiston-Serdan's exhaustively researched work provides a much needed and foundational service to scholar-activists, education policy makers, and practitioners alike."Arash Daneshzadeh, Associate DirectorUrban Strategies Council"Critical Mentoring is a savory blend of theories, thoughtful concepts, and evidence. Perhaps its practical utility is the book’s most praiseworthy feature. Readers learn not only what this unique brand of mentoring is, but also how to more effectively develop and support youth, particularly those who are often pushed to the margins."Shaun R. Harper, Professor and Executive DirectorUniversity of Pennsylvania Center for the Study of Race & Equity in Education"This is a brilliant book. It is also an extremely useful one. Torie Weiston-Serdan has accomplished the great achievement of writing something that is immediately accessible, deeply thoughtful and theoretically-engaged, and of practical use to all those engaged in youth mentoring. It is also beautifully written. Critical Mentoring has the potential to change the paradigms of practice in the field."Viv Ellis, School of Education, Communication and SocietyKing's College London“Sustained by extensive theoretical and practice-based research, Critical Mentoring: A Practical Guide equips the reader with effective strategies to provide youth development programs with tools necessary for Critical Mentoring and Critical Consciousness. While the foundations of oppression are deeply seated in contemporary society, Weiston-Serdan presents an avenue along which, mentors, protégés, and their respective communities can bring to light crucial issues and stride toward a new paradigm.”Mentoring & Coaching Monthly“Dr. Torie Weiston-Serdan is pushing the boundaries in the youth mentoring field by introducing the idea of critical mentoring. What is so inspiring about Torie’s work is that she walks the talk. She lives and breathes critical mentoring. For example, as she got to know one of her protégés, he expressed the need for mentors to learn how to work with LGBTQQ youth. So the protégé and Torie co-developed and co-facilitated a training curriculum for mentors working with this population. She talks about her own learning experience when working with her protégé. It’s a two-way street, and the youth in her organization are front and center as they are partners and collaborators in the work that they do. Torie talks about putting her own assumptions and agenda aside, albeit sometimes difficult, to ensure that her organization’s work is relevant to the youth they serve.Focusing only on the mentor-youth relationship and interactions is obviously not enough. Some may say that this isn’t the role of the youth mentoring field. I say it is. Critical mentoring challenges our field to question the status quo, to counter the negative and dehumanizing narratives about youth who are placed at the margins in our society, and to address the structural inequities they face. How can we empower program staff, mentors and youth to face these problems head on, to question these ideologies and perspectives, develop ideas about how to create social change, and then take action? Critical mentoring is the first step towards this change.”from the Foreword by Bernadette Sánchez, Professor of Community Psychology, and Director, Community ProgramDePaul UniversityTable of ContentsForeword--Bernadette Sánchez Acknowledgments Introduction 1. The Act of Clearing the Air and Purifying the Water 2. Youth Centrism 3. Culturally Relevant Mentoring Practices 4. The Intersectionality of Mentoring 5. Collecting Community-Centered and Culturally Relevant Data 6. A Collective Call to Action Suggested Readings References Index

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

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Book SynopsisMulticultural Education for Learners with Special Needs in the Twenty-First Century provides general and special educators innovative information that address the road blocks to effective practice such that diverse learners will be appropriately; identified, assessed, categorized, placed and instructed. The book provides those who instruct diverse learners comprehensive, creative and best practice chapters by scholars in the area of multicultural education.This book is an important addition to the education of multicultural learners with special needs as it provides much needed direction for the effective instructional practices for today’s diverse students. This book can be used as current best practices for special and general educators as well as school administrators.

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Book SynopsisStudents love math games and puzzles, but how much are they really learning from the experience? Too often, math games are thought of as just a fun activity or enrichment opportunity. Well Played, Grades 6-8: Building Mathematical Thinking Through Number and Algebraic Games and Puzzles shows you how to make games and puzzles an integral learning component that provides teachers with unique access to student thinking. This third book in the series helps you engage students in grades 6-8 in discussions of mathematical ideas and deepen their conceptual understanding. It also helps you develop students' fluency with number systems; ratio and proportional relationships; expressions and equations, statistics and probability; and patterns, graphs, and functions. The twenty-five games and puzzles in Well Played, Grades 6-8 which have all been field-tested in diverse classrooms, contain: Explanations of the mathematical importance of each game or puzzle and how it supports student learning. Variations for each game or puzzle to address a range of learning levels and styles Classroom vignettes that model how best to introduce the featured game or puzzle. The book also includes a separate chapter with suggestions for how to effectively manage games and puzzles in diverse classrooms; game boards, game cards, and puzzles; assessment ideas; and suggestions for online games, puzzles, and apps. Well Played, Grades 6-8 will help you tap the power of games and puzzles to engage students in sustained and productive mathematical thinking.Trade ReviewLinday Dacey, et.al.'s Well Played, 6-8: Building Mathematical Thinking Through Number and Algebraic Games and Puzzles (9781625310330, $25.00) offers an excellent gathering of details in its third book in a series, and shows teachers how to make games and puzzles a solid part of the classroom experience. Explanations of the math lessons in each game or puzzle delve into how the approach will help students, while variations for different learning levels and classroom accounts of the games and puzzles in action make for a top survey. From basic directions to materials needed and extending the lesson objective, this is a top pick for teachers who would inject play and learning into a math curriculum. The Bookwatch: July 2016 Well Played: Building Mathematical Thinking Through Number and Algebraic Games and Puzzles, Grades 6-8provides middle-grades math teachers the opportunity to think deeply about the games and puzzles that they are incorporating into classroom instruction. The games and puzzles provided throughout the text are intended to deepen conceptual understanding of concepts in (1) number systems; (2) ratios and proportional relationships; (3) expression and equations; (4) statistics and probability; and (5) patterns, graphs, and functions. For each game or puzzle, the authors provide tips for the classroom to support learning and understanding rather than just game play. The appendix of the text is extensive, containing directions for each game and puzzle, templates for each activity, and answer keys. Overall, the games and puzzles are well written, and the book does a great job of detailing the most effective way to incorporate both into instruction. The main weakness of the text is that there is no accompanying electronic file. This would be helpful when adapting games and puzzles to meet specific grade level and state standard needs. I would recommend this book to middle-grades math teachers looking for premade games and puzzles that can be used to increase student engagement while strengthening conceptual understanding in the classroom.Jennifer AlmanzaNorthside Independent School DistrictSan Antonio, Texas Mathematics Teaching in the Middle School, November 2016, Vol. 22, Issue 4 This book presents twenty-five games or puzzles designed to address important mathematical ideas for the middle grades, such as ratios, proportional relationships, equations, and expressions. Each game or puzzle was explored in a classroom, and descriptions contain first-hand accounts of how to use the game or puzzle in the classroom to promote discussion, build student responsibility for learning, and encourage collaborative learning. The authors guide teachers toward quick assessments of student learning by offering suggestions about how students may be communicating their thinking, using mathematical vocabulary, or creating conjectures or generalizations while playing a specific game or completing a puzzle. Moreover, each game or puzzle description contains variations, extensions, and formal exit card questions for use in the classroom. I would recommend this book to upper elementary and middle school teachers, as it is very teacher-friendly, is well-organized, and has ready-to-use resources. With a little work, teachers of all ages could adapt many of the games or puzzles to content specific to their grade level or focus of instruction.Amy Dwiggins, University of Missouri–Columbia.Table of ContentsChapter 1: Introduction; Chapter 2: Supporting Learning Through Games and Puzzles; Chapter 3: The Number System; Chapter 4: Ratios and Proportional Relationships; Chapter 5: Expressions and Equations; Chapter 6: Statistics and Probability; Chapter 7: Patterns, Graphs, and Functions

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Book SynopsisThe act of writing helps shape our thinking and is an important life skill we need to nurture in even our youngest students. In her new book, Spark!: Quick Writes to Kindle Hearts and Minds in Elementary Classrooms, author Paula Bourque recommends making writing a daily habit through enjoyable quick writes - short, frequent bursts of low-stakes writing that lets young students think and play with ideas on paper.Bourque believes that "quantity produces quality" and suggests writing exercises that can be infused throughout the day. In just 5-10 minutes each day, Spark! can boost student confidence and transform the way they think about themselves as writers. Build Skills and Stamina: By creating a daily writing habit, students can improve their writing, find their voice, and strengthen communication skills Spark Creativity: Low-stakes writing can reduce anxiety in students and encourage them to take risks, play with language, develop ideas, and write creatively. Packed with Prompts: Bourque includes a wide variety of quick write prompts, including visual, auditory, and verbal art that can stimulate thinking. Community of Writers: During the writing process, students become exposed to and can explore diverse thoughts and ideas of others. Spark! offers purposeful and practical approaches that meet your students where they are in their writing development. Through volume writing, students can find their voice, build their language art skills, and gain confidence as a writer.Table of Contents1. Why Quick Write? 2. How to Use Quick Writes 3. Emerging Quick Writes: Automaticity for Primary Writers 4. Informational Quick Writes: Knowledge, Wonder, and Opinion 5. Appreciation Quick Writes: Bringing the Arts Back to Language Arts 6. Creativity Quick Writes: Composing and Communicating 7. Social-Emotional Quick Writes: Mindfulness, Metacognition, and Mindset 8. Teacher Quick Writes: Inspiring Learning and Leading

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Book SynopsisIn Start with Joy: Designing Literacy Learning for Student Happiness, author Katie Cunningham links what we know from the science of happiness with what we know about effective literacy instruction. When given a choice about what to write, children express hopes, fears, and reactions to life's experiences. Literacy learning is full of opportunities for students to learn tools to live a happy life. Inside, you'll find: Seven Pillars: Cunningham discusses the seven pillars that guide her classrooms and are involved in each literacy lesson'sConnection, Choice, Challenge, Play, Story, Discovery, and Movement. Ten Invitations: Designed for teachers to improvise and make their own, these ten lessons may be presented at any time of year in the context of any unit and include children's literature suggestions as well as recommended teacher talk to meet children's specific needs. Teaching Tools: Tools and resources that will help students tell their stories and make literacy learning something all students celebrate and cherish. This book honors the adventure that learning is meant to be and aims to make happiness more tangible in the classroom. By infusing school days with happiness, teachers can support children as they become stronger readers, writers, and thinkers, while also helping them learn that strength comes from challenge, and joy comes from leading a purposeful life.Trade Review“An insightful guide full of stories and research to promote the contentment of children in the classroom. Cunningham’s book about happiness and advocacy for a mind-body connection is more relevant now than ever before!” —Michael J. Hynes, Superintendent of Schools, Patchogue-Medford School District"In Start with Joy, Katie Cunningham shows readers how you can nourish happiness while still maintaining high literacy standards and getting the results you want—happy students who are readers, writers, and effective communicators. It's a win-win for all." —Jennifer Allen, author of Becoming a Literacy Leader, Second Edition“This book is beautifully written to help teachers visualize what true student happiness looks, sounds, and feels like. After reading Katie’s suggestions, teachers will have a clear pathway for what they can try tomorrow to increase happiness levels. What I love most is that this is not one more thing to fit into the day—it is framed as ways of being with children that can be incorporated into what all teachers are already doing. My hope is that every single student has a teacher who designs with happiness as the main objective and I am grateful that there is now a place to turn to for ideas and support.” —Gravity Goldberg, author of Teach Like Yourself: How Authentic Teaching Transforms Our Students and Ourselves “This is the book I have been waiting for. Teaching is more than a profession; it is a way of life. Teachers and students alike need to live and learn with greater happiness and joy. With some ‘self-literacy’ strategies as a key goal in every lesson, Katie shows us how to make connections with our learning and with others in more meaningful ways. I believe that connection is at the heart of happiness, and I believe this book is an invaluable tool to help us achieve it.” —Paula Bourque, author of Spark: Quick Writes to Kindle Hearts and Minds in Elementary Classrooms “If anyone knows how to cultivate a ‘culture of happiness’ in the classroom, it’s Katie. In Start with Joy, she challenges educators to ‘prioritize happiness’ by embracing the seven main pillars she’s developed through her extensive research that, used alongside culturally sustaining practices and attention to students’ hearts, minds, and bodies, will ultimately lead to more joyful, playful, and purposeful classroom experiences for all.” —Shawna Coppola, author of Renew: Become a Better and More Authentic Writing Teacher “Katie Cunningham proposes in her new book, Start with Joy, that by teaching in ways that value the heart of our humanity—connection, choice, challenge, play, story, discovery, and movement—we pave the pathway to help students become stronger readers and writers. Katie’s book offers readers inspired ideas, compelling research, and a treasure trove of rich, carefully selected children’s literature recommendations to give us a sensible, refreshing road map for breathing life back into our literacy classrooms.” —Jan Burkins and Kim Yaris, authors of Who’s Doing the Work? How to Say Less So Readers Can Do More “In Start With Joy, Katie Cunningham draws on a robust body of research to prove that happiness should be cultivated, observed, and reinforced. By reflecting on the stories, accomplishments, and relationships that bring them joy, students can rely on their own resources rather than outside factors in order to feel happy. Finding boundless happiness in her work with children and teachers, she offers a road map for inviting joy into all literacy learning. When building a collection of teacher resources, start with Cunningham!” —Suzanne Farrell Smith, author of The Writing Shop: Putting 'Shop' Back in Writing Workshop "A while ago, a few friends and I discussed what we hoped for in life. After much discussion, we all came to the conclusion that we hope for happiness for ourselves, our loved ones, our students, and each other. So, when I sat down to read Start with Joy! I was thrilled! In our increasingly standards-based, testing-focused, stress-inducing school system, happiness is typically neither prioritized nor valued. Enter Katie's beautiful call to action. Katie’s Seven Pillars will benefit all teachers and students in all classrooms by bringing the focus back to happiness without sacrificing literacy learning. In fact, her practical suggestions and invitations will enhance literacy learning in classrooms- I know it will in mine! I look forward to turning to this text again and again in my work with both students and teachers." —Christina Nosek, co-author of To Know and Nurture a Reader: Conferring with Confidence and Joy”Table of ContentsChapter 1: Why Happiness? Why Now?; Part 1: Happiness Pillars; Chapter 2: Connection; Chapter 3: Choice; Chapter 4: Challenge; Chapter 5: Play; Chapter 6: Story; Chapter 7: Discovery; Chapter 8: Movement; Chapter 9: Becoming a Designer; Part 2: Invitations; Invitation 1: The Best Part of Me; Invitation 2: What Do I Notice and Wonder (About Me?); Invitation 3: What Makes Me Feel Strong?; Invitation 4: Power Poses; Invitation 5: Closely Reading Characters to Closely Read Me and You; Invitation 6: I Am, I Can, I Did; Invitation 7: Hmm . . . Yes, And; Yes, But; No, Because; Invitation 8: Three Good Things; Invitation 9: Asking Questions Gets Us to Better Questions; Invitation 10: Listening with Love

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Book SynopsisAuthors Jeff Anderson, Travis Leech, and Melinda Clark lead a vibrant approach to grammar instruction in Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language. Here, young, emergent writers are invited to notice the conventions of the English language and build off them in this inquiry-based approach to instructional grammar. The book comes with standards-aligned lessons that can be incorporated in just 10 minutes a day. Patterns of Power’s responsive, invitational approach puts students in an involved role and has them explore and discuss the purpose and meaning of what they read. Students study short, authentic texts and are asked to share their findings out loud, engaging in rich conversations to make meaning. Inside you’ll find: Ready-to-use lesson plan sets that include excerpts from authentic and diverse mentor texts curated for grades 6-8 Real-life classroom examples, tips, and Power Notes gleaned from the authors’ experiences that can be applied to any level of writer Resources, including a Patterns of Power Planning Guide and musical soundtracks, to use in classroom instruction or as handouts for student literacy notebooks Patterns of Power, Grades 6-8 provides a simple classroom routine that is structured in length and approach, but provides teachers flexibility in choosing the texts, allowing for numerous, diverse voices in the classroom. The practice helps students build cognitive recognition and provides a formative assessment for teachers on student progress. With these short lessons, students will gain confidence and move beyond limitation to produce effortless writing in your class and beyond. The Patterns of Power series also includes Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language; Patterns of Power en Español, Grades 1-5: Inviting Bilingual Writers into the Conventions of Spanish; Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing; and Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language.Trade Review“For years, students have been handed sets of “I said so” rules as the standard means of learning language conventions. Patterns of Power moves beyond prescriptive rules to offer a series of steps that, instead, help students to recognize and internalize language conventions in a way that makes them better readers, writers, listeners, and speakers. Notice the patterns in sentences. Compare them with others. Try them yourself. Apply them. Edit them. I love how this book teaches students to really think about language.”—Kelly Gallagher“Patterns of Power will free you from the tyranny of old school grammar instruction and show you a process to guide adolescents toward joyful exploration and experimentation of crafting, creating, and conveying meaning. Whether you’re a grammar “phobe” or an expert sentence diagrammer, you will love this book.”—Cris Tovani“In a Patterns of Power classroom, the conventions of language become possibilities. Here, rules are replaced by invitations as our “wired to be inspired” middle school learners engage in honest inquiry, asking themselves and each other What can this convention do for me as a writer?”—Lisa Thibodeaux, Director of Secondary Curriculum, TX“Jeff Anderson is going to make me return to teaching middle school English Language Arts. This is the kind of book that would have made me feel like I could provide concrete, meaningful writing instruction to my students. I am grateful, however, that as an administrator I have the power to put this tool in the hands of all my teachers and allow the work of these authors to reach thousands of students.”—Chad Everett, Middle School Principal“Patterns of Power, 6–8 is a must-have for every teacher who longs to get their adolescents hooked on grammar. It gives middle grade teachers a simple, student-centered process that showcases what grammatical patterns do for readers and writers and how they lead to stellar writing.”—Jodi Ramos, Middle School Teacher, Department Chair, and New York Times education contributor“Jeff Anderson, Travis Leech, and Melinda Clark have crafted a gift for middle school literacy teachers and their students. Patterns of Power, 6–8 provides abundant lesson ideas for engaging student readers and writers in ways that improve comprehension, communication and self-expression, as well as a deeper look at why this approach works. Through students’ observations of authentic texts and focused exploration of writers’ craft and language use, you can increase their reading and writing confidence and skill. Clear, empowering, and effective!”—Donalyn Miller, Texas educator and authorTable of ContentsIntroduction; Part 1: Getting Started with the Patterns of Power Process; 1: Into Planning: What Do You Need to Do Before Teaching the Invitations?; 2: Into the Classroom: How Do You Teach Conventions with the Invitation Process?; 3: Into Application: How Do You Nudge Writers to Apply Conventions?; Part 2: Into the Lessons with the Patterns of Power Process; 4: How Do Writers and Readers Use SENTENCES?; 5: Why Do Writers and Readers Need COMPOUND SENTENCES?; 6: How Do Writers and Readers Use COMPLEX SENTENCES?; 7: How Do Writers and Readers Use PHRASES and CLAUSES?; 8: What Does the MOOD of a VERB Do for Writers and Readers?; 9: How Do Writers and Readers Use VERBALS?; 10: What Does PUNCTUATION Do for Writers and Readers?; 11: What Do PRONOUNS Do for Writers and Readers?; 12: How do Writers and Readers Continue Using CAPITALIZATION?; 13: What Other Amazing Things Can Writers and Readers Do?; Conclusion

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Book SynopsisFederalism has played a central role in charting educational progress in many countries. With an evolving balance between centralization and decentralization, federalism is designed to promote accountability standards without tempering regional and local preferences. Federalism facilitates negotiations both vertically between the central authority and local entities as well as horizontally among diverse interests. Innovative educational practices are often validated by a few local entities prior to scaling up to the national level. Because of the division of revenue sources between central authority and decentralized entities, federalism encourages a certain degree of fiscal competition at the local and regional level. The balance of centralization and decentralization also varies across institutional and policy domains, such as the legislative framework for education, drafting of curricula, benchmarking for accountability, accreditation, teacher training, and administrative responsibilities at the primary, secondary, and tertiary levels.Given these critical issues in federalism and education, this volume examines ongoing challenges and policy strategies in ten countries, namely Australia, Austria, Belgium, Canada, Germany, Italy, Spain, Switzerland, United Kingdom, and the United States. These chapters and the introductory overview aim to examine how countries with federal systems of government design, govern, finance, and assure quality in their educational systems spanning from early childhood to secondary school graduation. Particular attention is given to functional division between governmental layers of the federal system as well as mechanisms of intergovernmental cooperation both vertically and horizontally. The chapters aim to draw out comparative lessons and experiences in an area of great importance to not only federal countries but also countries that are emerging toward a federal system.Table of Contents Federalism and Education: Cross-National Lessons on Governance, Standards, and Accountability for the 21st Century, Kenneth K. Wong, Felix Knüpling, Mario Kölling, and Diana Chebenova. Schooling Policy in Australia: Concurrent, Complex, and Contested, Bronwyn Hinz. Federalism and Education in Austria, Peter Bußjäger. The Organization of Education Policies: A Mirror of Belgian Political History and Federalism, Peter Bursens, Petra Meier, and Peter Van Petegem. Federalism and Education: The Canadian Case, Jennifer Wallner. Educational Federalism in Germany: Tensions Between the States’ Autonomy and Cooperative Unitarization, Henrik Scheller. The Italian Education System: Constitutional Design, Organization and Policy-Making, Elisabeth Alber and Martina Trettel. Federalism and Education: Governance, Standards, and Innovation for the 21st Century in Spain, Mario Kölling and Xavier Rambla. The Pros and Cons of Horizontal Federalism: Primary and Secondary Education Governance in Switzerland, Béatrice Zielgler, Monika Waldis, Daniel Kübler, Andri Gustin and Andreas Glaser. Federalism and Education: The Case of the UK, Deborah Wilson and Llorenc O’Prey. Public Education as a Shared State-Federal Function in the United States: Institutional Changes and Policy Challenges, Kenneth K. Wong.

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Book SynopsisIn an era of constant connection, it can be challenging to prioritize time for reflection. Taking time to think can feel like a luxury or even a waste time. People facilitating complex leadership processes may feel the least able to pause and reflect. However, it is through intentional reflection that we make meaning of experiences, connect ideas, question assumptions, and generate innovative possibilities. By taking time to reflect, individually and with others, learners can see the full picture of an experience, understand their thought processes, and enhance their capacity for leadership. Beyond individual reflection, by engaging in reflection on social issues with others, leaders can be empowered and enabled to create positive changes. This book is a clarion call for educators and learners to make reflection a central priority.Reflection, the process of making meaning of experience, and leadership, a relational process for affecting change, are enhanced by one another. Together, they strengthen the potential for leadership learning through experience. This book addresses challenges for reflection in leadership learning while also connecting it to timely topics. It begins with connections between reflection and leadership and then introduces a framework for reflection in leadership learning. Reflection is a powerful strategy curricular and co -curricular learning; for instruction and assessment, reflection in leadership learning can benefit from both intentional framing and feedback. As socially constructed concepts, both reflection and leadership have historically lacked clarity; to add to the confusion, critical reflection is often interchanged with reflection. This book introduces a continuum of critical reflection in leadership learning. In order to facilitate reflection in leadership learning, educators must engage in the inner work of becoming reflective educators. Finally, in the face of complex social challenges, reflection, leadership, mindfulness, and resilience are juxtaposed in order to highlight how these concepts are reliant upon one another.Reflection in leadership learning is essential for anyone who wants to develop their capacity for leadership. When faced with complex social issues and challenges at a global scale, the only way to make progress is through collective action that results from critical reflection. To develop more resilient and mindful learners who can adapt to changing circumstances, educators must center reflection in leadership learning as a philosophy, pedagogy, outcome, and strategy. This book provides a balance of theory and practice to empower and enable educators to engage in reflective leadership learning.

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Book SynopsisThrough courses, internships, community engagement, social organizations, and daily interactions with others, every day we accumulate experiences; however, learning does not happen through experience but from reflection on experiences. This manual provides guidance for facilitating reflection in leadership learning and features over 50 activities from 52 reflective leadership educators. Guided by a framework for reflection in leadership learning, we focus on six methods for reflection: contemplative, creative, digital, discussion, narrative, and written. Through prioritizing time, holding space, and asking questions that challenge assumptions, educators facilitate reflection in leadership learning. This intentional focus on making meaning of leadership processes enhances the capacity of learners to work collaboratively for change.

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

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

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Book SynopsisThe experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersections will be of value to the reader throughout their professional career.The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic.Part One: Who is a First-generation College Student? provides the reader an entrée into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students’ identities.Part Two: The Intersection of Identity shares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practices is an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.Trade Review"In this edited volume, Robert Longwell-Grice and Hope Longwell-Grice, alongside the contributing authors, have extended to us an invitation and a challenge to honor the whole identities and lived truths of first-generation students. This book is a necessary read for educators, policy makers, and administrators looking to support first-generation students. Through research that highlights the complexities of the first-generation student population, features identity-based support programs, and calls attention to how we can center the dignity of our first-generation students, I am moved to be a more loving and informed educator. This is a significant justice issue of our time."Mamta Motwani AccapadiVice Provost for University Life, University of Pennsylvania"Robert and Hope Longwell-Grice are among a very select group of scholars who can be considered respected authorities on the demographics and issues of first-generation college students. They have presented and published on this topic for the past twenty years. In this volume, they complement their own considerable knowledge by gathering an impressive assemblage of other renowned scholars to explore carefully a wide array of identities and nuanced topics within the first-gen community. The result is one of the most comprehensive and thorough examinations of first-generation college students ever produced."Michael J. CuyjetProfessor Emeritus, University of Louisville"FINALLY…A BOOK THAT “GETS IT!” At the Intersection is an aptly titled new work from the team of Robert and Hope Longwell-Grice that offers tremendous insight on the complicated journey taken by First-Generation students to and through college. What is different about this book is that, as the collective authors note, the First-Generation students of today hail from a diverse array of demographic, cultural, and socioeconomic backgrounds that are not some sort of inconvenient challenges to be transcended — as some prior 'experts' seem to have suggested — but, rather, strengths and characteristics to be understood and appreciated as these students stand at the complex intersection of their respective personal worlds and the institutions of higher education they attend. As a university graduate school faculty member whose students are preparing to work as higher education administrators, I consider At the Intersection to be a critical resource, offering the sort of essential guidance these future professionals are going to need to support, and learn from, the First-Generation students with whom they will be working. Kudos to Rob and Hope Longwell-Grice for not only the content but also the long overdue tone and message of the book!Thomas GraceCollege of Education and Human Services, Montclair State University"The phrase First-Generation Student has become such a ubiquitous moniker in higher education that the diversity of experiences and needs of the first-in-family enrolled college students it denotes has been obscured and reduced to a hollow catchphrase. In their edited text, At the Intersection: Understanding and Supporting First-Generation Students, Robert and Hope Longwell-Grice—along with an assemblage of expert scholar-practitioners—recapture the value and substance of the designation by providing readers with an accessible primer and guidebook. At the Intersection offers readers an instrumental resource for understanding and effectively responding to these students’ divergent, shared, and intersectional identities in service of their access, retention, learning, well-being, and success."Jason A. LakerProfessor of Higher Education, Student Affairs, and Community Development, San José State University"I loved At the Intersection. As a first-generation college student myself who ended up a dean at a major university, the content of this book tells a lot of my story, both the challenges I had to work through and the supports I needed to make it. The section on identity makes this an imperative read for understanding today’s first-gen population. The section on recommended programs, policies, and practices makes it essential reading for faculty and students in student affairs, student success, counseling, and higher education. It’s also a quick and lively read!"Ellen McIntyreDean, College of Education, Health, and Human Sciences, University of Tennessee"If you care deeply about the dynamic, lived experiences of first-generation college students, then this book is a must-read. This book has garnered critical conversations and insightful contributions to embolden our deep understanding of the kaleidoscope of identities first-generation college students possess. This is the book I longed to see when I first started researching first-generation college students! This book is surely seminal and paves a path forward for all of us to recognize the untold stories of first-generation college students."Lindsay RomasantaDirector of Student Success Programs, UC San Diego, and Co-editor, NASPA Journal on First-Generation Student Success"This book beautifully and boldly unveils the marriage between the body of research and on-the-ground experiences of first-generation students--from an intersectional approach that is often overlooked. As a first-generation graduate, I urge every staff and faculty member to read At the Intersection to understand the complexities of a student’s journey beyond academic determinants. If you are passionate about understanding, cultivating, and amplifying first-gen students’ success, start here."Jocelyn G. SalcedoMember, Class Action First Gen Summit Planning Committee and Career Engagement Coordinator, Bennington College"This exciting new text is a welcomed addition to the higher education landscape and offers a critical, and deeply important, examination of the intersectional nature of the first-generation college student identity. As we attempt to rid the first-generation space of misconceptions and deficit-based approaches, this book thoughtfully considers the importance of understanding how multiple identities shape the college-going experience. Moreover, the intersectional nature of the first-generation identity must be central in scholarship and service-provision as we welcome a shifting demographic into higher education. The premise that we must consider and reconsider all that we know and do not know about first-generation students is a consequential and necessary reminder for us all."Sarah E. WhitleyAssistant Vice President, Center for First-generation Student Success, NASPA"A large body of literature has demonstrated that first-generation college students face more challenges than their peers in accessing, persisting in earning, and completing degrees. Importantly, these challenges vary on the basis of social class, race, ethnicity, gender, sexual identity, and citizenship status. However, the literature too often treats first-generation college students as a monolith whose needs can be met in a one-size-fits-all approach. Enter At the Intersection: Understanding and Supporting First-Generation Students, edited by Robert Longwell-Grice and Hope Longwell-Grice. This volume includes many nuanced and timely contributions that use an intersectional lens to explore the diversity of experience and needs among first-generation college students.The editors carefully designed the volume with the needs of instructors in mind. The three sections, which focus on defining the first-generation college student, exploring intersections of this identity, and describing program supports targeted to this population, each begin with a review of the literature followed by chapters focused on relevant research and theory. Each section also contains a couple of thought pieces called “Critical Conversations,” which encourage the readers to delve more deeply into the ideas discussed in the sections and which include discussion questions helpful for organizing students’ thoughts and reactions. Overall, the book provides an excellent introduction to the literature on first-generation college students. The organization of the volume makes for a welcome addition to college courses."Teachers College RecordTable of ContentsPreface— Hope Longwell-Grice Introduction—Robert Longwell-Grice and Hope Longwell-Grice Part One. Who Is a First-Generation College Student? 1. A Review of the Data—Robert Longwell-Grice 2. Unpacking First-Gen Discourse. A Sociological Perspective—Steven P. Dandaneau 3. Setting the Foundation. Understanding the Impact of College on First-Generation Students—Ryan D. Padgett Critical Conversation One. First-Gen or Working Class? The Politics of Terminology—Sherry Lee Linkon 4. Background Characteristics of First-Generation Students and Their Reasons for Pursuing Higher Education—Khanh Bui 5. Message Received. Parental Encouragement and Its Effect on the College-Choice Process—Michael J. Smith Critical Conversation Two. Inheriting Inequality. Hidden Challenges of First-Generation Students—David Hernández Part Two. The Intersections of Identity 6. The Nuances of First-Generation College Students’ Social Class Identity—Sonja Ardoin 7. I Don’t Need Any Help. Working With First-Generation, Low-Income, White Males—Roxanne Moschetti Critical Conversation Three. Reflections on Being a First-Generation, African-American Male College Student—Nate Deans Jr. 8. Dual Invisibilities. The Intersection of First-Generation and LGBTQ Identities—Pheng Xiong 9. First-Generation Latinx Students’ Information Seeking at College—Vasti Torres, Lucy LePeau, and Yvonne Garcia Critical Conversation Four. First-Generation and Undocumented—Ana K. Soltero López 10. It’s All About the Journey. Exploring the College Experience of First-Generation Women—Nicole Zervas Adsitt 11. Crossing Bridges. First-Generation Native American Students at College—Les Riding-In and Scott Amundsen Critical Conversation Five. Project MALES—Victor B. Sáenz, Emmet Campos, Mike Gutierrez, and Rodrigo Aguayo Part Three. Programs and Practices 12. And the Research Says… Program Supports Across the Spectrum—Robert Longwell-Grice and Mackenzie Hoffman 13. College Preparation Through College Access and Support Programs— Staci Weber Critical Conversation Six. It’s All a Bunch of B.S.. How Institutional Jargon Creates In-Groups and Out-Groups in Higher Education—Sonja Ardoin 14. Supporting Transfer for First-Generation Community College Students—Gloria Crisp, Rebecca Robertson, and Elizabeth Cox Brand Critical Conversation Seven. Moving on in Milwaukee. Easing the College Transition Process for 2-Year College Students—Pablo Muirhead 15. Learning Where They Live. First-Generation College Students in the Residence Halls—Paul Gallagher Critical Conversation Eight. Advice for Advisers—Hadyn K. Swecker and Matthew Fifolt 16. Career Development Needs of First-Generation College Students—Heather Maietta Critical Conversation Nine. They’re Here, Now, What Can We Do to Keep Them?—Katharine Moffat 17. Admissions Isn’t Access. First-Generation College Graduates in Medical Schools—Hyacinth Mason, Jeffrey Winseman, and Erin Ayala Critical Conversation Ten. Becoming the Architect. First-Gen Graduate Students Claiming the Label—Adj Marshall 18. When First-Generation College Students Become Doctoral Candidates—Heather Maietta Critical Conversation Eleven. How a College Rebuilt Itself by Centering First-Generation College Students—Staci Weber Epilogue. What’s in a Name? Narratives and Counternarratives of the First-Generation Moniker—Rashné Jehangir and Kelly Collins Contributors Index

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Book SynopsisCo-published with the Association for State Colleges and Universities (AASCU), which sponsored the project from which the book emerged.This book answers the question “What would your institution look like if students really mattered?” The authors argue that really putting student success at the center of attention will require a radical reimagining of higher education. Much of what is presented here is grounded in the findings of the American Association of State Colleges and Universities’ (AASCU’s) Re-Imagining the First Year (RFY) initiative, which brought together 44 member institutions over a three-year period to identify and test programs, strategies, and tools aimed at improving retention rates for first-year students. The book makes a provocative set of arguments about what is possible if campuses radically reimagine their culture, practices, structures, and rules with the primary purpose of helping students succeed in college and beyond.Table of ContentsPreface Acknowledgements Part 1: Reimagining Institutions 1. Reimagining Institutional Change: Toward an Aspirational Campus Culture 2. Reimagining University Policies: Becoming a Student-First Campus 3. Reimagining Data and Analytic Strategies: Decision-making to Drive Student and Institutional Success Part 2: Reimagining the Student Experience 4. Reimagining Student Learning: Transformative Pedagogies 5. Reimagining Student Support Structures: Identifying Your Problems and Building Teams to Solve Them 6. Reimagining Personnel Processes: Supporting Instructors Committed to Student Success Part 3: Reimagining Higher Education 7 What to Reimagine: the Future of Higher Education 8. How to Reimagine: Being Hard on Problems but Easy on People 9. Why We Must Reimagine: A Student’s Perspective Conclusion. Reimagining the Culture of Higher Education: Institutional Transformation for Radical Student Success Editors and Contributors Index

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Book SynopsisMentoring demonstrably increases the retention of undergraduate and graduate students and is moreover invaluable in shaping and nurturing academic careers. With the increasing diversification of the student body and of faculty ranks, there’s a clear need for culturally responsive mentoring across these dimensions.Recognizing the low priority that academia has generally given to extending the practice of mentoring – let alone providing mentoring for Black, indigenous, and people of color (BIPOC) and first generation students – this book offers a proven and holistic model of mentoring practice, developed in the field of psychology, that not only helps mentees navigate their studies and the academy but provides them with an understanding of the systemic and racist barriers they will encounter, validates their cultural roots and contributions, and attends to their personal development.Further recognizing the demands that mentoring places on already busy faculty, the model addresses ways of distributing the work, inviting White and BIPOC faculty to participate, developing mentees’ capacities to mentor those that follow them, building a network of mentoring across generations, and adopting group mentoring. Intentionally planned and implemented, the model becomes self-perpetuating, building an intergenerational cadre of mentors who can meet the growing and continuing needs of the BIPOC community.Opening with a review of the salient research on effective mentoring, and chapters that offer minority students’ views on what has worked for them, as well as reflections by faculty mentors, the core of the book describes the Freedom Train model developed by the godfather of Black psychology, Dr. Joseph White, setting out the principles and processes that inform the Multiracial / Multiethnic / Multicultural (M3) Mentoring Model that evolved from it, and offers an example of group mentoring.While addressed principally to faculty interested in undertaking mentoring, and supporting minoritized students and faculty, the book also addresses Deans and Chairs and how they can create Freedom Train communities and networks by changing the cultural climate of their institutions, providing support, and modifying faculty evaluations and rewards that will in turn contribute to student retention as well as creative and productive scholarship and research.This is a timely and inspiring book for anyone in the academy concerned with the success of BIPOC students and invigorating their department’s or school’s scholarship.Trade ReviewFrom the Foreword: "In this volume, Dr. Jeanett Castellanos, Dr. White, and Veronica Franco share practical information, actionable steps, resources, and powerful narratives connected to the seven tenets of Dr. White’s teachings. The authors’ depth of knowledge, passion, and care comes across in each chapter. Riding the Academic Freedom Train exemplifies Dr. Joseph White’s transformative mentoring practices.We believe [this book] will inspire you to work or continue working for the liberation of People of Color wherever we may be on this planet. It will also remind us to never forget that the light has never been at the end of the tunnel, it has always been inside of us."Nayeli Y. Chavez-Dueñas and Hector Y. Adames"As a former student of Dr. Jeanett Castellanos and the late Dr. Joe White, I can attest that Riding the Academic Freedom Train is a comprehensive, critical, and practical guide to mentorship - based on decades-long experience in mentoring and empowering hundreds of students. It is a genuine act of solidarity that the authors share their expertise, so that future generations can benefit from the guidance that changed the trajectory of my life."Kevin Nadal, Distinguished Professor, John Jay College of Criminal Justice, City University of New York, USA"Riding the Academic Freedom Train offers inspiration for those who believe in the promise of inclusive higher education. Dr. Joseph White was the preeminent icon for mentorship for students often rendered invisible and marginalized because of their ethnic and racial visible identity. Mentorship is an intentional relationship and Dr. White’s multiracial multiethnic multicultural mentoring (M3) model has persisted for over 5 decades. The book amplifies the essence of culturally responsive mentorship, a practice of empowerment and community cohesiveness in academic spaces."Patricia Arredondo, President, Arredondo Advisory Group"Riding the Academic Freedom Train should be mandatory reading for all university faculty, Deans, Department Chairs, and Presidents. For those who are committed to creating a truly inclusive environment, this book provides a roadmap supporting BIPOC students so that classrooms and campuses can be culturally relevant and enriched. The authors, all of whom are BIPOC, offer this timely and much needed guide with meticulously researched frameworks and practical strategies. Particularly noteworthy is their culturally responsive mentoring model that offers transformation and liberation for all students."Anne Chan, Author and Diversity Consultant"Riding the Academic Freedom Train provides an important resource in understanding the BIPOC student mentoring. As the nation continues to experience diversity and multiculturalism, it is imperative that we understand BIPOC student experiences and their needs. We must provide deans, faculty, and chairs the necessary tools to best support BIPOC students. Culturally responsive mentoring models that account for the intersectionality of identities while facilitating educational pathways are imperative. This book explains the complexities of students’ experiences, factors that promote their success, and practices that can ensure inclusivity, engagement, and the pursuit of a graduate education."Loui Olivas, Professor Emeritus, Arizona State University, and Past President, American Association of Hispanics in Higher Education (AAHHE), USA“Mentoring from the perspectives of student and faculty relationships, model programs and practices, theoretical frameworks and research, and scholars and practitioners continue to be examined in the literature. Riding the Academic Freedom Train: A Culturally Responsive, Multigenerational Mentoring Model approaches mentoring in more deeply nuanced ways than previously written. The authors take a critical look at culturally responsive mentoring models and cases that begin with segregation followed by the educational experiences of black, indigenous faculty and students of color in colleges and universities. This book is an excellent read for college and university faculty, students, and administrators who seek to broaden our understanding of how American heritage impacts liberty and social justice for all.”Christine A. Stanley, Regents Professor, Texas A&M University, USA"For a dedicated audience looking to create meaningful institutional change, this book would make an apt accompaniment for a learning group or task force of faculty, student and academic affairs staff, and administrators."Camille Johnson, Professor of Management in the Lucas College and Graduate School of Business at San Jose State University, USATable of ContentsContents Foreword - The Light Is Not at the End of the Tunnel; It Is Inside of Us Acknowledgements Author Poem. Learning to be Free Introduction Part I. Historical Overview and Mentoring Literature 1. Segregation in Education. The Power of Each One Teach One 2. Mentoring. Its Roots and Centrality in Higher Education 3. Mentoring Theories and Research. The Role of Race, Ethnicity, Gender, and Other Identities Part II. Mentoring. Cultural Competency Theories, Needs, Practices, and Application 4. Black, Indigenous, People of Color (BIPOC. Students. Educational Experiences, the Role of Culture, and Persistence Patterns 5 –Black, Indigenous, People of Color (BIPOC. Student Voices. Insights to Culturally Responsive Mentoring Practices 6. Faculty Mentors. Culturally Responsive Practices Part III. The Multiracial Multiethnic Multicultural (M3. Mentoring Model 7 –The Freedom Train. Keeping the Faith 8– The Multiracial Multiethnic Multicultural (M3. Mentoring Model. Fundamentals and Processes 9– Cohort Mentoring in a Research Lab. Application of the Multiracial Multiethnic Multicultural (M3. Mentoring Model 10. Conclusion. Paying It Forward Appendix A. Example Cases Application Appendix B. About the Authors in the Context of Mentoring Glossary of Terms Recommended Readings Index

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Book SynopsisMentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012). The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, & Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P?12 contexts.This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co?edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K?12 settings for new teachers and new principals. The book has already garnered accolades from mentoring experts.

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Book SynopsisMaribel’s First Day is a narrative description of the first day of school experience for a teenage Mexican American high school student. During this one school day, Maribel Rivera goes to five teachers’ classrooms and describes what she sees, hears and determines how she will judge these experiences. She will assess and analyze the school, the staff, the teachers, and the instruction. As she discovers what is happening at the school for other students, she decides if the environment will contribute to her present search for identity and survival.The purpose of this book is to offer insights for perceptions of school experiences through the lens of a Mexican American female student. The book provides vivid descriptions of teacher instruction and student interactions collected through a research study. Through the use of this student’s narrative perspective, teachers, teacher leaders, instructional coaches, and campus administrators can create common language for building congruence in a culturally dissonant environment to impact relational and academic achievement for students of color and those from poverty.Table of Contents Forward by Dr. Sally McMillan Context of Narrative The School Setting The Teachers Maribel’s First Day Critical Questions Teacher Knowledge Model References Maribel’s First Day Endnotes

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Book SynopsisIt states in the Teachers' Standards that all teachers must 'demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy, and the correct use of standard English, whatever the teacher's specialist subject'. In The Secret of Literacy David Didau inspires teachers to embrace the challenge of improving students' life chances through improving their literacy. Topics include: Why is literacy important? Oracy - improving classroom talk How should we teach reading? How to get students to value writing How written feedback and marking can support literacyTable of ContentsTopics include:Why is literacy important?Oracy improving classroom talkHow should we teach reading?How to get students to value writingHow written feedback and marking can support literacy

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Book SynopsisMany language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent. This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use. The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.Trade ReviewIn this timely book Troy McConachy offers a theoretically engaging and deeply insightful argument for developing in learners an ‘intercultural perspective on language use’. It highlights, through rich exemplification, the way in which even the most ordinary discussions in the foreign language learning classroom become an opportunity to explore, in reflective and analytic ways, the intricacies entailed in exchanging meanings in interaction across languages and cultures. * Angela Scarino, University of South Australia, Australia *It has been a long time since I have read a book as important as this in the ‘jungle’ of language and intercultural education. Troy McConachy has done a great job in tying together the thorny issues of interculturality and language use. His approach is novel, bold and illuminating in a number of ways. No doubt this book will have a profound impact on the field! * Fred Dervin, University of Helsinki, Finland; Renmin University of China, China *Table of ContentsFigures and Tables Foreword Preface Introduction Chapter 1: Pragmatics and Culture in Communicative Language Teaching Chapter 2: Linking Pragmatics and Intercultural Language Learning Chapter 3: Developing a View of Language Use as Social Action Chapter 4: Reflection on Experience as Resource for Intercultural Learning Chapter 5: Combining Performance and Reflection for Learning Chapter 6: Developing Intercultural Perspectives on Language Use Conclusion List of References Subject Index

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Book SynopsisTo date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.Trade ReviewThis book convincingly establishes a new field of enquiry, showing that language teacher psychology – though frequently neglected – really matters! Sarah Mercer and Achilleas Kostoulas have assembled a rich array of expert contributions, uniting hitherto disparate areas in a coherent, ground-breaking collection. The book will inspire new research and action for teacher well-being and learner achievement. * Richard Smith, University of Warwick, UK *In contrast to the study of learners, the study of teachers in the field of second language acquisition has been noticeably rare. In this masterful collection of recent research, Mercer and Kostoulas draw together a compelling rationale for attention to teachers as central players in language learning. The chapters in the book are compulsory reading for anyone wishing to gain deeper insights into language teacher psychology. * Anne Burns, University of New South Wales, Australia *The chapters in this book have succeeded in laying out a rich, colourful and textured landscape of research into language teachers. With its diverse conceptual frameworks and innovative methodologies, the book is bound to become a primary reference for anyone wishing to orient themselves in this terrain and/or contribute to it. * Maggie Kubanyiova, University of Leeds, UK *Language Teacher Psychology demonstrates successfully that a teacher-centered approach within the field of psychology of language learning deserves further attention at both a theoretical and empirical level, recognizing the value of studying psychological constructs as isolated entities, while ultimately providing more holistic, emergent, and situated approaches, which add practical insight to the subject. -- Brian Cullen, Nagoya Institute of Technology, Japan * JALT Journal, 41.1, May 2019 *Heralding language teacher psychology as a movement gaining ascendancy in SLA, the book realistically acknowledges the difficulties of taking on such research while also underscoring its timeliness and exigency. One notably strong aspect of this book is the range of contributors with varied backgrounds and voices who reflect a broad scope of possibilities and make a strong and concerted argument for further investigation. -- Sharona Moskowitz, Birkbeck College, University of London, UK * International Journal of Applied Linguistics, 2018 *The volume successfully promotes LTP as an important research area in that it introduces theories closely related to LTP research, suggests possible topics for future LTP studies, and exemplifies research methods in the area. -- Honggang Liu, Northeast Normal University, China * Applied Linguistics 2019 *Table of ContentsAbout The Editors About The Authors List of Tables List of Figures List of Abbreviations Zoltán Dörnyei: Foreword Chapter 1. Sarah Mercer and Achilleas Kostoulas: Introduction to Language Teacher Psychology Chapter 2. Phil Hiver, Tae-Young Kim and Youngmi Kim: Language Teacher Motivation Chapter 3. Paula Kalaja and Katja Mäntylä: ‘An English Class of My Dreams’: Envisioning Teaching a Foreign Language Chapter 4. Taguhi Sahakyan, Martin Lamb and Gary Chambers: Language Teacher Motivation: From the Ideal to the Feasible Self Chapter 5. Manka M. Varghese: Drawing On Cultural Models and Figured Worlds to Study Language Teacher Education and Teacher Identity Chapter 6. Wendy Li and Peter I. De Costa: Exploring Novice EFL Teachers’ Identity Development: A Case Study of Two EFL Teachers in China Chapter 7. Anne Feryok: Language Teacher Cognition: An Emergent Phenomenon in an Emergent Field Chapter 8. Mark Wyatt: Language Teacher Self-Efficacy Beliefs: An Introduction Chapter 9. Jim King and Kwan-Yee Sarah Ng: Teacher Emotions and the Emotional Labour of Second Language Teaching Chapter 10. Christina Gkonou and Sarah Mercer: The Relational Beliefs and Practices of Highly Socio-Emotionally Competent Language Teachers Chapter 11. Jean-Marc Dewaele and Sarah Mercer: Variation in ESL/EFL Teachers’ Attitudes towards Their Students Chapter 12. Cynthia J. White: Language Teacher Agency Chapter 13. Joseph Falout and Tim Murphey: Teachers Crafting Job Crafting Chapter 14. Phil Hiver: Teachstrong: The Power of Teacher Resilience for L2 Practitioners Chapter 15. Achilleas Kostoulas and Anita Lämmerer: Making the Transition into Teacher Education: Resilience as a Process of Growth Chapter 16. Tammy Gregersen and Peter D. MacIntyre: Signature Strengths as a Gateway to Mentoring: Facilitating Emergent Teachers’ Transition into Language Teaching Chapter 17. Rebecca L. Oxford, Andrew D. Cohen and Virginia G. Simmons: Psychological Insights from Third-Age Teacher Educators Chapter 18. Mehvish Saleem: Exploring Language Teacher Psychology: A Case Study from a Holistic Perspective Chapter 19. Achilleas Kostoulas and Sarah Mercer: Conclusions: Lessons Learnt, Promising Perspectives.

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Book SynopsisHome-School Learning Resources is a practical guide that will help teachers, parents, home educators and librarians to locate useful, quality-tested websites that offer resources for enhanced curriculum learning and related fun activities for children and young people aged 4-16. The book allows users to locate resources quickly and easily, with cross references made between subjects and handy tips for further exploration & discovery. It offers the opportunity for a holistic approach to educating children and enhancing their development. The book presents a range of UK resources as well as relevant international ones listed by subject, covering all areas of the UK curriculum as well as general knowledge, interests and leisure time.Trade Review'Home-School Learning Resources is the book that most parents who home educated up until recent years wished that they had access to. Richly filled with information about hundreds of resources that are available to home educating families, it certainly fills a niche.'-Education OtherwiseTable of ContentsIntroductionHow to Use this BookThe National CurriculumHome EducationLearning at HomeGeneral SourcesList of Organisations IncludedA - Z SubjectsAnimals, Birds & PetsAround the WorldArtBooks, Reading & StoriesBullyingChange and Loss (Includes Bereavement)CitizenshipDesign and TechnologyDinosaursDrama and Theatre Studies (Including Performing Arts)Drugs, Alcohol and SmokingEnglish (Literacy) and English LiteratureFamous and Inspirational PeopleFilm and PhotographyFlagsGeographyHealth and WellbeingHistoryICTInventions and DiscoveriesMaths (Numeracy)Modern Foreign Languages (MFL)MoneyMusicMyths and LegendsNatureOlympicsOut ‘n AboutP.E. (Physical Education)PopulationPSHE (Personal, Social and Health Education)RE (Religious Education)Relationships and SexScienceSpace, Astronomy and the Solar SystemSpecial Educational Needs (SEN)Weights and Measures

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Book SynopsisStudent literacy is a perennial concern in and across nations, with measurement and accountability continually ramped up at both individual student and school levels. Debates about literacy and how it can best be improved are never far from media headlines. However, relatively little consideration is given to the role that school libraries and their staff play in building and maintaining student literacy, despite research linking school libraries and qualified staff to student literacy gains. With the number of students who struggle with basic literacy skills increasing in many nations, school libraries can play an important role in improving the academic, vocational and social outcomes for these young people, thereby increasing their opportunities. Fostering student wellbeing is also a key priority for schools given the challenges young people face in current times. This book seeks to promote greater understanding of the links between reading, literacy and wellbeing that could help students cope with these challenges, and the role of the school library in leading this approach. It explores the current role of school library professionals and highlights how literacy and wellbeing education and support sit within this, paying specific attention to how school library professionals build reading engagement and promote student wellbeing through various approaches, such as fostering health literacy and creating nurturing environments. Readers will be empowered to build a case for the importance of their role and library, and audit their current literacy and wellbeing offerings, and adjust or extend them where applicable based on best practice. The book also explores some of the many challenges facing school libraries and their professional staff that may need to be mitigated to ensure that they can reach their full potential for supporting student literacy and wellbeing. Trade Review'With as many as one-in-five young people experiencing mental health problems globally, this book is an important resource to help support literacy development and holistic wellbeing of students.' -- Cathal CoyleTable of Contents1. What do school library professionals contribute to student learning and support? A focus on Australia and the UK 2. School libraries and reading engagement for literacy 3. Librarians supporting struggling literacy learners beyond the early years 4. School libraries and reading engagement for student wellbeing 5. School libraries, health resourcing and information literacy 6. Librarians creating environments for reading and wellbeing 7. Challenges to visibility and advocacy for school libraries and staff 8. Conclusions and directions for future research

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Book SynopsisWritten by Bob Cox with Leah Crawford, Angela Jenkins and Julie Sargent,Opening Doors to Ambitious Primary Englishprovidesboth big principles and a toolkit of strategies all carefully selected to support the design of a deeper, more creative and more expansive English curriculum.Trade ReviewWith the renewed focus on reading in schools, there has never been a better time to join the Opening Doors journey. For years, Bob Cox and his team have been working on the promotion of high-quality reading texts in the primary and secondary classroom and how, in turn, that reading can support, develop and improve other areas of the school's curriculum. Opening Doors to Ambitious Primary English pulls together the team's wide breadth of research, practice, experience and knowledge of literature into one easy-to-follow and accessible book. Everybody knows the importance of reading, but Bob Cox, Leah Crawford, Angela Jenkins and Julie Sargent offer something more than a quick fix. They offer several principles on how to use texts more effectively in the classroom so that all students can engage in high-quality reading material, regardless of ability or starting point. As a secondary school English teacher, I love how the Opening Doors team repositions the reading text in a lesson, placing the reader's response, and relationship with the text, at the heart of the learning. Instead of reading a text and answering some generic comprehension texts, students explore, think, discuss and investigate how ideas are formed through the writing. Engagement with reading is at the heart of their methods and strategies. Reading isn't just the simple decoding of words, but it is also about creating new ideas, thoughts, theories, questions, feelings and worlds. Students are engaging as readers and writers on both an emotional and a cerebral level through their methods, as cited by the numerous case studies. One of the book's greatest strengths, for me, is the links to other texts, including poetry, classic fiction and current fiction. The book isn't just the start of a reading journey for schools, but the start of the reading journey for teachers. All too often, we rely on the same few tried and tested poems or extracts. This book addresses that limitation in schools and starts teachers off with a map and compass on where to go next. Opening Doors to Ambitious Primary English doesn't just open doors, but it opens the blinds, the curtains, the windows and even the patio door to new texts in the classroom and new ways of engaging with writers' ideas, thoughts and techniques.Chris CurtisThe National Curriculum for English clearly states that pupils receive a broad curriculum that allows them to comprehend increasingly complex and ambitious texts at each key stage. The National Curriculum states that the texts that pupils read across the primary age range should prepare pupils for Key Stage 3.Opening Doors to Ambitious Primary English delivers on these expectations. After all, access to ambitious texts is the entitlement of every pupil.This new book by Bob Cox ensures that teachers can utilise the scope and depth of English heritage texts to achieve high standards in English and, above all, a love of the English language and English literature. In his inaugural lecture at Durham University in 2013, Professor Rob Coe reminded us that 'learning happens when people have to think hard.' Yes, these texts will result in pupils grappling with complex ideas, but in this book, Bob and his team demonstrate to primary practitioners how to exploit the potential of heritage literature and give scope for deep learning and deep knowledge acquisition through a toolkit of practical and accessible strategies. The exemplification included within this book helps teachers to facilitate an understanding of the writing process inspired by classic literature. This book taps into the beauty and depth of quality texts and, by including pupils' writing, shows what pupils can achieve; the pupils' writing is nothing short of exceptional. This book is informative and exciting, and it contains everything a teacher needs to deliver high-quality English lessons. It opens the door to a deep world of wonder and beauty and provides a myriad of opportunities for imaginative thinking and poetic expression.Emma AdcockAnother thoroughly researched book from the inimitable Bob Cox, full of exciting suggestions and resources and supported by excellent classroom examples. The collaboration of experts who have worked with Bob to put this text together have drawn upon their own experience to provide an abundance of ideas which teachers cannot fail to be enthused by. Bob inspires us each to be 'a teacher who learns and develops throughout their career', who will understand 'when to intervene, when to change resources, when to apply new methodologies and when to be conservative'; in other words, a teacher who is reflective and responsive to the needs of the children, not necessarily shackled to the regime of tests and inspections. The recurring theme that struck me throughout the book is Bob's absolute belief in the need for the teacher to be immersed, inspired by and knowledgeable about the text they choose. How many teachers 'select' a text because it's what has always been used, or what the school curriculum has dictated, rather than 'pitching high and including all'?The whole book is peppered with real case studies written by enthusiastic (and sometimes surprised) teachers. It is impossible not to be carried along by their enthusiasm for the work they have been doing, inspired by the Opening Doors approaches. Also, throughout the book are so many recommendations for texts, teachers need look no further.Taking and using the suggestions and ideas in this book, children and their teachers will be exposed to outstanding texts and through these, every possible required objective will be met without the need for tick lists. If fluency is a focus, this will be tackled. Vocabulary and spelling, too, are considered and addressed, not by arbitrary words of the day or spelling lists, but through the quality text, carefully chosen by the teacher.Anyone familiar with the Opening Doors strategies and approaches will immediately recognise them here. For newcomers, the tried and tested methods are explained so clearly, all teachers will be empowered to introduce enriching English content to the children they teach.For all reflective teachers looking to introduce their pupils to challenging and rewarding texts, this book is essential.Janet GoughThis fantastic book clearly describes how simple and easy-to-replicate strategies such as 'link reading' and 'taster drafts' can be used to engage all pupils using even the most challenging texts with high impact. Lots of real examples of using this toolkit successfully in schools provide teachers with practical tips as well as inspiring ideas demonstrating how by removing the ceiling for our students, possibilities are endless.Juliet SkellettThe Old English word for 'open' is 'openian', originally meaning 'to reveal' or 'to become manifest'. Revelations are voiced with expertise and awareness in the newest addition to the 'Opening Doors' series - Opening Doors to Ambitious Primary English. This new resource for primary educators offers an opportunity to enroot an ardent approach to the teaching of the English curriculum, ensuring challenge for all. Indeed, this evincing work by Bob Cox and co. offers case studies of primary practice alongside innovative ideas for practical classroom application - an opportunity to set actions into motion, ensuring ambitious teaching and learning of English in the primary setting.Kelly AshleyReading Opening Doors to Ambitious Primary English provides further consolidation and real exemplification of the content of the five previous books in the series. The key principles and strategies are expertly explained and the case studies to illustrate each element are invaluable: too often pedagogical texts provide the 'what' but not always the 'how' and all practitioners, whether they have already embarked upon an Opening Doors journey or have yet to do so, cannot fail to be excited and inspired by the ambition and genuine passion shared by every contributor. What I love most is that this book made me pause, question and reflect. Whilst acknowledging that the next steps in our curriculum development will take time and effort, reading this book has clarified my thinking and given me first-hand experiences from which I can draw further inspiration. By embracing the Opening Doors approach, we have grown 'to love and need challenge and ambition as a norm'. I am excited for our pupils that we continue to pioneer!Laura McGeachieAs head teacher of an inner-city school with an incredibly diverse community - twenty-four languages spoken - I was determined to be ambitious and not to dumb down our curriculum. The real, practical and adaptable examples in this book are invaluable. The use of challenging, complex texts has ignited passions, stretching and engaging pupils to read more, question more and experience more.I have a never-ending list of book requests to purchase, children dressing as Sherlock Holmes on World Book Day, pupils playing with the word 'aqualine' in their character descriptions, high levels of engagement in English lessons and audible sighs when reading sessions end.Sam CollierThe significance of teachers' knowledge of high-quality literary and non-fiction texts is widely recognised as critical to the development of a rich literacy curriculum. In this book, professional awareness of old, gold and retold tales as well as new, bold and diverse texts is a foundational principle. With such in-depth knowledge, teachers' assurance and capacity to promote learning outcomes and high levels of engagement are enriched.Such high expectations and support are clearly the maxim that Bob Cox and his colleagues stand by. If you are looking to open doors for all young people and to help them appreciate high-quality texts, and produce their own, then look no further. Inspiring accounts from classrooms across the country whose teachers use challenging texts, and apply the principles of Opening Doors, will reignite your passion for teaching and prompt you to reconsider the depth and breadth of texts and the very nature of reading. Practical ways forward abound to enrich the teaching and learning of English, so read, explore, apply and set the bar high for all your pupils.This is not an exclusive curriculum, far from it; it is a thoroughly inclusive one which involves teaching to the top.Teresa CreminI particularly enjoyed the section titled, 'Key Points on Pitching High' as it offered insights into strategies and skills that will support teachers in their planning, ensuring that highly pitched texts are the way forward in order to plan for quality lessons which enrich every child's development. As such, enrich pupils' learning with beautiful texts if you want them to become apt and intuitive writers. It is so powerful reading first-hand the experiences teachers and leaders have had in their own school setting. This breaks down the stigma and fear of using 'challenging texts' and makes this accessible and achievable for all teachers, and all leaders nationwide. These case studies pave the way for better English being taught, where challenge is key, because 'challenge' therefore becomes the beating heart of our English curriculum.Sara Abbas'A rising tide gathers all ships.' Every learner, no matter their starting point, has the right to ambitious teaching at the highest level. As the Opening Doors programme clearly demonstrates, excellence for all can be truly inclusive and gives every pupil the chance to maximise their potential. If the Opening Doors programme provides the framework for inclusion in the classroom, this book helps all those involved in primary education to unlock that door in their teaching practice. Bob Cox and his team's passion and enthusiasm for all aspects of English jump out of its pages. The book offers a blueprint along with suggested approaches, ideas and resources to deliver ambitious reading, writing and oracy teaching in schools. Enjoyment of reading is a lifetime gift, and this book will enable you to light the spark leading to growing skills, confidence, enthusiasm and achievement in all aspects of English, even in the most reluctant learner. As important, this book will take you, the professional, on a journey which will reinvigorate your passion for exploring new texts, authors and teaching approaches in the classroom. I thoroughly recommend it.Denise YatesA treasure trove of ideas for time-impoverished teachers. With the turn of every page, I discovered fresh new inspiration that provides endless possibilities. It is refreshing as the book does not dictate one right way of teaching; rather, it empowers teachers to discover the joy and delight of texts and encourages them to take pupils on this same journey! If this glorious book were a store of curiosities, I imagine it being crammed to the rafters with glistening ideas, wheeled ladders and shelves that stretch up as high as the eye can see. Step in and explore for yourselves!Claire Martin-O'DonoghueThis fantastic addition to the 'Opening Doors' series clearly models how schools can design their English curriculum by putting rich, quality texts at the heart. With an emphasis on high challenge, whilst offering strategies that ensure each text can be accessed by all, the reader is offered a toolkit of techniques to inspire exciting and diverse reading and writing responses. These principles are then exemplified in case studies - written by teachers at the chalk face - that are included at the end of each chapter. Bob Cox, accompanied by co-authors Leah Crawford, Julie Sargent and Angela Jenkins, brings his many years of experience of teaching and his in-depth knowledge of literature to demonstrate how the teaching of literary concepts can be introduced to our very youngest pupils, then extended and deepened in a spiral structure throughout the primary curriculum. At a time when teacher workload is more concerning than ever, Opening Doors to Ambitious Primary English will save hours of teacher time with its clear layout and explanations, whilst the link reading suggestions are worth their weight in gold! With its vision of shared discovery and inclusiveness, this exciting new book cannot fail to expand the literary horizons of both teachers and their pupils.Wena DaviesAs a teacher, I have heard high expectations talked about so many times, but what these look like and how to ensure that children are equipped to meet them are not always made clear. Throughout this book, high expectations are mentioned again and again and my feeling, as a reader and a teacher, was that Bob had the same ambitions for me that I have for the learners in my class. I felt challenged as I read this book, but I found that doors truly were opened and that I was given the skills and knowledge needed to truly enable my children to soar. If, like me, you are passionate about honing the craft of teaching, then this book is for you. Teach English as you never have before.Toria BonoBeyond teaching the basics of reading, there are currently three major initiatives that have the potential to improve children's attainment in English and transform their lives hugely for the better. They are interrelated and complementary; every primary school needs to take all three to heart and work hard to put them into practice if they are to bring the best out of all children. One is the work on Reading for Pleasure led by Professor Teresa Cremin and colleagues through the Open University. The second is the Talk for Writing approach developed by Pie Corbett. The third is the Opening Doors work of Bob Cox and his team, involving ambitious English teaching based around challenging texts.The important work of Bob Cox and his colleagues is nowhere in print better introduced and explained than in his latest book Opening Doors to Ambitious Primary English. This essential guide carefully and accessibly explains the principles that underpin the approach: ambitious, direct teaching; using challenging texts; devising access strategies; developing meaningful dialogue; linking reading to writing. Key points are very usefully summarised in lists at the end of each section. However, it also provides truly practical and easily replicable strategies for teaching, clearly developed by teachers who understand both this approach and the realities of the primary classroom. Here are people who really know how to make highly rewarding English teaching work for all children.This book provides considerable challenge for both teachers and children but, equally, every support to meet that challenge. It has the potential to transform primary English teaching for the better, and in conjunction with the other key approaches mentioned, open doors for children, not only to a more rewarding educational experience, but to richer lives. No primary school should be without it, and many would benefit considerably from associated professional development.Gordon AskewOpening Doors to Ambitious Primary English does exactly what it says on the tin. Bob Cox, Leah Crawford, Angela Jenkins and Julie Sargent are relentless in their ambition for all pupils to have access to high-quality texts that become part of their everyday reading and writing diet. The passion and the knowledge of the writers sings from the pages in a way that is inspiring and enthusing but also practical and logical with ideas and strategies to take straight into the classroom. The examples of practice were pertinent and the viewpoints of teaching staff alongside the resulting writing of their pupils shows what can be achieved when we remove the glass ceilings in primary classrooms.Nicola Mansfield

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Book SynopsisWritten by Matt Bromley and Andy Griffith, The Working Classroom: How to make school work for working-class students offers practical strategies and tools to help secondary schools address the needs of working-class students, including by building cultural capital and designing more engaging learning.Trade ReviewThis book gives an excellent account of the role that social class plays in schools, the inequalities it causes, and ways that those in the education system can support students in reducing the inequalities they may face.The book is laid out in easy-to-read sections that are filled with anecdotes, ideas to improve practice and questions to allow for practitioner self-reflection. Whether you are looking to teach your students about social classes, start an extra-curricular club, become a more adaptive educator or enhance your current curriculum, this book contains all the ideas to help level the playing field and mitigate some of the effects of classism faced by your students.Everybody working in an education setting who wants to make a difference to their students' lives should read this book.Laura TongeA compelling and important read. The justifiable anger that the authors feel about the inequities of our society and education system fizzes through the book. As they say, 'We need to do more; we need to take affirmative action'. And The Working Classroom gives the educator scores of practical and inspiring ideas about what they can do to effect change, with uplifting case studies, planning templates, reflective questions and model lesson plans. This book is well researched, comprehensive, readable and well-timed. A must-read!Rachel MacfarlaneA book that feels in touch with reality. Based upon sound research, with absolute relevance to schools in challenging areas that serve a unique community. Lots of strategies to support working class pupils in making progress and overcoming obstacles to achieving their true potential. Focus on parental engagement and the importance of the curriculum - key highlightsTony McGuinnessThis book deepens the understanding of the reasons why the odds are stacked against the working class in education and provides practical solutions to make a positive difference for these pupils in their classrooms. It can be a read all at once book but, more usefully for busy school practitioners, it can be dipped in and out of, to find strategies that have already been identified as making a difference elsewhere.Sue Bourgade'The Working Classroom' is a thought provoking and challenging read. It unpicks the ways in which working class students are disadvantaged by an education system designed without them in mind and looks at some practical ways in which we as a profession could be doing more to improve the life chances of the disadvantaged. We all go into teaching in the hope that we can make a difference but Andy and Matt challenge those ideals by suggesting that unless we change what we are doing we are likely to be simply contributing to an educational regime which continues to fail those who start their learning journey in last place. Doing what we've always done perpetuates a system which is designed by the middle class for the middle class and continues to see the gap between the 'haves' and the 'have nots' widening.Duncan JacquesThis book identifies the colossal barriers youngsters living in poverty face and then expertly weaves in the authors' life experiences, observations from the classroom and academic research as ammunition for 'Everyone being Exceptional'. It is a practicable collection of approaches for those of us at the chalkface who battle day to day for better outcomes for children living in poverty. This is a vital read for anybody working in schools providing the reader with a greater understanding of the complexities and difficulties youngsters living in poverty face and the strategies to overcome them. Living in poverty needs to be the tenth protected characteristic!Mark AyersThis ground-breaking book achieves two vitally important objectives. First, it puts the elephant of social class firmly back in the centre of the room by clearly outlining the many reasons we should pay attention to inequalities of social class in education. Second, it tells the reader what we can do, as teachers and educators, to address those inequalities. In the Working Classroom Bromley and Griffith present bold and innovative plans that recognise and address the long-neglected need for affirmative action if we are to tackle the extensive class discrimination in education.Diane ReayAs schools across the country grapple with the impact of both the cost of living crisis and deepening social inequality, this important book could not be more timely. It is an educational call to arms which is full of practical ideas and solutions to close the poverty-related attainment gap and enable all young people to thrive.Christine DownieBromley and Griffith have produced a masterpiece with The Working Classroom. The investigation of injustices in our contemporary world, and how it is skewed against working class people has a depressing whiff of familiarity, but to offer practical solutions for educators to start to deliver social justice from within is a stroke of genius from the authors. The balance of championing working class culture in the classroom against the very real risk of thereby encouraging classism, is beautifully done. Read the book. Then be angry. Then, well, then, let's change the world.Ant SutcliffeThe Working Classroom should be essential reading for anyone concerned about the disadvantage gap in schools. It is both sensitive and punchy: sensitive in its framing of the considerable disadvantages for many pupils and punchy in its bold, yet workable, suggestions for addressing these.Mary MyattThis is a book that is on the side of the group of youngsters for whom the traditional classroom and the learning it offers is difficult to understand. Hard hitting, poignant, methodical and practical, it helps the teacher look through the eyes of the people they teach and see ways they could make the way they work enticing for the pupils and more enjoyable for themselves.Persuasive insights are supported with analysis of research and well-structured advice... a must for every staffroom and teachers who really care.Mick WatersExcellence in any context is a judicious mix of high intention, sincere effort and intelligent execution. This is an excellent book: very well referenced, analytical, packed with stories and providing a commanding compendium of practical ideas for the classroom. The section on speaking, reading and writing is as succinct and authoritative as any teacher could wish for.The experienced authors assert that 'much of this book has been written in anger... angered at how unequal our society has become'. They channel their anger skillfully in producing a text to support teachers and leaders who wish to make a particular difference for 'the forgotten third' in our schools. It is fifty years since I first entered a Brixton primary classroom - it is inspiring to read Matt Bromley's and Andy Griffith's contemporary, compelling narrative about changing children's lives.Roy Blatchford

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Book SynopsisA tribute to Sir Tim Brighouse and a call to action based on his approaches, commitment and ideas.

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Book SynopsisHelp children to stay on top of "big" feelings like anger, sadness and anxiety with this ingeniously easy-to-use therapy toolkit. Focusing on making therapy for children both purposeful and playful, the book provides 47 activities to transform your sessions using everyday materials and a variety of tried-and-tested therapy models.The authors deliver sage advice on how to work with children, adapting your approach for different age groups and judging how and when to involve parents and teachers. The handy reference table allows you to quickly fish out the perfect activity for the moment, according to the emotion the child is experiencing, or the therapeutic method needed. With its winning mix of creative resources and clinical expertise, all wrapped up in a simple and practical format, this is the ideal companion for both new and experienced therapists working with children aged 4-12.Trade ReviewThis should be a very helpful handbook for the child mental health field. -- Professor Margot Prior, Honorary Professor in the Melbourne School of Psychological Sciences, University of MelbourneThis text provides an excellent guide which will be useful for inexperienced and experienced therapists alike, based on clinical experience and practical, engaging methods. It promotes a thoughtful orientation to working with children and includes a broad range of creative activities for use with children and families. -- Professor Vicki Anderson, Head of Psychology at the Royal Children's Hospital, with 30+ years of clinical experiences working with children and their familiesThe great strength of this book lies in the organization, practical format and respectful presentation, which both newly-qualified and experienced clinicians can adapt to their therapeutic practice with children. -- Associate Professor Lesley Bretherton, The Royal Children’s Hospital, Melbourne, AustraliaThis is an essential handbook for mental health professionals working collaboratively and respectfully with children and their families. It outlines playful therapeutic approaches to help children identify and communicate difficult feelings and to develop effective coping strategies. -- Dr Deborah Hutchins, Clinical Psychologist, Royal Children’s Hospital, Melbourne, AustraliaA wonderful book for both new and experienced practitioners across all disciplines. With a focus on family inclusive practice throughout ... the interventions are both creative and inspiring! An extremely valuable resource for anyone working therapeutically with children. -- Fran Craig, Mental Health Clinician, Child & Adolescent Mental Health Service, Melbourne, AustraliaAt first I thought 'not another manual telling me what to do in my therapy room,' but even a superficial first read showed that this is really intended to give you fresh ideas and approaches that are skilfully thought out and have been put to the test. I would definitely recommend it to be placed on the bookshelf in the therapy room for those days when you need inspiration. -- Jo North, MBACP, psychotherapist for children, adults and families * Children and Young People, BACP *Table of ContentsAcknowledgements. Foreword by Dr Lesley Bretherton. Preface. Part 1 - Therapeutic work with children and families. 1. Therapeutic frameworks and why working with children is different. 2. The importance of assessment. 3. Purposeful and playful therapy. 4. Working with families and schools. 5. Developmental considerations when working with children. 6. Key approaches and helpful ideas. 7. How to use this book. Part 2 - Creative therapeutic activities. Appendix - Our favorite children's books for therapy. Reference list.

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Book SynopsisSchool playtimes account for 20% of a child's school life, but how can schools ensure that this time is as beneficial as possible for primary school pupils? Emphasising the importance of play in child development, this book identifies the key challenges facing schools during break times and sets out a complete strategy for effectively managing playtimes that are fun-filled and offer children greater long-term benefits.With before and after case studies showing how school playtimes have been transformed through the author's OPAL Primary Programme, this book demonstrates how to improve common issues such as behaviour, staffing, space and facilities in a sustainable way that capitalises on investments in equipment and training. Promoting wellbeing and healthy child development, this book provides inspiring reading for primary school staff and play workers, and creative ideas and ready-to-use solutions that will help schools to meet Ofsted criteria for excellent play.Table of ContentsIntroduction. Part One: Background, Theory and School Culture. 1. What is Play and Why is it Important? 2. Where Has Play Gone and Why? 3. Why Should Schools Improve Play? 4. The Limitations of Existing Solutions. 5. What Works? 6. Leadership and The Culture of Play. 7. Managing Risk. 8. Values and Policy. 9. From Policing to Playwork. 10. Equality. 11. Use It! Site Access and All Seasons Use. Part Two: The Environment of Play Design Theory. 12. Creating a Landscape for Play in a School. 13. Social Space. 14. Journey. 15. Affordance, Difference and Material Richness. 16. Change. 17. Conclusion.

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Book SynopsisMeet Jan. Jan is sometimes lonely. In this illustrated guide, he describes what loneliness feels like and how it affects him at home and school. He explains what he can do to feel less lonely, and how his teachers, family and friends can help him too. Child loneliness is an area of growing concern. This book is an ideal way to start a conversation about loneliness with anyone aged 7-18 and to help children understand the importance of healthy solitude, as well as socialising. It also includes a useful list of recommended reading, organisations and websites for further information and support.Trade ReviewJulian Stern has made an invaluable contribution to this remarkable series. The book, based on sensitive conversations with young people, identifies many situations when a young person may feel lonely - but also (most importantly) how parents, teachers and others misunderstand. Therefore, an important read not only for the young people, but also for those who care for them. -- Professor Richard Pring, Department of Educational Studies, University of OxfordReaders interested in the social and emotional development of children and youth will find Dr. Stern's book on loneliness both informative and immensely accessible. The generously illustrated narrative provides useful suggestions and needed recommendations to effectively address the issue both in school and at home. Educators and school-based counselors will find this book especially useful. -- Christopher Sink, Professor and Batten Chair, Counseling and Human Services, Old Dominion Universitya real winner. Lots of black and white illustrations make it easily read, and it will be good for schools as well as home. Teachers and parents will note that a sad and sometimes difficult child may be experiencing loneliness. -- Healthy BooksTable of ContentsIntroduction. 1. Introducing Jan, who is sometimes lonely. 2. What is the difference between loneliness and solitude? 3. Feeling lonely at school. 4. Why do I feel lonely in school? 5. Feeling lonely at home. 6. When do I feel most lonely? 7. What about my friends? 8. How does loneliness affect me? 9. Helping myself. 10. Where is the best place to go? 11. Why does music or drawing help? 12. How can my teachers help, in lessons? 13. How can my teachers help, outside lessons? 14. How can family and friends help? 15. Recommended reading, organisations and websites.

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Book SynopsisWith bullying affecting approximately one in five children, and an increase in bullying on social media, it remains a frighteningly common issue for children growing up today. Written in a young adult fiction style, Be Bully Free gives the recipient of bullying direct and practical advice to help empower them and take back control of their situation.The advice is grounded in real world, everyday bullying scenarios and additional information is provided to help children in a range of well-being areas such as nutrition, exercise, sleep, anxiety and more, making the book a highly valuable resource for any child 11+ who is experiencing or has experienced bullying. Sections for families and schools are also included.Trade ReviewThis is a fantastic resource that clearly and calmly helps people to think about ways to handle bullying. Highly recommended. -- Andrew Fuller, Internationally renowned clinical psychologist and member of the National Coalition Against BullyingBe Bully Free brings the reality of bullying situations to life in a compelling and accessible way, whether you have personal experience of it or not. The pointers for dealing with these situations are smart, memorable and more than anything, they work! This book is an invaluable guide to navigating the occasionally overwhelming experience of growing up - if only it had been available during our school days! -- KidscapeTable of Contents1. Introduction. 2. What is Bullying? 3. The Effects of Bullying. 4. The Scenarios and Strategies. 5. Sleeping. 6. Anxiety. 7. Nutrition. 8. Exercise. 9. Assertiveness. 10. Meditation and Relaxation. 11. Self-Talk. 12. So You Think You're a Bully? 13. Bullying in Schools. 14. A Note for Parents. 15. Moving On. 16. Further Information.

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Book SynopsisCounsellors working with young people often find it can feel like messy, complex work. What helps when counsellors themselves are stuck? This book recalls those moments when supervision sessions have been crucial to puzzling out the complexities of counselling young people.The assorted supervision stories in this book explore the important issues that counsellors working with young people face, and look at how supervision can help them overcome these issues. Thoughtful and engaging, each story is a snapshot from a counsellor's career. They address questions such as 'What gets talked about?', 'What issues recur with young people and how are they addressed in supervision?' and 'What helps counsellors to move on when they're stuck?'As a veteran counsellor and supervisor with 40 years' experience, Nick Luxmoore vividly recounts moments of highs and lows, of uncertainties and of breakthroughs, and of the unique dilemmas experienced by counsellors and supervisors working with young people.Trade ReviewNick Luxmoore's latest book is as smart, sharp and accessible as ever. In Practical Supervision, he takes us to the heart of those frequently complex, sometimes painful, dilemmas that arise in supervision, bringing them alive through compelling stories and well-placed, light-touch theoretical insights. Invaluable. -- Jonathan Wyatt, Senior Lecturer, The University of EdinburghNick Luxmoore is very good at telling stories. You can imagine yourself sitting in the room, feeling, agonising, laughing or crying - touched by the lives of so many young people and their counsellors. Nick makes supervision come alive for the benefit of all who will read this engaging book. -- Alistair Ross, Associate Professor - Psychotherapy, Oxford UniversityTable of Contents1. Introduction. 2. First ever clients. 3. Learning to be supervised. 4. Parallel processes. 5. Internal worlds. 6. Counselling in schools. 7. Institutional anxieties. 8. Projective identification. 9. Asking difficult questions. 10. Dependence and independence. 11. Developing autobiographies. 12. The myth of anger management. 13. Working with anger. 14. The waiting list. 15. Boundaries. 16 Self-disclosure. 17. Making Judgements. 18. Playfulness. 19. Sexuality in the room. 20. The durability test. 21. Self-harming. 22. Making sense of fathers. 23. Failure. 24. Existential answers. 25. Endings. 26. References.

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Book SynopsisThis book is an exploration of story and its importance in early childhood. It provides a thorough theoretical foundation, and considers how to practically implement the use of stories to aid children's wellbeing and holistic development.The chapters cover topics including cognitive and emotional development, creativity, play, mathematics, language development, and trauma and healing. It is an ideal resource for early years practitioners, parents, and all those working in early childhood who are looking to encourage creativity, build agency and foster positive communication in children's lives.Trade ReviewI thoroughly revelled in reading this book. Its subject matter and spirit resonated deeply with me both as an early years practitioner and an individual. I found it stimulating, poignant and inspiring. Helen's approach to the subject of storytelling is both humanistic and holistic and the book's wide-ranging contents, ideas and reflections are more relevant and vital in today's ever evolving technological societies than ever before. The book takes a deep dive into aspects of storytelling in an intelligent, informative, diverse, compassionate, and moving way providing many practical and user-friendly examples. Diversity, inclusion and empathy are central throughout. This book is an inspiring and valuable tool for any adult interested in truly understanding the profound impact and integral function that storytelling can have on a child's experience of life, themselves and of others, along with the part it plays in our cognitive, emotional, social and creative development. Indeed I would go as far as to say this book ought to be required reading for all those working with children, of any age! -- Katharyn Ballantine, Headmistress, Thomas's KindergartenWoven through with moving stories and vignettes, this book has excellent examples and theories to enhance storytelling practice, including the detailed ways of bringing some favourite children's books to life.The significance of storytelling, from the experience of the listener to the value of story as therapy to the collection of authors, gives the book great depth and many interesting perspectives.The outstanding features that make this text a highly valuable resource is the way that storytelling is encouraged as a daily activity and that children are portrayed as natural masters of storytelling. -- Kathy Brodie, Founder and host of Early Years TVAn engaging exploration of story that is both inspiring and practical. Helen examines the potential that story holds to powerfully affect the minds and hearts of children, causing the reader to consider narrative in a new way. A valuable tool for parents and educators alike; this book will transform practice and ignite a true passion for story in all its forms. -- Jelena Djokovic, Co-founder and Director, Novak Djokovic FoundationThis book is a powerful, much needed reminder of the vital role stories play in all areas of children's development and how children are natural story creators when adults hold a supportive, nurturing space for them to fully be in their stories. -- Jane Evans, trauma parenting specialist, international speaker, freelance trainer and authorThere is not an early years setting in the world that does not need this teaching, this experience and this joy that 'story' brings. -- Pamela McFarlane, Manager, Home from Home Nursery, HoveThis book is both profound and inspirational. It teaches us about the critical role that narrative plays in the development of the human personality and inspires us to bring to our children and ultimately to ourselves the power of stories to shape our human existence. -- Dr. Louis Falik

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