Teacher educators have opportunities to include issues of multicultural education, equity, and social justice in the work done with preservice teachers.
Teacher educators have opportunities to include issues of multicultural education, equity, and social justice in the work done with preservice teachers.
In our current systems of education, there is a trend toward compartmentalizing knowledge, standardizing assessments of learning, and focusing primarily on quantifiable and positivist forms of inquiry.
The National Education Finance Academy (NEFA) has completed a project providing a one- of-a-kind practical book on funding P-12 education in the United States.
The currency of social capital serves as an important function given the capacity to generate external access (getting to) and internal accountability (getting through) for individuals and institutions alike.
Multilingual students, multidialectal students, and students learning English as an additional language constitute a substantial and growing demographic in the United States.
Transformative Education for the Second Renaissance follows educator John PW Hudson through a personal and professional journey that led him to respond to what he sees as underlying fissures in the bedrock of educational practice.
Convictions of Conscience: How Voices From the Margins Inform Public Actions and Educational Leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools.
Multicultural education has become its own discipline, developed on the shoulders of the work of giants who argued its merit during the attacks of opponents who believed assimilation was the purpose of state sponsored education.
Multilingual students, multidialectal students, and students learning English as an additional language constitute a substantial and growing demographic in the United States.
The Common Core Standards have recently been adopted in most states across the nation and teachers are in the process of getting to the core of these standards.
This 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.
International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph of scholarly works that are seeking to advance knowledge and understanding of a diverse range of Indigenous or First Peoples across the globe.
Once the province and tool of elite learning in American society, and the core of the Humanities, the study of the Classics now occupies a tenuous place on the margins of curriculum in most public schools.
Drawing on critical race theory, this book critically examines race through a mosaic lens pointing out various issues directly connected to it, such as racial identity politics, racism, multiracialism, interracial relationships, and the hegemony of whiteness.
Once the province and tool of elite learning in American society, and the core of the Humanities, the study of the Classics now occupies a tenuous place on the margins of curriculum in most public schools.
Discussions and research related to the salience of Black male student needs and development in relation to their general success and well-being is well-documented in many fields.
Convictions of Conscience: How Voices From the Margins Inform Public Actions and Educational Leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools.
Anyone who is touched by public education - teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens - ought to read this book, a revamped and updated second edition.
This book is premised upon the assumption that the core purpose of universities is to create, preserve, transmit, validate, and find new applications for knowledge.
The Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education.
The purpose of this edited volume is to examine the historical and contemporary dynamics of diversity as well as the realities, challenges, and opportunities associated with diversity work at Historically Black Colleges and Universities (HBCUs).
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 the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process.
This book explores meaningful and effective use of student voice in urban school renewal efforts through strategies that include: surveys, interviews, focus groups, visual and video projects, social media, and student participation in governance.
While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership.
This book highlights how social inequality shapes parent engagement, from resources available to parents and parenting logics to school responses to families and their engagement.
This edited book brings together researchers, partners, Ministry staff, disability activists, teachers, and influential commentators to present a constructive dialogue around the opportunities associated with inclusive and equitable education.
This book highlights how social inequality shapes parent engagement, from resources available to parents and parenting logics to school responses to families and their engagement.
At a time when educators are increasingly asked to take responsibility for the ‘mental health’ of students, this edited collection critiques the processes of surveillance and exclusion that can accompany such endeavours.
At a time when educators are increasingly asked to take responsibility for the ‘mental health’ of students, this edited collection critiques the processes of surveillance and exclusion that can accompany such endeavours.
