This text is relevant for members of faculties of education such as administers, directors of teacher education programs, teacher educators (for pre-service and/or inservice teachers), and teacher candidates.
The chapters in the book present in-depth examination of novice teachers' experiences in Houston area schools during their first-through-third year of teaching.
Although empirical evidence indicates that HSIs (Hispanic Serving Institutions) are making some progress in recognizing that enhancing the racial and cultural experiences of Latino/a/x students, "e;Latinx-enhancing"e; is part of their role as institutions that enroll and serve large numbers of minoritize students (Garcia, 2019), there are still institutional gaps on prioritizing opportunities for Latino/a/x students to engage in leadership development.
Education Reform in the American States is a timely evaluation of the accountability movement in American public education, culminating in the No Child Left Behind Act, federal legislation of 2002.
Awarded the American Association of Hispanics in Higher Education (AAHHE) Edited Volume Book of the Year 2025As the transfer disparity persists among Latina/o/x community college students and continues to widen for those seeking to complete their baccalaureate degree, we asked ourselves three questions:(1) How do Latina/o/x community college students navigate the transfer preparation and decision-making process?
Women Leaders: Advancing Careers recognizes that while the majority of students enrolled in educational leadership preparation programs continue to be women; women's advancement to top school executive roles is still not comparable to that of men.
Thirty-six of the best thinkers on family and community engagement were assembled to produce this Handbook, and they come to the task with varied backgrounds and lines of endeavor.
Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
The chapters in Urban Educational Leadership for Social Justice: International Perspectives constitute a collection of works that explore dynamics related to equity in multiple contexts.
Over the last decade, significant changes have occurred in how schools are organized, how educators are prepared and certified, how accreditation policies have shifted both curriculum and content, as well as changes to the demographics of middle school classrooms.
The purpose of the work/life balance series is to highlight particular challenges that higher education faculty face as they participate in the demands of the academy and try to prevent those demands from invading their personal lives.
In keeping with the tradition set forth in volumes 1-4, this fifth volume, Creating Visions for University- School Partnerships: A Volume in Professional Development School Research, continues to exemplify current thinking of practitioners and researchers in the field.
Contemporary Challenges Confronting School Leaders is the eleventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
The achievement, schooling, and the ethnic identities of Asian American students are among the core areas in the field of Asian American education, yet there is much that remains to be uncovered, verified, contradicted, and learned through sound research, especially as the Asian American population rapidly increases in size and in the diversification of its characteristics.
The principle of equality has always been considered as one of the fundamental values of modern societies; it compels administration to provide equal treatment to all subjects it enters in touch with, which is normally expressed as a general prohibition of discrimination.
This book is designed to support individuals, particularly in higher education settings, gain knowledge and skills related to critical dialogues that support effective conflict management.
It Takes an Ecosystem explores the idea and potential of the Allied Youth Fields-an aspirational term that suggests increased connection across the multiple systems in which adults engage with young people.
The purpose of this book is to examine the tensions, gaps, and intersections between the practices of leadership in educational systems, school leadership preparation programs, and the often different worlds of academia and k12 schools.
In the continuing quest to turnaround the lowest performing schools, rapid and sustainable reform, or school turnaround, seems most elusive for secondary schools.
In Understanding the World Language edTPA: Research-Based Policy and Practice, two researchers in the forefront of world language edTPA discuss the new beginning teacher portfolio, including its required elements, federal and state policies concerning teacher evaluation, and research from their own programs.
In Culturally Responsive Pedagogy: Promising Practices for African American Male Students, I take us on a journey into teachers' perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students.
The technology revolution has made it critical for all children to understand science, technology, engineering, and math (STEM) or risk being left behind.
There is a story going around about the public schools and the people who teach in them-a story about how awful our nation's teachers are and why we should blame teachers for the poor state of our public schools.
To sustain contemporary movements towards educational equity, postsecondary leaders at all levels need resources that connect evidence-based critiques of structural inequities to forward-thinking visions for a more socially-just academy.
As authors, we are convinced that the time has finally arrived in academe for an extensive, experience-based, firsthand, seamless examination of what we are calling crossover pedagogy.
Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations.
Attrition among doctoral students has become a perennial issue in higher education (Gardner, 2009; Golde, 2000) as 40 to 60 percent of doctoral students do not complete their program of study (Bair &Haworth, 2005).
Urban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year.
Queer People of Color in Higher Education (QPOC) is a comprehensive work discussing the lived experiences of queer people of color on college campuses.
