Teacher training Books

Book SynopsisIn recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.

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Book SynopsisIn recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.

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Book SynopsisThe purpose of this book is to help new teachers transition from students in education courses to proactive educators who can translate what they have learned in methods classes into realistic practices as novice teachers. This book will help these candidates operationalize good educational pedagogy and understand the connections between theory and practice. This book will also explain the logical connections between standard curriculum theory and certification examinations like the edTPA.Trade ReviewAn expert in teacher education and a novice teacher brilliantly combine forces to help teachers improve their first years in service. This text is skillfully crafted and thoughtfully laid out in a way that will provide you a roadmap to navigate the common issues and concerns all new teachers face. From understanding curriculum design to aligning assessments to planning, this valuable resource will be your “go-to” guide. Also, a powerful text for teacher training, you will want to make sure this text is close at hand."" —Dr. Richard M. Cash Educator and Consultant, author of Advancing Differentiation: Thinking and Learning for the 21st Century.“Long overdue and so needed….Pedagogy into Practice: A Handbook for New Teachers is an educational guide through the lenses of a master and novice educator. The authors converge their individual perspectives to provide a practical and insightful guide for teachers in all aspects of the teaching profession. Experienced and new teachers to the profession will refer to this handbook time and time again!” —Dana McDonough 2016 New York State Teacher of the Year

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Book SynopsisThe purpose of this book is to help new teachers transition from students in education courses to proactive educators who can translate what they have learned in methods classes into realistic practices as novice teachers. This book will help these candidates operationalize good educational pedagogy and understand the connections between theory and practice. This book will also explain the logical connections between standard curriculum theory and certification examinations like the edTPA.Trade ReviewAn expert in teacher education and a novice teacher brilliantly combine forces to help teachers improve their first years in service. This text is skillfully crafted and thoughtfully laid out in a way that will provide you a roadmap to navigate the common issues and concerns all new teachers face. From understanding curriculum design to aligning assessments to planning, this valuable resource will be your “go-to” guide. Also, a powerful text for teacher training, you will want to make sure this text is close at hand."" —Dr. Richard M. Cash Educator and Consultant, author of Advancing Differentiation: Thinking and Learning for the 21st Century.“Long overdue and so needed….Pedagogy into Practice: A Handbook for New Teachers is an educational guide through the lenses of a master and novice educator. The authors converge their individual perspectives to provide a practical and insightful guide for teachers in all aspects of the teaching profession. Experienced and new teachers to the profession will refer to this handbook time and time again!” —Dana McDonough 2016 New York State Teacher of the Year

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Book SynopsisThe participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.Table of Contents Introduction—Seeing The Hidden Minority: Increasing the Pre-K–20 Talent Pool Pipeline SECTION I: SOCIALIZATION Using the Frameworks of Socialization and Acculturation to Understand the Trajectory of Scientists of Color Strategies for Using Critical Systems Theory to Support Socialization of African American Students in STEM SECTION II: MENTORING Mentoring for STEM Advocacy Different Worlds: A Picture of Mentorships at PWIs and HBCUs Doctoral Student Degree Attainment: How Student Realities, Networks, and Perceptions Impact Timely Degree Completion SECTION III: IDENTITY Reshaping the Pipeline: The Role of Identity on Persistence for Black Females in Science Strengthening STEM Identities: Combatting Curriculum, Identity Trauma in African American Students Unearthing Factors That Contribute to Distorted Science, Identities in African American Women Afterword—Recurring Themes, Constructs, Implications for Theory and Practice, and Recommendations, Guide, and Future Research About the Contributors.

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Book SynopsisThe participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.Table of Contents Introduction—Seeing The Hidden Minority: Increasing the Pre-K–20 Talent Pool Pipeline SECTION I: SOCIALIZATION Using the Frameworks of Socialization and Acculturation to Understand the Trajectory of Scientists of Color Strategies for Using Critical Systems Theory to Support Socialization of African American Students in STEM SECTION II: MENTORING Mentoring for STEM Advocacy Different Worlds: A Picture of Mentorships at PWIs and HBCUs Doctoral Student Degree Attainment: How Student Realities, Networks, and Perceptions Impact Timely Degree Completion SECTION III: IDENTITY Reshaping the Pipeline: The Role of Identity on Persistence for Black Females in Science Strengthening STEM Identities: Combatting Curriculum, Identity Trauma in African American Students Unearthing Factors That Contribute to Distorted Science, Identities in African American Women Afterword—Recurring Themes, Constructs, Implications for Theory and Practice, and Recommendations, Guide, and Future Research About the Contributors.

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Book SynopsisThis book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students. Given the increased national attention on the opportunity gap present in underserved marginalized communities across the country, the authors in this series identify a combination of research-based practices and institutional changes that increase student attainment and develop educators’ capacity to serve a range of diverse learners.We are certain the timeliness of the topic will provide educators with context for understanding the role PDSs play in the creation of culturally responsive schools.Table of Contents Introduction. Acknowledgment. Organizational Cultural Competence in PDS Networks and Teacher Certification Programs, Teresa R. Fisher-Ari, Regina Speights, Mina Veazie, Haimanot Haile, Elizabeth Tennies, and Huan Ngo. When Racial Equity Is Center: Enacting Culturally Responsive Teacher Preparation in PDS Settings, Morgan Faison and Janna Dresden. Fostering a Diversity Perspective: Embedding Cultural Responsiveness Learning Throughout a Teacher Education Program, DavidS. Bender, Chrystine Mitchell, Sharon Pitterson-Ogaldez, and Jayné Park-Martínez. Leveraging School–University Partnerships to Build Cultural Competence in Teacher Candidates, Drew Polly. Preparing Teachers forChanging Classrooms: Assessing the Impact of an International Professional Development Schools Program, Pixita del Prado Hill, Nancy Chicola, and Tamara Hortsman-Riphahn. Enhancing Culturally Relevant Teaching: The International Teacher-to-Teacher Exchange Program, Jeanne Tunks, Ricardo González-Carriedo, Lacey Rainey, and Sarah Reynolds. Measuring Changes in Teachers’ Perceived and Actual Cultural Competence Using the Intercultural Developmental Inventory in the PDS Context, Stephanie Savickand Candice Logan-Washington. Teaching Global Multicultural Competence and Citizenship, Stephanie Rein. Common Professional Language: A Critical Piece for Communication and Research in Professional Development Schools, Joan Ickes, Janice Nath, Kelly O’Neal-Hixson, Ronald Beebe, and Jeff Lash. About the Editors. About the Contributors.

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Book SynopsisThis book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students. Given the increased national attention on the opportunity gap present in underserved marginalized communities across the country, the authors in this series identify a combination of research-based practices and institutional changes that increase student attainment and develop educators’ capacity to serve a range of diverse learners.We are certain the timeliness of the topic will provide educators with context for understanding the role PDSs play in the creation of culturally responsive schools.Table of Contents Introduction. Acknowledgment. Organizational Cultural Competence in PDS Networks and Teacher Certification Programs, Teresa R. Fisher-Ari, Regina Speights, Mina Veazie, Haimanot Haile, Elizabeth Tennies, and Huan Ngo. When Racial Equity Is Center: Enacting Culturally Responsive Teacher Preparation in PDS Settings, Morgan Faison and Janna Dresden. Fostering a Diversity Perspective: Embedding Cultural Responsiveness Learning Throughout a Teacher Education Program, DavidS. Bender, Chrystine Mitchell, Sharon Pitterson-Ogaldez, and Jayné Park-Martínez. Leveraging School–University Partnerships to Build Cultural Competence in Teacher Candidates, Drew Polly. Preparing Teachers forChanging Classrooms: Assessing the Impact of an International Professional Development Schools Program, Pixita del Prado Hill, Nancy Chicola, and Tamara Hortsman-Riphahn. Enhancing Culturally Relevant Teaching: The International Teacher-to-Teacher Exchange Program, Jeanne Tunks, Ricardo González-Carriedo, Lacey Rainey, and Sarah Reynolds. Measuring Changes in Teachers’ Perceived and Actual Cultural Competence Using the Intercultural Developmental Inventory in the PDS Context, Stephanie Savickand Candice Logan-Washington. Teaching Global Multicultural Competence and Citizenship, Stephanie Rein. Common Professional Language: A Critical Piece for Communication and Research in Professional Development Schools, Joan Ickes, Janice Nath, Kelly O’Neal-Hixson, Ronald Beebe, and Jeff Lash. About the Editors. About the Contributors.

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Book SynopsisSTEM project-based instruction is a pedagogical approach that is gaining popularity across the USA. However, there are very few teacher education programs that focus specifically on preparing graduates to teach in project-based environments. This book is focused on the Uteach program, a STEM teacher education model that is being implemented across the USA in 46 universities. Originally focused only on mathematics and science, many UTeach programs are now offering engineering and computer science licensure programs as well. This book provides a forum to disseminate how different institutions have implemented the UTeach model in their local context. Topics discussed will include sustainability features of the model, and how program assessment, innovative instructional programming, classroom research and effectiveness research have contributed to its success. The objectives of the book are: To help educators gain insight into a teacher education organizational model focused on STEM and how and why it was developed To present the theoretical underpinnings of a STEM education model, i.e. deep learning, conceptual understanding To present innovative instructional programming in teacher education, i.e. projectbased instruction, functions and modeling, research methods To present research and practice in classroom and field implementation and future research recommendations To disseminate program assessments and improvement efforts Table of Contents Preface SECTION I: THE UTEACH MODEL AND ELEMENTS OF SUCCESS. The Development of the UTeach Model Implementing and Sustaining UTeach Programs: Lessons Learned from National Expansion Derivatives of the Standard Model The UTeach Internship Program: Serving the Community and Promoting STEM Education Cross-Pollination in an Unusual Setting: The Success Story of UTeach Dallas Collaboration, Communication and Community: Transitioning from a Traditional Model The Many Facets of Induction Support UTeach Maker: Preparing Future STEM Educators for Classroom-Based Making Laboratory Schools to Support the Preparation of UTeach Preservice Teachers Innovative Shared Master Teacher Model: The University of Maryland and a Local School District Aligning Field and Classroom Experiences for Secondary STEM Teacher Preparation SECTION II: INNOVATIVE INSTRUCTIONAL PROGRAMMING. The UTeach Instructional Program, Elements, and Courses STEM Teaching for Social Justice: Experiences in Early Fieldwork Courses Steps 1/2 Combo: Summer Field Experiences on Campus and in the Community Incorporating the Clinical Interview Method into the Knowing and Learning in Mathematics and Science Course Classroom Interactions: Course Overview and description of an Innovative Co-Teaching Model A Tale of Two PBI Classes The Evidence Behind the UTeach Capstone Course: Does Project-Based Learning Work? VCAST Learning Modules: A Functions & Modeling Course Innovation Benefits of Liberal Arts Curriculum in STEM Teacher Preparation SECTION III: RESEARCH AND FUTURE DIRECTIONS. Developing the UTOP: A Flexible STEM Observation Instrument Based on UTeach Principles Developing an Assessment of Attentiveness for Program Evaluation Promoting Early Career Teacher Resilience Through a CalTeach Preparation Program Examining UTeach Graduates’ Employment Choices: Outlining a Framework for Future Research How Do Intentions to Teach Relate to Recruitment and Retention of UTeach Program Candidates? Computational Thinking for STEM Teacher Leadership Training at Louisiana State University Incorporating Project-Based Learning into the Secondary Mathematics and Science Classroom: Is it Pie in the Sky? Exploring the Effectiveness of FSU-Teach Graduates: An Analysis Through the Lens of Induction Examining Retention of UTeach Arlington Graduates in High Need Classrooms

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Book SynopsisSTEM project-based instruction is a pedagogical approach that is gaining popularity across the USA. However, there are very few teacher education programs that focus specifically on preparing graduates to teach in project-based environments. This book is focused on the Uteach program, a STEM teacher education model that is being implemented across the USA in 46 universities. Originally focused only on mathematics and science, many UTeach programs are now offering engineering and computer science licensure programs as well. This book provides a forum to disseminate how different institutions have implemented the UTeach model in their local context. Topics discussed will include sustainability features of the model, and how program assessment, innovative instructional programming, classroom research and effectiveness research have contributed to its success. The objectives of the book are: To help educators gain insight into a teacher education organizational model focused on STEM and how and why it was developed To present the theoretical underpinnings of a STEM education model, i.e. deep learning, conceptual understanding To present innovative instructional programming in teacher education, i.e. projectbased instruction, functions and modeling, research methods To present research and practice in classroom and field implementation and future research recommendations To disseminate program assessments and improvement efforts Table of Contents Preface SECTION I: THE UTEACH MODEL AND ELEMENTS OF SUCCESS. The Development of the UTeach Model Implementing and Sustaining UTeach Programs: Lessons Learned from National Expansion Derivatives of the Standard Model The UTeach Internship Program: Serving the Community and Promoting STEM Education Cross-Pollination in an Unusual Setting: The Success Story of UTeach Dallas Collaboration, Communication and Community: Transitioning from a Traditional Model The Many Facets of Induction Support UTeach Maker: Preparing Future STEM Educators for Classroom-Based Making Laboratory Schools to Support the Preparation of UTeach Preservice Teachers Innovative Shared Master Teacher Model: The University of Maryland and a Local School District Aligning Field and Classroom Experiences for Secondary STEM Teacher Preparation SECTION II: INNOVATIVE INSTRUCTIONAL PROGRAMMING. The UTeach Instructional Program, Elements, and Courses STEM Teaching for Social Justice: Experiences in Early Fieldwork Courses Steps 1/2 Combo: Summer Field Experiences on Campus and in the Community Incorporating the Clinical Interview Method into the Knowing and Learning in Mathematics and Science Course Classroom Interactions: Course Overview and description of an Innovative Co-Teaching Model A Tale of Two PBI Classes The Evidence Behind the UTeach Capstone Course: Does Project-Based Learning Work? VCAST Learning Modules: A Functions & Modeling Course Innovation Benefits of Liberal Arts Curriculum in STEM Teacher Preparation SECTION III: RESEARCH AND FUTURE DIRECTIONS. Developing the UTOP: A Flexible STEM Observation Instrument Based on UTeach Principles Developing an Assessment of Attentiveness for Program Evaluation Promoting Early Career Teacher Resilience Through a CalTeach Preparation Program Examining UTeach Graduates’ Employment Choices: Outlining a Framework for Future Research How Do Intentions to Teach Relate to Recruitment and Retention of UTeach Program Candidates? Computational Thinking for STEM Teacher Leadership Training at Louisiana State University Incorporating Project-Based Learning into the Secondary Mathematics and Science Classroom: Is it Pie in the Sky? Exploring the Effectiveness of FSU-Teach Graduates: An Analysis Through the Lens of Induction Examining Retention of UTeach Arlington Graduates in High Need Classrooms

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Book SynopsisThis book encourages mindfulness as a tool for personal growth and for intentional action for the purpose of social change. Learning exercises focus on: examining privilege, oppression, and difference; intersectional identity mapping; historical racism against marginalized groups; social dominance theory; sociological mindfulness; cultural humility; appreciative inquiry; and more. Culturally Competent Engagement: A Mindful Approach embraces a fresh approach to cultivating self, other, and systems awareness for a linguistically rich and culturally diverse world. The confluence of people and cultures requires habits of mind, dispositions, skills, and values that promote diversity affirmation while simultaneously honoring one’s own cultural integrity and limitations. The benefits of being culturally competent are numerous and include healthy, holistic relationships and connection with people across differences. This book provides conceptual context for tried and true learning exercises that promote deeper self-understanding, ways to connect with people who are culturally different, and an understanding of the systems (socio-cultural, economic, political, and environmental) that circumscribe our lives. Written for organizational leaders, university instructors, students, and practitioners, this book includes typical approaches to enhancing culturally competent engagement, yet has several special features that differentiate it from approaches in other books and articles on the topic. Typical approaches to developing cultural competence focus on acquisition of communicative skills, behaviors, and dispositions needed to effectively navigate cross-cultural relationships and function effectively in multicultural environments. We include and build on these approaches by adding a layer of critical and complex systems understanding as a necessary foundation for effective cross-cultural engagement. The Self-Other-Systems approach challenges readers via concrete learning exercises that nudge one along the life-long path of culturally competent engagement. Perhaps the most unique feature of this book is the explicit and implicit mindful approach. A total of eleven learning exercises are offered, foregrounded by theory and completed with reflection questions or activities. All learning exercises encourage mindfulness, or awareness of oneself in the present moment, awareness of others, and awareness of broader contexts and forces at work in multicultural contexts. In specific, three learning exercises are meditations that can be read or listened to via free download from the book’s website.Table of Contents Acknowledgements Dedication Preface CHAPTER 1: Introduction to the Self, Other, Systems Approach CHAPTER2: Self-Understanding CHAPTER 3: Other Understanding: Appreciating and Learning About Cultural Differences CHAPTER 4: Systems Understanding: Examining Societal Structures CHAPTER 5: S.O.S.: Life-long Path of Culturally Competent Engagement About the Authors

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Book SynopsisThis book encourages mindfulness as a tool for personal growth and for intentional action for the purpose of social change. Learning exercises focus on: examining privilege, oppression, and difference; intersectional identity mapping; historical racism against marginalized groups; social dominance theory; sociological mindfulness; cultural humility; appreciative inquiry; and more. Culturally Competent Engagement: A Mindful Approach embraces a fresh approach to cultivating self, other, and systems awareness for a linguistically rich and culturally diverse world. The confluence of people and cultures requires habits of mind, dispositions, skills, and values that promote diversity affirmation while simultaneously honoring one’s own cultural integrity and limitations. The benefits of being culturally competent are numerous and include healthy, holistic relationships and connection with people across differences. This book provides conceptual context for tried and true learning exercises that promote deeper self-understanding, ways to connect with people who are culturally different, and an understanding of the systems (socio-cultural, economic, political, and environmental) that circumscribe our lives. Written for organizational leaders, university instructors, students, and practitioners, this book includes typical approaches to enhancing culturally competent engagement, yet has several special features that differentiate it from approaches in other books and articles on the topic. Typical approaches to developing cultural competence focus on acquisition of communicative skills, behaviors, and dispositions needed to effectively navigate cross-cultural relationships and function effectively in multicultural environments. We include and build on these approaches by adding a layer of critical and complex systems understanding as a necessary foundation for effective cross-cultural engagement. The Self-Other-Systems approach challenges readers via concrete learning exercises that nudge one along the life-long path of culturally competent engagement. Perhaps the most unique feature of this book is the explicit and implicit mindful approach. A total of eleven learning exercises are offered, foregrounded by theory and completed with reflection questions or activities. All learning exercises encourage mindfulness, or awareness of oneself in the present moment, awareness of others, and awareness of broader contexts and forces at work in multicultural contexts. In specific, three learning exercises are meditations that can be read or listened to via free download from the book’s website.Table of Contents Acknowledgements Dedication Preface CHAPTER 1: Introduction to the Self, Other, Systems Approach CHAPTER2: Self-Understanding CHAPTER 3: Other Understanding: Appreciating and Learning About Cultural Differences CHAPTER 4: Systems Understanding: Examining Societal Structures CHAPTER 5: S.O.S.: Life-long Path of Culturally Competent Engagement About the Authors

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Book SynopsisInternational Education Inquiries is a book series dedicated to realizing the global vision of The United Nations’ (2015) Transforming Our World: The 2030 Agenda for Sustainable Development. As resolved by the UN General Assembly (on 25 September 2015; see UN, 2015 October): The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what they did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental. The United Nations’ goals and targets will stimulate action over the next decade in areas of critical importance for humanity and the planet…. We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment. This vision includes to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG4, UN, 2017). The founding co-editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the international professional knowledge base about the people, places, and perspectives shaping Education 2030 outcomes and the meaning of global citizen education (UNESCO, 2015). Education 2030 topics of interest include, but are not limited to the following: Improving access to quality early childhood development, care, and pre-primary education. Ensuring equal access for all women and men to affordable and quality education. Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods. Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. Achieving levels of literacy and numeracy required to engage in communities and employment. Acquiring the knowledge and skills needed to promote sustainable development, including: education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship education, and the appreciation of cultural diversity and of culture’s contributions to sustainable development. Providing safe, non-violent, inclusive and effective learning environments for all. Recruiting, preparing, supporting, and retaining quality teachers. Table of Contents Editor’s Introduction: Principles and Priorities for Progress in the Education 2030 Era PART I: PEACE, PEOPLE, PROSPERITY, AND UNIVERSALITY. Sustaining Education in the Palestinian Territories: Challenges and Opportunities Examining Inequities in Grading Practices to Empower the Disadvantaged Learner: A Global Perspective Assessing the Influence of Female-Led, Language-Acquisition Programs on Life Satisfaction and Gender Role Attitudes in Women and Children in the Dominican Republic Foundation Pierre Smith Mondelus, A Case Study: Decreasing Illiteracy in Northern Haiti PART II: PARTNERSHIPS, PLANET, INTERCONNECTEDNESS, AND INDIVISIBILITY. Creating a Doctoral Network for Teacher Education in Africa Learning to Act: Smithsonian Sciencefor Global Goals and Empowering Young People to Develop a Habit of Considered Action-Taking A New Generation of Global Leaders – Turning Global Citizens Into Global Stewards Promoting Sustainable Development in Study Abroad Programs: Focus on Social Justice in Honduras and Tanzania About the Editors and Editorial Advisory Board. About the Authors. Recognizing Reviewers’ Critical Feedback.

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Book SynopsisInternational Education Inquiries is a book series dedicated to realizing the global vision of The United Nations’ (2015) Transforming Our World: The 2030 Agenda for Sustainable Development. As resolved by the UN General Assembly (on 25 September 2015; see UN, 2015 October): The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what they did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental. The United Nations’ goals and targets will stimulate action over the next decade in areas of critical importance for humanity and the planet…. We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment. This vision includes to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG4, UN, 2017). The founding co-editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the international professional knowledge base about the people, places, and perspectives shaping Education 2030 outcomes and the meaning of global citizen education (UNESCO, 2015). Education 2030 topics of interest include, but are not limited to the following: Improving access to quality early childhood development, care, and pre-primary education. Ensuring equal access for all women and men to affordable and quality education. Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods. Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. Achieving levels of literacy and numeracy required to engage in communities and employment. Acquiring the knowledge and skills needed to promote sustainable development, including: education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship education, and the appreciation of cultural diversity and of culture’s contributions to sustainable development. Providing safe, non-violent, inclusive and effective learning environments for all. Recruiting, preparing, supporting, and retaining quality teachers. Table of Contents Editor’s Introduction: Principles and Priorities for Progress in the Education 2030 Era PART I: PEACE, PEOPLE, PROSPERITY, AND UNIVERSALITY. Sustaining Education in the Palestinian Territories: Challenges and Opportunities Examining Inequities in Grading Practices to Empower the Disadvantaged Learner: A Global Perspective Assessing the Influence of Female-Led, Language-Acquisition Programs on Life Satisfaction and Gender Role Attitudes in Women and Children in the Dominican Republic Foundation Pierre Smith Mondelus, A Case Study: Decreasing Illiteracy in Northern Haiti PART II: PARTNERSHIPS, PLANET, INTERCONNECTEDNESS, AND INDIVISIBILITY. Creating a Doctoral Network for Teacher Education in Africa Learning to Act: Smithsonian Sciencefor Global Goals and Empowering Young People to Develop a Habit of Considered Action-Taking A New Generation of Global Leaders – Turning Global Citizens Into Global Stewards Promoting Sustainable Development in Study Abroad Programs: Focus on Social Justice in Honduras and Tanzania About the Editors and Editorial Advisory Board. About the Authors. Recognizing Reviewers’ Critical Feedback.

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Book SynopsisAll educators in teacher education want to know what factors contribute to the academic success of undergraduate education majors or pre-service teachers. Teacher educators of eight universities across the state of South Carolina were determined to find out. This compilation is a result of their inquiry. The conclusions of this book are drawn from the contributors and each chapter helps expand teacher educator readers’ understanding and informs their practice as they work with initial certification students in educator preparation.A Research Perspective promotes the academic success of pre-service teachers by exploring common research questions posed to education majors of the eight universities in South Carolina. Ranging from historically Black to predominately White, from private to public universities across the state, these institutions serve a diverse body of students who described some insightful contributing factors and challenges to their success. The case scenario begins each chapter that provides contextual snapshots of the myriad choices and obstacles faced by pre-service teachers; the research narratives offer insightful analysis for teacher educators. Though written from the perspective of South Carolina, the lessons learned and recommendations for teacher education are relevant to any state. This is a must-read for all teacher educators interested in student success.This book is most interesting to members of teacher education organizations, especially the Association of Teacher Educators (ATE) and its 41 state and regional affiliates, including South Carolina Association of Teacher Educators (SCATE) and Southeast Regional Association of Teacher Educators (SRATE). It also has wide appeal to members of other professional organizations, such as National Association for Multicultural Education (NAME) and American Educational Research Association (AERA). Finally, it’s a good choice for professional learning communities of district personnel and classroom teachers since it provides insights that will strengthen mentoring and support systems provided to student teachers.Table of ContentsPART I: ACADEMIC SUCCESS. What Is Academic Success? Nan Li, Zia Hasan, and Verlie Tisdale. Supporting the Academic Success of Pre-Service Teachers, Angela Peters, Nan Li, and Dywanna Smith. PART II: ACADEMIC DATA ACROSS SOUTH CAROLINA. Claflin University and Student Success Data, Nan Li and Anthony Broughton. College of Charleston and Student Success Data, Keonya C. Booker, Courtney A. Howard, and Anthony L. James. Francis Marion University and Student Success Data, Tracy E. Meetze Holcombe. Coastal Carolina University andStudent Success Data, Suzanne Horn, Kristal Curry, and Jamia Richmond. Lander University and Student Success Data, Susan Fernandez, Tamara Pack, and Terrell M. Peace. University of South Carolina–Columbia and Student Success Data, Janie R. Goodman and Victoria A. Oglan. USC–Upstate and Student Success Data, Sarah Hunt-Barron and Laura Reynolds. Benedict College and Student Success Data, LaShaune Smith-Brisbon and Damara H. Mitchell. PART III: CONCLUSION. Data Summary and Recommendations, Patricia Tate, Nan Li, and Courtney Howard. Suggestions for Academic Success of Preservice Teachers, Rachelle Curcio and Catherine Compton- Lilly. About the Editors.

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Book SynopsisAll educators in teacher education want to know what factors contribute to the academic success of undergraduate education majors or pre-service teachers. Teacher educators of eight universities across the state of South Carolina were determined to find out. This compilation is a result of their inquiry. The conclusions of this book are drawn from the contributors and each chapter helps expand teacher educator readers’ understanding and informs their practice as they work with initial certification students in educator preparation.A Research Perspective promotes the academic success of pre-service teachers by exploring common research questions posed to education majors of the eight universities in South Carolina. Ranging from historically Black to predominately White, from private to public universities across the state, these institutions serve a diverse body of students who described some insightful contributing factors and challenges to their success. The case scenario begins each chapter that provides contextual snapshots of the myriad choices and obstacles faced by pre-service teachers; the research narratives offer insightful analysis for teacher educators. Though written from the perspective of South Carolina, the lessons learned and recommendations for teacher education are relevant to any state. This is a must-read for all teacher educators interested in student success.This book is most interesting to members of teacher education organizations, especially the Association of Teacher Educators (ATE) and its 41 state and regional affiliates, including South Carolina Association of Teacher Educators (SCATE) and Southeast Regional Association of Teacher Educators (SRATE). It also has wide appeal to members of other professional organizations, such as National Association for Multicultural Education (NAME) and American Educational Research Association (AERA). Finally, it’s a good choice for professional learning communities of district personnel and classroom teachers since it provides insights that will strengthen mentoring and support systems provided to student teachers.Table of ContentsPART I: ACADEMIC SUCCESS. What Is Academic Success? Nan Li, Zia Hasan, and Verlie Tisdale. Supporting the Academic Success of Pre-Service Teachers, Angela Peters, Nan Li, and Dywanna Smith. PART II: ACADEMIC DATA ACROSS SOUTH CAROLINA. Claflin University and Student Success Data, Nan Li and Anthony Broughton. College of Charleston and Student Success Data, Keonya C. Booker, Courtney A. Howard, and Anthony L. James. Francis Marion University and Student Success Data, Tracy E. Meetze Holcombe. Coastal Carolina University andStudent Success Data, Suzanne Horn, Kristal Curry, and Jamia Richmond. Lander University and Student Success Data, Susan Fernandez, Tamara Pack, and Terrell M. Peace. University of South Carolina–Columbia and Student Success Data, Janie R. Goodman and Victoria A. Oglan. USC–Upstate and Student Success Data, Sarah Hunt-Barron and Laura Reynolds. Benedict College and Student Success Data, LaShaune Smith-Brisbon and Damara H. Mitchell. PART III: CONCLUSION. Data Summary and Recommendations, Patricia Tate, Nan Li, and Courtney Howard. Suggestions for Academic Success of Preservice Teachers, Rachelle Curcio and Catherine Compton- Lilly. About the Editors.

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Book SynopsisMoments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on “moments” as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become “awake”to some of moments’ promises.Table of Contents Introduction CHAPTER 1: The Indeterminacy and Timeframe of Moments That Matter CHAPTER 2: Mindfulness as a Way to Generate Moments That Matter CHAPTER 3: Sharing Oneself, Becoming Real in Complex Contexts CHAPTER 4: Child Development and the Holism of Moments That Matter CHAPTER 5: Connections With Pedagogy and Curriculum CHAPTER 6: Interconnectedness and Involving Others CHAPTER 7: Navigation and Impact of Moments That Matter CHAPTER 8: Interactive Component of Moments That Matter for Teachers and School Staff Conclusion References About the Author

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Book SynopsisMoments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on “moments” as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become “awake”to some of moments’ promises.Table of Contents Introduction CHAPTER 1: The Indeterminacy and Timeframe of Moments That Matter CHAPTER 2: Mindfulness as a Way to Generate Moments That Matter CHAPTER 3: Sharing Oneself, Becoming Real in Complex Contexts CHAPTER 4: Child Development and the Holism of Moments That Matter CHAPTER 5: Connections With Pedagogy and Curriculum CHAPTER 6: Interconnectedness and Involving Others CHAPTER 7: Navigation and Impact of Moments That Matter CHAPTER 8: Interactive Component of Moments That Matter for Teachers and School Staff Conclusion References About the Author

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Book SynopsisThis edited volume seeks to interrogate the structures that affect the perceptions, experiences, performance and practices of Black women administrators. The chapters examine the nature and dynamics of the conflict within that space and the ways in which they transcend or confront the intersecting structures of power in academe. A related expectation is for interrogations of the ways in which their institutional contexts and, marginalized status inform their navigational strategies and leadership practices. More specifically, this work explores mentorship as critical praxis; that being, the ways in which Black women’s thinking and practices around mentoring affect their institutional contexts or environment, and, that of other marginalized groups within academe. A discussion of Black women in higher education administration as critically engaged mentors will ultimately diversify thought, approaches, and solutions to larger social and structural challenges embedded within academic climates.

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Book SynopsisThis edited volume seeks to interrogate the structures that affect the perceptions, experiences, performance and practices of Black women administrators. The chapters examine the nature and dynamics of the conflict within that space and the ways in which they transcend or confront the intersecting structures of power in academe. A related expectation is for interrogations of the ways in which their institutional contexts and, marginalized status inform their navigational strategies and leadership practices. More specifically, this work explores mentorship as critical praxis; that being, the ways in which Black women’s thinking and practices around mentoring affect their institutional contexts or environment, and, that of other marginalized groups within academe. A discussion of Black women in higher education administration as critically engaged mentors will ultimately diversify thought, approaches, and solutions to larger social and structural challenges embedded within academic climates.

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Book SynopsisThis book gives an education leader a practical path to organizational effectiveness, shared sense of direction, and clear focus on outcomes for students. Setting a clear direction, structuring personnel for the greatest productivity, engaging everyone in meaningful work, tracking organizational performance, and encouraging innovation are fundamental concerns for every kind of education organization—schools, districts, state agencies included. Yet, education leaders struggle to give due attention to these organizational matters while also tackling the challenges of meeting the needs of their students. They are searching for a path leading to both organizational productivity and excellence in learning for students, a path that enlists the passions and efforts of all personnel. Strategic Performance Management (SPM) integrates strategic planning with performance management into a seamless process by which an education organization develops and operationalizes a strategic direction. This direction goes beyond the basic elements of vision, mission, values, goals, and strategies to include careful analysis of the functions performed by the organization, its units, and its positions (roles) to facilitate effective placement, assignment, and training of personnel. SPM emphasizes planning through strategic thinking that enables the organization to make critical adjustments as needs and context change. It provides the flexibility to act in times of crisis. Most of all, it gets everyone moving in the same direction, aimed at goals for students.

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Book SynopsisGiven the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation's students.The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better.Trade ReviewJennifer Jacobs and Rebecca West Burns' book, (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation, is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators."" —D. John McIntyreTable of Contents Foreword, Bernard Badiali Chapter 1: Introduction Chapter 2: Policy Guidelines Chapter 3: Partnerships Chapter 4: Clinical Experiences Chapter 5: Coherence Chapter 6: Coursework and Curriculum Chapter 7: University-based Teacher Educators Chapter 8: School-based Teacher Educators Chapter 9: Teacher Candidate Supervision and Evaluation Chapter 10: Research Chapter 11: Instructional Leadership Chapter 12: Conclusion: A Lexicon for Equity-Driven, Clinically Based Teacher Preparation Appendix

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Book SynopsisGiven the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation's students.The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better.Trade ReviewJennifer Jacobs and Rebecca West Burns' book, (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation, is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators."" —D. John McIntyreTable of Contents Foreword, Bernard Badiali Chapter 1: Introduction Chapter 2: Policy Guidelines Chapter 3: Partnerships Chapter 4: Clinical Experiences Chapter 5: Coherence Chapter 6: Coursework and Curriculum Chapter 7: University-based Teacher Educators Chapter 8: School-based Teacher Educators Chapter 9: Teacher Candidate Supervision and Evaluation Chapter 10: Research Chapter 11: Instructional Leadership Chapter 12: Conclusion: A Lexicon for Equity-Driven, Clinically Based Teacher Preparation Appendix

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Book SynopsisSocial media is a multi-faceted tool that has been used by educators and/or their students in ways both beneficial and detrimental. Despite the ubiquitous nature of this tool, there is much research still needed on the multitude of ways that social media impacts education. This book presents research on the influences of social media on education, broadly construed. Specifically, the research included in this book is categorized into four broad areas, examining the educational influence of social media on youth and college students, professional development in content areas, higher education learning, and social justice and activism.Chapter authors emphasize the opportunities of social media use in education and provide recommendations for how to address challenges that may arise with social media integration into the teaching and learning setting. These authors also advocate for use of social media to grow and enhance professional interaction among educators, moving beyond the social aspect of these platforms to advocate for educational and societal change. Individuals working in K-12 schools, teacher education, teacher professional development, and higher education, including pharmacy, nursing, dental and medical education, as well as those in other educational settings can use these findings to support and guide integration of social media into teaching and learning as well as their professional practice.Trade ReviewAnyone attempting to understand these issues and the emerging, critical role of social media in education today should read the excellent edited book Social Media: Influences on Education. I've been monitoring educational media and technology research and practice for the past 40 years. In my view this book is an important contribution to a current perspective on social media and its impact from preschool to higher education and professional studies in general and social justice issues specifically."" —Richard E. Clark, Emeritus Professor University of Southern California""Social Media: Influences on Education is an essential book for those seeking to understand the relationship between education and social media or to conduct social media research in education. Griffin and Zinskie have collected a variety of essays showcasing approaches to researching social media from qualitative interviews with teachers, to meta-analyses of nascent literature, and research within the platforms themselves. Providing a well-rounded introduction to the field, this book provides a foundation for those interested in understanding and exploring the impact social media has had on elementary, secondary, and tertiary education."" — Naomi Barnes, Senior Lecturer Queensland University of Technology, Australia""Social Media: Influences on Education is a must-read for anyone interested in social media's impact on education and social justice. Grounded in the latest research, Griffin and Zinskie offer an informed, critical perspective on key issues – children's social media use, cyber-harassment, misinformation, social justice through social media, professional networking, and more – as social media pervades every aspect of our lives. Educators, parents, students, activists and social media users everywhere, if you're invested in education and social justice, this book is for you!"" — Christine Greenhow, Associate Professor Michigan State University

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Book SynopsisSocial media is a multi-faceted tool that has been used by educators and/or their students in ways both beneficial and detrimental. Despite the ubiquitous nature of this tool, there is much research still needed on the multitude of ways that social media impacts education. This book presents research on the influences of social media on education, broadly construed. Specifically, the research included in this book is categorized into four broad areas, examining the educational influence of social media on youth and college students, professional development in content areas, higher education learning, and social justice and activism.Chapter authors emphasize the opportunities of social media use in education and provide recommendations for how to address challenges that may arise with social media integration into the teaching and learning setting. These authors also advocate for use of social media to grow and enhance professional interaction among educators, moving beyond the social aspect of these platforms to advocate for educational and societal change. Individuals working in K-12 schools, teacher education, teacher professional development, and higher education, including pharmacy, nursing, dental and medical education, as well as those in other educational settings can use these findings to support and guide integration of social media into teaching and learning as well as their professional practice.Trade ReviewAnyone attempting to understand these issues and the emerging, critical role of social media in education today should read the excellent edited book Social Media: Influences on Education. I've been monitoring educational media and technology research and practice for the past 40 years. In my view this book is an important contribution to a current perspective on social media and its impact from preschool to higher education and professional studies in general and social justice issues specifically."" —Richard E. Clark, Emeritus Professor University of Southern California""Social Media: Influences on Education is an essential book for those seeking to understand the relationship between education and social media or to conduct social media research in education. Griffin and Zinskie have collected a variety of essays showcasing approaches to researching social media from qualitative interviews with teachers, to meta-analyses of nascent literature, and research within the platforms themselves. Providing a well-rounded introduction to the field, this book provides a foundation for those interested in understanding and exploring the impact social media has had on elementary, secondary, and tertiary education."" — Naomi Barnes, Senior Lecturer Queensland University of Technology, Australia""Social Media: Influences on Education is a must-read for anyone interested in social media's impact on education and social justice. Grounded in the latest research, Griffin and Zinskie offer an informed, critical perspective on key issues – children's social media use, cyber-harassment, misinformation, social justice through social media, professional networking, and more – as social media pervades every aspect of our lives. Educators, parents, students, activists and social media users everywhere, if you're invested in education and social justice, this book is for you!"" — Christine Greenhow, Associate Professor Michigan State University

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Book Synopsis

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Book Synopsis

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Book SynopsisSupervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors "may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field" (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/ schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation.Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education.

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Book SynopsisSupervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors "may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field" (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/ schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation.Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education.

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Book SynopsisThis volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology. This volume contains interviews with leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questions pertaining to their childhood, initial interest in education and psychology, role models, research interests and major findings, future directions of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but found homes and teachers who supported them. While in college, they found educators who mentored them.Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides valuable sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators and students will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

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Book SynopsisThis volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology. This volume contains interviews with leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questions pertaining to their childhood, initial interest in education and psychology, role models, research interests and major findings, future directions of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but found homes and teachers who supported them. While in college, they found educators who mentored them.Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides valuable sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators and students will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

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Book SynopsisThe 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals.Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work.This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).

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Book SynopsisThe 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals.Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work.This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).

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Book SynopsisLearning, as it is being increasingly recognized, is centrally predicated upon students' well-being. Research findings indicate that in the instances of wounding and trauma, students' capacity and ability to learn can be severely compromised. This understanding applies particularly to the immigrant students in the language classroom, many of whom are refugees bringing with them past experiences of privation, violence, wounding and trauma. Since teachers often find themselves wearing multiple hats, not only as instructors, but also as friends, philosophers, guides, confidantes, and counsellors to their refugee and immigrant learners, addressing those students' trauma with compassion, and employing appropriate pedagogical practices to mitigate their suffering should be of great relevance and inform the teachers' praxis in the classroom. This book takes an interdisciplinary look at trauma from the vantage points of critical language theories, neuroscience, psychotherapy, and Buddhist psychology, and suggests pedagogies for well-being and trauma healing that utilize contemplative ways of education. The practical aim of this book is to support teachers in addressing trauma in their classrooms.

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Book SynopsisNational and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs. These recommendations include specific efforts to increase the duration, diversity, and quality of experiences that teacher candidates engage in during their time in P-12 schools while earning their teaching license.This book includes a robust set of chapters that include conceptual, theoretical, and empirical chapters related to innovative approaches in clinical practice in educator preparation. Authors include teacher educators from around the United States and Canada from a variety of types of higher education institutions. The book provides readers with examples, evidence, and ideas to thoughtfully consider their future direction in examining, planning, and implementing clinical practice experiences for teacher candidates.

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Book SynopsisNational and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs. These recommendations include specific efforts to increase the duration, diversity, and quality of experiences that teacher candidates engage in during their time in P-12 schools while earning their teaching license.This book includes a robust set of chapters that include conceptual, theoretical, and empirical chapters related to innovative approaches in clinical practice in educator preparation. Authors include teacher educators from around the United States and Canada from a variety of types of higher education institutions. The book provides readers with examples, evidence, and ideas to thoughtfully consider their future direction in examining, planning, and implementing clinical practice experiences for teacher candidates.

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Book SynopsisUnequivocally, advocacy for bilingual learners has been at the forefront of educators' work and has also led to critical theoretical advancements and policies. Nevertheless, the bilingual education field has been challenged by "unsystematic curricular innovations and few important pedagogical advances" (Garcí a, in Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on curricular and pedagogical innovations in bilingual teacher education and its impact on bilingual curriculum and instruction is still nascent. This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings. As such, two main questions guiding the orchestration of the volume are: (a) What innovative curricular and pedagogical designs characterize the field of bilingual teacher education in 21st century? and (b) How do or could these innovative curricular and pedagogical approaches for educating future bilingual teachers influence teacher practices in bilingual contexts for advancing curriculum, pedagogy and the achievement of bilingual learners? Following the knowledge construction process characterizing how new curricular and pedagogical developments are established in the field of bilingual teacher education, a distinctive feature of the volume pertains to how its twelve chapters are organized along efforts to develop, implement, and/or research innovative bilingual teacher preparation practices from a range of theoretical, analytical, and research traditionsTable of ContentsForeword, Carmen M. Martínez-Roldán. Acknowledgments. Introduction. Pushing the Boundaries of Curricular and Pedagogical Innovations in Bilingual Teacher Education: Toward Renewed Movement Building, Cristian R. Aquino-Sterling, Belinda Bustos Flores, and Mileidis Gort. PART I: CONCEPTUALIZING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Conceptualizing and Realizing Bilingual Education for Social Transformation, María del Rosario Zavala and Josephine Arce. Nuevos desafío s: la importancia de ideologí as heteroglo sicas y crí ticas en la capacitacio n docente bilingu e, Katherine Barko-Alva y Christian E. Zu?n?iga. Reconceptualizing Bilingual/Dual-Language Teacher Education to Promote Disciplinary Biliteracies in STEM, Marialuisa Di Stefano, Idalis Villanueva Alarcón, and Alberto Esquinca. Cultivating Bilingual Education in Massachusetts: From Survival to Restoration, Jasmine Alvarado and Patrick Proctor. PART II: IMPLEMENTING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Bilingual Coteaching in the Art Museum: A Linguistic and Culturally Authentic Field Instruction Experience for Bilingual Teacher Education Candidates, Haydee? Marie Rodríguez, Lucía Cárdenas Curiel, and Andrea Saenz. Learning to Listen to Multilingual Kids: Merging Theory and Practice in Preservice Bilingual Teacher Education, Janelle Franco, Andre?a C. Minkoff, Marjorie Faulstich Orellana. El desarrollo de competencias en espan?ol pedago gico: hacia una visio n multidimensional del quehacer lingu í stico del docente en educacio n bilingu e, Cristian R. Aquino-Sterling. PART III: RESEARCHING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Teaching and Learning Multiliteracies: Case Study of Bilingual Teacher Candidates in a Clinically-Rich Literacy Methods Course, Anissa Wicktor Lynch and Elizabeth A. Morphis. Reconsidering Teaching and Learning in the Bilingual Mathematics Classroom, Gladys H. Krause and Luz A. Maldonado Rodríguez. Developing a Funds of Knowledge Inventory to Enhance Instruction in Bilingual Settings, Eric J. Johnson. Afterword, Patricia Sánchez. Contributors. Index

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Book SynopsisUnequivocally, advocacy for bilingual learners has been at the forefront of educators' work and has also led to critical theoretical advancements and policies. Nevertheless, the bilingual education field has been challenged by "unsystematic curricular innovations and few important pedagogical advances" (Garcí a, in Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on curricular and pedagogical innovations in bilingual teacher education and its impact on bilingual curriculum and instruction is still nascent. This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings. As such, two main questions guiding the orchestration of the volume are: (a) What innovative curricular and pedagogical designs characterize the field of bilingual teacher education in 21st century? and (b) How do or could these innovative curricular and pedagogical approaches for educating future bilingual teachers influence teacher practices in bilingual contexts for advancing curriculum, pedagogy and the achievement of bilingual learners? Following the knowledge construction process characterizing how new curricular and pedagogical developments are established in the field of bilingual teacher education, a distinctive feature of the volume pertains to how its twelve chapters are organized along efforts to develop, implement, and/or research innovative bilingual teacher preparation practices from a range of theoretical, analytical, and research traditions.Table of ContentsForeword, Carmen M. Martínez-Roldán. Acknowledgments. Introduction. Pushing the Boundaries of Curricular and Pedagogical Innovations in Bilingual Teacher Education: Toward Renewed Movement Building, Cristian R. Aquino-Sterling, Belinda Bustos Flores, and Mileidis Gort. PART I: CONCEPTUALIZING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Conceptualizing and Realizing Bilingual Education for Social Transformation, María del Rosario Zavala and Josephine Arce. Nuevos desafío s: la importancia de ideologí as heteroglo sicas y crí ticas en la capacitacio n docente bilingu e, Katherine Barko-Alva y Christian E. Zu?n?iga. Reconceptualizing Bilingual/Dual-Language Teacher Education to Promote Disciplinary Biliteracies in STEM, Marialuisa Di Stefano, Idalis Villanueva Alarcón, and Alberto Esquinca. Cultivating Bilingual Education in Massachusetts: From Survival to Restoration, Jasmine Alvarado and Patrick Proctor. PART II: IMPLEMENTING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Bilingual Coteaching in the Art Museum: A Linguistic and Culturally Authentic Field Instruction Experience for Bilingual Teacher Education Candidates, Haydee? Marie Rodríguez, Lucía Cárdenas Curiel, and Andrea Saenz. Learning to Listen to Multilingual Kids: Merging Theory and Practice in Preservice Bilingual Teacher Education, Janelle Franco, Andre?a C. Minkoff, Marjorie Faulstich Orellana. El desarrollo de competencias en espan?ol pedago gico: hacia una visio n multidimensional del quehacer lingu í stico del docente en educacio n bilingu e, Cristian R. Aquino-Sterling. PART III: RESEARCHING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Teaching and Learning Multiliteracies: Case Study of Bilingual Teacher Candidates in a Clinically-Rich Literacy Methods Course, Anissa Wicktor Lynch and Elizabeth A. Morphis. Reconsidering Teaching and Learning in the Bilingual Mathematics Classroom, Gladys H. Krause and Luz A. Maldonado Rodríguez. Developing a Funds of Knowledge Inventory to Enhance Instruction in Bilingual Settings, Eric J. Johnson. Afterword, Patricia Sánchez. Contributors. Index

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Book SynopsisToday, the meaning of literacy, what it means to be literate, has shifted dramatically. Literacy involves more than a set of conventions to be learned, either through print or technological formats. Rather, literacy enables people to negotiate meaning. The past decade has witnessed increased attention on multiple literacies and modalities of learning associated with teacher preparation and practice. Research recognizes both the increasing cultural and linguistic diversity in the new globalized society and the new variety of text forms from multiple communicative technologies. There is also the need for new skills to operate successfully in the changing literate and increasingly diversified social environment.Linguists, anthropologists, educators, and social theorists no longer believe that literacy can be defined as a concrete list of skills that people merely manipulate and use. Rather, they argue that becoming literate is about what people do with literacy—the values people place on various acts and their associated ideologies. In other words, literacy is more than linguistic; it is political and social practice that limits or creates possibilities for who people become as literate beings. Such understandings of literacy have informed and continue to inform our work with teachers who take a sociological or critical perspective toward literacy instruction.Importantly, as research indicates, the disciplines pose specialized and unique literacy demands. Disciplinary literacy refers to the idea that we should teach the specialized ways of reading, understanding, and thinking used in each academic discipline, such as science, mathematics, engineering, history, or literature. Each field has its own ways of using text to create and communicate meaning. Accordingly, as children advance through school, literacy instruction should shift from general literacy strategies to the more specific or specialized ones from each discipline. Teacher preparation programs emphasizing different disciplinary literacies acknowledge that old approaches to literacy are no longer sufficient.

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Book SynopsisToday, the meaning of literacy, what it means to be literate, has shifted dramatically. Literacy involves more than a set of conventions to be learned, either through print or technological formats. Rather, literacy enables people to negotiate meaning. The past decade has witnessed increased attention on multiple literacies and modalities of learning associated with teacher preparation and practice. Research recognizes both the increasing cultural and linguistic diversity in the new globalized society and the new variety of text forms from multiple communicative technologies. There is also the need for new skills to operate successfully in the changing literate and increasingly diversified social environment.Linguists, anthropologists, educators, and social theorists no longer believe that literacy can be defined as a concrete list of skills that people merely manipulate and use. Rather, they argue that becoming literate is about what people do with literacy—the values people place on various acts and their associated ideologies. In other words, literacy is more than linguistic; it is political and social practice that limits or creates possibilities for who people become as literate beings. Such understandings of literacy have informed and continue to inform our work with teachers who take a sociological or critical perspective toward literacy instruction.Importantly, as research indicates, the disciplines pose specialized and unique literacy demands. Disciplinary literacy refers to the idea that we should teach the specialized ways of reading, understanding, and thinking used in each academic discipline, such as science, mathematics, engineering, history, or literature. Each field has its own ways of using text to create and communicate meaning. Accordingly, as children advance through school, literacy instruction should shift from general literacy strategies to the more specific or specialized ones from each discipline. Teacher preparation programs emphasizing different disciplinary literacies acknowledge that old approaches to literacy are no longer sufficient.

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Book SynopsisComputer science is increasingly becoming an essential 21st century skill. As school systems around the world recognize the importance of computer science, demand for teachers who have the knowledge and skills to deliver computer science instruction is rapidly growing. Yet a number of recent studies indicate that teachers report low confidence and limited understanding of computer science, frequently confusing basic computer literacy skills with computer science. This is true for both teachers at the K-8 level as well as secondary education teachers who frequently transition to computer science from other content areas, such as mathematics. As computer science is not yet included in most teacher preparation programs, professional development is a critical step in efforts to prepare in-service teachers to deliver high-quality computer science instruction. To date, however, research on best practices in computer science professional development has been severely lacking in the literature, making it difficult for researchers and practitioners alike to examine effective in-service preparation models.This book provide examples of professional development approaches that help teachers integrate aspects of computing in existing curricula at the K-8 level or deliver stand-alone computer science courses at the secondary school level. Further, this book identifies computational competencies for teachers, promising pedagogical strategies that advance teacher learning, as well as alternative pathways for ongoing learning including microcredentials. The primary audience of the book is graduate students and faculty in educational technology, educational or cognitive psychology, learning theory, curriculum and instruction, computer science, instructional systems and learning sciences. Additionally, the book will serve as a valuable addition to education practitioners and curriculum developers as well as policy makers looking to increase the number of teachers who are prepared to deliver computing education.Table of Contents Introduction: Examining Professional Development Models for Computing Education - Chrystalla Mouza, Anne Ottenbreit- Leftwich, and Aman Yadav Acknowledgments PART I: PROFESSIONAL DEVELOPMENT APPROACHES FOR ELEMENTARY AND MIDDLE SCHOOL CONTENT AREA TEACHERS Computational Thinking in Elementary Classrooms: A Toolkit to Scaffold Teacher Learning - Aman Yadav, Kathryn M. Rich, Christina V. Schwarz, and Rachel A. Larimore Teacher Co-Design in a CSforALL Research–Practice Partnership: Curriculum Development and Teacher Learning - Florence R. Sullivan, W. Richards Adrion, Catherine Tulungen, and Emrah Pektas Professional Development Supporting Middle School Teachers to Integrate Computational Thinking Into Their Science Classes - Quentin Biddy, Alexandra Gendreau Chakarov, Jennifer Jacobs, William Penuel, Mimi Recker, and Tamara Sumner Teachers' Knowledge and Skills in Computational Thinking and Their Enactment of a Computationally Rich Curriculum - Irene Lee, Ling Hsiao, and Emma Anderson Looming Code: A Model, Learning Activity, and Professional Development Approach for Computer Science Educators - Heidee Vincent, Victor R. Lee, Aubrey Rogowski, and Mimi Recker PART II: PROFESSIONAL DEVELOPMENT APPROACHES FOR HIGH SCHOOL TEACHERS Re-Making Education in STEM Classrooms With Computational Play - Brian E. Gravel, Maria C. Olivares, and Eli Tucker-Raymond Culturally Responsive Methods for Engaging All Students in Computer Science Principles - S. Megan Che, Rhoda Latimer, Eileen Kraemer, and Murali Sitaraman E-Books for High School Computer Science Teachers - Barbara J. Ericson and Mark Guzdial Implementing a Professional Development Framework to Assist the Rollout of Computer Science in Second-Level Schools in Ireland - Oliver McGarr, Merrilyn Goos, Clare McInerney, Keith Johnston, and Una Flemming PART III: ONGOING AND SCALING- UP PROFESSIONAL DEVELOPMENT APPROACHES Supporting Ongoing Teacher Capacity and Development: Moving Beyond Orientation Professional Development to Support Advanced Teacher Learning - Leigh Ann DeLyser, Stephanie Wortel-London, and Lauren Wright Leveraging Collective Impact to Scale Computer Science Teacher Professional Development and Certification - Carol L. Fletcher and Jayce R. Warner Expanding Computer Science Opportunities: A Personalizable, Flexible Model for Professional Learning - Dave Frye, Mark Samberg, and Ha Nguyen Code Savvy Educators: A Professional Development Model for In-Service Educators - Lana Peterson, Cassandra Scharber, Sarah Barksdale, Andrea Wilson Vazquez, and Tom Cozzolino PART IV: ALTERNATIVE PROFESSIONAL DEVELOPMENT APPROACHES: UNIVERSITY COURSES AND MICROCREDENTIALS Supporting In-Service Teachers in Understanding the Potential of Data and Artificial Intelligence to Influence and Impact Learning - Justin Olmanson, Jennifer Davis, and Matthew Kilbride Credentialing Computation: Empowering Teachers in Computational Thinking Through Educator Microcredentials - Quinn Burke, Colin Angevine, Chris Proctor, Josh Weisgrau, and Kerri Ann O'Donnell From Clock-Based to Competency-Based: How Micro-Credentials Can Transform Professional Development - Melissa A. Rasberry, Gretchen Weber, and Joseph P. Wilson About the Editors About the Contributors

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Book SynopsisComputer science is increasingly becoming an essential 21st century skill. As school systems around the world recognize the importance of computer science, demand for teachers who have the knowledge and skills to deliver computer science instruction is rapidly growing. Yet a number of recent studies indicate that teachers report low confidence and limited understanding of computer science, frequently confusing basic computer literacy skills with computer science. This is true for both teachers at the K-8 level as well as secondary education teachers who frequently transition to computer science from other content areas, such as mathematics. As computer science is not yet included in most teacher preparation programs, professional development is a critical step in efforts to prepare in-service teachers to deliver high-quality computer science instruction. To date, however, research on best practices in computer science professional development has been severely lacking in the literature, making it difficult for researchers and practitioners alike to examine effective in-service preparation models.This book provide examples of professional development approaches that help teachers integrate aspects of computing in existing curricula at the K-8 level or deliver stand-alone computer science courses at the secondary school level. Further, this book identifies computational competencies for teachers, promising pedagogical strategies that advance teacher learning, as well as alternative pathways for ongoing learning including microcredentials. The primary audience of the book is graduate students and faculty in educational technology, educational or cognitive psychology, learning theory, curriculum and instruction, computer science, instructional systems and learning sciences. Additionally, the book will serve as a valuable addition to education practitioners and curriculum developers as well as policy makers looking to increase the number of teachers who are prepared to deliver computing education.Table of Contents Introduction: Examining Professional Development Models for Computing Education - Chrystalla Mouza, Anne Ottenbreit- Leftwich, and Aman Yadav Acknowledgments PART I: PROFESSIONAL DEVELOPMENT APPROACHES FOR ELEMENTARY AND MIDDLE SCHOOL CONTENT AREA TEACHERS Computational Thinking in Elementary Classrooms: A Toolkit to Scaffold Teacher Learning - Aman Yadav, Kathryn M. Rich, Christina V. Schwarz, and Rachel A. Larimore Teacher Co-Design in a CSforALL Research–Practice Partnership: Curriculum Development and Teacher Learning - Florence R. Sullivan, W. Richards Adrion, Catherine Tulungen, and Emrah Pektas Professional Development Supporting Middle School Teachers to Integrate Computational Thinking Into Their Science Classes - Quentin Biddy, Alexandra Gendreau Chakarov, Jennifer Jacobs, William Penuel, Mimi Recker, and Tamara Sumner Teachers' Knowledge and Skills in Computational Thinking and Their Enactment of a Computationally Rich Curriculum - Irene Lee, Ling Hsiao, and Emma Anderson Looming Code: A Model, Learning Activity, and Professional Development Approach for Computer Science Educators - Heidee Vincent, Victor R. Lee, Aubrey Rogowski, and Mimi Recker PART II: PROFESSIONAL DEVELOPMENT APPROACHES FOR HIGH SCHOOL TEACHERS Re-Making Education in STEM Classrooms With Computational Play - Brian E. Gravel, Maria C. Olivares, and Eli Tucker-Raymond Culturally Responsive Methods for Engaging All Students in Computer Science Principles - S. Megan Che, Rhoda Latimer, Eileen Kraemer, and Murali Sitaraman E-Books for High School Computer Science Teachers - Barbara J. Ericson and Mark Guzdial Implementing a Professional Development Framework to Assist the Rollout of Computer Science in Second-Level Schools in Ireland - Oliver McGarr, Merrilyn Goos, Clare McInerney, Keith Johnston, and Una Flemming PART III: ONGOING AND SCALING- UP PROFESSIONAL DEVELOPMENT APPROACHES Supporting Ongoing Teacher Capacity and Development: Moving Beyond Orientation Professional Development to Support Advanced Teacher Learning - Leigh Ann DeLyser, Stephanie Wortel-London, and Lauren Wright Leveraging Collective Impact to Scale Computer Science Teacher Professional Development and Certification - Carol L. Fletcher and Jayce R. Warner Expanding Computer Science Opportunities: A Personalizable, Flexible Model for Professional Learning - Dave Frye, Mark Samberg, and Ha Nguyen Code Savvy Educators: A Professional Development Model for In-Service Educators - Lana Peterson, Cassandra Scharber, Sarah Barksdale, Andrea Wilson Vazquez, and Tom Cozzolino PART IV: ALTERNATIVE PROFESSIONAL DEVELOPMENT APPROACHES: UNIVERSITY COURSES AND MICROCREDENTIALS Supporting In-Service Teachers in Understanding the Potential of Data and Artificial Intelligence to Influence and Impact Learning - Justin Olmanson, Jennifer Davis, and Matthew Kilbride Credentialing Computation: Empowering Teachers in Computational Thinking Through Educator Microcredentials - Quinn Burke, Colin Angevine, Chris Proctor, Josh Weisgrau, and Kerri Ann O'Donnell From Clock-Based to Competency-Based: How Micro-Credentials Can Transform Professional Development - Melissa A. Rasberry, Gretchen Weber, and Joseph P. Wilson About the Editors About the Contributors

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Book SynopsisThe Montgomery bus boycott, Student Nonviolent Coordinating Committee (SNCC), and Brown v. Board of Education reveal incentives to reform as a result of economic, political and legal threat. It is difficult to change a person's heart, or to change based on moral conviction alone. However, policies and laws can be established that will change a person's behavior. Historically, there was rarely a time where societal changes were the result of a desire to do what was morally right. Doing what is right was contingent upon economic advantages, political motivation or the threat of litigation. By the mid 1900s the NAACP had learned a valuable lesson in the South, that litigation or the threat of litigation was an effective tool in the quest for educational equality (Douglas, 1995). More recently, the #metoo movement and the Los Angeles teacher's strike exposed corrupt behavior and insufficient working environments that have existed for decades. What is different? They have been exposed through political, economic and legal means.As it pertains to educating African Americans, there was an ongoing role of servitude in the political economy of the South (Anderson, 1988). This was subsequently disrupted through political, economic, and legal measures during Reconstruction. Racist ideologies and economic advantages were seen through Jim Crow Laws (Roback, 1984) that were again disrupted through political, economic, and legal methods. Education has also been cited as what perpetuates our democracy. It is institutions that afford its citizens the skills and knowledge necessary for political participation (Rury, 2002). Even when legal cases are unsuccessful, such as Puitt v. Commissioners of Gaston County or Plessy v. Ferguson, they can forge the way to successful litigation dismantling racist ideologies that oppress African Americans. Although the Puitt decision did not remove the processes of discrimination against Black schools, it left intact the legal basis on segregated and unequal education (Douglas, 1995). As citizens, it is imperative that we participate in the political process and use our authority to mandate the changes we would like to see in urban education.When theorizing this book, the intent was to provide an interdisciplinary look at solutions to critical issues in urban education through political, economic, and legal avenues. This book seeks to provide an interdisciplinary approach to solving the issues in education while connecting it to the effects on teacher preparation. Using historical and recent examples, scholars can piece together solutions that will guide others to political, economic, and legal action necessary to dismantle systems that have bound Black and Brown children. It is our intent to offer innovative, yet grounded solutions that can purposefully move the conversation about solutions to critical issues in education to political, economic, and legal actions.Table of Contents Introduction: What Is the Problem and Why Do We Need Solutions? Student Achievement for All: Afrocentric Curriculum and Abolitionist Pedagogy to Promote Equity and Excellence in Education - Annette Teasdell and Greg Wiggan Emancipation Through Culturally Responsive and Transformative Literacy, Curriculum, and Pedagogical Practices - Charlotte R. Hancock and Greg A. Wiggan Community-Based Professional Learning Communities (CB-PLCs): Re-Envisioning a Model of PLCs for Urban Education - Sharon Leathers Re- Examining Noncognitive Factors: Promoting the Academic Achievement of African American Males at Urban Universities - Harriet Hobbs and Greg Wiggan Cultural Capital, Urban Education, and School Privatization: A Critical Race Social Reproduction Analysis - Jordan Boyd and Greg Wiggan Prioritizing Teacher Wages on a National Scale, Jordan T. Register, Olanrewaju T. Oriowo, Nicole E. Shanley, and Marquis R. Mason One Size Does Not Fit All: Understanding Lemovian Techniques and Multi-Tiered Systems of Support to Create a Better Framework for Behavioral Supports - Mike Friedberg Assessing Lemovian Techniques for Supporting Traditionally Marginalized Students and Suggestions for More Equitable Practices in Schools to Support Black and Latinx Students - Mike Friedberg Mindfulness Practices and Hip-Hop Therapy for Marginalized Youth - Torie Wheatley Making Success: A Legal Solution for Teachers and Students in Alternative Schools - Abby F. Holland Afterword

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Book SynopsisThe Montgomery bus boycott, Student Nonviolent Coordinating Committee (SNCC), and Brown v. Board of Education reveal incentives to reform as a result of economic, political and legal threat. It is difficult to change a person's heart, or to change based on moral conviction alone. However, policies and laws can be established that will change a person's behavior. Historically, there was rarely a time where societal changes were the result of a desire to do what was morally right. Doing what is right was contingent upon economic advantages, political motivation or the threat of litigation. By the mid 1900s the NAACP had learned a valuable lesson in the South, that litigation or the threat of litigation was an effective tool in the quest for educational equality (Douglas, 1995). More recently, the #metoo movement and the Los Angeles teacher's strike exposed corrupt behavior and insufficient working environments that have existed for decades. What is different? They have been exposed through political, economic and legal means.As it pertains to educating African Americans, there was an ongoing role of servitude in the political economy of the South (Anderson, 1988). This was subsequently disrupted through political, economic, and legal measures during Reconstruction. Racist ideologies and economic advantages were seen through Jim Crow Laws (Roback, 1984) that were again disrupted through political, economic, and legal methods. Education has also been cited as what perpetuates our democracy. It is institutions that afford its citizens the skills and knowledge necessary for political participation (Rury, 2002). Even when legal cases are unsuccessful, such as Puitt v. Commissioners of Gaston County or Plessy v. Ferguson, they can forge the way to successful litigation dismantling racist ideologies that oppress African Americans. Although the Puitt decision did not remove the processes of discrimination against Black schools, it left intact the legal basis on segregated and unequal education (Douglas, 1995). As citizens, it is imperative that we participate in the political process and use our authority to mandate the changes we would like to see in urban education.When theorizing this book, the intent was to provide an interdisciplinary look at solutions to critical issues in urban education through political, economic, and legal avenues. This book seeks to provide an interdisciplinary approach to solving the issues in education while connecting it to the effects on teacher preparation. Using historical and recent examples, scholars can piece together solutions that will guide others to political, economic, and legal action necessary to dismantle systems that have bound Black and Brown children. It is our intent to offer innovative, yet grounded solutions that can purposefully move the conversation about solutions to critical issues in education to political, economic, and legal actions.Table of Contents Introduction: What Is the Problem and Why Do We Need Solutions? Student Achievement for All: Afrocentric Curriculum and Abolitionist Pedagogy to Promote Equity and Excellence in Education - Annette Teasdell and Greg Wiggan Emancipation Through Culturally Responsive and Transformative Literacy, Curriculum, and Pedagogical Practices - Charlotte R. Hancock and Greg A. Wiggan Community-Based Professional Learning Communities (CB-PLCs): Re-Envisioning a Model of PLCs for Urban Education - Sharon Leathers Re- Examining Noncognitive Factors: Promoting the Academic Achievement of African American Males at Urban Universities - Harriet Hobbs and Greg Wiggan Cultural Capital, Urban Education, and School Privatization: A Critical Race Social Reproduction Analysis - Jordan Boyd and Greg Wiggan Prioritizing Teacher Wages on a National Scale, Jordan T. Register, Olanrewaju T. Oriowo, Nicole E. Shanley, and Marquis R. Mason One Size Does Not Fit All: Understanding Lemovian Techniques and Multi-Tiered Systems of Support to Create a Better Framework for Behavioral Supports - Mike Friedberg Assessing Lemovian Techniques for Supporting Traditionally Marginalized Students and Suggestions for More Equitable Practices in Schools to Support Black and Latinx Students - Mike Friedberg Mindfulness Practices and Hip-Hop Therapy for Marginalized Youth - Torie Wheatley Making Success: A Legal Solution for Teachers and Students in Alternative Schools - Abby F. Holland Afterword

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Book SynopsisTeachers not only serve as caretakers for the students in their classroom but also serve as stewards for society's next generation. In this way, teachers are charged with responsibility for the present and the future of their world. Shouldering this responsibility is no less than an existential dilemma that requires not only professional solutions but also personal responsibility rooted in subjective authenticity. In the edited volume, authors will explore how the philosophy of Existentialism can help teachers, teacher educators, educational researchers, and policymakers better understand the existential responsibility that teachers shoulder.The core concepts of Existential philosophy explored in this edited volume imply that a teacher's lived experience cannot be defined solely by professional knowledge or dictates. Teachers have the capacity to create subjective meaning through their own agency, and there is no guarantee that those subjective meanings will accord with professional dictates. Furthermore, there is no guarantee that professional dictates are more valid than the existential realities of individual teachers. The philosophy of Existentialism encourages individuals to reflect on the existential realities of isolation, freedom, meaninglessness, and death in an effort to propel individuals towards more authentic ways of engaging in the world. The chapters of this edited volume advance the argument that being and becoming a teacher must be understood – at least in part – from the subjective perspective of the individual and that teachers are responsible for authoring the meaning of their lives and of their work.Trade ReviewAt a time when the purpose of education is increasingly conceived in terms of attaining skills necessary for the job market, and teaching and learning are assessed in terms of objective outcomes, this collection of fresh essays on the existential dimension of education as an institution offers an indispensable corrective. In wide-ranging reflections on the professional and inter-personal aspects of education, the authors show how existentialism's emphasis on subjectivity, authenticity, and lived experience can enrich our thinking about teaching and learning and improve our practices in the classroom as it exists now. Any educator seriously interested in his or her profession will find timely insights in this thoughtfully conceived volume."" — Steven Crowell, Rice University""Historically, education and educational science have been torn between, on the one hand, ideas stressing technical rationality, efficiency, and evidence-based approaches and, on the other hand, ideas highlighting the need for deeper understandings and imaginative orientations. In the light of these trends, the book Problematizing the Profession of Teaching from an Existential Perspective is a fresh contribution that offers new insights to the field of teacher professionalism and teacher development. I recommend this book to everyone who is interested in gaining a deeper understanding of what it means to be and become a teacher."" — Silvia Edling, University of GävleTable of Contents Preface— Considering Teaching and Teacher Development from an Existential Perspective: An Introduction - Aaron S. Zimmerman SECTION I: EXISTENTIALISM AND CURRICULUM AND INSTRUCTION Possibility and Rebellion in Sartre and Camus: Existential Possibilities for Education - James M. Magrini and Elias Schwieler Learning Objectives Reconsidered in Light of Existential-Phenomenology and Mindfulness - Glen L. Sherman A Precious Darkness: Utilizing Existential Loneliness to Achieve Culturally Relative Self-Actualization in the Classroom - Christopher Kazanjian and Sandra Kazanjian SECTION II: EXISTENTIALISM AND ASSESSMENT Under Observation: Student Anxiety and the Phenomenology of Remote Testing Environments - Tyler Loveless Assessments of Ambiguity - Steven J. Fleet SECTION III: EXISTENTIALISM AND TEACHER DEVELOPMENT Kierkegaard and the Power of Existential Doubt in Teaching: Transformation of Self and Profession - Dan Riordan, Paul Michalec, and Kate Newburgh Rational Communication in University Education: A Jaspersian Theory - Daniel Adsett Foundations of Education: Absurdity and Ambiguity - Stephanie Schneider SECTION IV: THE TEACHING OF EXISTENTIALISM Agency Precedes Essence: Existentialism, Ecology, and the New Materialisms - Daniel O'Dea Bradley Teaching Is … Other People: Existential Reflections on Coteaching Phenomenology With Undergraduate Students - Lauren Manton, Brigid Flaherty, Cecelia Little, and Peter Costello About the Authors

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Book SynopsisTeachers not only serve as caretakers for the students in their classroom but also serve as stewards for society's next generation. In this way, teachers are charged with responsibility for the present and the future of their world. Shouldering this responsibility is no less than an existential dilemma that requires not only professional solutions but also personal responsibility rooted in subjective authenticity. In the edited volume, authors will explore how the philosophy of Existentialism can help teachers, teacher educators, educational researchers, and policymakers better understand the existential responsibility that teachers shoulder.The core concepts of Existential philosophy explored in this edited volume imply that a teacher's lived experience cannot be defined solely by professional knowledge or dictates. Teachers have the capacity to create subjective meaning through their own agency, and there is no guarantee that those subjective meanings will accord with professional dictates. Furthermore, there is no guarantee that professional dictates are more valid than the existential realities of individual teachers. The philosophy of Existentialism encourages individuals to reflect on the existential realities of isolation, freedom, meaninglessness, and death in an effort to propel individuals towards more authentic ways of engaging in the world. The chapters of this edited volume advance the argument that being and becoming a teacher must be understood – at least in part – from the subjective perspective of the individual and that teachers are responsible for authoring the meaning of their lives and of their work.Trade ReviewAt a time when the purpose of education is increasingly conceived in terms of attaining skills necessary for the job market, and teaching and learning are assessed in terms of objective outcomes, this collection of fresh essays on the existential dimension of education as an institution offers an indispensable corrective. In wide-ranging reflections on the professional and inter-personal aspects of education, the authors show how existentialism's emphasis on subjectivity, authenticity, and lived experience can enrich our thinking about teaching and learning and improve our practices in the classroom as it exists now. Any educator seriously interested in his or her profession will find timely insights in this thoughtfully conceived volume."" — Steven Crowell, Rice University""Historically, education and educational science have been torn between, on the one hand, ideas stressing technical rationality, efficiency, and evidence-based approaches and, on the other hand, ideas highlighting the need for deeper understandings and imaginative orientations. In the light of these trends, the book Problematizing the Profession of Teaching from an Existential Perspective is a fresh contribution that offers new insights to the field of teacher professionalism and teacher development. I recommend this book to everyone who is interested in gaining a deeper understanding of what it means to be and become a teacher."" — Silvia Edling, University of GävleTable of Contents Preface— Considering Teaching and Teacher Development from an Existential Perspective: An Introduction - Aaron S. Zimmerman SECTION I: EXISTENTIALISM AND CURRICULUM AND INSTRUCTION Possibility and Rebellion in Sartre and Camus: Existential Possibilities for Education - James M. Magrini and Elias Schwieler Learning Objectives Reconsidered in Light of Existential-Phenomenology and Mindfulness - Glen L. Sherman A Precious Darkness: Utilizing Existential Loneliness to Achieve Culturally Relative Self-Actualization in the Classroom - Christopher Kazanjian and Sandra Kazanjian SECTION II: EXISTENTIALISM AND ASSESSMENT Under Observation: Student Anxiety and the Phenomenology of Remote Testing Environments - Tyler Loveless Assessments of Ambiguity - Steven J. Fleet SECTION III: EXISTENTIALISM AND TEACHER DEVELOPMENT Kierkegaard and the Power of Existential Doubt in Teaching: Transformation of Self and Profession - Dan Riordan, Paul Michalec, and Kate Newburgh Rational Communication in University Education: A Jaspersian Theory - Daniel Adsett Foundations of Education: Absurdity and Ambiguity - Stephanie Schneider SECTION IV: THE TEACHING OF EXISTENTIALISM Agency Precedes Essence: Existentialism, Ecology, and the New Materialisms - Daniel O'Dea Bradley Teaching Is … Other People: Existential Reflections on Coteaching Phenomenology With Undergraduate Students - Lauren Manton, Brigid Flaherty, Cecelia Little, and Peter Costello About the Authors

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Book SynopsisTeacher attrition is endemic in education, creating teacher quantity and quality gaps across schools that are often stratified by region and racialized nuance (Cowan et al., 2016; Scafidi et al., 2017). This reality is starkly reflected in South Carolina. Not too long ago, on May 1, 2019, a sea of approximately 10,000 people, dressed in red, convened at the state capital in downtown Columbia, SC (Bowers, 2019b). This statewide teacher walkout was assembled to call for the improvement of teachers' working conditions and the learning conditions of their students. The gathering was the largest display of teacher activism in the history of South Carolina and reflected a trend in a larger wave of teacher walkouts that have rippled across the nation over the last five years. The crowd comprised teachers from across South Carolina, who walked out of their classrooms for the gathering, as well as numerous students, parents, university faculty, and other community members that rallied with teachers in solidarity.Undergirding this walkout and others that took hold across the country is a perennial and pervasive pattern of unfavorable teacher working conditions that have contributed to what some are calling a teacher shortage "crisis" (Chuck, 2019). We have focused our work specifically on the illustrative case of South Carolina, given the extreme teacher staffing challenges the state is facing. Across numerous metrics, the South Carolina teacher shortage has reached critical levels, influenced by teacher recruitment and retention challenges. For instance, the number of teacher education program completers has declined annually, dropping from 2,060 in 2014-15 to 1,642 in the 2018-19 school year. Meanwhile, the number of teachers leaving the teaching field has increased from 4,108.1 to 5,341.3 across that same period (CERRA, 2019). These trends are likely to continue as COVID-19 has put additional pressure on the already fragile teacher labor market.Some of the hardest-to-staff districts are often located in communities with the highest diversity and poverty. To prosper and progress, reformers and public stakeholders must have a vested interest in maintaining full classrooms and strengthening the teaching workforce. An important element of progress towards tackling these longstanding challenges is to gain a comprehensive understanding of the problem. While teacher shortages are occurring nationwide (Garcia & Weiss, 2019), how they manifest regionally is directly influenced by its localized historical context and the evolution of the teaching profession's reputation within a state. Thus, the impetus of this book is to use South Carolina as an illustrative example to discuss the context and evolution that has shaped the status of the teaching profession that has led to a boiling point of mass teacher shortages and the rise of historic teacher walkouts.

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Book SynopsisTeacher attrition is endemic in education, creating teacher quantity and quality gaps across schools that are often stratified by region and racialized nuance (Cowan et al., 2016; Scafidi et al., 2017). This reality is starkly reflected in South Carolina. Not too long ago, on May 1, 2019, a sea of approximately 10,000 people, dressed in red, convened at the state capital in downtown Columbia, SC (Bowers, 2019b). This statewide teacher walkout was assembled to call for the improvement of teachers' working conditions and the learning conditions of their students. The gathering was the largest display of teacher activism in the history of South Carolina and reflected a trend in a larger wave of teacher walkouts that have rippled across the nation over the last five years. The crowd comprised teachers from across South Carolina, who walked out of their classrooms for the gathering, as well as numerous students, parents, university faculty, and other community members that rallied with teachers in solidarity.Undergirding this walkout and others that took hold across the country is a perennial and pervasive pattern of unfavorable teacher working conditions that have contributed to what some are calling a teacher shortage "crisis" (Chuck, 2019). We have focused our work specifically on the illustrative case of South Carolina, given the extreme teacher staffing challenges the state is facing. Across numerous metrics, the South Carolina teacher shortage has reached critical levels, influenced by teacher recruitment and retention challenges. For instance, the number of teacher education program completers has declined annually, dropping from 2,060 in 2014-15 to 1,642 in the 2018-19 school year. Meanwhile, the number of teachers leaving the teaching field has increased from 4,108.1 to 5,341.3 across that same period (CERRA, 2019). These trends are likely to continue as COVID-19 has put additional pressure on the already fragile teacher labor market.Some of the hardest-to-staff districts are often located in communities with the highest diversity and poverty. To prosper and progress, reformers and public stakeholders must have a vested interest in maintaining full classrooms and strengthening the teaching workforce. An important element of progress towards tackling these longstanding challenges is to gain a comprehensive understanding of the problem. While teacher shortages are occurring nationwide (Garcia & Weiss, 2019), how they manifest regionally is directly influenced by its localized historical context and the evolution of the teaching profession's reputation within a state. Thus, the impetus of this book is to use South Carolina as an illustrative example to discuss the context and evolution that has shaped the status of the teaching profession that has led to a boiling point of mass teacher shortages and the rise of historic teacher walkouts.

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