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In the past several years, we have witnessed unprecedented political, racial, economic, and health-related ruptures in society. The resulting turmoil has had an inevitable and negative impact on students, teachers, the profession of education, and especially marginalized and vulnerable populations. Academics and policymakers have had their say on how to address today's volatile issues, but teachers and other practitioners closest to students have not had the same visibility or access. This volume is an attempt to remedy that absence, resulting in a compelling picture of education today. Chapters highlight essays written by a diverse group of K-12 classroom teachers who share their visions for education and describe their empowering classroom practices. At times hopeful and full of joy, at other times angry and full of frustration, these essays speak to what classrooms and schools based on social justice might mean for our nation. "Teachers Speak Up!" presents a bold vision of what education could be if teachers were to have a more direct influence on the purpose and aims of learning and teaching. This book: (1) offers grounded accounts about creating classrooms filled with hope and promise amid the many challenges to everyday practice; (2) addresses the harm done by universal school closures due to the pandemic, growing political divisions, the ugly specter of racism, book bans, and more; (3) gives voice to classroom teachers who describe their vision for education, as well as their successful practice teaching diverse students; and (4) includes chapter authors who are diverse in their identities, the subject matter they teach, and their time in the profession.

In this fascinating collection, some of the foremost historians of education--including Barbara Beatty, Larry Cuban, Linda Eisenmann, Yoon K. Pak, John L. Rury, and Jonathan Zimmerman--debunk commonly held myths about American schooling. Each short, readable chapter focuses on one myth, explaining what the "real" history is and how it helped shape education today. Contributors take on a host of tall tales, including the supposed agrarian origins of summer vacation; exaggerated stories of declining student behavior and academic performance; persistent claims that some people are born to be teachers; idealistic notions that the 1954 "Brown" decision ended segregation in American schools; misleading beliefs that classrooms operate in ways designed to fit the industrial era; and more. "23 Myths About the History of American Schools" will awaken the inner history nerd of everyone who ever asked, "How did we get this irrational school system?" It will affirm the truth that its readers are as entitled to think critically about schooling as anyone else. Book Features: (1) Examines how the history of American education has been distorted and misrepresented, either intentionally or unintentionally; (2) Provides important stories that can help guide discussion about the future of education; (3) Anticipates what local and state politicians are likely to say (and misstate) about schooling. (4) Provides engaging chapters that highlight why real history is important and more fascinating than the myths; and (5) Accessible to a wide range of readers from undergraduates to career educators.

Promoting equity and improvement science have seen increased attention over the last several years as educators seek to expand the experiences, opportunities, and outcomes for marginalized students. This book shows school and district leaders how to create the conditions needed to use improvement science--with its robust collection of tools, resources, and processes--to achieve equity. Readers will find information about equity, continuous improvement, and the psychology of change that can be used to productively and respectfully engage all stakeholders. Chapters include the rationale for employing improvement science to pursue equity; advice for developing the dispositions of an equity-focused leader who thinks differently about power, possibility, and measurement; and guidance for facilitating conversations in the service of equitable improvement. "Equitable School Improvement" is important reading for teachers, coaches, principals, central office leaders, and any educator who wants to be part of creating a more socially just educational system for our children. Book Features: (1) Elaborates on the habits and practices that need to be developed if educators are to overcome significant barriers and talk about transformation in the service of equity; (2) Focuses on the human side of change, including honoring people and their stories and dismantling power structures that interfere with change; (3) Provides guidance to leaders at all levels for creating the conditions for equity-focused improvement work; (4) Moves beyond deficit perspectives and outmoded tropes, such as goals have agency, teachers are resistant, and race correlates to low achievement; and (5) Makes the tools contained in improvement science more accessible to today's equity leaders.

Artificial Intelligence (AI) is revolutionizing the way we learn, work, and think. Its integration into classrooms and workplaces is already underway, impacting and challenging ideas about creativity, authorship, and education. In this groundbreaking and practical guide, teachers will discover how to harness and manage AI as a powerful teaching tool. José Antonio Bowen and C. Edward Watson present emerging and powerful research on the seismic changes AI is already creating in schools and the workplace, providing invaluable insights into what AI can accomplish in the classroom and beyond. By learning how to use new AI tools and resources, educators will gain the confidence to navigate the challenges and seize the opportunities presented by AI. From interactive learning techniques to advanced assignment and assessment strategies, this comprehensive guide offers practical suggestions for integrating AI effectively into teaching and learning environments. Bowen and Watson tackle crucial questions related to academic integrity, cheating, and other emerging issues. In the age of AI, critical thinking skills, information literacy, and a liberal arts education are more important than ever. As AI continues to reshape the nature of work and human thinking, educators can equip students with the skills they need to thrive in a rapidly evolving world. This book serves as a compass, guiding educators through the uncharted territory of AI-powered education and the future of teaching and learning. [This book is published by Johns Hopkins University Press in association with AAC&U.]

"The Complete Learning Disabilities Resource Guide" has been a comprehensive and sought-after resource for professionals, families and individuals with learning disabilities since 1992. This twenty-third edition is the most comprehensive and current source of resources for the LD community available today, and a continual National Health Information Awards Winner for providing "...the Nation's Best Consumer Health Information Programs and Materials in the category of Health Promotion/Disease and Injury Prevention Information." Following the Introduction are two in-depth reports, "About Learning Disabilities" and "Forward Together," designed to "help educators unlock the power of students who learn differently." The third front-matter piece is an article, "Children with Disabilities Face Health Risks, Disruption, and Marginalization under Coronavirus," by Michelle Phoenix, McMaster University. Ending the Front Matter is User Guide and User Key. This twenty-third edition, with over 4,600 listings, provides a comprehensive look at the variety of resources available for the many different types of learning disabilities, from those that occur in spoken language, to those that affect organizational skills. It includes a wide array of testing resources, crucial for early diagnosis, and is arranged in subject-specific chapters for quick, effective research. The Table of Contents is your guide to this database in print form. "The Complete Learning Disabilities Resource Guide" is arranged into 21 major chapters and 100 subchapters, making it easy to pinpoint the exact type of desired reference, including Associations, National/State Programs, Publications, Audio/Video, Web Sites, Products, Conferences, Schools, Learning/Testing Centers, and Summer Programs. Listings provide thousands of valuable contact points, including key executives, web sites, fax numbers, descriptions, founding year, designed-for age products, and size of LD population for schools. With valuable information for not only those individuals with LD, but also for parents, teachers and professionals, this edition offers answers to legal and advocacy questions, as well as specially designed computer software and a full range of assistive devices. "The Complete Learning Disabilities Resource Guide" gives you the confidence that this one resource is all you need. It assures those in the LD community that this crucial information is readily available at every school and library across the country, not just at state or district level special education resource centers. Now, every special education teacher, student, and parent can have, right at their fingertips, a wealth of information on the critical resources that are available to help individuals achieve in school and in their community.

"Not Paved for Us" chronicles a fifty-year period in Philadelphia education, and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators. This illuminating book offers an extensive, expert analysis of a school system that bears the legacy, hallmarks, and consequences that lie at the intersection of race and education. Urban education scholar Camika Royal deftly analyzes decades of efforts aimed at improving school performance within the School District of Philadelphia (SDP), in a brisk survey spanning every SDP superintendency from the 1960s through 2017. Royal interrogates the history of education and educational reforms, recounting city, state, and federal interventions. She covers SDP's connections with the Common School Movement and the advent of the Philadelphia Freedom Schools, and she addresses federal policy shifts, from school desegregation to the No Child Left Behind and Every Student Succeeds Acts. Her survey provides sociopolitical context and rich groundwork for a nuanced examination of why many large urban districts struggle to implement reforms with fidelity and in ways that advance Black students academically and holistically. In a bracing critique, Royal bears witness to the ways in which positive public school reform has been obstructed: through racism and racial capitalism, but also via liberal ideals, neoliberal practices, and austerity tactics. Royal shows how, despite the well-intended actions of larger entities, the weight of school reform, here as in other large urban districts, has been borne by educators striving to meet the extensive needs of their students, families, and communities with only the slightest material, financial, and human resources. She draws on the experiences of Black educators and community members and documents their contributions. "Not Paved for Us" highlights the experiences of Black educators as they navigate the racial and cultural politics of urban school reform. Ultimately, Royal names, dissects, and challenges the presence of racism in school reform policies and practices while calling for an antiracist future. [Foreword by Gloria Ladson-Billings.]

This book addresses contemporary issues on civic and citizenship education, challenging not just schools but society as a whole. It highlights emerging social influences on civic engagement and democracy in the third decade of the 21st century and analyzes the interaction between these influences and their impact on society. It demonstrates that changes are so complex and the challenges so new that an entirely revised agenda is needed for civic and citizenship education. The book takes society and the changes occurring within it as the starting point and assesses the implications of these changes for schools.

"The Complete Learning Disabilities Resource Guide" (formerly "The Complete Learning Disabilities Directory") has been a comprehensive and sought-after resource for professionals, families and individuals with learning disabilities since 1992. This twenty-second edition is the most comprehensive and current source of resources for the LD community available today, and a continual National Health Information Awards Winner for providing "...the Nation's Best Consumer Health Information Programs and Materials in the category of Health Promotion/Disease and Injury Prevention Information." Following the Introduction are two in-depth reports, "About Learning Disabilities" and "Forward Together," designed to "help educators unlock the power of students who learn differently." The third front matter piece is an article, "Children with Disabilities Face Health Risks, Disruption, and Marginalization under Coronavirus," by Michelle Phoenix, McMaster University. Ending the Front Matter is User Guide and User Key. This twenty-second edition, with over 4,600 listings, provides a comprehensive look at the variety of resources available for the many different types of learning disabilities, from those that occur in spoken language, to those that affect organizational skills. It includes a wide array of testing resources, crucial for early diagnosis, and is arranged in subject-specific chapters for quick, effective research. The Table of Contents is your guide to this database in print form. "The Complete Learning Disabilities Resource Guide" is arranged into 21 major chapters and 100 subchapters, making it easy to pinpoint the exact type of desired reference, including Associations, National/State Programs, Publications, Audio/Video, Web Sites, Products, Conferences, Schools, Learning/Testing Centers, and Summer Programs. Listings provide thousands of valuable contact points, including key executives, web sites, fax numbers, descriptions, founding year, designed-for age products, and size of LD population for schools. With valuable information for not only those individuals with LD, but also for parents, teachers and professionals, this edition offers answers to legal and advocacy questions, as well as specially designed computer software and a full range of assistive devices. "The Complete Learning Disabilities Resource Guide" gives you the confidence that this one resource is all you need. It assures those in the LD community that this crucial information is readily available at every school and library across the country, not just at state or district level special education resource centers. Now, every special education teacher, student, and parent can have, right at their fingertips, a wealth of information on the critical resources that are available to help individuals achieve in school and in their community.

Distrust characterizes much of the current political discourse in the United States today. It shapes our feelings about teachers, schools, and policies. In "Distrust and Educational Change," Katherine Schultz argues that distrust--and the failure to recognize and address it--significantly contributes to the failure of policies meant to improve educational systems. The strategies the United States has chosen to enact reform engender distrust, and in so doing, undermine the conditions that enable meaningful educational change. In situations in which distrust--rather than trust--predominates, teachers and principals are reluctant to transform their educational practice. Through a set of illustrative stories, Schultz analyzes the role of distrust in the failure of educational change and transformation. By creating a taxonomy that includes three kinds of distrust--relational, structural, and contextual--she suggests ways to analyze, understand, and discuss the impact of distrust on schools, districts, and large-scale educational processes. She concludes by offering concrete recommendations for addressing distrust in classrooms, schools, and districts; discusses the roles played by teachers, principals, parents, and students in building trust; and points to schools and programs where distrust has been acknowledged and repaired successfully. By creating spaces that honor human dignity, Schultz argues, it is possible to replace a culture of systemic distrust built over time.

This document contains six papers exploring emerging viewpoints, issues, and trends related to mentoring and adult learning. "Mentoring: From Athena to the 21st Century" (Catherine A. Hansman) traces the definitions of the term "mentor" and mentoring practices that have evolved since antiquity. "Emerging Perspectives on Mentoring: Fostering Adult Learning and Development" (Vivian M. Mott) examines the transformative nature of mentoring relationships, the limitations of mentoring relationships, personal narratives of several mentored professionals, and the promise of mentoring. "Mentoring in Contexts: The Workplace and Educational Institutions" (Andrea D. Ellinger) discusses the different contexts in which mentoring occurs and reviews recent research on mentoring in workplaces and educational institutions. "Telementoring: Shaping Mentoring Relationships for the 21st Century" (Talmadge Guy) defines telementoring, explains how it has been affected by technology, presents models of telementoring in schools and work organizations, and considers sociocultural and demographic factors affecting telementoring. "Diversity and Power in Mentoring Relationships" (Catherine A. Hansman) discusses the importance of mentoring for members of marginalized groups, including women and members of racial and ethnic minorities. "Facing Forward: Implications for Practice and Suggestions for Future Research" (Catherine A. Hansman) presents the story of a reluctant mentor and considers its implications for practice and research. (Contains 191 references.) (MN)

"How to Create the Conditions for Learning" shows how the conditions for continuously improving instruction can be created at every level--from the classroom to the school to the central office. More Ann Jaquith presents a framework for understanding and building instructional capacity, based on her original research in schools and districts and ideas drawn from the literature on resourcing and social learning. She describes four types of resources--knowledge, technology, relationships, and structures--and discusses the contextual conditions that allow these resources to be identified, taken up, and put to effective use. Through case studies of schools and districts engaged in the sometimes messy work of developing the capacity to improve instruction, Jaquith shows ways that school and district leaders can identify and deploy underutilized resources and create organizational routines that support the ongoing development of instructional capacity. "How To Create the Conditions for Learning" represents an important contribution to the effort to stimulate, support, and sustain excellent teaching and inspired learning in our schools.

This volume examines historic, cross-cultural, and psychometric issues with regard to the use of psychological testing in South Africa. After an introduction in Chapter 1, the following chapters are: "Measurement and Evaluation in Psychology and Education"; "History of the Development of Psychological Tests," which includes intelligence, aptitude, and personality tests; "Approaches to the Assessment of Cognitive Development," which reviews the psychometric, Piagetian, and Soviet approaches, neuropsychologically based instruments, and dynamic assessment. "Psychological Testing: Criticisms, Issues and Controversies," which explores both criticisms and test bias; "Culture and Testing," which discusses the influence of culture on test performance, offers six possible solutions to selection issues, and discusses a Eurocentric versus an Afrocentric approach to testing; "The Role of Psychological Tests in South African Schools," which includes cognitive, individual intelligence, group intelligence, aptitude and proficiency, and personality tests; and "Psychological Testing in South Africa: End of the Road or a New Beginning?" (Contains 95 references.) (EMK)

This fourth journal edition, oriented towards the topic of adult education and the community in Israel, focuses on these two major themes: the different approaches to analyzing and understanding the community, its populations, and its connection to adult education; and educational institutions and cultural entities within the community. Seventeen papers are included, organized in five parts. Part I, New Directions in Adult Education, includes "New Directions in Continuing Education: Towards the 21st Century" (Peter Jarvis) and "Judaism as a model for the Creation of a Learning Society" (Jonathan Mirvis). Part II, Adult Education and the Community: Approaches and Populations, contains the following five papers: "An Andragogic-Developmental Model in Community Work" (Rachel Tokatli); "Schools for Community Activists: A Report of the First Decade's Experience" (Alan S. York and Hank Havassy); "The Contribution of Adult Education in the Family in the Community" (Rina Cohen); "Basic Education for Immigrant Adults Hagoshrim Project" (Yaffa Schuster); and "Returning from the Dark" (Graciella Spector). These six papers make up Part III, Educational Institutions and Cultural Creativity within the Community: "The Community School--Education via Partnerships" (Yardena Harpaz); "The Popular University--The Classic Model vs. the Community Model" (Paul Kirmayer); "'Tehila' in the Community" (Ora Grabelsky); "Nine Principles in Creating a Community Play" (Yossi Alfi); "The Community Is on Both Sides of the Lens" (Ze' ev Zahavi); and "Regional Radio" (Yossi Alfi). Part IV, Happenings, includes these three papers: "Hamburg Statement: Adult Education in Israel" (Meir Peretz); "From Hamburg to Israel: What Must Be Done and What Can Be Done in Adult Education" (Eitan Israeli); and "Learning to Live Together--Middle East Educators' Meetings" (Magi Koren). Part V, Publications, lists 13 publications produced by the Israeli Ministry of Publications, Culture, and Sport in 1997-98. (KC)

This book provides an overview and discussion of the evidence base of effective school inspections; reflecting on issues of validity and reliability of school inspections in relation to school effectiveness research, unintended consequences and emergent roles and responsibilities of Inspectorates of Education. Chapters include findings from systematic literature reviews and primary research while also presenting a range of practical examples from inspections systems from all over the world. The book provides relevant background materials for Inspectorates of Education who aim to improve the effectiveness of their systems and working methods, as well as clear examples for researchers aiming to analyse and understand the effectiveness of these systems. The final chapter reflects on changes in the current education landscape and discusses newer models of school inspections that fit within a more decentralized inspection system. [Individual chapters are indexed in ERIC.]

As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In "Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools," Ron Ritchhart, author of "Making Thinking Visible," explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. With the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work.

West Baltimore stands out in the popular imagination as the quintessential "inner city"--gritty, run-down, and marred by drugs and gang violence. Indeed, with the collapse of manufacturing jobs in the 1970s, the area experienced a rapid onset of poverty and high unemployment, with few public resources available to alleviate economic distress. But in stark contrast to the image of a perpetual "urban underclass" depicted in television by shows like "The Wire," sociologists Karl Alexander, Doris Entwisle, and Linda Olson present a more nuanced portrait of Baltimore's inner city residents that employs important new research on the significance of early-life opportunities available to low-income populations. "The Long Shadow" focuses on children who grew up in west Baltimore neighborhoods and others like them throughout the city, tracing how their early lives in the inner city have affected their long-term well-being. Although research for this book was conducted in Baltimore, that city's struggles with deindustrialization, white flight, and concentrated poverty were characteristic of most East Coast and Midwest manufacturing cities. The experience of Baltimore's children who came of age during this era is mirrored in the experiences of urban children across the nation. For 25 years, the authors of "The Long Shadow" tracked the life progress of a group of almost 800 predominantly low-income Baltimore school children through the Beginning School Study Youth Panel (BSSYP). The study monitored the children's transitions to young adulthood with special attention to how opportunities available to them as early as first grade shaped their socioeconomic status as adults. The authors' fine-grained analysis confirms that the children who lived in more cohesive neighborhoods, had stronger families, and attended better schools tended to maintain a higher economic status later in life. As young adults, they held higher-income jobs and had achieved more personal milestones (such as marriage) than their lower-status counterparts. Differences in race and gender further stratified life opportunities for the Baltimore children. As one of the first studies to closely examine the outcomes of inner-city whites in addition to African Americans, data from the BSSYP shows that by adulthood, white men of lower status family background, despite attaining less education on average, were more likely to be employed than any other group in part due to family connections and long-standing racial biases in Baltimore's industrial economy. Gender imbalances were also evident: the women, who were more likely to be working in low-wage service and clerical jobs, earned less than men. African American women were doubly disadvantaged insofar as they were less likely to be in a stable relationship than white women, and therefore less likely to benefit from a second income. Combining original interviews with Baltimore families, teachers, and other community members with the empirical data gathered from the authors' groundbreaking research, "The Long Shadow" unravels the complex connections between socioeconomic origins and socioeconomic destinations to reveal a startling and much-needed examination of who succeeds and why.

Often the school is left as an institution seemingly ethically neutral, leaving untouched questions about whether the school itself is a site of injustice toward both educators and children. Springing from his well-known "Building an Ethical School", Robert J. Starratt now looks more closely at the educational leader's responsibility to ensure that the whole fabric of the educational process reflects an ethical philosophy of education. Starratt argues that the work of educating young people is by its very nature an ethical work as well as an intellectual work, and that this work inescapably engages educators and their pupils with an academic curriculum, a social curriculum, and a civic curriculum. "Cultivating an Ethical School" lays a foundation for educators seeking to cultivate a comprehensive ethical educating environment. The second half of the book then takes up the more specific perspectives on teaching and learning that constitute the heart of cultivating an ethical school. Starratt provides examples of how an ethical school can expose students to a variety of perspectives on the challenges they will be called upon to face in the worlds of culture, nature, and society. This valuable book shows leaders and educators the importance of organizing a curriculum and a pedagogy that simultaneously respect and cultivate the intellectual, personal, and social qualities of being human.

Key Data on Education in Europe 2012 is a Eurydice flagship publication tracing the main developments of European education systems over the last decade. The report combines statistical data with qualitative information to describe the organisation, management and functioning of 37 European education systems from pre-primary to higher education. More specifically, the 95 indicators included in the report address the following topics: Demographic Context, Educational Structures, Participation, Resources, Teachers and Management staff, Educational Processes and Qualification Levels and Transition to Employment. In comparison to the previous edition, Key data on Education 2012 has been improved through the inclusion of longer time series, making it easier to identify specific developments affecting aspects of education systems and to analyse the present situation in regard to the past. Key Data on Education 2012 is a joint publication with Eurostat and based on data collected through the National Units of the Eurydice Network, Eurostat, and the PISA 2009 international survey. A glossary and a list of bibliographical references are included. Individual sections contain footnotes. (Contains 92 figures.)

Value-added analysis is the most robust, statistically significant method available for helping educators quantify student progress over time. This powerful tool also reveals tangible strategies for improving instruction. Built around the work of Battelle for Kids, this book provides a field-tested continuous improvement model for using value-added information to increase student learning. The five-step process shows how to: (1) Create the conditions for success; (2) Examine district, school, and classroom reports to assess strengths and challenges; (3) Use these reports to create an improvement plan; (4) Implement instructional changes; and (5) Evaluate and adjust the changes as the new school year starts. Each chapter includes case studies, real-life examples, action steps, and reflective questions in addition to numerous tools, samples, and protocols for implementing the model. By focusing on specific professional practices associated with gains in student performance, conversations shift from blame to analysis, from defensiveness to professional learning, and from micromanagement to inquiry--a fresh perspective that results in student success! The following chapters are contained in this book: (1) Step I: What Is Value-Added Analysis? (2) Step I: Jump into Value-Added Analysis; (3) Step I: The Framework for Systemic Improvement; (4) Step II: Assess District-Level Value-Added Reports to Determine Strengths and Challenges; (5) Step II: Assess Building-Level Value-Added Reports to Determine Strengths and Challenges; (6) Step II: Assess Teacher-Level Value-Added Reports to Determine Strengths and Challenges; (7) Steps III and IV: Identify Root Causes and Produce an Improvement Plan; (8) Step V: Take Action, Monitor, and Adjust. Also contained are references and an index. [Foreword by Douglas B. Reeves.]

"Wish To Live: The Hip-hop Feminism Pedagogy Reader" moves beyond the traditional understanding of the four elements of hip-hop culture--rapping, breakdancing, graffiti art, and deejaying--to articulate how hip-hop feminist scholarship can inform educational practices and spark, transform, encourage, and sustain local and global youth community activism efforts. This multi-genre and interdisciplinary reader engages performance, poetry, document analysis, playwriting, polemics, cultural critique, and autobiography to radically reimagine the political utility of hip-hop-informed social justice efforts that insist on an accountable analysis of identity and culture. Featuring scholarship from professors and graduate and undergraduate students actively involved in the work they profess, this book's commitment to making the practice of hip-hop feminist activism practical in our everyday lives is both compelling and unapologetic. Contents include: (1) An Unapologetic Lyric: A Warrior's Battle for Space in Education (Dominique C. Hill); (2) Who Wants 2 b Hard? A Lesbian of Color Critiques the Phrase "No Homo" in Hip-Hop (Tanya Kozlowski); (3) (Progressive) Hip-Hop Cartography (Darlene Vinicky); (4) Lighting the Fire: Hip-Hop Feminism in a Midwestern Classroom (Zenzele Isoke); (5) For Oya: I Love Myself Dancing... and Then Again When I Am Boxed in and Overwhelmed (Ruth Nicole Brown); (6) The Black Girl Body as a Site of Sexual Terrorism (Adilia James); (7) The Politics of Representation for Black Women and the Impossibility of Queering the New Jersey 4/7 (Christina Carney); (8) Camp Carrot Seed: Reflections on a Critical Pedagogic Project (Sheri Davis-Faulkner); (9) Dr. Theresa Bayarea: Dancing to Make Freedom (Chamara Jewel Kwakye); (10) Freedom Schools and Ella Baker (Shaunita Levison); (11) Performance: "My legacy of imagination is not lost." The Almighty and Most Powerful (Porsha Olayiwola); (12) I Am A Woman (Loy A. Webb); (13) Body Cypher Love: A Remix: A Hip-Hop Feminist Project (Tanya Kozlowski, Irene Christine Zavarsky, and Christina Armstrong); (14) Black Girl Night Talk (Blair Ebony Smith); (15) Acting Out: A Performative Exploration of Identity, Healing, and Wholeness (Durell Callier); (16) Get It Girl Moments: A Reflection on Dance and Research (Grenita Hall); (17) The Bad Bitch Society: Discovering Love through Writing and the New Hip-Hop (Sesali Bowen); (18) Show Yo' Self (Precious McClendon); (19) A Conversation with Black Artemis (Christina Armstrong); (20) A Mother and Daughter Talk Hip-Hop (Lena Foote); (21) Summer Vacation in B'ham, Alabama, or Southern Fried Feminism (J. Sean Callahan); (22) I Love Music! (DaYanna Crider); (23) In the Words of Others We Find Ourselves (Kristen Smith); (24) Youth (Young Adult) Organizing (Sheri Lewis); (25) Can We Be for Black Girls and against Their Sexuality? (Jessica Robinson); (26) Check-In (Porshe Garner); (27) On Being in the Service of Someone Else's Shine (Taylor-Imani Linear); (28) To the Visionary(Desiree McMillion); and (29) Portrait of a Black Girl: Seeing Is NOT Believing (Claudine Taaffe).

Written in accessible language, Law and the Wearing of Religious Symbols is a comprehensive analysis of a topical subject that is being widely debated across Europe. The book provides an overview of emerging case law from the European Court of Human Rights as well as from national courts and equality bodies in European countries on the wearing of religious symbols in educational settings. The author persuasively argues that bans on the wearing of religious symbols in educational institutions in Europe constitutes a breach of an individual's human rights and contravenes existing anti-discrimination legislation. The book offers a discussion of developments in Europe, including the French ban on Islamic head scarves which came into force in April 2011. In addition to an in depth examination of recent bans, the book also assess the arguments used for imposing them as well as the legal claims that can potentially be made to challenge their validity. In doing this, the book will go beyond merely analysing the bans in place to suggest ways in which educational institutions can most fairly respond to requests for accommodation of the wearing of religious symbols and whether perhaps the adoption of other provisions or measures are necessary in order to improve the present situation. This book will be of particular interest to students and academics in the disciplines of law, human rights, political science, sociology and education, but will also be of considerable value to policy makers and educators as well.

Youth mentoring can be an effective way of supporting troubled youth, helping them sustain positive mental health, cope with stress, and lead successful lives through adolescence and into adulthood. This book is a comprehensive guide to youth mentoring programmes, illustrating how, if managed well, they can increase the social support available to young people. It outlines the objectives and benefits of mentoring, how it works, and how to mentor successfully. Youth mentoring in community and school settings is covered, as well as mentoring for vulnerable youth. The book illustrates different mentoring models and provides practical strategies for assessing, setting up, and monitoring the mentoring relationship and its outcomes for the young person. The challenges and difficulties associated with mentoring programmes and strategies to overcome them are also addressed. This will be an essential guide for anyone working with young people, including youth workers, social workers, residential care staff, foster carers, community development workers, teachers and community police.

Published for over a decade, this directory continues to be a successful, sought-after resource, providing valuable information to professionals, families, and individuals in the learning disabilities community. Supported by the National Center for Learning Disabilities, this 2011 edition brings together the most up-to-date information on LD resources, new introductory articles, and more No Child Left Behind data. By bringing together the ever-increasing range of available LD resources into one easy-to-use directory, this directory will be a helpful resource for all families, educators, schools and libraries across the country. It will be a valuable asset to every special education teacher, student, parent, caretaker, social worker, and reference collection. Contents of this book include: (1) Associations & Organizations; (2) Attention Deficit Hyperactivity Disorder; (3) Camps & Summer Programs; (4) Classroom Resources; (5) Conference & Workshops; (6) Computer Resources; (7) Exchange Programs; (8) Government Agencies; (9) Literacy & Learning Skills; (10) Media: Books; (11) Media: Pamphlets; (12) Media: Magazines & Newsletters; (13) Media: Publishers; (14) Media: Audio & Video; (15) Media: Web Sites & Data Bases; (16) Professional Periodicals; (17) Professional Texts; (18) Schools & Colleges; (19) Learning Centers; (20) Testing Resources; and (21) Vocational & Transition Skills. Also included are: Introduction; LD Identification: What Does the Future Hold?; Glossary of LD Terms; IDEA Terms; Geographic Index; Entry & Publisher Name Index; and Subject Index.

Here is a timely--and time-saving--guide for teachers, librarians, and school media specialists who need to get quickly up-to-speed on podcasting. Educational technology specialist Linda Braun explains what podcasting is and why it is such a useful tool for schools and libraries. She covers both content and technical issues, sharing tips for finding and using podcasts and vodcasts, examples of innovative school and library projects, how-to advice for creating great podcasts, and guidance on getting the word out to students, staff, patrons, and other users. As a reader bonus, the author's Web page features links to her recommended resources for school and library podcasters.

This is the thirteenth edition of the most comprehensive reference book covering the wide range of learning disabilities resources available nationwide. This directory contains well over 7,000 entries and covers the schools, learning centers, vocational training programs, associations and organizations, and government agencies involved in learning disabilities. In addition, there are comprehensive chapters on teaching materials, assistive devices, technology resources, magazines, newsletters and workshops that are specifically designed to meet the needs of individuals with learning disabilities, as well as those who work with them. Because this rich resource is in book form, it will enable information that previously could only be accessed at state special education resource centers or at district level special education offices to be available at the individual school level. Now every librarian, special education teacher or LD parent can have at his or her fingertips a wealth of information on the resources that are available to help individuals achieve in school. This book is divided into the following chapters: (1) Guide to No Child Left Behind Act; (2) Associations & Organizations; (3) Attention Deficit Hyperactivity Disorder; (4) Camps & Summer Programs; (5) Classroom Resources; (6) Conference & Workshops; (7) Computer Resources; (8) Exchange Programs; (9) Government Agencies; (10) Literacy & Learning Skills; (11) Media: Books; (12) Media: Pamphlets; (13) Media: Magazines & Newsletters; (14) Media: Publishers; (15) Media: Audio & Video; (16) Media: Web Sites & Data Bases; (17) Professional Periodicals; (18) Professional Texts; (19) Schools & Colleges; (20) Learning Centers; (21) Testing Resources; and (22) Vocational & Transition Skills. (Contains Entry & Company Name Index, Geographic Index, Subject Index, and Glossary.)

This book explores what makes a school excellent. Schools are considered excellent, "good enough," or bad, depending upon multiple factors; "good enough" implies that a school could be doing better. The use and misuse of testing and educational assessment are discussed. Academic assessment based on multiple measures is recommended over high-stakes testing as a more accurate means of describing students' strengths and weaknesses. High standards, transparent testing policies, teacher-made tests, and tests that are demonstrably valid and reliable are suggested as tools for creating excellence in testing. The checkered history of technology (television, computers, Internet) in education, problems, and strategies for improving their use as learning media are treated. Teachers' problems with respect to time, energy, and poor training are considered. Misconceptions about students, charter schools, school safety, and misplaced cultural and political values are other issues discussed. Parents concerned about school quality for their children can find sound advice in what to look for in a school setting. Most chapters conclude with a list of questions about practices, behaviors, and strategies that parents can use to come to a reasoned judgment about a school and its practices and policies. (RT)

This book is dedicated to helping readers modify environments--classrooms, schools, communities--in ways that move away from resiliency depletion and toward resiliency building. The book is organized with emphasis on the concept of community. Part one, which includes the first two chapters, explores the meaning of resiliency and why it is so important for school and community well-being. Part two, which includes four chapters, addresses specific issues and strategies related to promoting resiliency for students, educators, schools, and communities. Part three includes two chapters which present strategies to help schools and communities bring their resources together in ways that support resiliency initiatives, and provides examples of communities currently engaged in this important work. The book is designed to be interactive and includes activities to assist in developing a better understanding of the concepts and strategies presented. The book concludes with 18 handouts intended to provide further information and assist in community self-evaluation. (SD)

This book provides an overview of the political, moral, and social context within which British child welfare practitioners and managers attempt to work with children, families, and others. The book reviews the development of improved policy and practices in child protection. Placing children at the center of policy, practice, and discourse, it explores how child protection interconnects with other systems. The chapters are: (1) "Black Children and the Child Protection System" (Gurnam Singh); (2) "Young Carers--The Contradiction of Being a Child Carer" (Eric Blyth and Allison Waddell); (3) "Children and Adolescents Who Sexually Abuse" (Helen Masson); (4) "Mothering and the Child Protection System" (Brid Featherstone); (5) "Child Protection and Domestic Violence: Pointers for Practitioners" (Anne Ashworth with Marcus Erooga); (6) "Ageism, Violence and Abuse--Theoretical and Practical Perspectives on the Links between 'Child Abuse' and 'Elder Abuse'" (Jeff Hearn); (7) "Decision-Making in Case Conferences--Meeting Whose Needs?" (Nancy Kelly and Judith Milner); (8) "Schools and Child Protection" (Eric Blyth and Helen Cooper); (9) "Primary Prevention in Child Protection: The Role of the Health Visitor" (Suzanne Smith); (10) "The Location of Child Protection in Relation to the Current Emphasis on Core Policing" (Cath Adams and Christine Horrocks); (11) "'Being There': Residential Care of Children and Young People" (Christine Horrocks and Kate Karban); (12) "Sexuality, Sexual Abuse and Children's Homes--Oppression or Protection?" (Lorraine Green and Wendy Parkin); and (13) "Preventing Institutional Abuse: An Exploration of Children's Rights, Needs and Participation in Residential Care" (Jenny Myers, Teresa O'Neill, and Jocelyn Jones). Each chapter contains references. (KB)

The purpose of this booklet is to help elementary and secondary schools improve vertical articulation within their k-12 instructional programs. Although some authorities maintain that only an ungraded program can ultimately solve the articulation problem, this booklet describes a number of steps that can be taken to improve articulation within an administrative structure of rigidly graded schools and highly departmentalized programs. Separate short chapters discuss factors contributing to articulation problems, administrative responsibility for articulation, the role of guidance in articulation, the teacher's role in articulation, and implementation of a program of articulation. A brief review of selected literature on articulation is also included. (Author/JG)

The collection of 31 articles about Appalachian history, culture, customs, and education by people from a variety of backgrounds is intended to facilitate understanding of the special needs of Appalachian students by teachers and school administrators. Designed to address the problems faced in 16 specific counties in Tennessee, Virginia, and North Carolina, the selections are generally relevant to the region as a whole. The articles in the book are attempts to sensitize educators to the historical, social, and economic conditions of Southern Appalachia, as well as to acquaint them with the area's language, values, family life, religion, and music. There are discussions of Appalachian women, blacks, and urban migration. Some articles examine the exploitation of Southern Appalachia by outside interests and the distortion of the region by the national media. Regional people who have critically examined Appalachian schools present their educational views. A briefly annotated bibliography lists books, periodicals, and films which could form the core of an Appalachian studies collection in a school library. (Author/SB)