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Our students have always needed our support, but recent events have brought to the forefront the challenges K-12 schools face in supporting their mental health. Now is the time to transform schools into safe and healthy places that enable students not only to learn but also thrive. Based on decades of research and proven examples from education professionals and the authors--who are experts in school leadership and social work--"The Schools We Need Now" highlights the importance of placing mental health at the heart of schooling and shares a vision for schools that prioritizes student well-being. Inside you will discover: (1) practical ways to improve school climate and mitigate the effects of students' stress, trauma, depression, and anxiety; (2) preventive activities, school transition and crisis response plans, and community collaboration strategies; (3) how to create a comprehensive Mental Health Action Plan that is grounded your school's culture and climate; and (4) examples of schools, classrooms, and organizations that are on the leading edge of creating the schools we need now. For every educator who wants to ensure a healthy and equitable school environment for all students, "The Schools We Need Now" shows you how to create a safe place that protects and supports their academic, social, emotional, and physical growth.

"The Oxford Handbook of International Studies Pedagogy" brings together world class scholars to describe and analyze a wide array of pedagogical approaches and developments in International Studies. It reflects the extraordinary creativity visible in the ways instructors in International Studies interact, engage, and struggle with the students in their classrooms. The first section of the volume exposes readers to different worldviews, teaching worlds, and methods that enable a more diverse set of considerations when thinking about the international. Chapters in this section demonstrate a set of pedagogical practices that can allow non-western perspectives to emerge and to be valued. This maintains import beyond simply enabling broader literatures, contexts, and experiences to enrich the study of the international--it also is a critical component of adopting a set of humanizing pedagogies where care, inclusion, and compassion are modelled. At the heart of some of the contributions is a recognition that being more thoughtful and engaging of our students in constructing the learning environment is fundamental to enabling a broader set of worldviews and teaching worlds to emerge. The second section of the volume focuses on teaching and learning inside and outside the classroom. The chapters in this section fundamentally talk about strategies, and particular experiences that people have had, and how they relate those experiences either to their own positions or how they have understood them to be effective. While the chapters tend to focus on practice, it is also apparent how contributors embed their work in a set of values around equity, diversity, inclusion, and reconciliation. Ultimately, accepting the way we teach matters, and this volume seeks to empower those teaching international studies to engage their students and prepare them to understand and work within a complicated and challenging international system.

"Teaching Climate Change to Children" describes the journey of two literacy researchers to learn about climate change and support relevant literacy pedagogy for young children (pre-K-6). The authors argue that climate change and social justice are inextricable from each other; that children in the younger grades are capable of learning about climate change; and that reading, writing, and language study is well-suited to this work. Three anchoring themes are offered to support literacy-based climate pedagogy--interconnectivity, relationality, and action--with rich classroom examples and different entry points to engage with these themes, either by "starting small" or "going big." The text includes chapters on the importance of taking an emotionally affirming stance and on the potential of incorporating arts-based methods. With love for the Earth and one another at its core, this accessible book takes a broad view of what it means to cultivate sustainable futures for our planet, for teachers, and for children in today's schools. Book Features: (1) A unique focus on teaching about climate change to young children, as opposed to adolescents; (2) Insights drawn from a year-long teacher inquiry group with classroom teachers and from literacy methods courses with preservice teachers; (3) Explicit attention to the importance of humanizing and care-based practices in literacy-based climate pedagogy; (4) Classroom examples collected across four urban public schools where teachers used the activities and resources discussed in the book; and (5) User-friendly textboxes with suggestions and questions to guide discussion, reflection, and action.

This timely book features rich examples of students and teachers, defined as learning partners, disrupting hierarchy in education by collaborating on social change projects. At the book's core is Paulo Freire's theorization of students and teachers working together toward co-liberation. Co-written by learning partners, each chapter in this collection highlights a social change project that puts Freire's theories into action. Projects span a range of academic disciplines and geographical locations from K-12, university/college, and nonformal educational contexts. Appropriate as both a textbook and a primer on collaborative social change-making, "Disrupting Hierarchy in Education" offers inspiration and models of community-engaged learning programs from across the globe. Topics include community education, public writing, using media for popular education, adolescent and youth development, climate change education, peace and justice leadership development, revolutionary nonviolence, literacy teacher education, citizenship education, development of Latin American studies, palliative care, reflections on identity and subjectivity, antiracism education, trauma-informed pedagogy, wellness, and art curation. Book Features: (1) Real-world examples of teaching and learning for social justice in ways that disrupt traditional educational hierarchy; (2) Chapters co-written by diverse learning partners: educators (e.g. elementary school teachers and professors), undergraduate and graduate students, youth advocates, artists, curators, and founders and leaders of NGOs; (3) Projects that cover a wide terrain, including K-12 settings, university/college, wellness, arts, media, and popular education; (4) Examples from across the globe, including the United States, Brazil, South Africa, the United Kingdom, and Jamaica; and (5) Discussion questions and/or suggested activities at the end of each chapter. [Foreword written by Antonia Darder. Afterword written by Monisha Bajaj.]

The primary audience for this book is first-generation college students. Whether they are in two-year or four-year colleges, I give the readers an example of the power of a parent's dream, the positive and negative outcomes of a student's hard work, the stuff caring teachers and supportive school administrators are made of, and the significance of resilience, tenacity, and self-growth. Hopefully, my story will give those who read this book a dose of what stick-to-itiveness means up close and personal…. My foremost message to first-generation and other-generation students is to ask for help when you are stumped, seize whatever opportunities to help you improve, and do your best work. Secondly, this book is written for teachers, school counselors, nurses, and other personnel who help students during their educational journeys. Their assistance can be helpful or hurtful to whatever generation of students they are helping. What they do to students and how they do it matters hugely. Thirdly, this book is written for professional helpers who are not school-related but who want to become better helpers in other careers. Lastly, this book is written for people who are not professional helpers but are curious about the travails and struggles of poverty-stricken people like me and my family…. I have had a long, tedious journey from illiteracy to literacy, from segregation to desegregation, from poverty to affluence, and from disliking people who came from cultures different from my own to loving them. Nonviolent theories and behavior were like a river flowing through my life, slowly during my childhood and adolescence and rapidly after I enrolled in college. The Civil Rights Movement is the name of that river. It was the foremost foundation upon which I built my philosophy of helping other people. So, of course, the Reverend Dr. Martin Luther King, Jr. was my hero, role model, and guide. His words and strategies of change are generously sprinkled throughout the later chapters of this book....

From the authors of the popular blog and resource for teachers, The Classroom Bookshelf, this book offers a framework and teaching ideas for using recently released children's and young adult literature to build a culture of inquiry and engagement from a text-first approach. "Reading With Purpose" is designed to help K-8 teachers tap into their inner reader, to make intentional text selections for their students, and to create joyful and purpose-driven literacy learning experiences. The heart of the book is organized according to four purposes for selecting and using literature: "care for ourselves and one another," "connect with the past to understand the present," "closely observe the world around us," and "cultivate critical consciousness." Each chapter includes classroom stories, accessible research, reasons for why this matters now, and criteria for selecting for this purpose. A final section provides teaching invitations that pair with suggested books but can also be used with any high-quality book teachers may already have in their classrooms. This book: (1) Builds on important work from thought leaders, urging teachers to create their own reading identities so they can help their students do the same; (2) Describes a simple, sustainable framework teachers and teacher educators can use immediately to make more purposeful text selections; (3) Provides myriad teaching ideas, narrative anecdotes from diverse classrooms, student work samples, and reflective questions; and (4) Offers a list of recommended, recently published children's and young adult literature. [Foreword written by Xenia Hadjioannou.]

In "Finding Your Leadership Soul," Carlos Moreno shares his journey from a challenging childhood in the Bronx, to teaching and advising at an innovative high school, to serving as co-executive director for Big Picture Learning, an organization that works to advance equitable, student-centered education. Along the way, he introduces several young Black and Latino men he had the privilege to work with--students who came from backgrounds similar to his and who helped shape his philosophy of leadership. He mines lessons learned from his connections with these young men and distills those lessons into practical application. His aim is to inspire others to join him on the effortful but indescribably vital quest to develop Leadership Soul. Leadership Soul draws on three principles--lead with love, lead with care, and lead with vulnerability--to counter conventional leadership archetypes that promote inequity and fail to meet the needs of all students, especially those marginalized by systemic prejudice and socioeconomic circumstances. The book is a powerful and poignant guide to engaging in inclusive, equitable leadership--to developing your own Leadership Soul.

Learn how to create and nurture communities of care for diverse children, families, and practitioners through responsive practice. In this text, the social and emotional worlds of babies and toddlers, their peers, and their caregivers come to life in the everyday moments of infant-toddler care and education. The authors show infants and toddlers as active, agentic, and intentional social partners from the start of life, highlighting their unique capacities for social engagement with both adults and peers. Interwoven within each chapter's narrative are insights culled from extensive observations, teacher interviews, and video analyses. Part I emphasizes play, peer friendships, and humor as essential elements of infant learning, illustrated throughout with anecdotes of praxis in early care and education settings. Building on these aspects of babies' ways of being in group care, Part II examines the complex roles of infant-toddler professionals and the critical importance of supportive and caring environments. Readers will explore the elements needed for in-depth and specialized professional preparation, including overarching principles of relationship-based practice. This book: (1) illuminates particular and understudied ways that infants and toddlers actively contribute to their own social learning and development; (2) shares how teachers learn to engage with and nurture infants' and toddlers' social capacities and experiences within child care settings; (3) uses anecdotes and vignettes from the authors' research and practice with infants, toddlers, and caregivers to bring their experiences to life; (4) discusses themes that are important and unique for infancy and toddlerhood, such as play, friendships, humor, and professional love; and (5) presents a unique set of chapters that reveal infants' and toddlers' perspectives, while also considering the caregiver's actions within a responsive care framework. [Foreword written by Mary Benson McMullen.]

"Student Success" helps students develop positive behaviors that will lead to success in college and beyond. The book provides a practical framework, how-to exercises, a behavioral observation measurement system, behavioral profiles, self-tests, and a behavioral change methodology for individuals, families, and schools seeking to establish, assess, and improve behavioral performance. It introduces students to the 5C Elements of Behavior: Communication, which conveys appropriateness; Choice, which conveys judgment; Caring, which conveys concern for others; Commitment, which conveys duty; and Coping, which conveys fortitude. These five elements are the core to understanding how students can monitor, measure, and modify their behavior to reach their academic--and ultimately life--goals. Down-to-earth and practical, the book emphasizes real-life situations that all students face, offering them the opportunity to weigh the best solutions for any problem they encounter.

"Fix Injustice, Not Kids and Other Principles for Transformative Equity Leadership" offers a deep dive into the leadership values, commitments, and practices that help educational leaders create and sustain equitable schools and districts. Drawing from their extensive equity and inclusion work with schools, Paul Gorski and Katy Swalwell introduce key components of the equity literacy framework. They then challenge principals, equity professionals, and other K-12 leaders to embrace six guiding principles for meaningful equity leadership: (1) Direct confrontation: Honestly naming and directly addressing the conditions that perpetuate inequity; (2) Fix injustice, not kids: Avoiding deficit views, focused on "fixing" people who are marginalized, and embracing structural views, focused on eliminating inequitable conditions; (3) Prioritization: Reimagining policies and practices and rebuilding institutional cultures in ways that account for historical and present inequities and their ramifications; (4) Just access: Reconsidering what we provide equitable access to and whether it is itself equitable; (5) Evidence-based equity: Applying an equity lens to the ways we collect and interpret data and exercising caution about popular data collection tools and methods; and (6) Care, joy, and sustainability: Withstanding inevitable resistance while embracing visions for love, joy, and community that cultivate and sustain transformative equity. Powerful stories from students and staff members reveal the troubling gaps between their everyday school experiences and the often high-optics, low-impact equity and diversity programs, events, and strategies embraced by school leaders. They also reveal key moments of growth as leaders learned how to deepen their equity understandings and enact more meaningful equity approaches. This thought-provoking book offers guidance to those who want to do better and are on the path to achieving some of today's most crucial goals: disrupting inequity and becoming transformative equity leaders.

Discover the transformative power of early conversations on racial equity and cultural awareness with "Little Learners, Big Hearts." This heartwarming teacher's guide fosters empathy and equity in young minds. Grounded in heart centered learning, it seamlessly weaves principles of hope, self-education, acknowledgment, resolution, and responsive teaching to create an empowering antiracist foundation. Start shaping compassionate futures today. Preschool and K-3 teachers and childcare providers will: (1) Promote empathy for and understanding of backgrounds, cultures, and identities that are different from what students may be used to; (2) Use mindfulness and reflection to move past discomfort and engage in challenging conversations; (3) Engage in an ongoing process of acknowledging and confronting biases; (4) Shape young children's learning in a way that allows them to draw their own conclusions; and (5) Be kind, caring, and meaningful forces in the lives of all students and their families. [Foreword written by Afrika Afeni Mills.]

If we want to really understand our students so that we can optimize instruction for them, we must think of each individual student as distinctive and irreplaceable. From this core principle springs the radically humane framework for meaningful teaching that is the subject of this book: Powerful Student Care (PSC). Authors Grant A. Chandler and Kathleen M. Budge developed this one-of-a-kind system for catering to the unique life circumstances of every child to help all teachers grow in their practice--and all students to flourish. Based on voluminous research as well as the authors' own experience as seasoned educators, PSC offers teachers a foolproof way to ensure that, regardless of label or socioeconomic profile, each one of their students receives the support they need. Constructed as an allegorical learning voyage for readers, this comprehensive guide details: (1) The foundational five tenets of community that enable students to succeed academically, develop self-efficacy, and experience the joy of learning; (2) "Navigational instruments," such as processes, instructional methods, and power-sharing relationships, for creating community; (3) The bodies of knowledge that directly influence teacher and student success, including those related to empowerment, cultural humility, antiracist and antibias learning, and more; and (4) The Contemplative Practice, an inquiry-based, research-informed scaffold for teacher planning and reflection. Brimming with colorful, in-depth cases of Powerful Student Care in action and including downloadable forms and templates to help you move forward with implementation, this book is an essential addition to the library of any K-12 educator with a passion for knowing and supporting the young human beings in their charge.

Every day, millions of students in the United States go to school weighed down by interpersonal traumas, community traumas, and the traumatic effects of historical and contemporary race-based oppression. A wide range of adverse childhood events--including physical, verbal, emotional, and sexual abuse; chronic bullying; community or domestic violence; and food and housing insecurity--can lead to a host of negative outcomes. However, when schools provide developmentally supportive responses to these challenges, post-traumatic growth becomes possible. In "Trauma Responsive Educational Practices," Micere Keels examines the neurobiology of trauma; presents mindfulness strategies that strengthen student self-regulation and extend professional longevity; and demonstrates how to build pedagogically caring relationships, psychologically safe discipline, and an emotionally safe classroom learning climate. Keels also shows educators how to attend to equity and use trauma as a critical lens through which to plan instruction and respond to challenging situations with coregulation. It's important to understand that trauma is subjective and complex, treatment is not prescriptive, and recovery takes time. This book helps educators support students on that road--not merely to survive trauma but to focus on their strengths and flourish with effective coping skills.

Grounded in ethnography and teacher research, "Moving across Differences" examines how an LGBTQ+-themed literature course enabled high school students to negotiate their differences and engage in ethical encounters. Drawing on the work of queer theorists, Mollie V. Blackburn conceptualizes these encounters as forms of movement across differences of not only gender and sexuality but also identity and ideology more broadly. As we follow Blackburn's thoughtful rendering of students' sometimes fraught exchanges, we are encouraged to follow their lead and move when confronted with differences. We might move closer to those like us, so we can be in community to recover and heal. But we might also move closer to others, so we can discover and learn. The book argues, though, that we must move ethically and, moreover, that literature and the work of reading, writing, and talking can foster this movement. Modeling care in both teaching and research, "Moving across Differences" contributes to the study and practice of English Language Arts curriculum and pedagogy, qualitative methods, and queer theory. [This content is provided in the format of an e-book.]

Many educators have heard about the need to implement "trauma-sensitive" practices in order to help students heal and succeed. But what does this look like on a day-to-day basis? What does it require of teachers and of those who lead them? In "Trauma-Sensitive School Leadership," Bill Ziegler, Dave Ramage, Andrea Parson, and Justin Foster provide a framework to guide administrators and their teams through the process. With reference to research and their own experience as teachers, counselors, and school leaders, the authors explain how to: (1) Develop empathetic and supportive relationships among students and staff; (2) Identify biases and barriers that hinder educators' ability to support learners affected by trauma; (3) Design all-school events and daily lesson plans to minimize the likelihood of retraumatizing vulnerable students; (4) Retool discipline practices and physical spaces to foster a more trauma-sensitive culture and climate; and (5) Establish supports to help teachers and other staff deal with secondary trauma. Accepting students for who they are and responding compassionately to their needs leads to greater success in academics and life. With 50 recommended strategies and real-life examples of trauma-informed healing practices, "Trauma-Sensitive School Leadership" can help you transform your school to better serve your students.

Much of the policy-and practice-focused research on infant-toddler care and education has been concerned with the issue of program quality. That is, what elements constitute a quality program for infants and toddlers that ensures their ongoing developmental success? Researchers have sought to identify the structural and process indicators necessary for young children to receive the kinds of responsive interactions that contribute to positive developmental outcomes. Paradoxically, while a lot is known about what constitutes high-quality care and education for infants and toddlers, most policies ignore the research by regulating a bare minimum of requirements for programs. This situation has resulted in significant variation in what infant-toddler programming looks like, where it is located, and who gets access to high-quality programs. This special themed issue of the "Occasional Paper Series" seeks to highlight and challenge assumptions about infant-toddler care and education. All the pieces in the issue can be grouped around two main themes: (1) the centrality of relationship-based care; and (2) the tensions between local/contextual and larger-scale systems-level approaches. The papers call to everyone in the early education field to advocate forcefully for infant-toddler education, for the communities in which it takes place, and for the workforce that facilitates children's development and family members' ability to work outside the home. This collection offers a vision of new pathways and resources that the field might utilize to address the under-resourcing and inadequate attention given to policy and practice addressing the zero to three space.

"Trauma-Responsive Schooling" outlines a novel approach to transforming American schools through student-centered, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency. The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners. Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and trauma--and thus promote healing. This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible.

As the population of Latinx students grows in U.S. public schools and our nation seeks to address systemic inequities, racism, and xenophobia, this counternarrative provides inspiration to those wishing to reinvigorate schools and build a more caring and just world. "Authentic Cariño" documents the innovative practices, successes, and struggles of a full-service community high school serving mostly low-income Latinx youth in an economically depressed California city. Based on 4 years of qualitative research, the author examines how educators, families, and community members established and sustained a social justice school that immersed youth in authentic "cariño"--a holistic blend of familial, intellectual, and critical care. By nurturing students' moral, social, personal, and academic development, the school produced college-bound graduates ready to be agents of change in their own lives and in their communities. This case study synthesizes and extends scholarship on color-conscious, healing-centered educational care and offers rich portrayals of praxis that illuminate how schools can equip marginalized youth to thrive. All royalties from this book will support Molina High School and a college scholarship for urban youth. This book: (1) Advances a fully elaborated model that specifies three fundamental dimensions of care: familial, intellectual, and critical; (2) Provides an in-depth account of a high school that successfully institutionalized authentic cariño schoolwide; (3) Advocates for "college and community readiness," conveying to students how additional schooling would enable them to become community change agents capable of contributing to collective uplift; (4) Offers insights into the structures, processes, and complications that arise when a school commits to authentic cariño as a path to promote engaged learning and social transformation; and (5) Shows what is possible when educators in partnership with local communities dare to care deeply and widely for Latinx youth. [Foreword written by Angela Valenzuela.]

Educators often invoke the term "care" to describe why they entered the field and what compels them to continue. This book argues that care, as typically described and enacted, is not sufficient for leading schools, particularly those serving Black and Latinx children. Instead, school leaders need to embrace "radical care." Drawing from 20 years of researching and working in New York City public schools, Rosa Rivera-McCutchen outlines the five components of radical care: adopting an antiracist stance, cultivating authentic relationships, believing in students' and teachers' capacity for excellence, leveraging power strategically, and embracing a spirit of radical hope. To demonstrate practical strategies, the author shares vignettes from her personal experiences that exemplify each of the components. Calling for today's school leaders to thoughtfully challenge existing structures that reproduce inequality, "Radical Care" offers a much-needed framework that will guide leadership practice with a sense of urgency and a spirit of hope. This book: (1) Focuses on the school principal as critical catalyst for school transformation; (2) Centers antiracism as essential to leadership practice; (3) Includes practical strategies for navigating the sociopolitical and policy climate; and (4) Offers a roadmap for engaging teachers and staff in practicing radical care. [Foreword written by Jamaal A. Bowman.]

In this sequel to his internationally acclaimed classic, "The Call to Teach," David Hansen revisits the idea of teaching as a calling in light of contemporary expectations in education. "Reimagining the Call to Teach" brings to life an ethical approach to teaching that is informed by an understanding of teaching's great purpose: to help the next generation forge a spirit of mutual care and concern while supporting each student's distinctive way of being in the world. Hansen juxtaposes testimony from public school educators with ideas and examples drawn from philosophy, teacher education, research on teaching, literature, and other arts. He demonstrates that, despite pressing structural challenges in the educational system, teachers can bring their calling to life by supporting one another and by engaging in philosophical inquiry and self-cultivation. Rendered with Hansen's customary eloquence, this dynamic book will be of interest to all who care about the dignity of teachers and teaching in our time. This book: (1) Provides a fresh and inspiring account of teaching as a calling; (2) Draws creatively on a wide-range of sources, including extensive testimony from teachers; (3) Focuses on an ethical approach to working with teachers called "bearing witness"; (4) Highlights the important place of philosophy in being a teacher and a teacher educator; and (5) Uses an accessible and engaging style with rich examples throughout.

This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts. It draws attention to the socio-economic disadvantages that can often be characteristic of ethnically diverse classrooms, prior to examining and reviewing the interconnections between teacher well-being and the implementation of pedagogical processes in the classroom teaching and learning context. Teachers and academics alike report on and address the well-being-related needs of practising teachers. This book contributes to the emerging field of literature on teacher well-being and offers international perspectives on lessons learnt in socially diverse and multilingual teaching contexts. Accordingly, it offers a valuable resource for teacher educators, researchers, pre-service and in-service teachers, and policymakers.

"Layers of Learning" explores read-aloud strategies designed to enhance your reading and writing standards by capitalizing on the way literature can impact caring communities. With over 200 picture-book suggestions, author JoEllen McCarthy introduces the Heartprint Framework, which demonstrates how you can layer literacy and life lessons throughout your day using multiple connections across learning. Inside, you'll find the following: (1) 60 read-aloud-based connections that support caring classroom conversations, lesson planning, and extensions; (2) Instructional opportunities for nurturing readers and writers during workshop, small-group, and individual conversations; (3) Literacy Snapshot photo essays with ideas to adopt or adapt; and (4) Continuing connections with additional resources and invitations for further learning. "Layers of Learning" is structured around four key elements: Community, Agency, Respect, and Empowerment, or CARE. Inside you'll discover the tools you need to emphasize reading and writing connections, character education, and culturally responsive teaching, while championing the power of read alouds to affect independent readers, writers, and thinkers. This book aims to shift literacy instruction and social-emotional learning from "either-or" choice to responsive "yes-ands."

Today's educational leaders are working with more resources, more research, and more stakeholders -- all within the same, limited time in a day as we had a decade ago. Author Jessica M. Cabeen takes readers through an intentional journey of current trends and buzzwords, helping leaders understand how social media is a tool for connection, collaboration, and learning. This exciting book explores the importance of care and collaboration with all members of the educational community -- students, teachers, staff, families, and community partners. Each chapter highlights examples of leaders that have made positive change in their schools, and provides key actionable strategies that can be implemented at a pace that is sustainable and tailored to fit your needs. You will discover a deeper understanding of the critical importance of your role in: (1) Elevating the student's experience; (2) Building a strong school culture; (3) Creating small ways to make big impacts with families; (4) Advocating a clear message with community partners and legislative leaders; and (5) Creating time for self-care. Filled with practical examples, tools, and strategies, "Unconventional Leadership" is a resource school leaders can pick up today and implement tomorrow.

Discover the teaching practices that make the biggest difference in student performance! The new edition of this practical, research-based book gives leaders and teachers an even closer look at instructional practices from top award-winning urban schools. With refreshed examples from high-performing teachers and detailed analyses of these practices, the authors demystify the achievement of these schools while offering a practical guide to help educators apply these practices in their contexts. "Teaching Practices from America's Best Urban Schools" is a valuable tool for any educator in both urban and non urban schools that serve diverse student populations, including English language learners and children from low-income families. What's new: (1) Additional "What It Is/What It Isn't" boxes help educators distinguish the subtle differences in the implementation of practices that lead to impressive learning results; (2) "Practice Guides" and "Practical Next Steps" for each of the 8 Success Factors encourage self-assessment and collaboration; and (3) Expansion of topics address current developments in education and additional examples from award-winning elementary, middle, and high schools provide new insights.

Due to the recent increase in digital education technologies, online education classes have been experiencing a popularity increase among students worldwide. As classroom diversity continues to expand, instructors grapple with strategies to create caring and culturally responsive educational environments to increase student engagement irrespective of their demographic composition. "Care and Culturally Responsive Pedagogy in Online Settings" is a collection of innovative research on the incorporation of culturally sensitive teaching practices in online classrooms and how these methods have had an impact on student learning. Contributed by education experts from the USA, UK, and more, this publication provides comprehensive coverage on topics including faculty teaching, restorative justice, nontraditional students, and more, making it a resource for instructors, researchers, instructional designers, administrators, policymakers, and students seeking current research on online educators incorporating care and culturally responsive pedagogy. This book is divided into three sections, and contains the following chapters: Section 1, "Conceptual and Theoretical Frameworks of Care and Culturally Responsive Pedagogy," contains: (1) Conceptual and Theoretical Frameworks for CRT Pedagogy (Michelle Kilburn, Monica Bixby Radu, Martha Henckell); (2) Supporting Faculty in Culturally Responsive Online Teaching: Transcending Challenges and Seizing Opportunities (Isis Artze-Vega, Patricia Elizabeth Delgado); (3) Strategies and Reflections on Teaching Diversity in Digital Learning Space(s) (Ricardo Montelongo, Paul William Eaton): and (4) Designing Caring and Inclusive Online Classroom Environments for Non-Traditional Learners: A Case Study Exploring the Andragogical Teaching and Learning Model (Nirupama Akella). Section 2, "Planning and Designing Online Courses With Culturally Responsive Teaching and Care in Mind" contains the following chapters: (5) Culturally Responsive Pedagogy, National Culture, and Online Instruction: Leading to Learning (David Starr-Glass); (6) Culturally Responsive Teaching and Inclusion for Online Students with Exceptionalities and other Needs (York Williams); (7) Equitable Means Accessible: Using Universal Design for Learning and Student Development Theory to Inform Online Pedagogy (Kathryn R. Green, Steven Tolman); (8) Toward Culturally Restorative: Teaching Approaches (Mike Re'vell); (9) Globalization and Localization in Online Settings (Lesley S. J. Farmer); and (10) E-Relationships: Using Computer-Mediated Discourse Analysis to Build Ethics of Care in Digital Spaces (Jennifer Rider). Section 3, "Approaches and Strategies for Implementing Care and Culturally Responsive Pedagogy in Online Settings," contains the following chapters: (11) Pedagogy of Authenticity in the Online Learning Environment: An Interdisciplinary Overview (Olga Dietlin, Jeremy S. Loomis, Jenny Preffer); (12) Cultural Diversity in Online Learning: Perceptions of Minority Graduate Students (Alex Kumi-Yeboah, James Dogbey, Guangji Yuan, Samual Amponsah); (13) Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments (Natalie Nussli, Yi Guan, Kevin Oh); (14) Strategies for Teaching Online Higher Education Courses with an Eye towards Retention: Choosing a Culturally Responsive Path (Annette Baron, Kelly McNeal); (15) Supporting Millennials in Adult and Community Education Settings: Reflective Interviews With Caregivers in the Form of Parents and Guardians (Jonathan Bishop); and (16) Care and Cultural Responsiveness of Online College Courses: Preliminary Criteria and Best Practices (Keri L. Heitner, Kenneth C. Sherman, Miranda E. Jennings). Also included is a Compilation of References, About the Contributors, and an Index.

The underrepresentation of students from historically marginalized populations--including English language learners, twice-exceptional students, culturally and linguistically diverse students, and economically disadvantaged students--in our gifted programs and services continues to be a critical issue in education. The importance of a caring and committed teacher who sees and supports the potential in all learners and who respects linguistic diversity and students' cultural identity cannot be overstated, yet teachers need the knowledge and training to do so. This reader-friendly guide meets that need, promoting equity in gifted education by providing teachers with a variety of flexible tools to nurture the academic and affective growth of their gifted students from traditionally underserved populations. Over fifty strategies are outlined within five chapters addressing how teachers can see, understand, teach, challenge, and advocate for their underserved gifted learners in all content areas. The authors share numerous student quotes, teacher anecdotes, and spotlights on successful school efforts. Digital downloads include all forms from the book and a PDF presentation. A free PLC/Book Study Guide for use in professional development is also available.

Today's global educational environment includes the emergence of adult learners participating in formal and informal educational encounters for the purposes of professional development or personal enrichment. These learners must possess the conceptual and attitudinal idea of self-directed learning in order to be skilled workers and fulfilled human beings. "Self-Directed Learning Strategies in Adult Educational Contexts" is a critical scholarly publication that examines the impacts of self-directed learning methods and strategies on adult learning in various formal and informal learning situations and educational encounters. Featuring topics such as andragogy, learning analytics, and educational technologies, this book is geared toward adult educators, administrators, principals, professors, human resource managers, educational professionals, and researchers working in the fields of andragogy, adult learning theory, professional development, instructional technology, and curriculum development. This book contains the following chapters: (1) The Value of Pacing in Promoting Self-Directed Learning (Itumeleng I. Setlhodi); (2) Undergraduate Student Perception of Caring and Trust: How Those May Relate to Student Engagement in Self-Directed Learning (Pamela Lee Grant); (3) Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?: An Experience From Pedagogical Experiments (Aweke Shishigu, Kassa Michael, and Mulugeta Atnafu); (4) Learner Autonomy: A Cultural Perspective From Libya (Abdallah Elmahjoub and Terry Lamb); (5) The Nature of Success in Doctoral Education: The Roles of the Student, the Advisor, and Goals (Preston B. Cosgrove); (6) The Socratic Way and Adult Learning: Exploring a Nelsonian View of the Socratic Method in Self-Directed Learning Encounters (Frank G. Giuseffi); (7) Self-Directed Learning Strategies in Adult Educational Contexts: Helping Students to Perceive Themselves as Having the Skills for Successful Learning (Roaa Aljafari); (8) Overview of Learning From Past to Present and Self-Directed Learning (Cihad Sentürk and Gülçin Zeybek); (9) Learning How to Clarify Complex Concepts for Children Through Naturalistic Inquiry: Moving Beyond Simplification (William Farrelly and Caroline Linse); and (10) Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner (Amy Gaimaro and Amy Lomellini). A section about the contributors and an index are also included.

"We Dare Say Love" takes up the critically important issue of what it means to educate Black male students in a large urban district. It chronicles the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District, following a small group of Black male educators who changed district policy and practice to create a learning experience for Black boys rooted in love. The book takes readers inside the classrooms and inside the heads and hearts of program founders, leaders, and instructors to understand their pedagogy of care. It also elucidates the rituals, beliefs, and practices that created a classroom environment that held high expectations for the engagement and achievement of Black boys and provided a space for Black male students to blossom. [Afterword by Tyrone C. Howard and Pedro A. Noguera.]

This book emerges from a deep concern about the direction of educational policy in the last decade and its effects on children, teachers and school leaders. It addresses contemporary educational issues from the perspectives of justice, peace, equality and truth, and is informed by Quaker approaches to these values. It presents a coherent approach to education, including subject teaching, that resonates with the authors' deep integrity in practice and in making sense of education. Contents include: (1) Introduction to Quakers, Quaker involvement in education, and this book (Don Rowe and Anne Watson); (2) Whose values? Which values? (Don Rowe); (3) Relational and restorative practice in educational settings: A values-based, needs-led approach (Belinda Hopkins); (4) Building, maintaining and repairing a peaceful culture in school (Anna Gregory); (5) Learning for emancipation (Tim Small); (6) Equality, truth and love in subject teaching: Cognitive care in the case of mathematics (Anne Watson); (7) The role and value of the arts in education (Janet Sturge); (8) Early years education and Quaker concerns (Wendy Scott); (9) Equality and the scramble for school places (Janet Nicholls); (10) Reflecting on values emerging from practice and the value of reflecting on practice (John Mason); (11) When school won't do (Keir Mitchell); (12) Natality and Quaker education (Giles Barrow); and (13) Friends' education: A reflective commentary (Kathy Bickmore). An index is included.

The "Connecting With Others" curriculum for grades 3 through 5 will help students learn to be sensitive to differences, resolve conflicts without resorting to violence, and learn tolerance and acceptance of others. Includes 30 lessons divided into five skill areas: Concept of Self and Others, Socialization, Problem Solving and Conflict Resolution, Communication, Sharing, Empathy and Caring. Instructional strategies include story-telling, relaxation, modeling, coaching, behavioral rehearsal, reinforcement, creative expression, self-instruction and more.

This timely book provides current research and skill-building information on Disaster Mental Health Counseling for counselors, educators, students, and mental health responders in agencies, schools, universities, and private practice. Recognized experts in the field detail effective clinical interventions with survivors in the immediate, intermediate, and long-term aftermath of traumatic events. Real-world responses to violence and tragedies among diverse populations in a variety of settings are presented, and responders share their personal stories and vital lessons learned through an "In Our Own Words" feature. Each chapter contains discussion questions and case studies are interwoven throughout the text. This extensively revised edition, which meets 2016 CACREP Standards for disaster and trauma competencies, is divided into three sections. Section 1, Disaster Mental Health Counseling Foundations, contains the following chapters: (1) Understanding Disaster Mental Health (Jane M. Webber and J. Barry Mascari); "In Our Own Words" - Ground Hero: Story of Compassion Fatigue after September 11 (Tom Query); (2) Disaster Mental Health Counseling: Skills and Strategies (Jane M. Webber, J. Barry Mascari, and Julia K. Runte); "In Our Own Words" - Interventions with Children after the Earthquake in China (Emily Zeng); (3) How the Brain and Body Change after a Disaster (Carol M. Smith); "In Our Own Words" - Inadvertently Studying Trauma for 35 Years (Carol M. Smith); "In Our Own Words" - Evergreen Got Slammed (Robert G. Mitchell); (4) Assessing the Needs of Disaster-Affected Persons (Jane M. Webber, Mike Dubi, Julia K. Runte, and Mindi Raggi); "In Our Own Words" - A Strange Beginning (Mike Dubi); "In Our Own Words" - The Emotional Roller Coaster of Surviving Superstorm Sandy (Juneau Mahan Gary); (5) Compassion Fatigue: Our Achilles' Heel (J. Eric Gentry, Jane M. Webber, and Anna B. Baranowsky); "In Our Own Words" - Two Decades of Compassion Fatigue Treatment, Prevention, and Resilience (J. Eric Gentry); "In Our Own Words" - Confessions of a Trauma Responder (Anna B. Baranowsky); and (6) Ethics Narratives from Lived Experiences of Disaster and Trauma Counselors (Vilia Tarvydas, Lisa Lopez Levers, and Peter R. Teahen; "In Our Own Words" - Evolving (Peter R. Teahen). Section 2, Disaster and Trauma Response in the Community, contains the following chapters: (7) Responding to Mass Violence and the Pulse Nightclub Massacre (Jane M. Webber, Samuel Sanabria, and J. Barry Mascari); "In Our Own Words" - Self-Care and Guilt in the Wake of the Orlando Shooting (Samuel Sanabria); (8) Counseling Veterans and Their Families (J. Barry Mascari, Jane M. Webber, and Mike Dubi); "In Our Own Words" - Wounds you Cannot See (Rachel Oelslager); (9) Children and Adolescents in Disasters: Promoting Recovery and Resilience (Jennifer Baggerly); "In Our Own Words" - Helping Children Heal (Jennifer Baggerly); (10) Counseling Survivors of Hurricane Katrina (Barbara Herlihy and Angela E. James); "In Our Own Words" - Weren't You Scared? (Barbara Herlihy); "In Our Own Words" - When Are We Going Home? (Angela E. James); (11) Counseling Refugees (Rachael D. Goodman, Colleen K. Vesely, and Bethany Letiecq); "In Our Own Words" - Trauma Counseling as Social Justice (Rachael D. Goodman); and (12) International Deployment and Disaster Mental Health Counselors (Karin Jordan); "In Our Own Words" - A Day in the Life of a Relief Worker: Expect the Unexpected (Karin Jordan). Section 3, Disasters and Mass Violence at Schools and Universities, contains the following chapters: (13) School Disaster Mental Health (J. Barry Mascari and Jane M. Webber); "In Our Own Words" - I Never Thought I Would Become So Focused on Disaster and Trauma (J. Barry Mascari); "In Our Own Words" - From Clifton High School: Fifteen Years after September 11; (14) Disaster Recovery in Newtown: The Intermediate Phase (Deb Del Vecchio-Scully and Melissa Glaser); "In Our Own Words" - Reflecting on the Sandy Hook School Shooting (Deb Del Vecchio-Scully); "In Our Own Words" - Focus on Faith not Fear (Melissa Glaser); (15) School Shootings in Perspective (Richard Reyes); "In Our Own Words" - Recognizing the Importance of Crisis Intervention (Richard Reyes); (16) University Disaster Mental Health Response (Gerard Lawson); "In Our Own Words" - Prepare for the Worst, Then Do Your Best (Gerard Lawson); and (17) Disaster Mental Health and Trauma Counseling: The Next Decade (J. Barry Mascari and Jane M. Webber); "In Our Own Words" - "I Discovered within Me and Invincible Summer" (Jane M. Webber). [Foreword by Charles R. Figley.]

Teaching English language learners has long presented challenges for teachers tasked with bringing these students to a level of language comprehension comparable to that of native speakers. These challenges and issues can lead to difficulty comprehending core academic topics for those learning the English language. "Optimizing Elementary Education for English Language Learners" is a critical scholarly publication that explores the importance of English as a Second Language (ESL) education as well as the challenges that can arise in striving for effective and engaging learning environments for the students involved. Featuring a broad scope of topics, such as effective lesson plans, teacher education and preparation, and the education achievement gap, this book is geared toward academicians, practitioners, and researchers seeking current research on effective teaching strategies for teachers of English language learners. This book contains the following chapters: (1) Misconceptions About ELLs: Culturally Responsive Practices for General Education Teachers (Lara Christoun and Jun Wang); (2) The Reality of Teaching Young ELLs in a Pull-Out Program: Setting Expectations and Overcoming Misconceptions (Tatiana I. Sildus, Natalie Vanderbeck, and Michelle Broxterman); (3) Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms (Nermin Vehabovic and Casey Medlock Paul); (4) Young Learners: Motivation and Second Language Acquisition (Joanna Rodiki Petrides); (5) Elementary English Language Learners: Misconceptions About Second Language Learning and Teaching Practices (Khanh Nguyen Bui and Isabel L. Balsamo); (6) Reaching Rigor for English Learners Through Responsive Interactions of Care (Melissa A. Holmes, Shabina K. Kavimandan, and Socorro G. Herrera); (7) Using Brain-Based Instruction to Optimize Early Childhood English Language Education (Walaa M. El-Henawy); (8) Teaching Mathematics to Elementary ELL Students (Ozgul Kartal, Nilufer Guler, and Dincer Guler); (9) Opportunities for Engaging Young English Language Learners Through Technology Use (Joy Egbert and Reima Abobaker); (10) Strategies for Working With Image-Text Relations in Picturebooks (Luciana C. de Oliveira, Sharon L. Smith, Loren Jones, and Carolina Rossato de Almeida); (11) Teaching Reading to Culturally and Linguistically Diverse Elementary Students (Nilufer Guler and Wendy Johnson Donnell); (12) Building Academic Language Through Innovation: Teaching With a Maker's Mind (Brandy C. Judkins and Zoe Falls); (13) Teaching ELL Students in the Elementary Grades: Teaching ELL Students With Disabilities (Sue Ellen McCalley); (14) Dimensions of Success Integrating the C3 Framework and ESL Instruction: In Elementary Social Studies Classrooms (Katherine Barko-Alva and Stephen S. Masyada); and (15) Lost in Comprehension: Addressing English Language Learners' Reading Needs in the Elementary Classroom (Casey Medlock Paul and Nermin Vehabovic). (Individual chapters contain references.)

This timely book focuses on different social justice pedagogies and how they can work within standards and district mandates in a variety of English language arts classrooms. With detailed analysis and authentic classroom vignettes, the author explores how teachers cultivate relationships for equity, utilize transformative language practices, demonstrate critical caring, and develop students' critical literacies with traditional and critical content. Boyd offers a comprehensive model for taking social action with youth that also considers the obstacles teachers are likely to encounter. Presenting the case for more equity-oriented teaching, this rich resource examines the benefits of engaging students with critical pedagogies and provides concrete methods for doing so. Written for both pre- and inservice teachers, the text includes adaptable teaching models and tested ideas for preparing to teach for social justice. [Foreword by Deborah Appleman.]

John Dewey's "Democracy and Education" is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This "Handbook" is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Following an introduction by Leonard J. Waks, and Andrea R. English, Part I, Companion Chapters, features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Beginning with an Introduction to Part I by Leonard J. Waks, the chapters in Part I include: (1) Learning by doing and communicating (Leonard J. Waks); (2) Learning and its environments (Loren Goldman); (3) Giving form and structure to experience (A.G. Rud); (4) Growth, habits, and plasticity in education (Sarah M. Stitzlein); (5) Democracy without telos: Education for a future uncertain (Gonzalo Obelleiro); (6) What is the role of the past in education? (Andrea R. English); (7) 'A mode of associated living': The distinctiveness of Deweyan democracy (Kathleen Knight Abowitz); (8) A democratic theory of aims (Leonard J. Waks); (9) What is the purpose of education?: Dewey's challenge to his contemporaries (Avi I. Mintz); (10) Shaping and sharing democratic aims: Reconstructing interest and discipline (Terri S. Wilson); (11) Experience and thinking: Transforming our perspective on learning (Andrea R. English); (12) The role of thinking in education: Why Dewey still raises the bar on educators (Jack P. Smith, III and Spencer P. Greenhalgh); (13) Method: Intelligent engagement with subject matter (Doris A. Santoro); (14) Subject matter: Combining 'learning by doing' with past collective experience (Meinert Meyer); (15) Work, play and learning (Christopher Winch); (16) Boundaries as limits and possibilities (Scott L. Pratt); (17) Knowing scientifically is essential for democratic society (Christine McCarthy); (18) Educational values: Schools as cultures of imagination, growth, and fulfillment (Steven Fesmire); (19) The value of the present: Rethinking labor and leisure through education (Scott R. Stroud); (20) An old story: Dewey's account of the opposition between the intellectual and the practical (David I. Waddington); (21) Nature and human life in an education for democracy (Martin A. Coleman); (22) Individuality and a flourishing society: A reciprocal relationship (Hongmei Peng); (23) Autonomy, occupation and vocational education (Christopher Winch); (24) Philosophy of education (Richard Pring); (25) Healing splits: Dewey's theory of knowing (Barbara Thayer-Bacon); and (26) The consciously growing and refreshing life (Douglas J. Simpson). Part II, Democracy and Education in Context, features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today. Beginning with an Introduction to Part II by Andrea R. English, the chapters in Part II include: (27) The dialogue of death and life: Education, civilization, and growth (Thomas Alexander); (28) John Dewey, a modern thinker: On education (as Bildung and Erziehung) and democracy (as a political system and a mode of associated living) (Dietrich Benner); (29) John Dewey's refutation of classical educational thinking (Jürgen Oelkers); (30) The social as the 'inclusive philosophic idea' of democracy and education: Some constructivists' reflections (Jim Garrison, Stefan Neubert and Kersten Reich); (31) John Dewey and the analytic paradigm in philosophy of education: Conceptual analysis as a social aim? (Christopher Martin); (32) Dewey, care ethics, and education (Nel Noddings); (33) Technologies for democracy and education in the 21st century (Craig A. Cunningham); (34) Inviting Dewey to an online forum: Using technology to deepen student understanding of democracy and education (Rosetta Marantz Cohen); and (35) John Dewey: Philosopher of education for our time (Richard Pring). [Foreword by David Hansen.]

"Professional Standards for Educational Leaders" introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one. Written by the primary architect of PSEL, educational leadership expert Joseph F. Murphy, this authoritative guide to understanding and applying the standards explores the new emphasis on: (1) Leadership of learning, school culture, and diversity; (2) Values, ethics, and professional norms of educational leadership; and (3) Teacher quality, instruction, and caring support. Written for higher education faculty, professional development providers, and school and district leaders, the author truly brings the standards to life. This comprehensive manual will power the educational leadership profession through the challenges of the next decade and beyond.

Debates regarding the qualities, skills, and dispositions of culturally relevant teachers and teaching have raged in teacher education for several decades. Ladson-Billings' (2009) "The Dreamkeepers: Successful Teachers of African American Children" was a groundbreaking work that has become a foundational study that informs the work of culturally-relevant (Ladson-Billings, 2009) and culturally-sustaining (Paris & Alim, 2017) teaching. In her book "The Dreamkeepers" she describes effective teachers who are able to draw from the cultural wealth, knowledges, and heritage of Black communities. "The Dreamkeepers" ensured that their Black students were academically successful, retained, and grew both in terms of their cultural competence and their sociopolitical awareness. In other words, according to research by Ladson-Billings (2009), effective teachers possessed both pedagogical and relational dispositions, which leave lifelong impacts on the academic and social lives of the students they teach. While being a foundational text, what remains missing from the research on culturally-relevant and even culturally-sustaining teachers are "narratives" (read: stories, testimonios, etc.) related to how the race of particular E-12 teachers positively impact the lives of their students. For instance, Dr. Antonio Ellis (the first editor of the proposed book) describes his high school music teacher Mr. Linard McCloud) as "a highly effective African American music educator who changed the course of his life" (p. 170). Ellis (2016) describes McCloud as being loving, caring, creative, culturally sensitive, attuned, hopeful, flexible, organized, and thoughtful. Because Mr. McCloud possessed the aforementioned characteristics and dispositions, Ellis contends that he was motivated to achieve academically and socially in his urban high school. In addition, according to Ellis (2016), Mr. McCloud was a highly impactful educator because he went beyond the call of duty as a teacher--a practice that is not so common in schools, particularly urban ones. Not only did McCloud teach in the classroom setting, but he also built strong relationships with families, community members, and external stakeholders including local businesses, colleges, and universities. Mr. McCloud used these networks to leverage opportunities for his students academically, personally, and professionally. Like many of his high school classmates, Ellis (2016) contends that he would not have graduated from high school if it were not for the care and mentorship he received from Mr. McCloud. In this proposed edited volume, it is the editors' goal to honor teachers like Mr. McCloud who have made a difference in the lives of their students by learning from their impactful practices. Employing a "critical storytelling" methodology (see Hartlep & Hensley, 2015; Hartlep, Hensley, Braniger, & Jennings, 2017), each chapter contributor will use his or her own narrative to show the power of influential teachers in classrooms. While this framework centers race, lived and learned experiences, the storyteller is the most important unit of narrative; hence, "The Impact of Classroom Practices: Reflections on Culturally Relevant Teachers" will include African-American storytellers who reflect on the impact of classroom practices of teachers from diverse backgrounds who they deemed culturally relevant and responsive to both their academic and social needs. This work will offer recommendations to pre-service teachers and in-service teachers who desire to leave a lasting impact on the students they teach.

Ethical education should help students become more sensitive to the perspectives and experiences of others. However, the field is dominated by the teaching of moral values as a subject-matter, or by the fostering of character traits in students, or by moral reasoning. This book proposes an alternative to these limited moralistic approaches. It places human relationships at the core of ethical education, in its understanding of both ethics and education. With contributions from renowned international scholars, this approach is laid out in three parts. Part I develops the underlying theory of ethics and education; Part II focuses on the relevant pedagogical principles, and Part III provides illustrations of emergent innovative ethical educational practices in worldwide schools. Against a backdrop of divisiveness and apathy, the innovative practices described in this book show how a new vision for ethical education might be centred around caring for students' well-being. This book: (1) Introduces a fresh approach to ethical education that reframes pedagogy in terms of human relationships, mutual caring and well-being of students; (2) Provides readers with an accessible but sophisticated theory and explores the implications of the theory for educational practices; and (3) Includes the voices of renowned international contributors from a range of fields, including philosophy, education, sociology, psychology, religious studies and spirituality.

Instructional coaches, administrators, teachers . . . really everyone: the royal we is "you." In this "Reflection Guide," Jim delivers a framework for improving professional dialogue that is so clearly signposted, you might as well call it a day planner. Here's how "The Reflection Guide to Better Conversations" works: (1) In Part One, you and your peers engage in surveys, take stock, and record video in order to get real about your current beliefs and abilities. How do you measure up when it comes to empathy, asking better questions? Finding common ground?; and (2) In Part Two, learn about the 10 habits of being an effective communicator, and put them into practice. Are your conversations focused on others 50 percent of the time? What things typically distract you from being fully present? In "Better Conversations," Jim Knight reveals why true dialogue improves professional performance, job satisfaction, and classroom instruction. Together with this "Reflection Guide," the two books provide a brilliant, scaffolded professional learning experience on a topic central to learning, central to life. "This" is the district-wide solution you need--are you ready? [For the companion book, "Better Conversations: Coaching Ourselves and Each Other to Be More Credible, Caring, and Connected," see ED628686.]

Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning, which results in demonstrable benefits for students. Based on extensive interviews and on-site visits, the book identifies six elements that all of these schools have in common, including advisories and other structural supports for students and teachers; rituals and other means for establishing an intentional, reflective, and respectful community as well as a firm commitment to restorative justice; and a broad and engaging curriculum that includes service learning. Featuring the voices of educators and students alike, "Belonging and Becoming" not only shows how these schools stand out for their high degree of caring and success, but makes a strong case for why other schools should be inspired to take up the challenge and replicate their efforts.

Multilingual students, multidialectal students, and students learning English as an additional language constitute a substantial and growing demographic in the United States. But these groups of students tend to receive unequal access to and inadequate instruction in Science, Technology, Engineering, Arts, and Mathematics (STEAM), with their cultural and linguistic assets going largely unacknowledged and underutilized. The need for more information about quality STEAM education for culturally and linguistically diverse students is pressing. This book seeks to address this need, with chapters from asset-oriented researchers and practitioners whose work offers promising teaching and learning approaches in the STEAM subjects in K-16 education settings. Authors share innovative ways in which classroom teachers integrate disciplinary reading, writing, discussion, and language development with content knowledge development in STEAM subjects. Also shared are approaches for integrating indigenous epistemologies, culturally sustaining pedagogy, and students' linguistic resources and life experiences into classroom teaching. The value of quality STEAM education for all students is an equity issue, a civics issue, and an economic issue. Our technologically-driven, scientifically-oriented, innovative society should be led by diverse people with diverse ways of approaching and being in the world. This book aims to make quality STEAM education a reality for all students, taking into account the many perspectives, bodies of knowledge, and skills they bring from a range of cultural and linguistic backgrounds, with the ultimate goal of strengthening the fields that will drive our society towards the future. There are three primary audiences for this book: teachers (both in-service and pre-service teachers), teacher educators (both pre-service preparation and professional learning); and applied researchers. Whatever their current or evolving role, readers are encouraged to use this book and the inquiry questions provided at the end of each chapter as a launching point for their own important work in achieving equity in STEAM education. Following the preface, this book contains the following chapters: (1) SUPERMOON! Literacy Infused STEAM (Kevin M. Carr and Lena Baucum); (2) Fostering English Learners' Academic Language in a Science-Themed Summer School Program (Lauren Artzi, Diane August, and Jennifer Letcher Gray); (3) Concept-Based Teaching in Dual Language Science Classrooms: Using Oral Language Routines to Develop Scientific Descriptions and Arguments (Zenaida Aguirre-Muñoz and Maria O. Gregory); (4) Supporting Linguistically Diverse Students in Scientific Argumentation across Writing and Speaking (María González-Howard and Katherine L. McNeill); (5) Using Functional Grammar to Talk and Write about Science (Mary Schleppegrell, Jason Moore, Catherine O'Hallaron, and Annemarie Palincsar); (6) Scaffolding Young Children's Science Writing (Pamela Spycher, Danielle Garegnani, and Thea Fabian); (7) Supporting 3rd-8th Grade English Learners with Science Informational Texts through Summer School Teacher Professional Learning (Karin Linn-Nieves); (8) Balancing Cultural and Science Identity Frameworks for American Indian/Alaska Native High School Students: A Summer Research Journey (Carolee Dodge Francis, Noehealani Bareng-Antolin, and Kira Tran); (9) Welcoming African Immigrant Students into U.S. K-12 STEAM Classrooms through Culturally Relevant Teaching (Sherilynn Nidever-Jordan and Michael Takafor Ndemanu); (10) Making Everyday Phenomena Phenomenal: Next Generation Science Standards-Aligned Instructional Materials Using Local Phenomena with Diverse Student Groups (Okhee Lee, Marcelle Goggins, Alison Haas, Rita Januszyk, Lorena Llosa, and Scott Grapin); (11) Improving Students' Mathematics Dispositions and Participation through Caring Mathematics Instruction (Nancy Tseng); (12) Engaging New Americans in STEAM: Project-Based Learning Using Genre-Based Pedagogy (James Nagle and Will Andrews); (13) Full STEAM Ahead! Secondary Teachers' Artful Support of ELs through Science Photography (Alandeom W. Oliveira and Luciana C. de Oliveira); (14) Facilitating Diverse Students' Discourse During Mathematics Discussions: What Do Teacher Questions Have to Do with It? (Mary A. Avalos and Loren Jones Contents); (15) Integrating Coding and Composition: Linking English Language Arts, Computer Programming, and Mathematics to Develop English Learners' Strengths across the Content Areas (Suzie Dollesin, Harry Cheng, and Porfirio Loeza); (16) Exploring Scaffolds and Feedback for Improving Communication in a Water Resources Engineering Laboratory Course (Cristina Poindexter and Barbara J. Merino); (17) Theory and Evidence Linking Multilingualism and Mathematics Skills, Rachel Garrett and Erin F. Haynes); and (18) Appendix: Developing Successful Projects Within a Research-Practice Partnership by Using Stakeholder Advisory Groups (Julie Kochanek and Carrie Scholz).

"Teaching to the North-East" responds to the marginalisation of particular groups of students with a way of teaching intended to increase equity in the education system. One way this marginalisation happens is when the special qualities students bring to the classroom are treated as deficiencies. This consigns Indigenous, migrant, refugee, faith- based students, students with learning difficulties, and students of difference to educational "failure". Russell Bishop sets out how schools and teachers can respond to diverse groups of students and develop teaching practices that promote learning for everyone. In this approach, students' prior knowledge, language and ways of making sense of the world are used to inform teaching practices rather than being seen as barriers to learning. "Teaching to the North-East" puts relationships at the centre of learning, and advocates for a relational pedagogy. Russell Bishop builds on his theoretical research in Indigenous Education to describe effective teaching in an extended family-like context that is both culturally responsive and sustaining. Teachers who foster caring and learning relationships within their classrooms interact with students in ways that allow them to see themselves as successful learners. North-East teachers then monitor the impact of these relationships and interactions on students' progress and modify their practices accordingly so that further progress is ensured and "sustained." School leaders can support teaching to the North-East with relational leadership, allowing their teachers to thrive. Together, North-East teaching and leadership is Relationship-based Learning, a form of culturally responsive pedagogy that is responsive to and inclusive of all learners, especially those currently marginalised.

While arguments for and against teaching abstinence, the use of contraceptives, and sexual identity are becoming more and more polarized, most people agree that students must learn to navigate an increasingly sexual world. "Sex Ed for Caring Schools" presents a curriculum that goes beyond the typical health education most students receive today. As part of a critical pedagogy movement that connects education to social justice enterprises, this book and the corresponding online curriculum encourage students to talk, write, and think about the moral and relational issues underlying sex in society today. Addressing the real concerns of today's teens, this book includes lessons on pornography, prostitution, media objectification, religion, and stereotypes. Book Features include: (1) Introduces readers to the controversies that have surrounded sex education curricula in recent decades; (2) Outlines a comprehensive sex education that includes character education, citizenship, and caring--the three Cs; (3) Focuses on the education both girls and boys need to treat each other ethically; (4) Includes discussion questions and activities for future educators; and (5) Corresponds to an interactive online curriculum hosted by the author that includes free readings, activities, and discussion questions.

This book is for educators at all levels and is packed with creative, use-now tips and activities to support new and struggling teachers. Combining real-life scenarios with current research, the author demonstrates how educators can get the most out of available resources, promote a school culture devoted to helping and caring, and meet common school challenges head-on! New and noteworthy--by providing creative activities and acknowledging the complexity inherent in school culture, this practical guide can really help educators implement a mentoring/coaching program that works!

Positive psychology is a rapidly expanding area of study that is of great interest to students at the graduate, undergraduate, and high school levels. But the field is so broad that teachers who want to cover all the bases when designing a positive psychology course may have difficulty locating and selecting materials. "Activities for Teaching Positive Psychology" addresses this problem by presenting a comprehensive set of fun, interactive classroom activities devised by contributors who are experienced teachers as well as leading scholars in their areas. Chapters cover all the topics typically included in existing positive psychology textbooks, emphasizing the hands-on experience that makes positive psychology courses so powerful. Extensive reading lists point interested readers towards a fuller understanding of the topics. The book is a rich source of ideas for all teachers of psychology, from novice to experienced instructors. Part I, Introduction, contains: (1) What Makes an Action Courageous? (Cynthia L. S. Pury); (2) Humility, the Modest Strength (Robert A. Emmons); (3) Using a Strengths Approach to Build Perspective-Taking Capacity (Michelle C. Louis); (4) Contrasting Two Conceptions of Happiness: Hedonia and Eudaimonia (Alan S. Waterman); (5) The Value(s) of Work (Christopher Michaelson); (6) Integrating an Understanding of Cultural Context into a Discussion of Positive Traits (Jennifer Teramoto Pedrotti); (7) Understanding Purpose Through Interviews (Timothy S. Reilly and William Damon); and (8) Spiritual Struggles and Growth (Maria R. Gear Haugen and Kenneth Pargament). Part II, Overview, contains: (9) How Positive Emotions Broaden and Build (Bethany E. Kok and Barbara Fredrickson); (10) Heart Rate Variation With Positive Psychology Exercises (Sarah D. Pressman and Tara L. Kraft); (11) Capitalizing on Positive Events (Shelly L. Gable); (12) Perspective Taking and Pro-Social Behavior: Caring for Others Like we Care for the Self (Michael W. Myers and Sara D. Hodges); (13) Culture Influences the Ingredients of a Good Life and Conceptualization of Happiness (Christie Napa Scollon, Derrick Wirtz, and Xuan-yi Wei); (14) Spending Money on Others Leads to Higher Happiness than Spending on Yourself (Lara B. Aknin and Elizabeth W. Dunn); (15) Cultivating Mindfulness Through Listening (Shauna L. Shapiro and Timothy R. Mariels); (16) Teaching Forgiveness in Positive Psychology (Everett Worthington, Aubrey L. Gartner, David J. Jennings, II, and Don E. Davis); and (17) Flow and Optimal Learning Environment (David J. Shernoff and Brett Anderson). Part III, Self-Reflections, contains: (18) Taking Care of Business with Gratitude (Philip C. Watkins, Amy Sparrow, and Amy C. Webber); (19) Curiosity as a Social Lubricant: Transforming Conversations to be Interesting, Engaging, and Meaningful (Todd B. Kashdan and Paul J. Silvia); (20) Using Mindful Photography to Increase Positive Emotion and Appreciation (Jaime L. Kurtz and Sonja Lyubomirsky); (21) Hope Projects To One's Future Self (Jeana L. Magyar-Moe); (22) A Teaching Tool for Disengaging from Materialism: The Commercial Media Fast (Yuna L. Ferguson and Tim Kasser); (23) The Savoring Expedition: An Exercise to Cultivate Savoring (Patrick R. Harrison, Jennifer L. Smith, and Fred B. Bryant); (24) Internalized Motivation in the Classroom (Kennon M. Sheldon); and (25) Civic Engagement (Constance Flanagan and Brian D. Christens).

Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for exploring their beliefs, motivating students, and responding to conflict. Key topics include: (1) Student behavioral, relational, and cognitive engagement in the learning process; (2) Classroom structures that contribute to student engagement; (3) The contribution of peer relationships to positive and negative behavior management; (4) Strategies that help children learn to manage their own behavior; and (5) Connecting with students who are culturally and linguistically diverse. This practitioner-friendly guide takes you on an enlightening journey that will help you manage by design rather than by default. The results--improved relationships and enhanced learning--will not just make a difference; they will make all the difference.

Positive relationships between practitioners and parents are essential for young children's wellbeing, but achieving this can be difficult if there is not enough understanding about how relationships work when one person (the practitioner or teacher) has to play the professional role. Strong communication skills are fundamental to this relationship and to building a sense of community between home and nursery or school. This new book explores how practitioners can build warm, friendly and caring relationships with parents. It clearly explains the dynamics of a conversation, the theory behind how relationships are formed or destroyed and provides practical strategies to put this knowledge into practice. Grounded in the theories of attachment, transactional analysis and solution focused therapy this book will help you to: (1) Increase your level of self awareness; (2) Improve your listening skills; (3) Understand "how" to communicate with different parent "types"; (4) Learn how to conduct an individual parent interview; and (5) Develop professional care giving skills. Full of practical examples and strategies, this text will be welcomed by early years practitioners and students who wish to develop the skills and confidence they need to effectively communicate with the parents of the children they care for.

"Kids in the Middle: The Micro-Politics of Special Education" takes the reader on a fascinating journey through special education in the past, present, and future. On this journey, the micro-politics of special education are seen through the eyes and experiences of children with disabilities, their parents and advocates, adult educators, and school administrators. Supplementing these perspectives to develop an understanding of special education that goes beyond its administrative and political aspects, such as the Individuals with Disabilities Education Act (IDEA), are scholars with expertise in special education law, administration, severe and profound disabilities, ethics, finance, teaching, and disability rights. Together, these voices explain the micro-political issues that affect how children with disabilities are educated. "Kids in the Middle" promotes a new model of special education to help transform special education. Instead of perpetuating a system grounded in the concepts of promises, privilege, and power, this book considers how to build a system based on caring, compassion, and the common good, a system that will elevate the status of special education children who are lost in the middle. Chapters include: (1) Borderline: The Political Divide in Special Education (Marshall Strax); (2) Schooling Tommy in the Past: A Personal Perspective (Thomas E. Strax, Lisa Luciano, and Anna Dunn); (3) Free At Last? Legislation for Children with Disabilities (Allan Osborne and Charles Russo); (4) The Limits of Freedom: Legislation and Litigation in Special Education (Charles Russo and Allan Osborne); (5) The Costs and Benefits of Special Education (Bruce S. Cooper); (6) Kid in the Middle: A Case Study of an Impartial Hearing (Carol Strax and Marshall Strax); (7) Common Confusions with Inclusion (David Connor); (8) Don't Ask, Don't Tell, Don't Pay: Services for Children with Severe and Chronic Disabilities (Arnold Danzig); (9) Schooling Tommy in the Present (Catherine Hall Rikhye); (10) Voices From the Field: Students Speak Out (Carol Strax); (11) Voices From the Field: Parents Speak Out (Carol Strax); (12) Voices From the Field: Education Professionals (Carol Strax); and (13) Schooling Tommy in the Future: The Ideal (Marshall Strax). (Foreword by Nel Noddings.)

Students who identify as lesbian, gay, bisexual, or transgendered are susceptible to harassment from their peers and are at high risk of dropping out of school. This book provides professional development ideas and real-life vignettes that will help educational leaders foster a more caring school culture not only for LGBT students, but for all students. Peter DeWitt presents specific strategies for school leaders that include: (1) Implementing a student code of conduct and school board policies to safeguard students; (2) Helping staff members recognize and respond to overt and covert LGBT issues; (3) Professional development guidelines to equip staff to intervene; (4) Ways to include appropriate LGBT topics in the curriculum; and (5) Supporting Gay-Straight Alliances (GSA) in middle and high school settings. This practical and compassionate guide contains numerous cases and examples, strategies and templates for codes of conduct (including the NY Code), book study questions, and links to pertinent articles, websites, and blogs for further information. "Dignity for All" helps inform educators of the issues and methods for building acceptance in a diverse world. [This book is a joint publication with the National Association of School Psychologists.]

This collection is a moving tribute to Nel Noddings, a fascinating and influential scholar who has contributed greatly to numerous fields, including education, feminism, ethics, and the study of social justice and equity. "Dear Nel: Opening the Circles of Care" presents contributions from renowned teachers, educators, and activists, such as David Berliner, Jim Garrison, Madeline Grumet, Denis Phillips, William H. Schubert, Barbara Thayer-Bacon, Cristina Igoa, Eva Feder Kittay, Riane Eisler, and Sara Ruddick. Each provides a personal tribute to Noddings highlighting stories of her lived experience and drawing on her writing and teaching. This unique volume includes an interview with Noddings by Lynda Stone that provides historical context for Noddings' work and that imagines possible future spaces for her legacy. Featuring a personal and engaging format, "Dear Nel" offers insights, commentary, and reflections on the extraordinary life work of a major scholar. And, most importantly, it will serve to expand the circles of care that is Nel's work. [Foreword by David Berliner.]

Reverence is a forgotten virtue in teaching and learning. Indeed, it is a largely forgotten virtue in American society. This book argues that there is much more to teaching students than merely imparting knowledge. Good teaching involves forming character, molding destinies, creating an enduring passion for learning, appreciating beauty, caring for others, and much more. In some sense of the word, teaching is a spiritual, although not necessarily a religious, activity. When done well, it cultivates human intimacy and allows teachers to find creative self-expression in classroom community. The essays gathered here examine reverence as a way to understand some of the spiritual dimensions of classroom teaching.