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Preparing effective dual-language global teachers who will be culturally proficient is paramount not because of state licensure mandates but because society owes it to its school children. This cha...

The spread of COVID-19 pandemic swept the globe with incendiary events that transformed not only economies and health, but also education at all levels, in all nations, and to all people. The effec...

Foreword: Ready or not? Preparing future educators for school, family, and community partnerships Joyce L. Epstein 1. Family, school, community engagement, and partnerships: an imperative for k-12, and colleges of education in the development of twenty-first century educators Reyes L. Quezada, Viviana Alexandrowicz and Sarina Molina 2. Educating pre-service teachers for family, school, and community engagement Michael P. Evans 3. Including all families in education: school district-level efforts to promote parent engagement in Ontario, Canada Catherine Hands 4. Preparing educators to partner with families Gloria E. Miller, Cathy Lines, Erin Sullivan and Kirsten Hermanutz 5. An analysis of cultural diversity and recurring themes in pre-service teachers' online discussions of Epstein's six types of parent involvement Laura Nathans and Carol Revelle 6. How is my child doing? Preparing pre-service teachers to engage parents through assessment Lisa M. Mehlig and Lee Shumow 7. Latino parents and teachers: key players building neighborhood social capital Elizabeth Martinez and Sharon H. Ulanoff 8. Practices in home-school cooperation - a gendered story? Goran Widding 9. Is the week over yet? Insight for educators about social network support among cyber mothers raising children with ASD Jayme Swanke, Judy Doktor, Sabita Shrestha and Laura Dreuth Zeman 10. Family, school, community engagement, and partnerships: an area of continued inquiry and growth Sarina C. Molina

The need for engaging families in their children’s education in schools and for schools and communities to also engage in supporting families can no longer be ignored. Teachers themselves cannot do...

The article examines 21 biliteracy teachers who studied and taught in schools through an eight‐week in‐service professional development program with indigenous children in the state of Altacomulco, Mexico. In the process of documenting their international teaching experiences, a study was conducted to ascertain biliteracy teachers' development of their teaching ideology as a result of their participation and critical reflection, using Spanish as the primary mode of instruction. Five themes are discussed: globally minded teachers; linguistic and culturally relevant curriculum; passionate pedagogy (amorosidad); community authentic engagement; and political and ideological clarity.

In his 2009 address to Congress, President Obama stated, “Our children will compete for jobs in a global economy that many of our schools do not prepare them for.” If Pk-12, community colleges, and universities are not preparing students to compete in a global economy, then experiences outside of school play a larger role in this process. According to the National Survey for Student Engagement (2007) study abroad is one of the best ways to provide a high-impact college experience that leads to significant and personal and intellectual growth (Mullens and Cuper 2012). Study abroad programs, either sponsored by a school or private company prepare students for employment in a global economy by providing learners with opportunities for firsthand experiences developing intercultural relations and honing foreign language skills. However, not all students have equal access to this type of experiential international education.

With the formation of the Council for the Accreditation of Educator Preparation (CAEP) in 2013, and key policy changes initiated by the United States Department of Education, the landscape of teacher education in the United States has dramatically changed. This chapter provides an overview of international education initiatives that have impacted teacher education and the crucial roles that nongovernmental organizations and foundations have played in broadening opportunities for faculty and students. The pioneering work of several colleges in ensuring global perspectives are foundational to the teacher preparation curriculum and are described as a detailed case study of one university’s innovative practices.

The need to provide alternative and exciting community service-learning experiences with university students has been a challenge to institutions of higher education. One institution was able to capitalize on an idea of integrating challenge and adventure-based activities as a form of community service. This article focuses on undergraduate university students' self-reflections, and outcomes regarding their learning experiences as facilitators in a challenge and adventure-based team-building, low ropes community service-learning course. Three emerging themes were analyzed regarding views of community service, and perceptions of the influences the course had on both university and elementary school students. Suggestions for future research on adventure-based community service-learning courses are discussed.

This study examined the reflections of six university student teachers from a Catholic university who participated in an international student teaching setting and sought to evaluate how they developed a global teaching ideology while student teaching abroad. Thomas Groome’s Shared Christian Praxis Learning Process was used as a lens to examine the reflections of the student teachers. Using qualitative measures, the data analysis revealed four themes: (1) development of world citizens, (2) developing as a globally competent professional educator, (3) new knowledge of cultural and comparative educational systems, and (4) self-monitoring for improvement of efficacy and instructional practice.