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How do Catholic schools create inclusive, equitable environments that embrace the identities of their students, including their race, ethnicity, and culture? What does Catholic theological spirituality say about diversity, equity, and inclusion to address racism? What is the connection between Catholic theological spirituality and equitable school practices to bring about equity in Catholic schools? In response to increased diversity of students, educators, communities, and societal challenges, there is a need for a framework for Catholic schools with a culturally diverse student body, or with a student body and staff with dif­ferent cultures. We synthesize Catholic theological spirituality and research about equity in public and Catholic schools to create a framework for Catholic school educators in their support of students whose cultural identity is dif­ferent from the faculty and staff. The framework uses Catholic theological spirituality and equitable school practices to promote equity in Catholic schools using equitable school practices.

Given the current political context in the United States, the increased explicit and implicit othering of marginalized communities, and the related societal fracturing--often along ideological lines--this article calls for educators to support and participate in school-community partnerships explicitly framed through a lens of social justice to address inequalities and injustice in education and beyond. In making this call, we provide a framework for the explicit naming of social justice within the formation and implementation of school-community partnerships. We do so based on a literature review of extant literature on school-community partnerships illustrating that partnership research, specifically in education, often implicitly suggests social justice ends as opposed to explicitly naming them. Based on this literature review and our framing of partnerships, we encourage researchers and practitioners alike to adopt the regular, explicit naming of social justice in school-community partnership work to ensure that our efforts strive toward justice for all, and especially for those communities and students who are systemically marginalized.

The four B's framework described in this article grew out of the authors' global study of "collaborative professionalism" (Hargreaves & O'Connor, 2017, 2018). They define collaborative professionalism as ways educators work together with depth, trust, and precision to achieve impact. The authors then set out to study how it manifests in different cultures and countries. As they looked across different settings, they found that particular designs for collaborating, like lesson study or teacher-led learning communities, seemed to work brilliantly in one culture or context but had features that might not work as well or in the same way in other contexts. This article provides a summary of what educators need to know about the conditions for success according to four B's: What was happening "before," "beside," "beyond", and "betwixt" the collaboration.

For decades, education researchers have been drawing attention to the importance of professional collaboration among teachers as a way to improve student achievement. But not all collaboration is equally effective. Andy Hargreaves and Michael O'Connor explain that the most successful and sustainable efforts are characterized by both solidity and solidarity, meaning that they draw on both expert knowledge and strong collegial relationships, creating what the authors call collaborative professionalism. A network of rural teachers in the Pacific Northwest who enhance curriculum across multiple schools and a lesson study program in Hong Kong are two examples of such successful collaborations.

The availability of light-curable resin systems has led to the development of a variety of technologies for producing the light necessary to cure them. Light, being electromagnetic radiation, is comprised of a wide spectrum of energies including ultraviolet, visible, and infrared. Each wavelength region of light has different characteristics in terms of chemical reactions, most notably polymerization of dental materials. Quartz tungsten halogen, plasma arc curing, laser, and, recently, light-emitting diode have all been important technologies used to produce light through dental curing units. Each technology has unique advantages and disadvantages. Thus, it is important for dental professionals to understand the polymerization processes and the ways in which these processes are affected by light energy.