Caribbean Discourse in Inclusive Education is an edited book series that aims to give voice to Caribbean scholars, practitioners, and other professionals working in diverse classrooms.
The purpose of this book is to encourage teachers and administrators to move beyond traditional course structures and to ask them to consider designing experiential curriculum that is interdisciplinary and focused on solving real world problems.
The purpose of this book is to highlight the efforts of the members of the Carnegie Project on the Education Doctorate (CPED) to prepare Scholarly Practitioners in the field of education leadership.
This volume of the series Research in Human Resource Management (HRM) focuses on a number of important issues in HRM and OB including performance appraisal, political skill, gratitude, psychological contracts, the philosophical underpinnings of HRM, pay and compensation messages, and electronic human resource management.
Over the past twenty years, educational policy has been characterized by top-down, market-focused policies combined with a push toward privatization and school choice.
Beyond the Online Course: Leadership Perspectives on e-Learning addresses a need for the growing body of professionals who are called upon to lead the online/distance learning efforts at their various organizations.
International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, socio-cultural, linguistic, religious, racial, ethnic, and socio-economic settings to become non-exploited/non-exploitive contributing members of the global community.
This book is a poignant celebration of grassroots empowerment as our contributors, people who just a short time ago thought of themselves as ordinary citizens, document their call to action when their children and their profession are on the line.
In this book, the chapters are designed to move us towards a complete understanding of what a great place to work is, how to develop such an organization, and how to measure whether your organization is a great place to work.
As a social justice endeavor, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students' strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society.
Leadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
Mentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012).
It has become increasingly critical for both novice and experienced educators to bring to their diverse classrooms a set of dispositions, skills, and experiences that will enhance learning for all students, especially pupils from diverse cultural and language backgrounds.
The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics Teacher Education provides a list of actions for mathematics teacher educators (MTE's) to help them develop and implement equitable practices.
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 From Socrates to Summerhill and Beyond: Towards a Philosophy of Education for Personal Responsibility, Ronald Swartz offers an evolving development of fallible, liberal democratic, self-governing educational philosophies.
As our student population diversifies rapidly, there is a critical need to better understand how national, regional, and/or local policies impact youth in school settings.
This book is written by a diverse cohort of American educators, including professors, teachers, and school administrators from pre-K to college levels.
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.
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.
Over the past decade, No Child Left Behind, Common Core, Race to the Top, data mining initiatives, Title IX gender equity, Individuals with Disabilities Education Act, Americans with Disabilities Act, and executive actions on immigration illustrate key federal initiatives that have redefined standards, priorities, and practices within educational institutions.
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.
Killing the Model Minority Stereotype comprehensively explores the complex permutations of the Asian model minority myth, exposing the ways in which stereotypes of Asian/Americans operate in the service of racism.
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.
Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings: A Moral Imperative is comprised of a collection of chapters written by educators who refuse to let the voices of dissent remain marginalized in our discussion of education in the 21st century 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).
Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals.
